States That Can't Read

Despite being one of the most populous and diverse states, California has a literacy score of 212, reflecting significant hurdles for both youth and adults. For younger students, disparities in school funding often translate into unequal access to quality educational resources. Many schools, particularly in low-income urban and rural areas, face shortages of experienced teachers, up-to-date learning materials, and reading intervention programs. 

Regarding adult literacy, California has one of the lowest literacy rates in the United States, with 23.1% of adults lacking basic prose literacy skills. This results in an overall literacy rate of 76.9%. These statistics underscore the need for targeted interventions and educational reforms to address literacy challenges across the state.?

Rural areas across Oklahoma face significant obstacles, including underfunded schools and a shortage of qualified educators. These limitations often result in fewer resources for students in these communities, leaving them at a disadvantage. Urban districts are not exempt from issues either, with overcrowded classrooms and strained budgets affecting the quality of education.

Oklahoma's fourth-grade reading proficiency remains significantly below the national average, with only 23% of students achieving proficiency in 2024, compared to 30% nationally. The state's performance has stagnated since 2022, and nearly half of its fourth graders scored below the basic reading level, indicating challenges in fundamental literacy skills. Despite state-reported improvements in reading scores, these gains are attributed to lowered proficiency standards rather than actual academic progress. Oklahoma has not surpassed the national average in reading since the late 1990s, and its current rankings place it near the bottom nationally. 

One key challenge is the state’s growing population and the strain it places on schools, particularly in urban and suburban areas. Overcrowded classrooms and limited funding often result in fewer resources for programs that could help students develop stronger reading skills.

?Arizona's fourth-grade reading scores declined to an average of 208 in 2024, down from 215 in 2022, placing the state below the national average of 214. Only 26% of Arizona's fourth graders achieved proficiency in reading, a decrease from 31% in 2022. This decline is part of a broader national trend, with reading scores falling in many states. 

?In 2024, Michigan's fourth-grade students achieved an average reading score of 209 on the National Assessment of Educational Progress (NAEP), which is five points below the national average of 214. Only 25% of Michigan's fourth graders reached proficiency in reading, a decline from 28% in 2022, and below the national proficiency rate of 30%. 

This performance placed Michigan 44th among states, with only six states scoring lower. Additionally, 45% of Michigan's fourth graders scored below the basic reading level, indicating significant challenges in foundational literacy skills. These results highlight the need for targeted interventions and support to address literacy gaps and improve reading outcomes for Michigan's students. ?

Oregon’s average fourth-grade reading score of 207 in 2024 falls below the national average of 214, ranking the state among the lowest in the country. Nearly half of Oregon’s students scored below the basic reading level, signaling widespread issues with foundational literacy. Persistent achievement gaps, particularly among economically disadvantaged and Hispanic students, further contribute to the low performance. 

Post-pandemic learning disruptions have also had a lasting impact, with scores continuing to decline since 2009. Despite increased education spending, Oregon has struggled to translate that investment into results, highlighting inefficiencies in resource allocation and a lack of effective, targeted literacy initiatives.

Despite being a hub of political and cultural influence, only 25% achieved reading proficiency, and 45% scored below the basic level, indicating significant challenges in foundational literacy skills. To address these issues, Michigan has implemented several initiatives. The Adult Literacy Opportunity Fund, established in 2023, provided grants to 29 organizations dedicated to advancing adult education. Additionally, the state proclaimed September 16-20, 2024, as Adult Education and Family Literacy Week, emphasizing the importance of lifelong learning and literacy for personal and economic development. ?

Organizations like the Literacy Center of West Michigan play a crucial role, offering English classes, workplace skill-building, and family literacy programs to over 1,200 adult learners annually. Similarly, the Kalamazoo Literacy Council, in partnership with Western Michigan University, hosted the 2024 Adult Literacy Research & Training Symposium, focusing on effective strategies for adult learners. 

In 2024, Maine's fourth-grade reading scores dropped to 210, below the national average of 214. With only 26% of students proficient, this marks a significant decline. Challenges in K-12 literacy require more support in early education, professional development, and targeted interventions to reverse these trends and raise proficiency levels.

Adult literacy is another pressing concern in Maine. Many adults who struggle with reading never received sufficient support during their school years, leaving them ill-equipped to handle everyday tasks like reading instructions or resumes. This can make obtaining stable employment difficult, trapping individuals in cycles of economic hardship.

