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U.S. DEPARTMENT

OF EDUCATION

PERMIT NO. G-17
NATIONAL CENTER FOR EDUCATION STATISTICS

Statistical Analysis Report November 2002

Programs for Adults in 

Public Library Outlets

Laurie Lewis

Elizabeth Farris

Westat

Bernard Greene

Project Officer

National Center for Education Statistics

U.S. Department of Education

Office of Educational Research and Improvement NCES 2003–010
U.S. Department of Education

Rod Paige

Secretary

Office of Educational Research and Improvement

Grover J. Whitehurst

Assistant Secretary

National Center for Education Statistics

Gary W. Phillips

Deputy Commissioner

The National Center for Education Statistics (NCES) is the primary federal entity for collecting, analyzing, 

and reporting data related to education in the United States and other nations. It fulfills a congressional 

mandate to collect, collate, analyze, and report full and complete statistics on the condition of education in 

the United States; conduct and publish reports and specialized analyses of the meaning and significance 

of such statistics; assist state and local education agencies in improving their statistical systems; and 

review and report on education activities in foreign countries.

NCES activities are designed to address high priority education data needs; provide consistent, reliable, 

complete, and accurate indicators of education status and trends; and report timely, useful, and high 

quality data to the U.S. Department of Education, the Congress, the states, other education policymakers, 

practitioners, data users, and the general public.

We strive to make our products available in a variety of formats and in language that is appropriate to a 

variety of audiences. You, as our customer, are the best judge of our success in communicating 

information effectively. If you have any comments or suggestions about this or any other NCES product 

or report, we would like to hear from you. Please direct your comments to:

National Center for Education Statistics

Office of Educational Research and Improvement

U.S. Department of Education

1990 K Street NW

Washington, DC 20006

November 2002

The NCES World Wide Web Home Page is: http://nces.ed.gov

The NCES World Wide Web Electronic Catalog is: http://nces.ed.gov/pubsearch

Suggested Citation

U.S. Department of Education, National Center for Education Statistics. Programs for Adults in Public 

Library Outlets, NCES 2003-010, by Laurie Lewis and Elizabeth Farris. Project Officer: Bernard Greene. 

Washington, DC: 2002.

Contact:

Bernie Greene

(202) 502-7348

email: Bernard.Greene@ed.gov
iii

EXECUTIVE SUMMARY

Background

Public libraries offer a variety of services to their 

communities, including collections, reference and 

referral, and programming. Depending on the type 

of community in which a library is located, the 

library may emphasize programs and other types 

of services for particular segments of the

population (e.g., children, senior citizens, or those 

with limited English skills), or it may emphasize 

particular types of services (e.g., collections of 

various types or extensive reference assistance). 

This report provides nationally representative data 

on programs for adults in public library outlets. It 

is based on a survey conducted in fall 2000 by the 

National Center for Education Statistics (NCES), 

U.S. Department of Education, using its Fast

Response Survey System (FRSS). The survey—

which defined “programs” as planned activities for 

groups or individuals that are offered by libraries 

to provide information, instruction, or cultural

enrichment—obtained information on three areas 

of interest for adult programming in public library 

outlets:

• adult literacy programs, including adult basic 

literacy skills, pre-GED, GED, family literacy, 

and English as a second language instruction 

for adults;

• programs for adult lifelong learning, such as

book or film discussions, cultural

performances, recreational activities, employment and career guidance, college/continuing 

education guidance, financial planning/

investment information, parenting skills,

citizenship preparation, and computer/Internet 

instruction; and

• provision of Internet access for adult

independent use.

These activities form part of the numerous

services that libraries may provide their users, and 

the degree of emphasis that individual libraries 

place on these activities may be related to the role 

that an individual library plays in its community.

This report provides information about programs 

for adults that are offered by public library outlets. 

As defined in the FRSS survey, a public library 

outlet is a unit (usually a building) that provides 

direct public library service. An outlet may be a 

main or central library, a branch library, or a

bookmobile. An outlet was considered to offer a 

program if the outlet provided funding, materials, 

or staff to support the program or if the library 

system ran the program within or on behalf of the 

library outlet. Programs that used library space 

rented from the library or made available to

outside groups by the library, but with no other 

involvement of the library outlet or system, were 

not considered offerings of the library outlet. 

Results are presented for public library outlets

overall, and by outlet size (small, medium, and 

large, as measured by the number of persons who 

entered the library outlet in a typical week,

referred to in this report as the number of library 

visits per week) and metropolitan status (urban, 

suburban, and rural).

Key Findings

Adult Literacy Programs

Public libraries are one source of adult literacy

programming within communities. Literacy

programming includes direct literacy instruction, 

as well as activities such as providing funding, 

materials, and staff to support the program of

another literacy provider. The fall 2000 FRSS 

survey asked public library outlets about their

adult literacy program offerings during the

previous 12 months. Findings from the survey 

include the following:

• Adult literacy programs, including adult basic 

literacy skills, pre-GED, GED, family literacy, 

and English as a second language, were
iv

offered by 17 percent of public library outlets 

(figure 2). 

• The likelihood of offering adult literacy

programs was related to outlet size, with 5 

percent of small outlets, 19 percent of

medium-sized outlets, and 31 percent of large 

outlets offering adult literacy programs (figure 

2). Urban outlets offered literacy programs 

more often than outlets in rural areas (26

percent compared with 15 percent).

• Programs in adult basic literacy skills (defined 

as skills at the fourth-grade level and below) 

were offered by 63 percent of outlets that 

offered adult literacy programs (table 3). PreGED (defined as skills from the fifth- through 

the eighth-grade levels), GED (defined as

skills from the ninth-grade level through high 

school equivalency), English as a second

language, and family literacy programs were 

offered by 42 to 48 percent of outlets that 

offered adult literacy programs.

• About half of the outlets offering adult literacy 

programs offered such programs specifically 

for adults who were limited English speaking 

and/or recent immigrants (50 percent) or for 

parents (48 percent) (table 4). Adult literacy 

programs specifically for high school dropouts 

were offered by 40 percent of outlets offering 

adult literacy programs. About a quarter (26 

percent) of outlets with adult literacy

programs offered programs specifically for

adults with learning disabilities, and 11

percent offered programs specifically for

adults with hearing impairments.

• Outlets that did not offer adult literacy

programs during the 12 months prior to the 

survey were asked to indicate how important 

various reasons were in the outlet’s decision 

not to offer such programs. Not having the 

staff or resources to offer adult literacy

programs was indicated as very important in 

the outlet’s decision by 77 percent of outlets 

(table 5). About half of the outlets (53

percent) indicated that the presence of other 

groups or educational institutions in the

community (including other library outlets)

that offer adult literacy programs was very

important in their decision not to offer such 

programs. An emphasis on other groups (e.g., 

children, senior citizens) in the outlet’s

programming was indicated as very important 

by 37 percent of outlets. The reason least

often indicated as very important in the

outlet’s decision not to offer adult literacy

programs was that the community served by 

the outlet does not have a strong need for adult 

literacy programs (20 percent); almost half of 

the outlets (48 percent) indicated that this 

reason was not important in their decision.

Lifelong Learning Programs

Lifelong learning services for adults encompass

many kinds of activities and programs to meet the 

cultural, recreational, and educational needs of the 

adults served by library outlets. The fall 2000 

FRSS survey asked public library outlets whether 

they offered nine types of adult lifelong learning 

programs during the 12 months prior to the survey, 

whether any lifelong learning programs were

offered specifically for 5 listed groups of adults, 

and to what extent various factors were barriers to 

providing lifelong learning programs for adults 

with learning and/or physical disabilities. Results 

of the survey include the following:

• Computer/Internet instruction, offered by 56 

percent of all public library outlets, was the 

most frequently offered type of adult lifelong 

learning program (table 7). Forty-three 

percent of outlets offered book/film discussions or presentations, 41 percent offered

cultural performances, and 39 percent offered 

recreational activities, such as crafts, travel, or 

hobbies. Programs on parenting skills were 

offered by 20 percent of outlets, financial

planning/investment information programs by 

18 percent of outlets, employment/career

guidance programs by 17 percent of outlets, 

and college/continuing education guidance

programs by 15 percent of outlets. Programs 

for citizenship preparation were offered by 5 

percent of outlets.

• Large and medium-sized outlets were more

likely than small outlets to offer all the types 
v

of adult lifelong learning programs except

citizenship preparation programs, which did

not vary significantly by outlet size (table 7). 

Large outlets were also more likely than

medium-sized outlets to offer most of the

programs, with the exception of programs on 

employment/career guidance and college/

continuing education guidance. Urban outlets 

were more likely than rural outlets to offer all 

the types of lifelong learning programs except 

citizenship preparation and college/continuing 

education guidance programs.

• About a quarter of all outlets offered adult 

lifelong learning programs specifically for

senior citizens or for parents (24 percent for 

each) (table 8). Programs specifically for 

adults who are limited English speaking

and/or recent immigrants were offered by 9 

percent of outlets, for adults with physical

disabilities by 6 percent of outlets, and for 

adults with learning disabilities by 5 percent of 

outlets.

• All library outlets were asked to what extent 

certain factors were barriers to the outlet’s 

offering lifelong learning programs for adults 

with learning and/or physical disabilities. 

Insufficient accessibility to library facilities

for the disabled was not perceived to be a

barrier to offering such programs by most 

libraries, with 70 percent of outlets indicating 

it was not a barrier (table 9). Insufficient 

accessibility was perceived to be a major

barrier by 12 percent of outlets. The

remaining factors (lack of staff training in

working with adults with disabilities, lack of 

assistive/adaptive devices for adults with

disabilities, and insufficient library materials 

for the blind or physically disabled) were rated 

as not a barrier by 17 to 24 percent of outlets 

and as a major barrier by 33 to 39 percent of 

outlets.

Internet Access

The Internet is a major tool for communication 

and for education and job-related tasks. Public 

libraries are one of the providers of Internet access 

to the public. The fall 2000 FRSS survey asked 

public library outlets whether they provided

Internet access to adults for their independent use, 

and to what extent various factors were barriers to 

providing such access. Findings include the

following:

• Most public library outlets (92 percent)

reported providing Internet access to adults for 

their independent use (figure 3). Small outlets 

were less likely to provide Internet access than 

were medium-sized or large outlets (84

percent compared with 96 and 98 percent,

respectively). No differences were observed 

by metropolitan status.

• All library outlets were asked to what extent 

various factors (insufficient space for

computers, insufficient number of computers 

with Internet access, insufficient number of

telecommunications lines for Internet access,

lack of library staff to assist Internet users, and 

lack of specialized training among library

staff) were barriers to providing Internet

access to adults for their independent use. 

Across all public library outlets, these factors 

were generally not perceived as being major 

barriers to providing Internet access; the

percentage of outlets rating each factor as a 

major barrier ranged from 9 percent for lack of 

specialized training among library staff to 29 

percent for insufficient space for computers

(table 11).

• There were differences in perceived barriers 

between the library outlets that provided

Internet access and those that did not. All of 

the factors were more likely to be identified as 

major barriers by outlets that did not provide 

Internet access than by outlets that did provide 

Internet access (table 11).
vi
vii

ACKNOWLEDGMENTS

The authors wish to thank the many individuals 

who contributed to the development of the survey 

and this report. The survey was funded by NCES 

and the National Institute on Postsecondary 

Education, Libraries, and Lifelong Learning

(PLLI) of the Office of Educational Research and 

Improvement. The survey was requested by

Adrienne Chute in the Elementary, Secondary, and 

Library Studies Division of NCES; Barbara

Humes, formerly in PLLI; and Christina Dunn in 

the National Library of Education. The data

requesters, as well as Edith McArthur and Shelley 

Burns in the Early Childhood, International, and 

Crosscutting Studies Division, provided valuable 

input into the development of the survey

instrument.

The following individuals served on a technical 

working group that reviewed the survey

questionnaire: Carolyn Anthony, Skokie Public

Library; Mary Costabile, American Library 

Association; Denise Davis, formerly of the United 

States National Commission on Libraries and

Information Science (NCLIS); Fran Freimarch, 

Pamonkey Regional Library; Jane Goodwin,

Fairfax County Public Library; Harriet

Henderson, Montgomery County Public Libraries; 

Dean Jue, Florida State University; Caryl Mobley, 

Arlington Heights Memorial Library; Trish

Skaptason, formerly of the Institute of Museum 

and Library Services; and Philip Wong-Cross, 

District of Columbia Public Library.

At Westat, Debbie Alexander directed the data

collection efforts, assisted by Ratna Basavaraju. 

Robert Delfierro was the programmer, and Anne 

Kleiner prepared t-tests to support the analyses. 

Carol Litman edited the report, which was

formatted by Sylvie Warren. Additional word 

processing support was provided by Catherine

Marshall. Thanks also go to the librarians in the 

library outlets who provided the data for the

report, and to the directors of library systems for 

their support.

