Literacy Council of Frederick County
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Frederick County

  • Frederick Community College – offers courses to improve reading, writing, math, English language competency, and problem-solving skills. GED preparation and External Diploma Program are available in addition to Adult Basic Education and ESL classes. Most classes are free. Orientation required. 240-629-7960.
  • Frederick County Public Schools Flexible Evening High/Virtual High SchoolFlexible Evening High School (FEHS) offers many courses required for graduation. This is an alternative to the comprehensive high school environment. Students experience self-paced learning in online courses with the support of a content-certified mentor teacher. Face-to-face support is available twice a week, Tuesdays and Thursdays, from 6-8 pm. Diploma-bound students age 16 up to age 21 may be eligible to continue their high school education through this program. Adults over 21 should contact FCC about GED options. 240-236-8450
  • YMCA of Frederick County Head Start – promotes school readiness by provision of educational, health, nutritional, and social services to children and their families. 301-378-9140
  • Centro Hispano – English classes and employment skill development for all nationalities. Assistance with immigration and domestic issues. 240-415-3391
  • New Americans Citizenship Project of Maryland – this organization, part of CASA de Maryland (, helps legal permanent residents with obtaining citizenship. There is a Frederick-area coordinator.
  • Frederick County Public Libraries




  • ProLiteracy – A national literacy organization, of which LCFC is an affiliate, that provides teaching materials through its publishing branch, New Readers Press, and tutor and trainer support.
  • US Department of Education – provides information, including funding opportunities, and resources for teachers, program administrators, and researchers.
  • International Dyslexia Association – a nonprofit organization dedicated to helping individuals with dyslexia, their families, and the communities that support them. Provides information and resources.
  • Literacy Information and Community Systems – LINCS is a national dissemination and professional development system, providing information on literacy research, practice, and resources.
  • National Coalition for Literacy – Promotes adult education, family literacy, and English language acquisition in the U.S. by increasing public awareness and promoting effective public policy. Serves as a resource on adult education issues.
  • – Engaged in research, innovation, and training in the field of adult education. The site is sponsored by the International Literacy Institute (ILI) and the National Center on Adult Literacy (NCAL) at the University of Pennsylvania Graduate School of Education.
  • Center for Adult English Language Acquisition – Located in Washington, D. C., CAELA helps states build their capacity to promote English language learning and academic achievement of adults learning English.
  • National Assessments of Adult Literacy (NAAL), of the National Center for Education Statistics (NCES) – Provides the most comprehensive national assessment of adult literacy.
  • The National Center for the Study of Adult Learning and Literacy (NCSALL) – A federally funded research and development center focused solely on adult learning and dedicated to improving practice in educational programs that serve adults with limited literacy and English skills.
  • Literacy Online – A resource for research and development on literacy in the U. S. and worldwide, it provides a gateway to electronic tools for the youth and adult literacy communities.
  • International Literacy Day – On International Literacy Day, September 8, each year, UNESCO reminds the international community of the status of literacy and adult learning globally. Despite many and varied efforts, some 796 million adults lack minimum literacy skills, which means that about one in six adults is still not literate; 67.4 million children are out of school.
  • Lessons from recent decades show that meeting the goal of universal literacy calls not only for more effective efforts but also for renewed political will and for doing things differently at all levels - locally, nationally and internationally.