This book offers chapters that take on the challenge of assessment methods that account for literacy. It opens a discussion of what it means to be literate in the U.S. and the standards by which such literacy is judged. The first two chapters deal with the problems of definitions and redefinitions of the key terms. The next three chapters deal with specific features of literacy assessment, followed by two chapters that deal with literacy standards in postsecondary settings. The next two chapters deal with the problems of applying literacy standards to two disadvantaged populations and the book concludes with chapters that extend the conversation to alternative spaces.