Christ's Way  - "Education is...the lighting of a fire."
 
Literacy, which has been defined as an individual’s ability to read, write, speak, compute, and solve problems, is taken seriously at Christ's Way Academy.  Although many people consider it only a part of education, we know that literacy IS education.  For this reason, we incorporate each of these contexts in our programs.
 
  • Family Literacy - The ability to foster literacy within a family to ensure that the children can succeed in school, thus promoting generations of literacy.
 
  • Work Place Literacy - The ability to meet the demands of the workplace, in terms of job-specific skills and personal responsibility.
 
  • Computer Literacy - The ability  to use computers and other technology.
 
  • Financial Literacy - The ability to understand principles of earning, spending, saving, and investing and to understand documents such as bills, loan agreements, or payroll information.
 
  • Health Literacy - The ability to research and understand the information needed to recognize health indicators, access care, make health-related decisions, complete forms, communicate with professionals, and follow medical directions.
 
  •  English Language Literacy - The ability to use printed and written information to adequately function in the home, work environment, and community. 
 
 
 
Facts and Statistics
 
 
  • There are seven census tracts in Baton Rouge where over half of the population ages 18-24 is without a high school diploma, with the highest percentage at 76%. (LSU School of Social Work)
 
  • In 2008, roughly 2,000 Baton Rouge area high school students dropped out of school. (The Advocate, June 10, 2010)
 
  • A Louisiana dropout will likely earn $318,876 less, over a lifetime, than a high-school graduate. (LSU and Southeastern University)
 
  • 28% of the Baton Rouge population functions at the lowest level of literacy. (National Assessment of Adult Literacy)
 
  • Up to one-fifth of Louisiana's adult population functions at the lowest level of literacy (National Assessment of Adult Literacy), yet only one in twenty is receiving adult education services. (LA Department of Education, FY 08 -09)
 
  • Reaearch demonstrates that adults who have not finished high school are more likely to end up incarcerated and to rely on public assistance. (Justice Policy Institute and U. S. Department of Education)
 
  • A high school dropout that turns to a life of crime costs Louisiana $1,686,816. (LSU and Southeastern University)
 
  • Louisiana has the highest incarceration rate in the world for its population. (The Advocate, March 4, 2010)
 
  • Over 70% of inmates in America’s prisons cannot read above a fourth grade level. (Department of Justice)
 
  • Most of the people who enter Louisiana prisons have fourth and fifth grade educations. (LA Department of Corrections)
 
  • One-half of all adults in U.S. correctional institutes cannot read or write at all, and 85% of juvenile offenders have reading problems. (ProLiteracy Worldwide)
 
  • Annual health care costs in the U.S. are four times higher for individuals with low literacy skills than they are for individuals with high level literacy skills. (ProLiteracy Worldwide)
 
  • The healthcare industry estimates $73 billion per year of unnecessary health care expenses attributed to low literacy skills. (Centers for Medicare & Medicaid Statistics, 2004)
 
  • Research has shown that as little as 10 hours of personal financial education positively affects student spending and saving habits. (National Endowment for Financial Education, 1998)
 
  • Nationally, low literacy skills cost businesses and taxpayers $20 billion in lost wages, profits, and productivity each year. (National Institute for Literacy, 2006)
 
  • U.S. business and industry leaders estimate spending an average of $600 million per year on remedial reading, writing, and math skills training for employees. (National Institute for Literacy, 2000)
 
  • The literacy level of a child’s mother is the greatest predictor of a child’s academic success. (Sharon Darling, 1992)
 
  • Women in the U.S. who have little formal education are more likely than educated women to be in abusive relationships. (ProLiteracy Worldwide)