Numerous NCES staff reviewed the report and

made constructive comments and suggestions,

including Chris Chapman, Adrienne Chute,

Barbara Holton, William Hussar, Paula Knepper, 

Andrew Kolstad, Jeffrey Owings, Valena Plisko, 

John Ralph, Marilyn Seastrom, and Jeffrey

Williams. Reviewers from outside of NCES were 

Carolyn Ashcraft, Arkansas State Library; Norman 

Brandt, PLLI; Stephanie Cronen, Lawrence

Lanahan, David Miller, and Leslie Scott,

American Institutes for Research, Education

Statistics Services Institute; Denise Davis,

formerly of NCLIS; Christina Dunn, National

Library of Education; Mary Jo Lynch, American 

Library Association; F. William Summers, Florida 

State University; Betty Turock, Rutgers

University; and J.D. Waggoner, West Virginia

Library Commission. 
viii
ix

Table of Contents

Chapter Page

Executive Summary........................................................................................ iii

Acknowledgments.......................................................................................... vii

1 Introduction ................................................................................................... 1

Adult Literacy.......................................................................................... 3

Libraries and Lifelong Learning ................................................................ 4

Internet Access......................................................................................... 4

Study Methodology .................................................................................. 5

Organization of This Report...................................................................... 8

2 Programs for Adult Literacy............................................................................ 9

Adult Literacy Program Offerings.............................................................. 9

Reasons Adult Literacy Programs Are Not Offered..................................... 11

3 Programs for Adult Lifelong Learning ............................................................. 13

Adult Lifelong Learning Programs............................................................. 13

Barriers to Offering Programs for Adults with Disabilities........................... 15

4 Internet Access............................................................................................... 17

Extent of Internet Access.......................................................................... 17

Barriers to Providing Internet Access......................................................... 18

5 Summary ....................................................................................................... 21

Adult Literacy Programs........................................................................... 21

Lifelong Learning Programs...................................................................... 22

Internet Access......................................................................................... 22

References..................................................................................................... 25

List of Appendices

Appendix Page

A Survey Methodology....................................................................................... A-1

B Tables of Standard Errors................................................................................ B-1

C Survey Questionnaire...................................................................................... C-1
x

Table of Contents (continued)

List of Tables

Table Page

1 Percentage distribution of public library outlets in urban, suburban, and rural 

areas, by number of library visits per week: 2000............................................. 7

2 Percentage distribution of public library outlets with various numbers of library 

visits per week, by metropolitan status: 2000................................................... 8

3 Percent of public library outlets that offered any adult literacy programs during 

the last 12 months, and of those, the percent that offered specific types: 2000.... 10

4 Percent of public library outlets that offered any adult literacy programs during 

the last 12 months, and of those, the percent that offered programs specifically 

for certain groups: 2000 ................................................................................. 11

5 Among public library outlets that did not offer adult literacy programs, 

percentage distribution of the importance of specific reasons in the outlet’s 

decision not to offer adult literacy programs: 2000........................................... 11

6 Percent of public library outlets that did not offer adult literacy programs, and 

the percent without adult literacy programs indicating that specific reasons 

were very important in the outlet’s decision, by number of library visits per 

week and metropolitan status: 2000................................................................. 12

7 Percent of public library outlets that offered specific types of adult lifelong 

learning programs during the last 12 months, by number of library visits per 

week and metropolitan status: 2000................................................................. 13

8 Percent of public library outlets that offered adult lifelong learning programs 

specifically for certain groups during the last 12 months, by number of library 

visits per week and metropolitan status: 2000 .................................................. 14

9 Percentage distribution of the extent to which public library outlets report 

specific factors as barriers to the outlet’s offering lifelong learning programs 

for adults with learning and/or physical disabilities: 2000................................. 15

10 Percent of public library outlets reporting that specific factors are major 

barriers to the outlet offering lifelong learning programs for adults with 

learning and/or physical disabilities, by number of library visits per week and 

metropolitan status: 2000 ............................................................................... 16
xi

Table of Contents (continued)

List of Tables (continued)

Table Page

11 Percentage distribution of the extent to which public library outlets report 

specific factors as barriers to the outlet’s ability to provide access to the 

Internet to adults for their independent use, by whether the outlet provides 

Internet access: 2000...................................................................................... 18

12 Percent of public library outlets reporting that specific factors are major 

barriers to the outlet’s ability to provide access to the Internet to adults for their 

independent use, by number of library visits per week and metropolitan status: 

2000 .............................................................................................................. 19

List of Figures

Figure Page

1 Percentage distributions of public library outlets, by number of library visits 

per week and metropolitan status: 2000........................................................... 7

2 Percent of public library outlets that offered adult literacy programs during the 

last 12 months, by number of library visits per week and metropolitan status: 

2000 .............................................................................................................. 9

3 Percent of public library outlets that provide Internet access to adults for their 

independent use, by number of library visits per week and metropolitan status: 

2000 .............................................................................................................. 17
xii
1

1. INTRODUCTION

This report provides data on programs for adults in 

public library outlets,1 based on a survey

conducted in fall 2000 by the National Center for 

Education Statistics (NCES), U.S. Department of 

Education (ED). The survey—which defined

“programs” as planned activities for groups or 

individuals that are offered by libraries to provide 

information, instruction, or cultural enrichment—

obtained information on three areas of interest for 

adult programming in public library outlets:

• adult literacy programs, including adult basic 

literacy skills, pre-GED, GED, family literacy, 

and English as a second language instruction 

for adults;

• programs for adult lifelong learning, such as 

book or film discussions, cultural performances, recreational activities, employment

and career guidance, college/continuing

education guidance, financial planning/

investment information, parenting skills,

citizenship preparation, and computer/Internet 

instruction; and

• provision of Internet access for adult

independent use.2

These activities form part of numerous services 

that libraries may provide their users, and their 

emphasis in individual libraries may be related to 

the role that an individual library plays in its

community.

The Public Library Association (PLA)3 identified 

eight major roles that libraries can play in their

 

1

 As defined in the questionnaire, a public library outlet is a unit 

(usually a building) that provides direct public library service. An 

outlet may be a main or central library, a branch library, or a 

bookmobile.

2

 Internet access for adult independent use is the availability of the 

Internet for adults to use without the participation of a library staff 

member in that use. For example, an adult would be able to log on 

to the Internet and search for information independently, rather than 

submitting a request for a library staff member to search for that 

information.

communities: community activities center,

community information center, formal education 

support center, independent learning center,

popular materials library, preschoolers’ door to

learning, reference library, and research center

(McClure et al. 1987). Libraries offer a variety of 

services, including collections, reference and

referral, and programming. The roles identified by 

PLA help a library make decisions about priorities 

in these areas. Depending on the type of

community in which the library is located, the

library may emphasize programs and other types 

of services for particular segments of the

population (e.g., children, senior citizens, or

community members with limited skills in English 

or reading), or may emphasize particular types of 

services (e.g., collections of various kinds,

extensive reference assistance, or recreational and 

cultural activities). 

Many of the roles outlined by PLA relate to the 

ways in which a library supports the educational 

goals and needs of the community it serves. A 

study of the various roles of the library and their 

importance to their community (D’Elia 1993)

found that people consider the public library’s

most important role to be supporting the

educational needs of the community. According 

to D’Elia, the roles receiving the largest

percentages of “very important” responses were

the library as an educational support center for 

students of all ages (88 percent), a learning center 

for adult independent learners (85 percent), a

discovery and learning center for preschool

children (83 percent), a research center for

scholars and researchers (68 percent), and a center 

for community information (66 percent). 

 

3 The Public Library Association is one of the divisions of the

American Library Association. The American Library Association 

is an organization of over 60,000 librarians, libraries, trustees, 

friends of libraries, and others interested in the educational, social, 

and cultural roles and responsibilities of libraries in society. It 

promotes and improves library service and librarianship through 

advocacy and by establishing standards of service, conducting

research, and providing educational opportunities for library

personnel.
2

PLA also developed 13 “service responses” that

provide library planners with a way to link

identified community needs with specific library 

services and programs. In particular, “a service 

response is what a library does for, or offers to, the 

public in an effort to meet a set of well-defined 

community needs....Service responses...are very

distinct ways that libraries serve the public”

(Nelson 2001, p. 146). The 13 “service responses” 

are basic literacy, business and career information, 

commons,

4

 community referral, consumer

information, cultural awareness, current topics and 

titles, formal learning support, general

information, government information, information 

literacy, lifelong learning, and local history and 

genealogy (many of which are included in this 

report). The planning process using these “service 

responses” stresses the importance of the 

connection between the needs of the community 

and the development of library services. One of 

the basic assumptions of PLA is that “excellence 

must be defined locally—it results when library 

services match community needs, interests, and

priorities” (Nelson 2001, p. 1). Thus, in the view 

of PLA, the types of services (including

programming) that libraries offer should reflect the 

needs of the communities they serve.

Although programming for adults has been

recognized as important to libraries, there were no 

national data about what public libraries were

doing to provide this programming. 

Consequently, three groups within ED requested

that NCES conduct a national survey through its 

Fast Response Survey System (FRSS). The three 

data requesters were the Elementary, Secondary, 

and Library Studies Division of NCES; the

National Institute on Postsecondary Education,

Libraries, and Lifelong Learning; and the National 

Library of Education. This report provides

national data from this survey about three areas of 

interest for adult programming in public

 

4

 According to the PLA, “A library that provides a Commons

environment helps address the need of people to meet and interact 

with others in their community and to participate in public

discourse about community issues” (Nelson 2001, p. 65).

library outlets:5 adult literacy programs, programs 

for adult lifelong learning, and Internet access for 

adult independent use. Particular attention is paid 

to adult literacy issues, and to programs that may 

be provided for adults with learning and/or

physical disabilities, adults who have limited 

English proficiency and/or are recent immigrants, 

and parents.

Programming for adults in public library outlets 

has a potentially wide audience in the United

States. According to the U.S. Census Bureau,

there were 209.1 million adults age 18 and over in 

the country in 2000 (Meyer 2001). Adults

constituted 74 percent of the U.S. population in 

2000, and the median age of the U.S. population 

continued to rise, increasing from 32.9 in 1990 to 

35.3 in 2000. Further, the U.S. Census Bureau

estimated in the mid-1990s that about 1 in 5

Americans had some kind of disability, and 1 in 10 

had a severe disability (U.S. Department of

Commerce 1997).6 The likelihood of having a 

disability increased with age, with half of those 65 

years old and older reporting a disability. 

At the same time, the diversity of our population 

continues to increase. The Census Bureau reports 

that the foreign-born population of the United

States numbered 31.1 million in 2000—the largest 

in U.S. history (U.S. Department of Commerce

2002). The number has climbed 57 percent since 

the 1990 census. The proportion of the U.S.

population that was foreign born increased from

4.7 percent in 1970 to 11.6 percent in 2000. 

Approximately 52 percent of the foreign born

 

5

 Programming is provided by public libraries in many different ways, 

such as bringing in guest lecturers on various topics, providing 

individual or group instruction, and working with other

organizations to offer a series of classes. In addition, programming 

may be provided by different library entities, including individual 

library outlets and administrative entities (more commonly known 

as library systems). Early in the development process of the survey, 

a decision was made to focus on information at the library outlet 

level, because it was thought that most programming actually took 

place at this level. As defined in the questionnaire, a public library 

outlet is a unit (usually a building) that provides direct public library 

service. An outlet may be a main or central library, a branch library, 

or a bookmobile. System-level data are not available for

comparison with the outlet -level data collected in this FRSS survey.

6

 The Census Bureau collected this information as part of its Survey 

of Income and Program Participation for the October 1994 through 

January 1995 period.
3

residents were from Latin American countries, and 

approximately 26 percent were from Asian

countries. The Census Bureau estimates that 17.6 

percent of the population 5 years and over in the 

United States spoke a language other than English 

at home in 2000 (U.S. Department of Commerce 

2001).

Adult Literacy

The need for a literate and skilled adult population 

was officially recognized a decade ago when

Congress created the National Institute for

Literacy (NIFL), an independent federal

organization charged with leading the effort

toward the United States becoming a fully literate 

nation in the 21st century. In the 1991 National 

Literacy Act, Congress defined literacy as “an

individual’s ability to read, write, and speak in 

English, and compute and solve problems at levels 

of proficiency necessary to function on the job and 

in society, to achieve one’s goals, and develop 

one’s knowledge and potential.”7 NIFL estimates 

that nationally, fewer than 10 percent of adults 

who could benefit from literacy programs are

currently being served.

The Division of Adult Education and Literacy

(DAEL) in ED’s Office of Vocational and Adult 

Education (OVAE) supports a wide range of

literacy activities. Among these are programs

focused on family literacy, workplace education, 

and English literacy. OVAE also disseminates 

information about research, effective practices,

and other resources in adult education and literacy 

through its Web site 

(http://www.ed.gov/offices/ OVAE/AdultEd/).

The National Adult Literacy Survey (NALS) was 

funded by Congress and conducted by NCES in 

1992. According to NCES, the aim of NALS was 

“to document the English literacy of adults in the 

United States based on their performance across a 

wide array of tasks that reflect the types of

materials and demands they encounter in their 

daily lives” (Sum 1999, p. xiii). NALS found that 

 

7

 Information in this paragraph is from the Web site of the National 

Institute for Literacy (http://www.nifl.gov).

among the 191.3 million adults in the survey

population in 1992, 40.0 million, or 21 percent,

were in level 1 (the lowest level of proficiency) on 

the prose literacy scale, and 8.2 million (4 percent) 

correctly answered none of the test questions (Sum 

1999). Literacy skills were related to various 

educational and labor force characteristics. As

reported by NCES, “the main finding that

pervades the data on education in the National 

Adult Literacy Survey is that literacy proficiency 

is strongly related to levels of formal schooling. 

Each successive level of formal education is

accompanied by a rise in average literacy

proficiencies” (Kaestle et al. 2001, p. xxv). In 

general, literacy proficiency is lowest for

individuals who have not graduated from high

school, higher for high school graduates and GED 

holders, and highest for individuals who have

attended postsecondary schooling. This is

particularly important in light of reports from the 

U.S. Census Bureau that approximately 17 percent 

of the U.S. population 18 years of age and older 

have an educational attainment below the level of 

high school graduate (Newburger and Curry

2000). NALS also found that literacy is related to 

labor force characteristics, with individuals who 

demonstrate higher levels of literacy more likely 

to be employed, work more weeks in a year, and 

earn higher wages than individuals demonstrating 

lower proficiencies (Kirsch et al. 1993; Sum

1999). Thus, literacy skills are related to many 

aspects of adult lives.

Public libraries are one source of adult literacy

programs. According to the PLA, a library that 

provides basic literacy service “addresses the need 

to read and to perform other essential daily tasks” 

(Nelson 2001, p. 65). Literacy programming

includes direct literacy instruction, as well as

activities such as providing funding, materials, or 

staff to support the literacy program of another 

literacy provider. Public libraries also support 

adult literacy activities in other ways not measured 

in this survey, such as developing and maintaining 

literacy collections, building coalitions with

literacy groups, and providing space to outside 

groups to support literacy activities. The NCES 

state library agency survey defines literacy

program support in public libraries as “organized 

efforts to assist individuals with limited language 

and mathematical skills in developing skills in
4

reading, writing, and computation that enable them 

to function in society without assistance from

others” (Kroe, Garner, and Sheckells 2001, p. 

156). In Fiscal Year 2000, 44 out of 51 state 

library agencies provided literacy program support 

to public libraries in their state (Kroe, Garner, and 

Sheckells 2001). However, no nationally 

representative information has been available

about adult literacy programs in public library

outlets. This report provides information about the 

extent to which public library outlets offer adult 

literacy programs, the types of literacy programs 

offered (e.g., adult basic literacy skills, GED,

English as a second language), and the groups for 

which literacy programs are specifically offered

(e.g., high school dropouts, adults who are limited 

English speaking or recent immigrants). 

Information is also provided about reasons that

library outlets do not offer adult literacy programs.

Libraries and Lifelong Learning

Libraries provide learning opportunities to many 

kinds of people with various educational needs 

and preferences through diverse kinds of library 

collections, reference and information services,

and programming, including outreach services. 

According to Van Fleet (1995, p. 4), “Library

services have essentially the same goals for all 

patrons—to enrich leisure, to gather and

disseminate information for effective living, and to 

provide for continued growth and learning

throughout the lifespan. The specific manner in 

which these goals are fulfilled will vary according 

to community need and demand.” This reflects 

the same stance taken by the PLA—that library 

services must match community needs, interests, 

and priorities, and the ways in which communities 

implement a service response will therefore vary 

significantly. According to the PLA, a library that 

provides a lifelong learning service response

“helps address the desire for self-directed personal 

growth and development opportunities” (Nelson

2001, p. 65). Examples of possible programming 

components of lifelong learning service include 

how-to programs on topics of general public

interest, and various kinds of cultural

performances.

