Official Poverty Measure
The Census Bureau determines poverty status by using an official poverty measure (OPM) that compares pre-tax cash income against a threshold that is set at three times the cost of a minimum food diet in 1963 and adjusted for family size.
The OPM uses calculations of these three elements—income, threshold, and family—to estimate what percentage of the population is poor.
The official poverty estimates are drawn from the Current Population Survey Annual Social and Economic Supplement (CPS ASEC), which is conducted in February, March, and April with a sample of approximately 100,000 addresses per year.
In 2016, the most recent year for which data are available, the OPM national poverty rate was 12.7 percent. There were 40.6 million people in poverty.
Supplemental Poverty Measure
The Census Bureau introduced the Supplemental Poverty Measure or SPM in 2010 to provide an alternative view of poverty in the United States that better reflects life in the 21st century, including contemporary social and economic realities and government policy.
As its name suggests, the SPM supplements but does not replace the official poverty measure, which remains the nation’s source for official poverty statistics and for determining means-tested program eligibility.
In a side-by-side comparison of the official poverty measure and the SPM, the Census Bureau notes their differences in measurement units, poverty threshold, threshold adjustments (e.g., by family size), updating thresholds, and what counts as resources, summarized in Table 3 below.
| Table 3. Poverty measure concepts differ between the official poverty measure and the Supplemental Poverty Measure. | ||
| Poverty Measure Component | Official Poverty Measure | Supplemental Poverty Measure |
| Measurement Units | Families (see note) or unrelated individuals | Resource units (official family definition plus any coresident unrelated children, foster children, and unmarried partners and their relatives) or unrelated individuals (who are not otherwise included in the family definition) |
| Poverty Threshold | Three times the cost of a minimum food diet in 1963 | Based on expenditures of food, clothing, shelter, and utilities (FCSU) |
| Threshold Adjustments | Vary by family size, composition, and age of householder | Vary by family size and composition, as well as geographic adjustments for differences in housing costs by tenure |
| Updating Thresholds | Consumer Price Index: All items | Five-year moving average of expenditures on FCSU |
| Resource Measure | Gross before-tax cash income | Sum of cash income, plus noncash benefits that resource units can use to meet their FCSU needs, minus taxes (or plus tax credits), minus work expenses, medical expenses, and child support paid to another household |
Source: L. Fox, “The Supplemental Poverty Measure: 2016,” Current Population Reports P60-261 (RV), Revised September 2017.
Note: “Family” as defined by the Census Bureau is “a group of two people or more (one of whom is the householder) related by birth, marriage, or adoption and residing together; all such people (including related subfamily members) are considered as members of one family.”
A comparison of official and SPM poverty rates in 2016 for the total population and among three age groups: under age 18, adults ages 18 to 64, and elders age 65 and over, is shown in Figure 2.
For most groups, SPM poverty rates were higher than official poverty rates; children are an exception with 15.2 percent poor using the SPM and 18.0 percent poor using the official measure. Analysts attribute the lower SPM child poverty rate largely to the measure’s inclusion of noncash benefits such as Supplemental Nutrition Assistance Program (SNAP, formerly Food Stamps) benefits.
The much higher SPM poverty rates for people age 65 and older—14.5 percent vs. 9.3 percent using the OPM—partially reflect that the official thresholds are set lower for families with householders in this age group, while the SPM thresholds do not vary by age.
In addition, the SPM rate is higher for people age 65 and older because it includes out-of-pocket medical expenditures, which are typically high for the elderly, whereas the official measure does not take them into account.
Figure 2. Poverty rates using OPM and SPM measures for total population and by age group, 2016, show a higher OPM child poverty rate and higher SPM elderly poverty rates.
Dyslexia is a language-based disability that affects both oral and written language. With help, children with dyslexia can become successful readers. Find out the warning signs for dyslexia that preschool and elementary school children might display.
Facts about dyslexia
Startling facts about dyslexia and related language-based learning disabilities:
- Fifteen to twenty percent of the population has a reading disability.
- Of students with specific learning disabilities who receive special education services, seventy to eighty percent have deficits in reading. Dyslexia is the most common cause of reading, writing and spelling difficulties.
- If children who are dyslexic get effective phonological training in kindergarten and first grade, they will have significantly fewer problems in learning to read at grade level than do children who are not identified or helped until third grade.
- Seventy four percent of the children who were poor readers in the third grade remained poor readers in the ninth grade. This means that they couldn't read well when they became adults.
- Individuals inherit the genetic links for dyslexia.
- Dyslexia affects males and females nearly equally, and people from different ethnic and socio-economic backgrounds as well.
Common signs: Preschool
The following difficulties may be associated with dyslexia if they are unexpected for the individual's age, educational level, or cognitive abilities. To verify that an individual is dyslexic, he/she should be tested by a qualified testing examiner.
- May talk later than most children
- May have difficulty pronouncing words, i.e., busgetti for spaghetti, mawn lower for lawn mower
- May be slow to add new vocabulary words
- May be unable to recall the right word
- May have difficulty with rhyming
- May have trouble learning the alphabet, numbers, days of the week, colors, shapes, how to spell and write his or her name
- May have trouble interacting with peers
- May be unable to follow multi-step directions or routines
- Fine motor skills may develop more slowly than in other children
- May have difficulty telling and/or retelling a story in the correct sequence
- Often has difficulty separating sounds in words and blending sounds to make words
Common signs: Kindergarten through fourth grade
The following difficulties may be associated with dyslexia if they are unexpected for the individual's age, educational level, or cognitive abilities. To verify that an individual is dyslexic, he/she should be tested by a qualified testing examiner.
- Has difficulty decoding single words (reading single words in isolation)
- May be slow to learn the connection between letters and sounds
- May confuse small words – at/to, said/and, does/goes
- Makes consistent reading and spelling errors including:
- Letter reversals – d for b as in, dog for bog
- Word reversals – tip for pit
- Inversions – m and w, u and n
- Transpositions – felt and left
- Substitutions – house and home
- May transpose number sequences and confuse arithmetic signs (+ - x / =)
- May have trouble remembering facts
- May be slow to learn new skills; relies heavily on memorizing without understanding
- May be impulsive and prone to accidents
- May have difficulty planning
- Often uses an awkward pencil grip (fist, thumb hooked over fingers, etc.)
- May have trouble learning to tell time
- May have poor fine motor coordination
Excerpted from: ABC's of Dyslexia. (2000). International Dyslexia Association.
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