In Delaware, approximately 20% of adults are at or below Level 1 literacy, struggling with basic reading and comprehension tasks. Programs like Literacy Delaware are actively working to improve these statistics through tutoring and English language acquisition initiatives.

With a literacy score of 210, Delaware confronts significant challenges in addressing literacy gaps among both youth and adults. For younger residents, disparities in school funding often contribute to uneven access to literacy resources. Schools in underfunded districts may lack updated reading materials, technology, and strong literacy programs, leaving students without the tools they need to build critical skills. Additionally, urban areas in Delaware sometimes face overcrowded classrooms, which can limit individualized instruction for struggling readers.

Arkansas, with a literacy score of 210, access to quality education can vary greatly depending on location. Rural areas often struggle with limited funding, outdated learning materials, and fewer teachers trained in literacy-focused strategies. These gaps in resources make it challenging to support early reading development, leaving some students behind as they progress through school.

Adult literacy in Arkansas also faces challenges. Approximately 23% of adults in the state have low literacy skills, with an additional 38% performing just above basic literacy levels. These figures highlight the need for targeted adult education programs to improve literacy rates and support workforce development. ?

With a literacy score of 212, ?it's not a surprise that 43% of Texas fourth graders and 39% of eighth graders scored below the "Basic" level, indicating ongoing challenges in foundational literacy. Language barriers pose a unique challenge, as Texas is one of the most linguistically diverse states, with many students coming from non-English-speaking households.

Regarding adult literacy, Texas ranks 46th out of 50 states, with an adult literacy rate of 81%. Approximately 19% of adults in Texas lack basic prose literacy skills, underscoring the need for targeted adult education programs to address these disparities .

Nebraska’s literacy score of 212 highlights challenges that span both youth and adult populations. For younger students, rural communities experience significant educational disparities. Schools in these areas often face limited funding, which can result in outdated textbooks, fewer literacy support programs, and a lack of trained teachers dedicated to reading instruction. These shortcomings present difficulties for students needing early intervention to strengthen their literacy skills.

?In 2024, Nebraska's fourth-grade reading scores averaged 212 on the National Assessment of Educational Progress (NAEP), slightly below the national average of 214. This marks a decline from 219 in 2022. Approximately 42% of Nebraska's fourth graders scored below the basic reading level, indicating challenges in early literacy.? Programs like NebraskaREADS aim to address these issues by supporting early literacy initiatives.

Missouri, with a literacy score of 212, 43% of students scored below the basic level, indicating ongoing challenges in foundational literacy.? Regarding adult literacy, approximately 19% of Missouri residents are considered functionally illiterate, meaning they cannot read, write, or perform basic arithmetic at a proficient level. 

New Mexico ranks the lowest in literacy, with a score of just 201. It has one of the highest child poverty rates in the nation, with 23% of children living in poverty and 32% having parents without secure employment. Economic hardship is closely linked to lower literacy outcomes, as children from low-income families often lack access to early learning resources, such as books and educational programs, which are critical for developing reading skills.

Another issue is the state’s large multilingual population. While this diversity is a strength, it can also create hurdles in education when students don’t receive the support they need to become fluent in English or their native language. Rural areas add another layer of difficulty, as many communities face teacher shortages and limited access to libraries or educational tools. 

In Anchorage, primary grade classrooms average 23 students, exceeding the recommended 15, which hampers individualized instruction and negatively impacts reading proficiency. Alaska has one of the highest student absenteeism rates in the nation, with 45% of students chronically absent. Additionally, frequent school changes disrupt learning continuity, further hindering literacy development. 

While initiatives like the Alaska Reads Act aim to improve early literacy, insufficient funding and support have hindered their effectiveness, leaving many students without the necessary interventions. Teacher shortages also contribute to the problem, with many rural districts finding it hard to attract and retain educators. Addressing Alaska’s literacy gap will require targeted efforts to bridge these geographic and cultural obstacles while expanding access to educational tools.

With a literacy score of 206, West Virginia faces notable barriers to improving educational outcomes. One contributing factor is the state’s economic struggles. In 2024, students identified as economically disadvantaged scored 21 points lower on average than their peers. While programs like the "Ready, Read, Write" initiative aim to improve literacy, their full impact may not yet be realized, as the 2024 assessments were conducted before widespread implementation.

Another significant hurdle is the enduring decline of coal and manufacturing jobs, which has led to shifts in the state’s economy. Generations of families have focused on labor-intensive careers, which historically required less formal education. This trend has left gaps in the emphasis placed on reading and writing, both in schools and at home.