The National Household Education Survey

estimated in 1996 that 44 percent of U.S.

households had used a public library in the month 

prior to the interview, and 65 percent had used a 

public library in the past year (Collins and

Chandler 1997). The public library services for 

which the highest percentages of households

reported library use in the past month were for 

enjoyment or hobbies, including borrowing books 

and tapes or attending activities (32 percent);

getting information for personal use, such as

consumer or health issues, investments, and so on 

(20 percent); and using library services or

materials for a school or class assignment (19 

percent). Fewer households reported using public 

library services for keeping up to date at a job (8 

percent), getting information to help find a job (5 

percent), attending a program for children (4

percent), or working with a tutor or taking a class 

to learn to read (1 percent).

This report provides information about the types 

of lifelong learning programs for adults offered by 

public library outlets, and groups for which

lifelong learning programs are specifically offered 

(e.g., adults with disabilities, parents). Although 

libraries offer many types of lifelong learning

programs, the survey focused on a subset of

programs. Specifically, the lifelong learning

programs included on the questionnaire are

programs on citizenship preparation, college/

continuing education guidance, employment/

career guidance, financial planning/investment

information, book/film discussions or presentations, cultural performances, recreational

activities, parenting skills, and computer/Internet 

instruction. 

Internet Access

The Internet has become a major source of

information and a major means of communication 

for adults. In the August 2000 Current Population 

Survey, adults 18 years and over reported using 

the Internet from home for the following tasks: email (33 percent of adults), information searches 

(24 percent), checking on news, weather, or sports 

(20 percent), performing job-related tasks

(12 percent), and school research or courses
5

(9 percent). Forty-two percent of households had 

at least one member who used the Internet at 

home, and 37 percent of all adults reported using 

the Internet at home (Newburger 2001).

Public libraries are one source of Internet access, 

and thus may have the potential to substantially 

expand access to the Internet for the adult public. 

Just as schools may level the playing field by

giving computer and Internet access to children 

who do not have such access at home (Newburger 

2001), libraries have the potential to do the same 

for adults. Thus, it is important to know the extent 

to which public library outlets have Internet access 

for the adult public.

The U.S. National Commission on Libraries and 

Information Science (NCLIS) conducted a survey 

in spring 2000 on public library outlet connectivity 

to the Internet. The results of that survey indicate 

that 96 percent of public library outlets were

connected to the Internet in some way in 2000, and 

94 percent of outlets provided public access to the 

Internet (Bertot and McClure 2000). This is an 

increase from 1998, when NCLIS and the

American Library Association conducted the first 

study on public library outlet connectivity to the 

Internet.8 In 1998, 84 percent of public library 

outlets were connected to the Internet, and 73

percent of outlets provided public access to the

Internet (NCLIS 1999). The results of the 2000 

NCLIS survey also indicate that 55 percent of 

outlets offered Internet training services to the 

adult public.

This report provides information about the extent 

to which outlets provide access to the Internet to 

adults for their independent use, and perceived

barriers to the outlet’s ability to provide such

Internet access.

 

8

 From 1994 through 1997, NCLIS sponsored annual studies of

Internet access in public library systems (administrative entities). 

In 1998 and 2000, the studies of library connectivity to the Internet 

were conducted at the outlet level rather than the system level.

Study Methodology

The information in this report is based on a survey 

conducted in fall 2000 by NCES using its Fast 

Response Survey System. FRSS is a survey

system designed to collect small amounts of issueoriented data with minimal burden on respondents 

and within a relatively short timeframe.9 The 

results presented in this report are based on

questionnaire data for 954 public library outlets in 

the United States. The questionnaire responses 

were weighted to produce national estimates that 

represent all public library outlets in the United 

States. As defined on this questionnaire, a public 

library outlet is a unit (usually a building) that 

provides direct public library service. An outlet 

may be a main or central library, a branch library, 

or a bookmobile. 

The sample for this survey consisted of 1,011 

public library outlets in the 50 states and the

District of Columbia, comprising 461 central/main 

libraries, 485 branch libraries, and 65

bookmobiles. The sample was selected from the 

NCES Fiscal Year 1997 Public Libraries Survey 

(PLS) Public Library Outlet File. The sampling 

frame consisted of 16,918 public library outlets, of 

which 8,954 were central/main library outlets,

7,120 were branch outlets, and 844 were

bookmobiles or books-by-mail only services.10 

 

9

 FRSS surveys are limited in scope. Therefore, this FRSS survey 

could not collect information about all the kinds of programs for 

adults in public libraries, or all the types of activities that libraries 

do to support these programs. This FRSS survey collected

information about three topics that are areas in which libraries serve 

the educational needs of their communities: adult literacy programs, 

programs for adult lifelong learning, and Internet access for adult 

independent use. Libraries also support adult literacy activities in 

ways that are not measured in this survey, such as developing and 

maintaining literacy collections, building coalitions with literacy 

groups, and providing space to outside groups to support literacy 

activities. There are also other types of lifelong learning programs, 

such as health education/information, civic awareness and

government issues, and genealogy information. The constraints of 

an FRSS questionnaire limited the number of such programs that 

could be included on this survey.

10During data collection on the survey, a number of sampled library 

outlets were found to be out of the scope of the survey, primarily 

because the outlet was no longer in existence. This reduced the 

number of library outlets in the sampling frame to an estimated 

16,655. There are only 12 books-by-mail only services on the 

sampling frame, and none of them were sampled for this FRSS 

survey. See appendix A for further discussion of sampling and data 

collection issues.
6

These outlets were components of 8,967 public 

library systems. These public library systems are 

referred to as administrative entities on NCES data 

files, and as public libraries in NCES publications. 

As defined by NCES, an administrative entity is 

“the agency that is legally established under local 

or state law to provide public library service to the 

population of a local jurisdiction. The

Administrative Entity may have a single outlet, or 

it may have more than one outlet” (Chute and

Kroe 2001, p. 105).11 Eighty percent of public 

libraries (administrative entities) consisted of one 

single direct service outlet in 1997 (Chute and

Kroe 2000).

For this survey, library programs were defined to 

mean planned activities for groups or individuals 

that are offered by libraries to provide information, 

instruction, or cultural enrichment. Respondents 

were instructed that their library outlet should be 

considered as offering a program if the outlet 

provided funding, materials, or staff to support the 

program, or the library system ran the program 

within or on behalf of the library outlet. Programs 

offered by the library outlet could take place in the 

library or at offsite locations (e.g., at a senior 

citizens center). Programs that used library space 

rented from the library or made available to

outside groups by the library, but with no other 

involvement of the library outlet or system, were 

not considered offerings of the library outlet.12

The characteristics of public library outlets used as 

analysis variables in this report are as follows:

• Number of library visits per week, measured 

by the number of persons who entered the

library outlet in a typical week (less than 300, 

300 to 1,499, 1,500 or more). This

information, collected on the questionnaire,

provides one measure of outlet size.13 For

 

11The definition of administrative entity is from the glossary of the 

report for the FY 1998 public library data.

12A decision was made during survey development to focus on direct 

provision of programming, rather than including provision of space. 

Also see the discussion on pages 3-4 of literacy program support for 

public libraries.

13Reported number of library visits per week is used as a measure of 

library size because the NCES public library outlet file does not 

provide any information about the size of the outlet. Since outlet 

ease of discussion in the text of this report, 

outlets with less than 300 library visits per 

week are referred to as small outlets, those 

with 300 to 1,499 library visits per week are 

referred to as medium-sized outlets, and

outlets with 1,500 or more library visits per 

week are referred to as large outlets. 

• Metropolitan status (urban, suburban, and

rural). This information was obtained from 

the metropolitan status variable on the NCES 

FY 1997 file of public library outlets. Urban 

libraries are located within the city limits of 

the central city of a Metropolitan Area. 

Suburban libraries are in a Metropolitan Area, 

but not within the central city limits, while 

rural libraries are not in a Metropolitan Area. 

Additional information about these variables is

provided in appendix A.14 The distributions of the 

analysis variables are shown in figure 1. 15 Small 

and medium-sized outlets each constitute 37

percent of public library outlets, while large

outlets constitute 26 percent of public library

outlets. Fifty-five percent of public library outlets 

are located in rural areas, 29 percent in suburban 

areas, and 16 percent in urban areas.

Outlet size, as measured by the number of library 

visits per week, and metropolitan status are related 

to each other. For example, among small outlets, 

76 percent are in rural areas and 5 percent are in 

urban areas, while 43 percent of large outlets are 

located in suburban areas (table 1). Among urban

 

size is often related to the level of service provision, a proxy 

measure of size was created.

14Very few characteristics are available for analyzing outlet -level 

data. Characteristics such as funding, collections, and staffing are 

collected by NCES for library systems, and not for library outlets. 

Type of library outlet (central, branch, bookmobile) was not

selected as an analysis variable because it is confounded with 

library system structure. For example, a central library can be the 

large main library of a multiple outlet system, or it can be a small 

library in a single outlet system; some library systems do not have a 

central library, and some have more than one central library. This 

reduces the likelihood that meaningful relationships will be found 

by type of library outlet. Outlet type was used as a stratification 

variable for sampling to ensure that all types of libraries were 

represented in the sample.

15These are weighted distributions based on the 954 outlets

responding to this survey. Data presented in all tables and figures 

are weighted to produce national estimates that represent all public 

library outlets in the United States.
7

Figure 1.—Percentage distributions of public library outlets, by number of library visits per week 

and metropolitan status: 2000

Number of library visits per week

Large:

1,500 or more

26%

Small:

Less than 300

37%

Medium:

300 to 1,499

37%

Metropolitan status

Rural

55%

Urban

16%

Suburban

29%

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, “Survey on Programs for 

Adults in Public Library Outlets,” 2000.

Table 1.—Percentage distribution of public library outlets in urban, suburban, and rural areas, 

by number of library visits per week: 2000

Metropolitan status

Number of library visits per week

Urban Suburban Rural

Small: Less than 300............................................................................ 5 19 76

Medium: 300 to 1,499.......................................................................... 18 29 54

Large: 1,500 or more ........................................................................... 30 43 26

NOTE: Percentages may not sum to 100 because of rounding. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, “ Survey on Programs for 

Adults in Public Library Outlets,” 2000.
8

Table 2.—Percentage distribution of public library outlets with various numbers of library visits 

per week, by metropolitan status: 2000

Number of library visits per week

Metropolitan status Small: 

Less than 300

Medium: 

300 to 1,499

Large: 

1,500 or more

Urban................................................................................................. 12 40 48

Suburban............................................................................................. 25 36 39

Rural .................................................................................................. 51 36 12

NOTE: Percentages may not sum to 100 because of rounding. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, “Survey on Programs for 

Adults in Public Library Outlets,” 2000. 

outlets, 12 percent are small and 48 percent are 

large (table 2). Rural outlets show the opposite 

pattern, with 51 percent being small and 12

percent being large. Because of these

relationships, differences on survey items by these 

analysis variables often show similar patterns. 

That is, differences on survey items between small 

and large outlets also tend to be present between 

rural and urban outlets. Due to the relatively small 

sample size used in this study, it is difficult to 

separate the independent effects of these variables. 

The existence of these rela tionships between

variables, however, should be considered in the 

interpretation of the data presented in this report.

All comparative statements16 made in the text of 

this report have been tested for statistical

significance using t-tests adjusted for multiple

comparisons using the Bonferroni adjustment and 

are significant at the 0.05 level. Throughout this 

report, differences between numbers shown in the 

tables that may appear large may not be

statistically significant. This is due in part to the 

relatively large standard errors surrounding the

estimates (because of the relatively small initial 

sample size and the subsetting of the data based on 

skip patterns in the questionnaire), and the use of 

the Bonferroni adjustment to control for multiple 

comparisons. Appendix A provides a detailed

discussion of the sample and survey methodology.

 

16An example of a comparative statement is outlets in urban areas 

offered literacy programs more often than outlets in rural areas (26 

percent compared with 15 percent).

Organization of This Report

The chapters that follow present information about 

programs for adults in public library outlets in

2000, as reported by outlet staff. Specifically, 

chapter 2 presents information about adult literacy 

program offerings at public library outlets,

including the types of literacy programs offered

and the groups for which adult literacy programs 

are specifically offered. Information is also

provided about reasons library outlets do not offer 

adult literacy programs. Chapter 3 reports about 

the types of adult lifelong learning programs

offered by public library outlets, the groups for 

which such programs are specifically offered, and 

barriers to providing lifelong learning programs

for adults with learning and/or physical

disabilities. Chapter 4 provides information about 

the extent of Internet access for adults

in public library outlets and barriers to providing 

Internet access. The concluding chapter

summarizes the findings of this study. Technical 

information, including a detailed study

methodology discussion (appendix A) and tables 

of standard errors for all data presented in this 

report (appendix B), are included as technical

appendices to the report. The questionnaire is 

presented in appendix C.
9

2. PROGRAMS FOR ADULT LITERACY

Public libraries are one source of adult literacy

programs within communities (Kroe, Garner, and 

Sheckells 2001).17 Literacy programming inc ludes 

direct literacy instruction, as well as activities such 

as providing funding, materials, or staff to support 

the literacy program of another literacy provider. 

Literacy programs included in this study may be 

provided within library outlets by the individual 

library outlets themselves, by the library systems 

to which the outlets belong, or by outside

organizations in collaboration with the library

outlet. This chapter provides information about 

adult literacy program offerings supported by

public library outlets, including the types of

 

17Other sources for adult literacy programs include workplace literacy 

programs, school districts, community colleges, social service

agencies, and religious and community organizations.

literacy programs offered and the groups for which 

adult literacy programs are specifically offered. 

Reasons library outlets do not offer adult literacy 

programs are also discussed.

Adult Literacy Program Offerings

Adult literacy programs, including adult basic

literacy skills, pre-GED, GED, English as a second 

language, and family literacy, were offered by 17 

percent of public library outlets during the 12

months prior to the survey (figure 2). For this 

Figure 2.—Percent of public library outlets that offered adult literacy programs during the last 

12 months, by number of library visits per week and metropolitan status: 2000

17

5

19

31

26

16 15

0

20

40

60

80

100

All public

library

outlets

Small: 

Less than

300

Medium: 

300 to

1,499

Large: 

1,500 or

more

Urban Suburban Rural

Percent

Number of library visits per week Metropolitan status

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, “Survey on Programs for 

Adults in Public Library Outlets,” 2000.
10

survey, a library outlet was considered to offer an 

adult literacy program if the outlet provided

funding, instructional materials, or staff to support 

the literacy program, or if the library system ran 

the literacy program within or on behalf of the 

individual library outlet. Thus, adult literacy

programs that took place within the library outlet 

but were run by other agencies or organizations 

(such as the local school district or the Literacy 

Volunteers of America) with no other involvement 

of the library outlet or system were not considered 

offerings of the library outlet or system.

