Many young adults have low literacy levels despite graduating from high school

Recent data indicates that a significant number of young adults in the U.S. possess very limited literacy skills, even though many hold high school diplomas. Analysis reveals that about one in four Americans aged 16 to 24 is functionally illiterate, with over half of them having completed high school.

Between 2017 and 2023, the proportion of young adults reading at the lowest literacy levels rose from 16% to 25%, according to the National Center for Education Statistics and the Program for the International Assessment of Adult Competencies. Roughly 5 million young adultssimilar to the population of Alabamacan understand basic texts but struggle with longer, complex material, according to the American Institute of Research.

The literacy decline coincides with an increase in high school graduation rates, which grew from 50% to 55% over the same period. However, research shows that young adults with diplomas experienced the steepest drop in literacy test scores compared to older adults with diplomas.

Experts attribute this growing functional illiteracy to factors such as poverty, housing instability, students with higher educational needs, and disruptions caused by the pandemic. School closures and the suspension of adult education programs during COVID-19 particularly impacted the current 16-to-24 age group.

Researchers also suggest a systemic issue: students often advance through grades without mastering essential skills, creating a gap between curricula and actual literacy. The definition of literacy itself is evolving in a digital age, where access to information no longer requires deep reading or critical thinking.

Adult literacy is measured on a 0-to-500 scale, with Level 1 representing basic understanding of short texts. Higher levels involve critical evaluation and analysis of complex written materials. Many young adults, despite graduating, remain at Level 1 or below, which limits job prospects and overall skill development.

Current literacy interventions focus primarily on early education, particularly before third grade. Programs like evidence-based reading instruction in states such as Indiana show some success, but students who missed foundational learning during the pandemic continue to struggle.

Small group or individualized instruction remains the most effective approach, but scaling it across K-12 systems is challenging. The transition from learning to read to reading to learn in later grades often leaves students who fell behind in the early years unable to catch up.

Some counties show alarming statistics: in Star County, Texas, and Adams County, Washington, over 80% of high school graduates read at Level 1 or below. Many students are promoted without sufficient literacy skills, reflecting systemic challenges in public education.

Technology has also changed how students interact with information. Easy access to online content and AI tools reduces the need for critical reading and deep engagement with texts. This shift contributes to surface-level literacy and reduced attention to complex material.

Experts emphasize that literacy extends beyond basic reading and writing; it involves comprehension, critical thinking, and contextual understanding. Tailoring curricula and assessments to students backgrounds and interests can improve literacy outcomes, while foundational skills remain essential for future learning.

Despite the existence of adult education programs, funding has been insufficient for decades, leaving many in need without access to support. With waiting lists for services and proposals threatening federal funding, experts warn that functional illiteracy may continue to rise among young adults.

Without intervention and adequate educational resources, high school graduates may increasingly lack the literacy skills required for success in higher education and the workforce.

Author: Ethan Caldwell