Do more than half of Philadelphia adults really read at or below 5th grade level? It’s time for a new way to describe what they know

More than a third of Philadelphia adults read at the lowest skill level on a national assessment, highlighting ongoing challenges in adult literacy across the city and state. According to 2020 data from the Survey of Adult Skills, part of the Program for the International Assessment of Adult Competencies (PIAAC), 32% of Philadelphia adults ages 16 to 74 perform at or below Level 1—the lowest proficiency level—on literacy assessments. This rate exceeds both the Pennsylvania average and national benchmarks, underscoring a persistent literacy gap in one of America’s largest urban centers.

Adult literacy advocates and researchers emphasize that standardized assessments may not fully capture the reading abilities of adults, whose literacy needs differ significantly from school-aged children. Unlike academic reading tasks, practical literacy involves applying skills in real-world contexts such as reading medication labels, navigating healthcare forms, or assisting children with school materials. Yet, even when assessments aim to reflect these practical demands, results can be skewed by factors like test anxiety, unfamiliarity with digital testing tools, or lifelong avoidance of formal education due to negative school experiences.

The phrase “reading at a fifth-grade level” has become a commonly cited shorthand for describing low adult literacy, but experts warn it can mislead and stigmatize learners. Adults with limited print literacy often demonstrate remarkable problem-solving abilities in daily life, using creativity and resourcefulness despite limited formal education. For example, Wanda Steward, a Philadelphia resident, created original stories for her children by interpreting picture books before later writing and publishing her own children’s book after enrolling in an adult literacy program.

Philadelphia’s adult literacy crisis is compounded by decades of underfunded public education. A 2023 Pennsylvania Supreme Court ruling declared the state’s public school funding system unconstitutional, citing severe inequities affecting districts like Philadelphia. While adult education programs receive minimal state or federal funding—there are only four such programs in Philadelphia—many rely instead on philanthropic support, faith-based initiatives, and volunteer-run efforts. The city’s adult education hotline (833-750-5627) connects residents to free or low-cost classes offered in more than 50 languages.

However, research shows that adult learners face barriers beyond funding. Many programs are not designed to accommodate unstable housing, employment changes, or shifting family responsibilities. A 12-year longitudinal study found that only about a third of adult learners attend programs consistently, leading to slower progress and fragmented support. Additionally, funding priorities often emphasize measurable outcomes such as employment or high school equivalency, leaving adults with the greatest literacy needs—those at the lowest proficiency levels—with the least targeted support.

Experts urge a broader view of literacy that includes digital navigation, financial literacy, and family learning. Investments must move beyond traditional metrics and address the varied motivations of adult learners, including parents seeking to support their children’s education. While economic arguments for adult literacy funding remain valid, they do not capture the full value of literacy as a tool for personal agency and community well-being.

Philadelphia’s literacy challenges reflect deeper systemic inequities. Without sustained investment, flexible program design, and a more nuanced understanding of adult learning, efforts to improve literacy will fall short. The city’s future depends on recognizing that literacy is not just a measure of grade levels—it is a foundation for dignity, opportunity, and civic participation.

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