The likelihood of offering adult literacy programs 

was related to outlet size, as measured by the 

number of persons who entered the library outlet 

in a typical week (referred to in this report as the 

number of library visits per week). While 5

percent of small outlets offered adult literacy

programs, 19 percent of medium-sized outlets and 

31 percent of large outlets had such offerings

(figure 2). The likelihood of offering adult

literacy programs was also related to metropolitan 

status, with outlets in urban areas offering literacy 

programs more often than outlets in rural areas (26 

percent compared with 15 percent). Adult literacy 

programs were offered by 16 percent of outlets in 

suburban areas.18

The 17 percent of library outlets that offered adult 

literacy programs were asked about the types of 

adult literacy programs that were offered during 

the 12 months prior to the survey. Programs in 

adult basic literacy skills (defined as skills at the 

fourth-grade level and below) were offered by 63 

percent of outlets that offered literacy programs 

(table 3). The other types of adult literacy

programs (pre-GED, defined as skills from the 

fifth-grade through the eighth-grade levels; GED, 

defined as skills from the ninth-grade level

through high school equivalency; English as a

 

18Throughout this report, the relatively large standard errors

surrounding the estimates (because of the small sample size) and the 

use of the Bonferroni adjustment to control for multiple

comparisons make it more likely that differences that may appear 

large may not be statistically significant. For example, the

difference between urban and suburban outlets in offering adult 

literacy programs (26 percent versus 16 percent) is not statistically 

significant, due at least partly to the relatively large standard errors 

(3.3 and 2.3, respectively), and a Bonferroni-adjusted critical t value 

of 2.40 rather than the unadjusted critical t value of 1.96.

second language; and family literacy) were offered 

by 42 to 48 percent of outlets that offered literacy 

programs.

19

Table 3.—Percent of public library outlets that 

offered any adult literacy programs 

during the last 12 months, and of 

those, the percent that offered 

specific types: 2000

Adult literacy programs Percent

Offered any adult literacy programs ................................ 17

Type of adult literacy program offered*

Adult basic literacy skills (skills at 4th grade level 

and below)................................................................63

Pre-GED (skills from 5th through 8th grade

levels) ................................................................ 42

GED (skills from 9th grade through high school 

equivalency) ................................................................ 45

English as a second language (ESL)................................48

Family literacy................................................................ 46

*Based on library outlets that offered any adult literacy programs.

NOTE: Percentages for the type of program offered sum to more 

than 100 because library outlets could offer more than one type of 

adult literacy program.

SOURCE: U.S. Department of Education, National Center for 

Education Statistics, Fast Response Survey System, “Survey on 

Programs for Adults in Public Library Outlets,” 2000.

Library outlets that offered adult literacy programs 

were asked whether they offered any adult literacy 

programs specific ally for certain groups during the 

12 months prior to the survey (see table 4). About 

half of outlets offering literacy programs offered 

such programs specifically for adults who were 

limited English speaking and/or recent immigrants 

(50 percent) or for parents (48 percent). Adult 

literacy programs specifically for high school

dropouts were offered by 40 percent of outlets 

offering literacy programs. About a quarter (26 

percent) of outlets with adult literacy programs

offered programs specifically for adults with

learning disabilities, and 11 percent offered

 

19Because so few library outlets offered adult literacy programs, other

information about the adult literacy programs is not presented by 

library outlet characteristics.
11

programs specifically for adults with hearing

impairments.20

Table 4.—Percent of public library outlets that 

offered any adult literacy programs 

during the last 12 months, and of 

those, the percent that offered 

programs specifically for certain 

groups: 2000

Adult literacy programs Percent

Offered any adult literacy programs ................................ 17

Offered adult literacy programs specifically for: *

Limited English speaking and/or recent 

immigrants................................................................ 50

Parents................................................................ 48

High school dropouts................................................................ 40

Adults with learning disabilities................................ 26

Adults with hearing impairments................................ 11

*Based on library outlets that offered any adult literacy programs.

NOTE: Percentages for the groups sum to more than 100 because 

library outlets could offer adult literacy programs for more than one 

group.

SOURCE: U.S. Department of Education, National Center for 

Education Statistics, Fast Response Survey System, “Survey on 

Programs for Adults in Public Library Outlets,” 2000.

 

20Although literacy programs may not be offered specifically for 

certain groups, there may also be components of general adult 

literacy progr ams that would address their needs, such as screening 

for learning disabilities, provision of special equipment for adults 

with hearing impairments, or staff with foreign language skills.

About a quarter (27 percent) of library outlets that 

offered adult literacy programs offered such

programs at offsite locations during the 12 months 

prior to the survey (not shown in tables in text).21 

Computers were used as a hands-on learning tool 

for adult literacy programs during the 12 months 

prior to the survey by 52 percent of outlets that 

offered adult literacy programs (not shown in

tables in text).

Reasons Adult Literacy Programs 

Are Not Offered

The 83 percent of library outlets that did not offer 

adult literacy programs during the 12 months prior 

to the survey were asked to indicate how important 

specific reasons were in the outlet’s decision not to 

offer these programs (see table 5). The reason 

most frequently indicated as very important in the 

outlet’s decision not to offer adult literacy

programs was that the outlet did not have the staff 

or resources to offer the programs (77 percent). 

About half of the outlets (53 percent) indicated

that the presence of other groups or educational 

 

21Estimates and standard errors for all data indicated as “not shown in 

tables in text” are presented in table 13 in appendix B.

Table 5.—Among public library outlets that did not offer adult literacy programs, percentage 

distribution of the importance of specific reas ons in the outlet’s decision not to offer 

adult literacy programs: 2000

Reason

Not 

important

Somewhat

important

Very

important

This outlet does not have the staff or resources to offer adult literacy programs....................... 9 14 77

Other groups or educational institutions in the community (including other library outlets) 

offer adult literacy programs.......................................................................................... 24 22 53

The programming in this outlet emphasizes other groups (e.g., children, senior citizens).......... 36 28 37

The community served by this outlet does not have a strong need for adult literacy programs... 48 32 20

NOTE: Percentages are based on the 83 percent of library outlets that did not offer any adult literacy programs. Percentages may not sum to 

100 because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, “Survey on Programs for 

Adults in Public Library Outlets,” 2000.
12

institutions in the community (including other

library outlets) that offer adult literacy programs 

was very important in their decision not to offer 

such programs. An emphasis on other groups 

(e.g., children, senior citizens) in the outlet’s

programming was indicated as very important by 

37 percent of the outlets. The reason least often 

indicated as very important in the outlet’s decision 

not to offer adult literacy programs was that the 

community served by the outlet does not have a 

strong need for adult literacy programs (20

percent); almost half of the outlets (48 percent) 

indicated that this reason was not important in

their decision.

The likelihood that outlets would view specific 

reasons as being very important in their decision 

not to offer adult literacy programs showed some 

variation by outlet characteristics (see table 6). 

Large outlets were less likely than medium-sized 

outlets to indic ate that lack of staff or resources 

was very important in their decision not to offer 

adult literacy programs (68 percent compared with 

80 percent). The presence of other groups or 

educational institutions in the community that

offer adult literacy programs was cited as very

important more often by large outlets than by

medium-sized or small outlets (71 percent

compared with 52 and 45 percent, respectively); 

this reason was cited as very important less often 

by rural outlets than by suburban or urban outle ts 

(47 percent versus 59 and 64 percent,

respectively). Small outlets were more likely than 

large outlets to indicate as a very important reason 

for not offering adult literacy programs that the 

community served by the outlet did not have a 

strong need for adult literacy programs (24 percent 

compared with 14 percent).

Table 6.—Percent of public library outlets that did not offer adult literacy programs, and the 

percent without adult literacy programs indicating that specific reasons were very 

important in the outlet’s decision, by number of library visits per week and metropolitan 

status: 2000

Reasons for not offering adult literacy programs*

Library outlet characteristic

Did not offer 

adult literacy 

programs

This outlet 

does not have 

the staff or 

resources to 

offer adult 

literacy 

programs

Other groups 

or educational 

institutions in 

the community 

offer adult 

literacy 

programs

The 

programming 

in this outlet 

emphasizes 

other groups

The 

community 

served by this 

outlet does not 

have a strong 

need for adult 

literacy 

programs

All public library outlets....................................... 83 77 53 37 20

Number of library visits per week

Small: Less than 300........................................ 95 79 45 35 24

Medium: 300 to 1,499...................................... 81 80 52 39 20

Large: 1,500 or more........................................ 69 68 71 37 14

Metropolitan status

Urban.............................................................. 74 69 64 43 15

Suburban......................................................... 84 77 59 35 22

Rural............................................................... 85 79 47 35 21

*Based on library outlets that did not offer any adult literacy programs.

NOTE: Percentages for the reasons for not offering adult literacy programs sum to more than 100 because library outlets could indicate that more 

than one reason was very important.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, “Survey on Programs for 

Adults in Public Library Outlets,” 2000.
13

3. PROGRAMS FOR 

ADULT LIFELONG LEARNING

Lifelong learning is one of the service responses 

that public library outlets may provide to meet the 

needs of their communities. According to the 

PLA, a library that provides a lifelong learning 

service response “helps address the desire for selfdirected personal growth and development

opportunities” (Nelson 2001, p. 65). Lifelong

learning services for adults encompass many kinds 

of activities and programs to meet the cultural, 

recreational, and educational needs of the adults 

served by the library outlet. This chapter provides 

information about the types of adult lifelong

learning programs offered by public library

outlets, groups for which such programs are

specifically offered, and barriers to providing

lifelong learning programs for adults with learning 

and/or physical disabilities.

Adult Lifelong Learning Programs

The survey asked all the library outlets whether 

they offered nine types of adult lifelong learning 

programs during the 12 months prior to the survey. 

For this survey, the library outlet was considered 

as offering a program if the outlet provided

funding, materials, or staff to support the program, 

or the library system ran the program within or on 

behalf of the library outlet. Programs that used 

library space rented from the library or made

available to outside groups by the library, but with 

no other involvement of the library outlet or

system, were not considered offerings of the

library outlet.

Computer/Internet instruction, offered by 56

percent of all public library outlets, was the most 

frequently offered type of adult lifelong learning 

program (table 7). Forty-three percent of outlets

Table 7.—Percent of public library outlets that offered specific types of adult lifelong learning 

programs during the last 12 months, by number of library visits per week and 

metropolitan status: 2000

Library outlet characteristic

Computer/

Internet 

instruction

Book/film

discussions 

or presentations

Cultural 

performances

Recreational 

activities 

(e.g., crafts, 

travel, 

hobbies)

Parenting 

skills

Financial 

planning/

investment 

information

Employment/

career 

guidance

College/

continuing 

education 

guidance

Citizenship 

preparation

All public library outlets........ 56 43 41 39 20 18 17 15 5

Number of library visits 

per week

Small: Less than 300......... 36 22 11 24 6 4 8 9 5

Medium: 300 to 1,499....... 59 45 48 40 22 19 20 18 4

Large: 1,500 or more ........ 77 69 71 59 38 38 24 18 5

Metropolitan status

Urban.............................. 68 56 60 52 28 30 31 21 7

Suburban.......................... 59 50 51 50 24 26 18 14 6

Rural ............................... 49 34 28 29 15 11 12 13 3

NOTE: Percentages sum to more than 100 because library outlets could offer more than one type of adult lifelong learning program.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, “Survey on Programs for 

Adults in Public Library Outlets,” 2000.
14

offered book/film discussions or presentations,

41 percent offered cultural performances, and

39 percent offered recreational activities such as 

crafts, travel, or hobbies. Programs on parenting 

skills were offered by 20 percent of outlets,

financial planning/investment information

programs were offered by 18 percent of outlets, 

employment/career guidance programs by

17 percent of outlets, and college/continuing

education guidance programs by 15 percent of

outlets. Programs for citizenship preparation were 

offered by 5 percent of the outlets.

The likelihood of offering most types of adult 

lifelong learning programs was related to outlet 

size, as measured by the number of library visits 

per week. Except for citizenship preparation

programs, which did not vary significantly by

outlet size, large and medium-sized outlets were 

more likely to offer all the types of adult lifelong 

learning programs than were small outlets (table 

7). Large outlets were also more likely than

medium-sized outlets to offer most of the

programs. The exceptions to this pattern were

employment/career guidance and college/

continuing education guidance. The likelihood of 

offering various types of adult lifelong learning 

programs was also related to metropolitan status. 

Except for citizenship preparation and college/

continuing education guidance programs, outlets 

in urban areas were more likely than outlets in 

rural areas to offer all the types of adult lifelong 

learning programs.22 The pattern for suburban

outlets was less clear, although they tended to 

resemble urban outlets in many of their program 

offerings.

All library outlets were asked whether they offered 

any adult lifelong learning programs specifically

for certain groups during the 12 months prior to 

the survey (see table 8). About a quarter of the 

outlets offered programs specifically for senior 

citizens or for parents (24 percent for each). 

Programs were offered specifically for adults who 

 

22This is an example of differences on survey items by outlet size and 

metropolitan status tending to show similar patterns, as discussed in 

chapter 1. That is, the differences on survey items between small 

and large outlets also tend to be present between rural and urban 

outlets.

Table 8.—Percent of public library outlets that offered adult lifelong learning programs 

specifically for certain groups during the last 12 months, by number of library visits per 

week and metropolitan status: 2000

Library outlet characteristic

Senior

citizens

Parents

Limited 

English 

speaking 

and/or recent 

immigrants

Adults with 

physical 

disabilities

Adults with 

learning 

disabilities

All public library outlets........................................ 24 24 9 6 5

Number of library visits per week

Small: Less than 300......................................... 12 10 1 4 2

Medium: 300 to 1,499....................................... 25 27 11 7 6

Large: 1,500 or more ........................................ 38 38 19 9 6

Metropolitan status

Urban.............................................................. 35 32 20 7 8

Suburban.......................................................... 29 31 11 5 3

Rural ............................................................... 18 17 5 6 5

NOTE: Percentages may sum to more than 100 because library outlets could offer lifelong learning programs for more than one group.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, “Survey on Programs for 

Adults in Public Library Outlets,” 2000.
15

are limited English speaking and/or recent

immigrants by 9 percent of outlets, for adults with 

physical disabilities by 6 percent of outlets, and 

for adults with learning disabilities by 5 percent of 

outlets. Large outlets were more likely than

medium-sized outlets, which in turn were more 

likely than small outlets to offer adult lifelong

learning programs specifically for senior citizens, 

parents, and adults who are limited English

speaking and/or recent immigrants. Outlets in

urban and suburban areas were more likely than 

outlets in rural areas to offer programs for these 

same groups. In addition, urban outlets were more 

likely than suburban outlets to offer programs for 

adults who are limited English speaking and/or 

recent immigrants.

Barriers to Offering Programs for 

Adults with Disabilities

All library outlets were asked to what extent

certain factors were barriers to the outlet’s offering 

lifelong learning programs for adults with learning 

and/or physical disabilities. Most outlets did not 

perceive insufficient accessibility to library

facilities for the disabled to be a barrier to offering 

such programs, with 70 percent of outlets

indicating it was not a barrier (table 9). 

