Martin, Larry G.2005-08-152005-08-152003https://hdl.handle.net/1805/364During the past decade, state and federal policy makers have made significant changes in domestic policies that significantly affect how adult literacy programs are organized, what potential students are considered eligible for classes, how long students can participate in classes and programs,who pays for classes, and other programmatic decisions. However, these policy decisions, although based on some research, are oftentimes not informed by adult education research. This paper addresses the issue of developing an adult literacy research agenda that effectively informs federal and state policy decisions particularly as these relate to adult education and the U.S. opportunity structure, the challenge to the GED diploma, welfare reform and adult literacy, family literacy programs, and adult literacy and multicultural learners.50347 bytesapplication/pdfen-USAdult EducationAdult LiteracyEducational ResearchPolicy FormationArticle