This report analyzes on data collected through a survey of CASP learners and a statistical snapshot of adult learners in 15 anglophone CASPs. Few basic data exist on the low-literate, rural adult population in New Brunswick. The picture provided by the data collected for this study may assist policy developers, program planners, and service providers in the field of literacy. The quantitative data include general information on learners' beliefs about learning to read, their literacy history, current literacy activities, and the effects of the CASP experience on their families.

The learners included in the survey attended CASPs in the central region of New Brunswick. These CASPs are typical of those which serve anglophone communities in the province. The learners appear to be similar in age, educational background, and economic status to adult learners enrolled in other literacy programs (Carley, 1991; Horsman, 1990).

Literacy studies focus on a diverse range of literacy characteristics and literacy program outcomes. Large scale studies tend to focus on the literacy skill levels of respondents and to be concerned with functional definitions of literacy. Small scale studies tend to focus on individual characteristics such as self-esteem and personal meaning making and on intergenerational aspects of literacy.

Few educators really know what is going on in adult literacy programs, who or how many are being served, or what the outcomes are (Huie, 1993). This question is raised in a study of academic upgrading in New Brunswick (MacKeracher, 1993). She points out that little is known about the educational system serving adults who lack literacy skills or basic education, particularly about the CASP system. While New Brunswick has been quick to publicize the extent of the literacy services being supported by public funds, little has been done to assess the quality of the literacy education being delivered.