Insufficient accessibility was perceived to be a 

major barrier by 12 percent of outlets. The

remaining factors (lack of staff training in working 

with adults with disabilities, lack of assistive/

Table 9.—Percentage distribution of the extent to which public library outlets report specific 

factors as barriers to the outlet’s offering lifelong learning programs for adults with 

learning and/or physical disabilities: 2000

Factor

Not a

barrier

Minor

barrier

Moderate

barrier

Major

barrier

Lack of staff training in working with adults with disabilities.......................... 17 20 24 39

Lack of assistive/adaptive devices for adults with disabilities.......................... 22 18 22 38

Insufficient library materials for the blind or physically disabled..................... 24 19 23 33

Insufficient accessibility to library facilities for the disabled........................... 70 9 8 12

NOTE: Percentages may not sum to 100 because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, “Survey on Programs for 

Adults in Public Library Outlets,” 2000.
16

adaptive devices for adults with disabilities, and 

insuffic ient library materials for the blind or

physically disabled) were rated as not a barrier by 

17 to 24 percent of outlets, and as a major barrier 

by 33 to 39 percent of outlets. With the exception 

of insufficient accessibility to library facilities for 

the disabled, the factors were considered to be a 

moderate or major barrier by a majority of the 

outlets.

Small outlets were more likely than large outlets to 

perceive all the factors as major barriers to

offering programs for adults with disabilities (table

10). With one exception, perceptions of the

factors as a major barrier did not differ

significantly by metropolitan status. The

exception is that rural outlets were more likely 

than urban outlets to perceive a lack of staff

training in working with adults with disabilities as 

a major barrier (45 percent versus 32 percent).

Table 10.—Percent of public library outlets reporting that specific factors are major barriers to the 

outlet offering lifelong learning programs for adults with learning and/or physical 

disabilities, by number of library visits per week and metropolitan status: 2000

Library outlet characteristic

Lack of staff 

training in 

working with 

adults with 

disabilities

Lack of 

assistive/

adaptive 

devices for 

adults with 

disabilities

Insufficient 

library 

materials for 

the blind or 

physically 

disabled

Insufficient 

accessibility to 

library facilities 

for the disabled

All public library outlets....................................................... 39 38 33 12

Number of library visits per week

Small: Less than 300........................................................ 47 51 41 21

Medium: 300 to 1,499...................................................... 36 33 34 10

Large: 1,500 or more........................................................ 33 28 22 5

Metropolitan status

Urban.............................................................................. 32 35 32 14

Suburban......................................................................... 34 36 30 11

Rural............................................................................... 45 41 35 13

NOTE: Percentages sum to more than 100 because library outlets could report that more than one factor was a major barrier.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, “Survey on Programs for 

Adults in Public Library Outlets,” 2000.
17

4. INTERNET ACCESS

The Internet has become a major tool for

communication and for education and job-related 

tasks. Public libraries are one of the providers of 

Internet access to the public. This chapter

provides information about the extent to which 

public library outlets provide access to the Internet 

to adults for their independent use, and barriers to 

providing such access.

Extent of Internet Access 

Ninety-two percent of public library outlets

reported providing Internet access to adults for 

their independent use (figure 3). Small outlets

were less likely to provide Internet access than

were medium-sized or large outlets (84 percent

compared with 96 and 98 percent, respectively). 

No differences were observed by metropolitan

status.

Figure 3.—Percent of public library outlets that provide Internet access to adults for their 

independent use, by number of library visits per week and metropolitan status: 2000

92

84

96 98

93 92 92

0

20

40

60

80

100

All public

library

outlets

Small: 

Less than

300

Medium: 

300 to

1,499

Large: 

1,500 or

more

Urban Suburban Rural

Percent

Number of library visits per week Metropolitan status

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, “Survey on Programs for 

Adults in Public Library Outlets,” 2000. 
18

Barriers to Providing Internet Access

All library outlets were asked to what extent the 

following factors were barriers to providing

Internet access to adults for their independent use: 

insufficient space for computers, insufficient

number of computers with Internet access,

insufficient number of telecommunications lines

for Internet access, lack of library staff to assist 

Internet users, and lack of specialized training

among library staff. Across all public library

outlets, these factors were generally not perceived 

as being major barriers to providing Internet

access; the percentage of outlets rating each factor 

as a major barrier ranged from 9 percent for lack 

of specialized training among library staff to 29 

percent for insufficient space for computers (table 

11). However, there were differences in perceived 

barriers between the library outlets that provided 

Internet access and those that did not. All of the 

factors were more likely to be identified as major 

barriers by library outlets that did not provide 

Internet access than by library outlets that did

provide Internet access. For example, 71 percent 

of outlets not providing Internet access reported

that insufficient space for computers was a major 

barrier, compared with 25 percent of library

outlets providing Internet access. 

Table 11.—Percentage distribution of the extent to which public library outlets report specific 

factors as barriers to the outlet’s ability to provide access to the Internet to adults for 

their independent use, by whether the outlet provides Internet access: 2000

Factor, by whether the outlet provides Internet access

Not a

barrier

Minor

barrier

Moderate 

barrier

Major

barrier

Insufficient space for computers

All public library outlets.......................................................................... 40 14 17 29

Outlets providing Internet access1......................................................... 42 15 18 25

Outlets not providing Internet access2................................................... 21 32

3

6 71

Insufficient number of computers with Internet access

All public library outlets.......................................................................... 43 18 19 20

Outlets providing Internet access1......................................................... 45 19 20 16

Outlets not providing Internet access2................................................... 24 32

3

6 68

Insufficient number of telecommunications lines for Internet access

All public library outlets.......................................................................... 59 11 11 19

Outlets providing Internet access1......................................................... 63 12 11 15

Outlets not providing Internet access2................................................... 16 36

3

10 67

Lack of library staff to assist Internet users

All public library outlets.......................................................................... 52 19 17 12

Outlets providing Internet access1......................................................... 53 20 17 9

Outlets not providing Internet access2................................................... 37 9 8 46

Lack of specialized training among library staff

All public library outlets.......................................................................... 48 26 18 9

Outlets providing Internet access1......................................................... 48 26 19 7

Outlets not providing Internet access2................................................... 46 18 8 28

1Based on the 92 percent of public library outlets that provide Internet access to adults for their independent use.

2 Based on the 8 percent of public library outlets that do not provide Internet access to adults for their independent use.

3Coefficient of variation greater than 50 percent.

NOTE: Percentages may not sum to 100 because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, “Survey on Programs for 

Adults in Public Library Outlets,” 2000.
19

In addition, there were some differences by library 

outlet characteristics in the extent to which

specific factors were perceived as major barriers to 

providing Internet access to adults for their

independent use. For four out of the five factors, 

small outlets were more likely than medium-sized 

or large outlets to perceive the factor as a major 

barrier to providing Internet access (table 12). The 

fifth factor, lack of specialized training among

library staff, was more likely to be perceived as a 

major barrier by small outlets than by large

outlets. The only difference by metropolitan status 

was that outlets in rural areas were more likely 

than outlets in suburban or urban areas to perceive 

lack of specialized training among library staff as 

a major barrier. 

Table 12.—Percent of public library outlets reporting that specific factors are major barriers to the 

outlet’s ability to provide access to the Internet to adults for their independent use, by 

number of library visits per week and metropolitan status: 2000

Library outlet characteristic

Insufficient 

space for 

computers

Insufficient 

number of 

computers with 

Internet access

Insufficient 

number of 

telecommunications lines 

for Internet 

access

Lack of library 

staff to assist 

Internet users

Lack of 

specialized 

training among 

library staff

All public library outlets....................................... 29 20 19 12 9

Number of library visits per week

Small: Less than 300........................................ 36 29 33 18 13

Medium: 300 to 1,499...................................... 25 14 13 8 7

Large: 1,500 or more........................................ 24 15 7 8 5

Metropolitan status

Urban.............................................................. 26 21 14 10 5

Suburban......................................................... 30 20 19 11 5

Rural............................................................... 29 20 20 13 12

NOTE: Percentages may sum to more than 100 because library outlets could report that more than one factor was a major barrier.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, “Survey on Programs for 

Adults in Public Library Outlets,” 2000.
20
21

5. SUMMARY

Public libraries play many and varied roles within 

their communities. Depending on the type of 

community in which the library is located, the

library may emphasize programs and other types 

of services for particular segments of the

population (e.g., children, or those with limited 

English or reading skills), or may emphasize

particular types of services (e.g., collections of 

various kinds, or recreational and cultural

activities). This report provides nationally

representative data about three areas of interest for 

adult programming in public library outlets: adult 

literacy programs, programs for adult lifelong

learning, and Internet access for adult independent 

use. The information is based on a survey

conducted in fall 2000 by the National Center for 

Education Statistics using its Fast Response

Survey System. The questionnaire responses were 

weighted to produce national estimates that

represent all public library outlets in the United 

States. As defined on this questionnaire, a public 

library outlet is a unit (usually a building) that 

provides direct public library service. An outlet 

may be a main or central library, a branch library, 

or a bookmobile. 

For this survey, library programs were defined to 

mean planned activities for groups or individuals 

that are offered by libraries to provide information, 

instruction, or cultural enrichment. Respondents 

were instructed that their library outlet should be 

considered as offering a program if the outlet

provided funding, materials, or staff to support the 

program, or the library system ran the program 

within or on behalf of the library outlet. Programs 

offered by the library outlet could take place in the 

library or at off-site locations (e.g., at a senior 

citizens center). Programs that used library space 

rented from the library or made available to

outside groups by the library, but with no other 

involvement of the library outlet or system, were 

not considered offerings of the library outlet.

Adult Literacy Programs

Seventeen percent of public library outlets offered 

adult literacy programs, including adult basic

literacy skills, pre-GED, GED, English as a second 

language, and family literacy, during the 12

months prior to the survey. The likelihood of 

offering adult literacy programs was related to

outlet size, as measured by the number of persons 

who entered the library outlet in a typical week

(referred to in this report as the number of library 

visits per week). While 5 percent of small outlets 

offered adult literacy programs, 19 percent of

medium-sized outlets and 31 percent of large

outlets offered literacy programs. Urban outlets 

were more likely to offer adult literacy programs 

than were outlets in rural areas (26 percent

compared with 15 percent).

Programs in adult basic literacy skills (defined as 

skills at the fourth-grade level and below) were

offered by 63 percent of outlets that offered adult 

literacy programs. Pre-GED, GED, English as a 

second language, and family literacy were offered 

by 42 to 48 percent of the outlets that offered adult 

literacy programs.

About half of outlets offering adult literacy

programs offered such programs specifically for 

adults who were limited English speaking and/or 

recent immigrants (50 percent) or for parents (48 

percent). Adult literacy programs specifically for 

high school dropouts were offered by 40 percent 

of outlets offering adult literacy programs. About 

a quarter (26 percent) of outlets with adult literacy 

programs offered programs specifically for adults 

with learning disabilities, and 11 percent offered

programs specifically for adults with hearing

impairments.

Outlets that did not offer adult literacy programs 

during the 12 months prior to the survey were

asked to indicate how important various reasons 

were in the outlet’s decision not to offer such

programs. Not having the staff or resources to
22

offer adult literacy programs was the reason most 

frequently cited as very important in the outlet’s 

decision not to offer adult literacy programs (77 

percent). The presence of other groups or

educational institutions in the community

(including other library outlets) that offer adult 

literacy programs was very important in their

decision not to offer such programs for 53 percent 

of the outlets. An emphasis on other groups (e.g., 

children, senior citizens) in the outlet’s

programming was indicated as very important by 

37 percent of outlets. The reason least often

indicated as very important in the outlet’s decision 

not to offer adult literacy programs was that the 

community served by the outlet does not have a 

strong need for adult literacy programs (20

percent); almost half of the outlets (48 percent) 

indicated that this reason was not important in

their decision.

Lifelong Learning Programs

The most frequently offered type of adult lifelong 

learning program was computer/Internet

instruction, offered by 56 percent of all public 

library outlets. Forty-three percent of outlets

offered book/film discussions or presentations, 41 

percent offered cultural performances, and 39

percent offered recreational activities such as

crafts, travel, or hobbies. Programs on parenting 

skills were offered by 20 percent of outlets,

financial planning/investment information

programs were offered by 18 percent of outlets, 

employment/career guidance programs by 17

percent of outlets, and college/continuing

education guidance programs by 15 percent of

outlets. Programs for citizenship preparation were 

offered by 5 percent of the outlets. Except for 

citizenship preparation programs, which did not 

vary significantly by outlet size, large and

medium-sized outlets were more likely than small 

outlets to offer all the types of adult lifelong

learning programs. Large outlets were also more 

likely than medium-sized outlets to offer most of 

the programs, with the exception of

employment/career guidance, and college/continuing education guidance programs. Looking at

variation by metropolitan status, urban outlets

were more likely than rural outlets to offer all the 

types of adult lifelong learning programs except 

citizenship preparation and college/continuing

education guidance programs.

About a quarter of all outlets offered adult lifelong 

learning programs specifically for senior citizens 

or for parents (24 percent for each). Programs 

were offered specifically for adults who are

limited English speaking and/or recent immigrants 

by 9 percent of outlets, for adults with physical 

disabilities by 6 percent of outlets, and for adults 

with learning disabilities by 5 percent of outlets.

All library outlets were asked to what extent

certain factors were barriers to the outlet’s offering 

lifelong learning programs for adults with learning 

and/or physical disabilities. Insufficient

accessibility to library facilities for the disabled 

was perceived as a major barrier by 12 percent of 

outlets, and as not a barrier by 70 percent of

outlets. Lack of staff training in working with 

adults with disabilities and lack of

assistive/adaptive devices for adults with

disabilities were perceived as major barriers by 39 

and 38 percent of the outlets, respectively. About 

a third of the outlets indicated that insufficient 

library materials for the blind or physically

disabled was a major barrier to offering programs 

specifically for adults with disabilities.

Internet Access

Most public library outlets (92 percent) reported 

providing Internet access to adults for their

independent use. Small outlets were less likely to 

provide Internet access than were medium-sized or 

large outlets (84 percent compared with 96 and 98 

percent, respectively). No differences were

observed by metropolitan status. 

Library outlets were asked to what extent the

following factors were barriers to providing

Internet access to adults for their independent use: 

insufficient space for computers, insufficient

number of computers with Internet access,

insufficient number of telecommunications lines

for Internet access, lack of library staff to assist 

Internet users, and lack of specialized training

among library staff. Across all public library
23

outlets, these factors were generally not perceived 

as being major barriers to providing Internet

access; the percentage of outlets rating each factor 

as a major barrier ranged from 9 percent for lack 

of specialized training among library staff to 29 

percent for insufficient space for computers. 

However, there were differences in perceived

barriers between the library outlets that provided 

Internet access and those that did not. All of the 

factors were more likely to be identified as major 

barriers by outlets that did not provide Internet 

access than by outlets that did provide Internet 

access.
24
25

REFERENCES

Bertot, J.C., and McClure, C.R. (2000). Public Libraries and the Internet 2000: Summary Findings and 

Data Tables. National Commission on Libraries and Information Science (NCLIS). NCLIS Web 

Release Version. Available: http://www.nclis.gov/statsurv/2000plo.pdf

Chute, A., and Kroe, E. (2000). Public Libraries in the United States: FY 1997 (NCES 2000-316). U.S. 

