U.S. Adults in Foundational Education: Backgrounds and Skills of Learners with Low Numeracy Skills

Abstract

Adults with low numeracy skills often start adult foundational education services or work with individual tutors. Using U.S. PIAAC 2012/2014/2017 data, this paper examines the characteristics, educational backgrounds, and numeracy proficiency of adult learners in adult foundational education, along with use of numeracy skills at home and how skills predict use. Despite challenges in employment, incomplete education, and a learning disabilities rate of nearly 15%, adult foundational education learners have an interest in learning strategies and computer experience and include a high percentage of English learners. Adult foundational education learner numeracy scores generally fall at Level 1, but positive links occur between numeracy skills and use, particularly in calculations and financial transactions. The paper offers resources for instructors to enhance learner numeracy.