Department of Education. Washington, DC: National Center for Education Statistics. 

Chute, A., and Kroe, E. (2001). Public Libraries in the United States: Fiscal Year 1998 (NCES 2001-

307). U.S. Department of Education. Washington, DC: National Center for Education Statistics.

Collins, M.A., and Chandler, K. (1997). Use of Public Library Services by Households in the United 

States: 1996 (NCES 97-446). U.S. Department of Education. Washington, DC: National Center 

for Education Statistics.

D’Elia, G. (1993). The Roles of the Public Library in Society. The Results of a National Survey. Final 

Report. Evanston, IL: The Urban Libraries Council.

Kaestle, C., Campbell, A., Finn, J., Johnson, S., and Mikulecky, L. (2001). Adult Literacy and Education 

in America: Four Studies Based on the National Adult Literacy Survey (NCES 2001-534). U.S. 

Department of Education. Washington, DC: National Center for Education Statistics.

Kirsch, I.S., Jungeblut, L., Jenkins, L., and Kolstad, A. (1993). Adult Literacy in America: A First Look 

at the Results of the National Adult Literacy Survey (NCES 93-275). U.S. Department of 

Education. Washington, DC: National Center for Education Statistics.

Kroe, E., Garner, P., and Sheckells, C. (2001). State Library Agencies: Fiscal Year 2000 (NCES 2002-

302). U.S. Department of Education. Washington, DC: National Center for Education Statistics.

McClure, C.R., Owen, A., Zweizig, D.L., Lynch, M.J., and Van House, N.A. (1987). Planning and Role 

Setting for Public Libraries. A Manual of Options and Procedures. Chicago, IL: American 

Library Association.

Meyer, J. (2001). Age: 2000. Census 2000 Brief (C2KBR/01-12). U.S. Department of Commerce, U.S. 

Census Bureau. Available: http://www.census.gov

Miller, R. (1966). Simultaneous Statistical Inference. New York, NY: McGraw-Hill.

Nelson, S.S. (2001). The New Planning for Results: A Streamlined Approach. Chicago, IL: American 

Library Association. 

Newburger, E.C., and Curry, A.E. (2000). Educational Attainment in the United States (Update). 

Current Population Reports (P20-536). Table 1a. 

Available: http://www.census.gov/population/www/socdemo/education/p20-536.html

Newburger, E.C. (2001). Home Computers: 2000. Current Population Reports (P23-207). Available: 

http://www.census.gov
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Sum, A. (1999). Literacy in the Labor Force: Results from the National Adult Literacy Survey (NCES 

1999-470). U.S. Department of Education, National Center for Education Statistics. Washington, 

DC: U.S. Government Printing Office.

Van Fleet, C. (1995). Public Libraries, Lifelong Learning, and Older Adults: Background and

Recommendations. Paper commissioned for the conference on Public Libraries and Communitybased Education: Making the Connection for Lifelong Learning, sponsored by the National 

Institute on Postsecondary Education, Libraries, and Lifelong Learning, Office of Educational 

Research and Improvement, U.S. Department of Education. 

Available: http://www.ed.gov/pubs/PLLIConf95/vanfleet.html

U.S. Department of Commerce, Bureau of the Census. (1997). Disabilities Affect One-Fifth of

Americans. Census Brief (CENBR/97-5). Available: http://www.census.gov

U.S. Department of Commerce, Bureau of the Census. (2001). Census 2000 Supplementary Survey Press 

Kit. Available: http://www.census.gov

U.S. Department of Commerce, Bureau of the Census (2002). Number of Foreign-Born Up 57 Percent 

Since 1990, According to Census 2000. Census Bureau News (CB02-CN.117). Available: 

http://www.census.gov

U.S. National Commission on Libraries and Information Science (NCLIS). (1999). Moving Toward 

More Effective Public Internet Access: The 1998 National Survey of Public Library Outlet Internet 

Connectivity. Washington, DC: NCLIS. Available: http://www.nclis.gov/statsurv/1998plo.pdf
A-1

Appendix A

Survey Methodology
A-2
A-3

Table of Contents

Section Page

Fast Response Survey System....................................................................................... A-5

Sample Selection ......................................................................................................... A-5

Respondent and Response Rate..................................................................................... A-5

Sampling and Nonsampling Errors................................................................................ A-6

Variances.................................................................................................................... A-7

Definitions of Analysis Variables.................................................................................. A-8

Background Information............................................................................................... A-8

List of Appendix Tables

Table Page

A-1 Number and percentage distribution of public library outlets in the study, and 

the estimated number and percentage distribution in the nation, by number of 

library visits per week and metropolitan status: 2000........................................ A-6
A-4
A-5

Fast Response Survey System

The Fast Response Survey System (FRSS) was 

established in 1975 by the National Center for

Education Statistics (NCES), U.S. Department of 

Education. FRSS is designed to collect small

amounts of issue-oriented data with minimal

burden on respondents and within a relatively

short timeframe. Surveys are generally limited to 

three pages of questions, with a response burden 

of about 30 minutes per respondent. Sample sizes 

are relatively small (usually about 1,000 to 1,500 

respondents per survey) so that data collection can 

be completed quickly. Data are weighted to

produce national estimates of the sampled

education sector. The sample size permits limited 

breakouts by classification variables. However, as 

the number of categories within the classification 

variables increases, the sample size within

categories decreases, which results in larger

sampling errors for the breakouts by classification 

variables. FRSS collects data from state education 

agencies, local education agencies, public and

private elementary and secondary schools, public 

school teachers, and public libraries.

Sample Selection

The sample for the FRSS survey on programs for 

adults in public library outlets consisted of 1,011 

public library outlets in the 50 states and the

District of Columbia. The sample was selected

from the NCES Fiscal Year 1997 Public Libraries 

Survey (PLS) Public Library Outlet File. The 

sampling frame consisted of 16,918 public library 

outlets, of which 8,954 were central/main library 

outlets, 7,120 were branch outlets, and 844 were 

bookmobiles or books-by-mail only services.23 

The public library outlet sampling frame was

stratified by type of outlet (central/main, branch, 

 

23During data collection on the survey, a number of sampled library 

outlets were found to be out of the scope of the survey, primarily 

because the outlet was no longer in existence. This reduced the 

number of library outlets in the sampling frame to an estimated 

16,655. There are only 12 books-by-mail only services on the 

sampling frame, and none of them were sampled for this FRSS 

survey.

bookmobile/books-by-mail), metropolitan status

(urban, suburban, rural), and size of the library

outlet based on estimated size of the population 

served by the outlet (less than 5,000, 5,000 to 

9,999, 10,000 to 24,999, 25,000 to 99,999,

100,000 to 249,999, 250,000 or more), for a total 

of 54 primary strata. Within the primary strata, 

outlets were also sorted by geographic region

(Northeast, Southeast, Central, West) to induce

implicit geographic stratification. The allocation 

of the total sample to a particular stratum was

made in proportion to the aggregate square root of

the estimated size of the population served within 

the stratum. Libraries were then selected

systematically and with equal probabilities at rates 

that depended on the allocation indicated above. 

In effect, with the given sample allocation,

libraries were selected with probabilities

approximately proportionate to the square root of 

the population size. After the stratum sample sizes 

were determined, a sample of 1,011 outlets was 

selected systematically from the sorted file using 

independent random starts within each stratum. 

The sample contained 461 central/main libraries, 

485 branch libraries, and 65 bookmobiles. 

Respondent and Response Rates

Questionnaires and cover letters were mailed to 

the library directors in the sampled library outlets 

in mid-October 2000. Library outlets rather than 

administrative entities were sampled because the 

survey was seeking information about what

individual outlets were doing to provide adult 

programming in selected areas. In addition, past 

experience with library surveys indicated that

outlets are better sources for questions about

services to library users, whereas administrative 

entities are better sources for policy questions. 

The cover letter indicated that the survey should 

be completed by the person who was most

knowledgeable about programs for adults in that 

individual library outlet. The respondent

information section on the front of the

questionnaire indicated that the library director 

completed the questionnaire at 75 percent of the 

outlets, the assistant director completed it at 15 
A-6

percent of the outlets, other personnel completed it 

at 8 percent of the outlets, and the title of the 

respondent was not known at 2 percent of the

outlets. Telephone follow up was conducted from 

November 2000 through mid-January 2001 with 

outlets that did not respond to the initial

questionnaire mailing. Of the 1,011 outlets

selected for the sample, 27 were found to be out of 

the scope of the survey, primarily because the

outlet was no longer in existence. This left a total 

of 984 eligible outlets in the sample. Completed 

questionnaires were received for 954 outlets, or 

97 percent of the eligible outlets. The weighted 

response rate was also 97 percent. Weighted item 

nonresponse rates for individual questionnaire

items ranged from 0 percent to 1 percent. 

Imputation for item nonresponse was not

implemented.

Sampling and Nonsampling Errors

The responses were weighted to produce national 

estimates (see table A-1). The weights were

designed to adjust for the variable probabilities of 

selection and differential nonresponse. The

findings in this report are estimates based on the 

sample selected and, consequently, are subject to 

sampling variability.

The survey estimates are also subject to

nonsampling errors that can arise because of

nonobservation (nonresponse or noncoverage)

errors, errors of reporting, and errors made in data 

collection. These errors can sometimes bias the 

data. Nonsampling errors may include such

problems as misrecording of responses; incorrect 

editing, coding, and data entry; differences related 

to the particular time the survey was conducted; or 

errors in data preparation. While general sampling 

theory can be used in part to determine how to 

estimate the sampling variability of a statistic,

nonsampling errors are not easy to measure and, 

for measurement purposes, usually require that an 

experiment be conducted as part of the data

collection procedures or that data external to the 

study be used.

Table A-1.—Number and percentage distribution of public library outlets in the study, and the 

estimated number and percentage distribution in the nation, by number of library 

visits per week and metropolitan status: 2000

Respondent sample National estimate*

Library outlet characteristic

Number Percent Number Percent

All public library outlets....................................................... 954 100 16,655 100

Number of library visits per week

Small: Less than 300........................................................ 227 24 6,135 37

Medium: 300 to 1,499...................................................... 344 36 6,101 37

Large: 1,500 or more........................................................ 378 40 4,353 26

Metropolitan status

Urban.............................................................................. 285 30 2,650 16

Suburban......................................................................... 279 30 4,795 29

Rural............................................................................... 373 40 8,964 55

*Data presented in all tables are weighted to produce national estimates.

NOTE: Details may not sum to totals because of rounding or missing data. There were small amounts of missing data for number of library 

visits per week (0.5 percent unweighted; 0.4 percent weighted) and metropolitan status (1.8 percent unweighted; 1.5 percent weighted).

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, “Survey on Programs for 

Adults in Public Library Outlets,” 2000.
A-7

To minimize the potential for nonsampling errors, 

the questionnaire was pretested several times with 

respondents like those who completed the survey. 

During the design of the survey and the survey 

pretest, an effort was made to check for

consistency of interpretation of questions and to 

eliminate ambiguous items. In addition, NCES

convened a meeting with practitioners in the field 

for advice on the questionnaire design and the 

appropriate respondent. The questionnaire and 

instructions were also extensively reviewed by

NCES. The survey pretests and the various

reviews during survey development indicated that 

the outlet was the appropriate sampling and data 

collection level for this survey, and that outlet staff 

were knowledgeable respondents about adult

programming within their individual library outlet. 

Manual and machine editing of the questionnaire 

responses was conducted to check the data for

accuracy and consistency. Cases with missing or 

inconsistent items were recontacted by telephone. 

Data were keyed with 100 percent verification.

Variances

The standard error is a measure of the variability 

of estimates due to sampling. It indicates the

variability of a sample estimate that would be

obtained from all possible samples of a given

design and size. Standard errors are used as a 

measure of the precision expected from a

particular sample. If all possible samples were 

surveyed under similar conditions, intervals of

1.96 standard errors below to 1.96 standard errors 

above a particular statistic would include the true 

population parameter being estimated in about 95 

percent of the samples. This is a 95 percent 

confidence interval. For example, the estimated 

percentage of outlets offering adult literacy

programs is 17.0 percent, and the estimated

standard error is 1.3 percent. The 95 percent

confidence interval for the statistic extends from 

[17.0 – (1.3 times 1.96)] to [17.0 + (1.3 times 

1.96)], or from 14.5 to 19.5 percent. Tables of 

standard errors for each table and figure in the 

report are provided in appendix B.

Estimates of standard errors were computed using 

a technique known as jackknife replication. As 

with any replication method, jackknife replication 

involves constructing a number of subsamples

(replicates) from the full sample and computing 

the statistic of interest for each replicate. The

mean square error of the replicate estimates

around the full sample estimate provides an

estimate of the variances of the statistics. To

construct the replications, 50 stratified subsamples 

of the full sample were created and then dropped 

one at a time to define 50 jackknife replicates. A 

computer program (WesVar) was used to calculate 

the estimates of standard errors. WesVar is a

stand-alone Windows application that computes 

sampling errors for a wide variety of statistics

(totals, percents, ratios, log-odds ratios, general 

functions of estimates in tables, linear regression 

parameters, and logistic regression parameters).

The test statistics used in the analysis were

calculated using the jackknife variances and thus 

appropriately reflected the complex nature of the 

sample design. In addition, Bonferroni 

adjustments were made to control for multiple

comparisons where appropriate (see Miller 1966, 

pp. 67-70). Bonferroni adjustments correct for the 

fact that a number of comparisons (g) are being 

made simultaneously. The adjustment is made by 

dividing the 0.05 significance level by g

comparisons, effectively increasing the critical

value necessary for a difference to be statistically 

different. This means that comparisons that would 

have been significant with an unadjusted critical t

value of 1.96 may not be significant with the

Bonferroni-adjusted critical t value. For example, 

the Bonferroni-adjusted critical t value for

comparisons between any two of the three

categories of metropolitan status is 2.40, rather 

than 1.96. This means that there must be a larger 

difference between the estimates being compared 

for there to be a statistically significant difference 

when the Bonferroni adjustment is applied than 

when it is not used.
A-8

Definitions of Analysis Variables

Number of library visits per week—number of 

persons who entered the library outlet in a typical 

week during spring 2000, based on responses to 

question 1 on the survey questionnaire. This 

provides one measure of outlet size. 

Less than 300 library visits per week:

referred to in the report as small outlets.

300 to 1,499 library visits per week:

referred to in the report as medium-sized 

outlets.

1,500 or more library visits per week:

referred to in the report as large outlets.

Metropolitan status—from the metropolitan

status variable (C_MSA) on the NCES Fiscal Year 

1997 Public Libraries Survey (PLS) Public Library 

Outlet File. 

Urban: within the city limits of the central 

city of a Metropolitan Area (referred to in 

the NCES data file documentation as

Central City).

Suburban: Metropolitan Area, but not

within Central City limits.

Rural: not in a Metropolitan Area.

Background Information

The survey was performed under contract with

Westat, using the Fast Response Survey System. 

Westat’s Project Director was Elizabeth Farris, 

and the Survey Manager was Laurie Lewis. 

Bernie Greene was the NCES Project Officer. The 

data were requested by three groups within the 

U.S. Department of Education: the Elementary, 

Secondary, and Library Studies Division at NCES, 

represented by Adrienne Chute; the National

Institute on Postsecondary Education, Libraries, 

and Lifelong Learning of the Office of

Educational Research and Improvement, 

represented by Barbara Humes; and the National 

Library of Education, represented by Christina 

Dunn.

This report was reviewed by the following

individuals:

Outside NCES

• Carolyn Ashcraft, Arkansas State Library

• Norman Brandt, National Institute on 

Postsecondary Education, Libraries, and 

Lifelong Learning, U.S. Department of 

Education

• Stephanie Cronen, American Institutes for 

Research, Education Statistics Services 

Institute

• Lawrence Lanahan, American Institutes for 

Research, Education Statistics Services 

Institute

• Carolyn Lee, Office of Vocational and Adult 

Education, U.S. Department of Education

• Mary Jo Lynch, American Library Association

• David Miller, American Institutes for 

Research, Education Statistics Services 

Institute

• Leslie Scott, American Institutes for Research, 

Education Statistics Services Institute

• F. William Summers, Florida State University

• Betty Turock, Rutgers University

• J.D. Waggoner, West Virginia Library 

Commission

Inside NCES

• Chris Chapman, Early Childhood, 

International, and Crosscutting Studies 

Division

• William Hussar, Early Childhood, 

International, and Crosscutting Studies 

Division
A-9

• Paula Knepper, Postsecondary Studies 

Division

• Andrew Kolstad, Assessment Division

• Jeffrey Owings, Associate Commissioner, 

Elementary/Secondary and Libraries Studies

Division

• Valena Plisko, Associate Commissioner, Early 

Childhood, International, and Crosscutting 

Studies Division

• John Ralph, Early Childhood, International, 

and Crosscutting Studies Division

• Marilyn Seastrom, Chief Statistician

• Jeffrey Williams, Elementary/Secondary and 

Libraries Studies Division

For more information about the Fast Response

Survey System or the FRSS survey on programs 

for adults in public library outlets, contact Bernie 

Greene, Early Childhood, International, and

Crosscutting Studies Division, National Center for 

Education Statistics, Office of Educational

Research and Improvement, U.S. Department of 

Education, 1990 K Street, NW, Washington, DC 

20006, telephone (202) 502-7348, e-mail: 

Bernard.Greene@ed.gov

More information and publications about public 

libraries in the United States, based on information 

collected by the NCES Library Statistics Program, 

is available on the NCES World Wide Web page: 

http://nces.ed.gov/
A-10
B-1

Appendix B

Tables of Standard Errors
B-2
B-3

Table of Contents

Table Page

1a Standard errors of the percentage distribution of public library outlets in urban, 

suburban, and rural areas, by number of library visits per week: 2000 ............... B-5

2a Standard errors of the percentage distribution of public library outlets with 

various numbers of library visits per week, by metropolitan status: 2000 ........... B-6

3a Standard error of the percent of public library outlets that offered any adult 

literacy programs during the last 12 months, and of those, standard errors of the 

percent that offered specific types: 2000.......................................................... B-7

4a Standard error of the percent of public library outlets that offered any adult 

literacy programs during the last 12 months, and of those, standard errors of the 

percent that offered programs specifically for certain groups: 2000 ................... B-8

5a Among public library outlets that did not offer adult literacy programs, 

standard errors of the percentage distribution of the importance of specific 

reasons in the outlet’s decision not to offer adult literacy programs: 2000.......... B-9

6a Standard errors of the percent of public library outlets that did not offer adult 

literacy programs, and standard errors of the percent without adult literacy 

programs indicating that specific reasons were very important in the outlet’s 

decision, by number of library visits per week and metropolitan status: 2000..... B-10

7a Standard errors of the percent of public library outlets that offered specific 

types of adult lifelong learning programs during the last 12 months, by number 

of visits per week and metropolitan status: 2000 .............................................. B-11

8a Standard errors of the percent of public library outlets that offered adult 

lifelong learning programs specifically for certain groups during the last 12 

months, by number of library visits per week and metropolitan status: 2000 ...... B-12

9a Standard errors of the percentage distribution of the extent to which public 

library outlets report specific factors as barriers to the outlet’s offering lifelong 

learning programs for adults with learning and/or physical disabilities: 2000 ..... B-13
B-4

Table of Contents (continued)

Table Page

10a Standard errors of the percent of public library outlets reporting that specific 

factors are major barriers to the outlet offering lifelong learning programs for 

adults with learning and/or physical disabilities, by number of library visits per 

week and metropolitan status: 2000................................................................. B-14

11a Standard errors of the percentage distribution of the extent to which public 

library outlets report specific factors as barriers to the outlet’s ability to provide

access to the Internet to adults for their independent use, by whether the outlet 

provides Internet access: 2000 ........................................................................ B-15

12a Standard errors of the percent of public library outlets reporting that specific 

factors are major barriers to the outlet’s ability to provide access to the Internet 

to adults for their independent use, by number of library visits per week and 

metropolitan status: 2000 ............................................................................... B-16

13 Standard errors for the figures and for data not shown in tables: 2000 ............... B-17
B-5

Table 1a.—Standard errors of the percentage distribution of public library outlets in urban, 

suburban, and rural areas, by number of library visits per week: 2000

Metropolitan status

Number of library visits per week

Urban Suburban Rural

Small: Less than 300............................................................................ 1.3 1.8 1.9

Medium: 300 to 1,499.......................................................................... 1.5 2.1 2.1

Large: 1,500 or more ........................................................................... 1.9 2.2 1.9

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, “Survey on Programs for 

Adults in Public Library Outlets,” 2000.
B-6

Table 2a.—Standard errors of the percentage distribution of public library outlets with various 

numbers of library visits per week, by metropolitan status: 2000

Number of library visits per week

Metropolitan status Small: 

Less than 300

Medium: 

300 to 1,499

Large: 

1,500 or more

Urban................................................................................................. 2.7 3.4 3.0

Suburban............................................................................................. 2.3 3.1 2.5

Rural .................................................................................................. 2.6 2.7 1.2

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, “ Survey on Programs for 

Adults in Public Library Outlets,” 2000.
B-7

Table 3a.—Standard error of the percent of public library outlets that offered any adult literacy 

programs during the last 12 months, and of those, standard errors of the percent that 

offered specific types: 2000

Adult literacy programs Percent

Offered any adult literacy programs ...................................................................................... 1.3

Type of adult literacy program offered

Adult basic literacy skills (skills at 4th grade level and below)............................................... 3.8

Pre-GED (skills from 5th through 8th grade levels).............................................................. 3.7

GED (skills from 9th grade through high school equivalency)............................................... 4.1

English as a second language (ESL)................................................................................... 4.4

Family literacy................................................................................................................. 3.6

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, “Survey on Programs for 

Adults in Public Library Outlets,” 2000.
B-8

Table 4a.—Standard error of the percent of public library outlets that offered any adult literacy 

programs during the last 12 months, and of those, standard errors of the percent that 

offered programs specifically for certain groups: 2000

Adult literacy programs Percent

Offered adult literacy programs ............................................................................................. 1.3

Offered adult literacy programs specifically for: 

Limited English speaking and/or recent immigrants............................................................. 4.5

Parents............................................................................................................................ 4.9

High school dropouts........................................................................................................ 4.0

Adults with learning disabilities......................................................................................... 3.5

Adults with hearing impairments........................................................................................ 2.3

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, “Survey on Programs for 

Adults in Public Library Outlets,” 2000.
B-9

Table 5a.—Among public library outlets that did not offer adult literacy programs, standard errors 

of the percentage distribution of the importance of specific reasons in the outlet’s 

decision not to offer adult literacy programs: 2000

Reason

Not 

important

Somewhat

important

Very

important

This outlet does not have the staff or resources to offer adult literacy programs........................ 1.0 1.6 1.9

Other groups or educational institutions in the community (including other library outlets) 

offer adult literacy programs........................................................................................... 1.8 1.5 2.1

The programming in this outlet emphasizes other groups (e.g., children, senior citizens)........... 2.1 2.1 2.1

The community served by this outlet does not have a strong need for adult literacy programs.... 2.3 2.3 1.7

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, “Survey on Programs for 

Adults in Public Library Outlets,” 2000.
B-10

Table 6a.—Standard errors of the percent of public library outlets that did not offer adult literacy 

programs, and standard errors of the percent without adult literacy programs 

indicating that specific reasons were very important in the outlet’s decision, by number 

of library visits per week and metropolitan status: 2000

Reasons for not offering adult literacy programs

Library out let characteristic

Did not offer 

adult literacy 

programs

This outlet 

does not have 

the staff or 

resources to 

offer adult 

literacy 

programs

Other groups 

or educational 

institutions in 

the community 

offer adult 

literacy 

programs

The 

programming 

in this outlet 

emphasizes 

other groups

The 

community 

served by this 

outlet does not 

have a strong 

need for adult 

literacy 

programs

All public library outlets....................................... 1.3 1.9 2.1 2.1 1.7

Number of library visits per week

Small: Less than 300........................................ 1.7 3.6 4.0 3.9 3.3

Medium: 300 to 1,499...................................... 2.5 2.6 3.2 3.2 3.0

Large: 1,500 or more........................................ 3.0 3.3 3.4 3.5 2.0

Metropolitan status

Urban.............................................................. 3.3 4.3 3.5 3.8 2.8

Suburban......................................................... 2.3 3.1 4.2 3.7 3.2

Rural............................................................... 1.8 2.7 2.7 3.5 2.7

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, “Survey on Programs for 

Adults in Public Library Outlets,” 2000.
B-11

Table 7a.—Standard errors of the percent of public library outlets that offered specific types of 

adult lifelong learning programs during the last 12 months, by number of visits per 

week and metropolitan status: 2000

Library outlet characteristic

Computer/

Internet 

instruction

Book/film

discussions 

or presentations

Cultural 

performances

Recreational 

activities 

(e.g., crafts, 

travel, 

hobbies)

Parenting 

skills

Financial 

planning/

investment 

information

Employment/

career 

guidance

College/

continuing 

education 

guidance

Citizenship 

preparation

All public library outlets........ 1.8 1.5 1.7 1.6 1.4 1.2 1.4 1.3 0.8

Number of library visits 

per week

Small: Less than 300......... 3.7 2.9 2.3 2.9 1.6 1.6 1.9 2.2 1.8

Medium: 300 to 1,499....... 3.3 3.1 3.8 3.6 2.7 2.6 2.4 2.9 1.2

Large: 1,500 or more ........ 2.5 3.1 2.4 3.2 3.1 3.2 2.2 2.3 1.1

Metropolitan status

Urban.............................. 3.3 2.8 3.4 3.1 3.0 2.8 3.4 3.6 1.9

Suburban.......................... 4.1 2.8 2.9 3.6 2.6 2.4 2.6 2.4 1.6

Rural ............................... 2.6 2.5 2.6 2.2 1.8 1.8 2.1 1.9 1.3

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, “Survey on Programs for 

Adults in Public Library Outlets,” 2000.
B-12

Table 8a.—Standard errors of the percent of public library outlets that offered adult lifelong 

learning programs specifically for certain groups during the last 12 months, by number 

of library visits per week and metropolitan status: 2000

Library outlet characteristic

Senior

citizens

Parents

Limited 

English 

speaking 

and/or recent 

immigrants

Adults with 

physical 

disabilities

Adults with 

learning 

disabilities

All public library outlets....................................... 1.5 1.5 1.0 0.8 0.7

Number of library visits per week

Small: Less than 300........................................ 2.6 2.2 0.7 1.3 0.7

Medium: 300 to 1,499...................................... 2.4 2.8 1.9 1.7 1.4

Large: 1,500 or more........................................ 2.6 2.9 2.2 1.6 1.2

Metropolitan status

Urban.............................................................. 3.5 3.5 2.7 1.5 2.0

Suburban......................................................... 3.1 3.2 1.8 1.3 1.0

Rural............................................................... 2.0 2.1 1.1 1.2 1.0

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, “Survey on Programs for 

Adults in Public Library Outlets,” 2000.
B-13

Table 9a.—Standard errors of the percentage distribution of the extent to which public library 

outlets report specific factors as barriers to the outlet’s offering lifelong learning 

programs for adults with learning and/or physical disabilities: 2000

Factor Not a

barrier

Minor

barrier

Moderate

barrier

Major

barrier

Lack of staff training in working with adults with disabilities.......................... 1.4 1.5 2.0 1.7

Lack of assistive/adaptive devices for adults with disabilities.......................... 1.4 1.5 1.4 1.8

Insufficient library materials for the blind or physically disabled..................... 1.8 1.5 1.7 2.0

Insufficient accessibility to library facilities for the disabled........................... 1.6 1.0 0.9 1.2

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, “Survey on Programs for 

Adults in Public Library Outlets,” 2000.
B-14

Table 10a.—Standard errors of the percent of public library outlets reporting that specific factors 

are major barriers to the outlet offering lifelong learning programs for adults with 

learning and/or physical disabilities, by number of library visits per week and 

metropolitan status: 2000

Library outlet characteristic

Lack of staff 

training in 

working with 

adults with 

disabilities

Lack of 

assistive/

adaptive 

devices for 

adults with 

disabilities

Insufficient 

library 

materials for 

the blind or 

physically 

disabled

Insufficient 

accessibility to 

library facilities 

for the disabled

All public library outlets....................................................... 1.7 1.8 2.0 1.2

Number of library visits per week

Small: Less than 300........................................................ 3.5 3.9 3.8 2.8

Medium: 300 to 1,499...................................................... 3.1 3.1 3.4 1.8

Large: 1,500 or more........................................................ 3.0 2.4 2.2 1.3

Metropolitan status

Urban.............................................................................. 3.7 4.0 3.4 2.5

Suburban......................................................................... 4.0 3.1 3.8 2.3

Rural............................................................................... 2.4 2.8 2.6 2.2

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, “Survey on Programs for 

Adults in Public Library Outlets,” 2000.
B-15

Table 11a.—Standard errors of the percentage distribution of the extent to which public library 

outlets report specific factors as barriers to the outlet’s ability to provide access to the 

Internet to adults for their independent use, by whether the outlet provides Internet 

access: 2000

Factor, by whether the outlet provides Internet access

Not a

barrier

Minor

barrier

Moderate 

barrier

Major

barrier

Insufficient space for computers

All public library outlets.......................................................................... 1.9 1.3 1.8 1.8

Outlets providing Internet access.......................................................... 2.2 1.4 1.9 1.9

Outlets not providing Internet access.................................................... 5.6 1.2 4.3 6.0

Insufficient number of computers with Internet access

All public library outlets.......................................................................... 1.9 1.3 1.2 1.4

Outlets providing Internet access.......................................................... 2.0 1.4 1.3 1.3

Outlets not providing Internet access.................................................... 5.7 1.8 3.6 6.3

Insufficient number of telecommunications lines for Internet access

All public library outlets.......................................................................... 1.8 1.3 1.2 1.3

Outlets providing Internet access.......................................................... 2.0 1.4 1.2 1.2

Outlets not providing Internet access.................................................... 5.1 3.6 5.2 7.4

Lack of library staff to assist Internet users

All public library outlets.......................................................................... 1.8 1.6 1.6 1.2

Outlets providing Internet access.......................................................... 1.9 1.6 1.7 1.1

Outlets not providing Internet access.................................................... 7.4 3.4 3.9 8.2

Lack of specialized training among library staff

All public library outlets.......................................................................... 1.5 1.6 1.4 1.1

Outlets providing Internet access.......................................................... 1.7 1.7 1.6 1.2

Outlets not providing Internet access.................................................... 8.1 6.3 3.8 5.7

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, “ Survey on Programs for 

Adults in Public Library Outlets,” 2000.
B-16

Table 12a.—Standard errors of the percent of public library outlets reporting that specific factors 

are major barriers to the outlet’s ability to provide access to the Internet to adults for 

their independent use, by number of library visits per week and metropolitan status: 

2000

Library outlet characteristic

Insufficient 

space for 

computers

Insufficient 

number of 

computers with 

Internet access

Insufficient 

number of 

telecommunications lines 

for Internet 

access

Lack of library 

staff to assist 

Internet users

Lack of 

specialized 

training among 

library staff

All public library outlets....................................... 1.8 1.4 1.3 1.2 1.1

Number of library visits per week

Small: Less than 300........................................ 3.3 3.2 3.2 2.7 2.6

Medium: 300 to 1,499...................................... 2.9 2.2 1.7 2.3 1.5

Large: 1,500 or more........................................ 2.5 2.2 1.4 1.9 1.6

Metropolitan status

Urban.............................................................. 3.3 2.7 2.3 2.3 1.3

Suburban......................................................... 3.0 3.0 2.6 2.1 1.5

Rural............................................................... 2.9 2.2 2.2 2.2 1.8

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, “Survey on Programs for 

Adults in Public Library Outlets,” 2000.
B-17

Table 13.—Standard errors for the figures and for data not shown in tables: 2000

Item Estimate Standard error

Figure 1: Percentage distribution of public library outlets, by number of library visits per 

week and metropolitan status: 2000

Number of library visits per week: Small: Less than 300.............................................................. 37 1.7

Number of library visits per week: Medium: 300 to 1,499............................................................ 37 2.0

Number of library visits per week: Large: 1,500 or more............................................................. 26 1.3

Metropolitan status: Urban........................................................................................................ 16 0.7

Metropolitan status: Suburban ................................................................................................... 29 0.7

Metropolitan status: Rural......................................................................................................... 55 0.5

Figure 2: Percent of public library outlets that offered adult literacy programs during the 

last 12 months, by number of library visits per week and metropolitan status: 2000

All public library outlets............................................................................................................ 17 1.3

Number of library visits per week: Small: Less than 300.............................................................. 5 1.7

Number of library visits per week: Medium: 300 to 1,499............................................................ 19 2.5

Number of library visits per week: Large: 1,500 or more............................................................. 31 3.0

Metropolitan status: Urban........................................................................................................ 26 3.3

Metropolitan status: Suburban ................................................................................................... 16 2.3

Metropolitan status: Rural......................................................................................................... 15 1.8

Figure 3: Percent of public library outlets that provide Internet access to adults for their 

independent use, by number of library visits per week and metropolitan status: 2000

All public library outlets............................................................................................................ 92 0.9

Number of library visits per week: Small: Less than 300.............................................................. 84 2.3

Number of library visits per week: Medium: 300 to 1,499............................................................ 96 1.0

Number of library visits per week: Large: 1,500 or more............................................................. 98 0.8

Metropolitan status: Urban........................................................................................................ 93 2.1

Metropolitan status: Suburban ................................................................................................... 92 1.8

Metropolitan status: Rural......................................................................................................... 92 1.5

Chapter 2, section on adult literacy program offerings

Percent of library outlets offering adult literacy programs that offered such programs at offsite 

locations during the last 12 months.......................................................................................... 27 3.9

Percent of library outlets offering adult literacy programs that used computers as a hands-on 

learning tool for adult literacy programs during the last 12 months.............................................. 52 4.8

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, “Survey on Programs for 

Adults in Public Library Outlets,” 2000.
B-18
C-1

Appendix C

Survey Questionnaire
C-2
C-3

U.S. DEPARTMENT OF EDUCATION FORM APPROVED

NATIONAL CENTER FOR EDUCATION STATISTICS O.M.B. NO.: 1850-0733

WASHINGTON, D.C. 20006 EXPIRATION DATE: 07/2002

PROGRAMS FOR ADULTS IN PUBLIC LIBRARY OUTLETS

FAST RESPONSE SURVEY SYSTEM

This survey is authorized by law (P.L. 103-382). While participation in this survey is voluntary, your cooperation is critical to make the results of this 

survey comprehensive, accurate, and timely.

DEFINITIONS AND INSTRUCTIONS

This questionnaire is designed to be completed by the person who is most knowledgeable about programs for adults in your 

individual library outlet. For the purposes of this survey:

Library outlet is a unit (usually a building) that provides direct public library service. An outlet may be a main or central library, a 

branch library, a bookmobile, or a books -by-mail only service.

Typical week, from Sunday through Saturday, is a time that is neither unusually busy nor unusually slow and is unaffected by holiday 

time, vacation periods for key staff, or unusual events in the community or in the library outlet. It would be a week in which the library 

outlet is open for regular hours.

Programs means planned activities for groups or individuals that are offered by libraries to provide information, instruction, 

or cultural enrichment. Library tours and brief overviews of library services are not considered programs for this

questionnaire.

For this questionnaire, your library outlet should be considered as offering a program if:

• the outlet provides funding, materials, or staff to support the program, or

• the library system runs the program within or on behalf of the library outlet. 

Programs offered by the library outlet may take place in the library or at off-site locations.

Programs that use library space rented or made available to outside groups with no other involvement of the library outlet or 

system are not considered offerings of the library outlet. 

IF ABOVE INFORMATION IS INCORRECT, PLEASE MAKE CORRECTIONS DIRECTLY ON LABEL.

Name of person completing form:____________________________________ Telephone:_______________________

Title/position: ___________________________________________________ E-mail: __________________________

Best days and times to reach you (in case of questions):_____________________________________________________

PLEASE RETURN COMPLETED FORM TO: IF YOU HAVE ANY QUESTIONS, CONTACT:

Laurie Lewis (716602) Laurie Lewis at Westat

WESTAT 800-937-8281, ext. 8284 or 301-251-8284

1650 Research Boulevard Fax: 800-254-0984

Rockville, Maryland 20850-3129 E-mail: LEWISL1@westat.com

According to the Paperwork Reduction Act of 1995, no persons are required to respond to a collection of information unless it displays a valid OMB 

control number. The valid OMB control number for this information collection is 1850-0733. The time required to complete this information collection is 

estimated to average 30 minutes per response, including the time to review instructions, search existing data resources, gather the data needed, and 

complete and review the information collected. If you have any comments concerning the accuracy of the time estimate(s) or suggestions for improving 

this form, please write to: U.S. Department of Education, Washington, D.C. 20202-4651. If you have comments or concerns regarding the status of 

your individual submission of this form, write directly to: National Center for Education Statistics, 1990 K Street, NW, Washington, D.C. 20006.

FRSS Form No. 66, 10/2000

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1. Please estimate the number of persons (of all ages) who entered your library outlet in a typical week during spring 

2000. (Please use door counts rather than circulation information.) Persons per week: __________

2. How many hours was your library outlet open to the public during a typical week in spring 2000? 

Hours per week: ________

Programs means planned activities for groups or individuals that are offered by libraries to provide information, 

instruction, or cultural enrichment. Library tours and brief overviews of library services are not considered 

programs for this questionnaire.

For this questionnaire, your library outlet should be considered as offering a program if:

• the outlet provides funding, materials, or staff to support the program, or

• the library system runs the program within or on behalf of the library outlet. 

Programs offered by the library outlet may take place in the library or at off-site locations.

Programs that use library space rented or made available to outside groups with no other involvement of the 

library outlet or system are not considered offerings of the library outlet. 

Programs for Adult Literacy

3. During the last 12 months, did your library outlet offer any adult literacy programs, including family literacy and 

English as a second language instruction for adults? (Please refer to the information in the box above about when 

your library outlet should be considered as offering a program.)

Yes ................. 1 (Continue with question 4.) No................... 2 (Skip to question 9.)

4. Did your library outlet offer any of the following types of adult literacy programs during the last 12 months? (Circle 

one on each line.) 

Yes No

a. Adult basic literacy skills (skills at 4th grade level and below) ... 1 2

b. Pre-GED (skills from 5th through 8th grade levels) ................... 1 2

c. GED (skills from 9th grade through high school equivalency) ... 1 2

d. English as a second language (ESL)..................................... 1 2

e. Family literacy...................................................................... 1 2

f. Other (specify) _______________________________________ 1 2

5. During the last 12 months, did your library outlet offer any adult literacy programs specifically for the following 

groups? (Circle one on each line.)

Yes No

a. High school dropouts ............................................................ 1 2

b. Limited English speaking and/or recent immigrants ................. 1 2

c. Adults with learning disabilities ............................................... 1 2

d. Adults with hearing impairments............................................. 1 2

e. Parents ................................................................................ 1 2

f. Other (specify) _______________________________________ 1 2

6. To what extent are the factors listed below barriers to your library outlet’s offering adult literacy programs? (Circle 

one on each line.)

Not a 

barrier

Minor 

barrier

Moderate 

barrier

Major 

barrier

a. Lack of library space for adult literacy programs ........................... 1 2 3 4

b. Lack of staff trained in adult literacy programs .............................. 1 2 3 4

c. Lack of staff with foreign language skills ...................................... 1 2 3 4

d. Insufficient literacy workbooks and reading materials.................... 1 2 3 4

e. Insufficient English as a second language materials ..................... 1 2 3 4

f. Other (specify) __________________________________________ 1 2 3 4

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7. During the last 12 months, did your library outlet offer any adult literacy programs at off-site locations? 

Yes ................. 1 No................... 2 

8. During the last 12 months, did your library outlet use computers as a hands-on learning tool for any adult literacy 

programs? 

Yes ................. 1 (Skip to question 10.) No................... 2 (Skip to question 10.)

9. How important are the reasons listed below in your library outlet’s decision not to offer adult literacy programs? 

(Circle one on each line.)

Not 

important

Somewhat 

important

Very 

important

a. Other groups or educational institutions in the community

(including other library outlets) offer adult literacy programs ..........

b. The community served by this outlet does not have a strong need 

for adult literacy programs...........................................................

c. The programming in this outlet emphasizes other groups (e.g., 

children, senior citizens) .............................................................

d. This outlet does not have the staff or resources to offer adult 

literacy programs........................................................................

e. Other (specify) __________________________________________

Programs for Adult Lifelong Learning

10. Did your library outlet offer any of the following types of adult lifelong learning programs during the last 12 months? 

(Circle one on each line. Please refer to the information in the box on the previous page about when your library 

outlet should be considered as offering a program.)

Yes No

a. Citizenship preparation ......................................................... 1 2

b. College/continuing education guidance.................................. 1 2

c. Employment/career guidance................................................ 1 2

d. Financial planning/investment information .............................. 1 2

e. Book/film discussions or presentations .................................. 1 2

f. Cultural performances .......................................................... 1 2

g. Recreational activities (e.g., crafts, travel, hobbies) ................ 1 2

h. Parenting skills..................................................................... 1 2

i. Computer/Internet instruction ................................................ 1 2

j. Other (specify) _______________________________________ 1 2

11. During the last 12 months, did your library outlet offer any adult lifelong learning programs specifically for the 

following groups? (Circle one on each line.)

Yes No

a. Adults with learning disabilities ............................................... 1 2

b. Adults with physical disabilities, including visual or hearing 

impairments/other health impairments .................................... 1 2

c. Limited English speaking and/or recent immigrants ................. 1 2

d. Senior citizens ...................................................................... 1 2

e. Parents ................................................................................ 1 2

f. Other (specify) _______________________________________ 1 2

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12. To what extent are the factors listed below barriers to your library outlet’s offering programs for adult lifelong learning 

for adults with learning and/or physical disabilities? (Circle one on each line.)

Not a 

barrier

Minor 

barrier

Moderate 

barrier

Major 

barrier

a. Insufficient accessibility to library facilities for the disabled............ 1 2 3 4

b. Lack of staff training in working with adults with disabilities ........... 1 2 3 4

c. Lack of assistive/adaptive devices for adults with disabilities......... 1 2 3 4

d. Insufficient library materials for the blind or physically disabled ..... 1 2 3 4

e. Other (specify) __________________________________________ 1 2 3 4

Internet Access

13. Does your library outlet provide Internet access to adults for their independent use? 

Yes .................. 1 No ................... 2 

14. To what extent are the factors listed below barriers to your library oulet’s ability to provide access to the Internet to 

adults for their independent use? (Circle one on each line.)

Not a 

barrier

Minor 

barrier

Moderate 

barrier

Major 

barrier

Lack of library staff to assist Internet users ........................................ 1 2 3 4

Lack of specialized training among library staff.................................. 1 2 3 4

Insufficient number of computers with Internet access ....................... 1 2 3 4

Insufficient space for computers ....................................................... 1 2 3 4

Insufficient number of telecommunications lines for Internet access 1 2 3 4

Other (specify) _____________________________________________ 1 2 3 4

15. During the last 12 months, did your library outlet or system apply for funding through the E-rate telecommunications 

discount program? If yes, did your library outlet or system receive funding through the E-rate program? (Circle one 

on each line.)

a. Applied for E-rate funding Yes ...... 1 No ....... 2 Don’t know ....... 3

b. Received E-rate funding Yes ...... 1 No ....... 2 Don’t know ....... 3 Not applicable ..... 4

Staff Resources

16. Does your library outlet or system employ any staff for whom the following areas are a major responsibility? (Circle 

one on each line.)

Don’t

Yes No know

a. Adult literacy ............................................................. 1 2 3

b. Adults with English as a second language ................... 1 2 3

c. Senior citizens ........................................................... 1 2 3

d. Adults with learning and/or physical disabilities ............ 1 2 3

e. Parents ..................................................................... 1 2 3

f. Computer/Internet instruction...................................... 1 2 3

THANK YOU. PLEASE KEEP A COPY OF THIS SURVEY FOR YOUR RECORDS.

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