Editor's Notes 5 Alisa Belzer 1. Focusing or Narrowing: Trade-Offs in the Development of Adult Basic Education, 1991-2015 11 Alisa Belzer A critical analysis of how policy has shaped the field of adult basic education over the last 25 years. 2. The Workforce Investment and Opportunity Act: New Policy Developments and Persistent Issues 19 Erik Jacobson This chapter details how the most recent authorization of federal funds for adult basic education differ fromprevious statutes and what challenges may be faced in implementing it. 3. PIAAC: Focusing Adult Learning on Building Adult Competence 29 Sondra Gayle Stein The OECD Program for International Assessment of Adult Competencies (PIAAC) measures cognitive kills in countries around the world, but this chapter demonstrates how the frameworks that informed task development can also be used to inform and improve instruction. 4. High School Equivalency Assessment and Recognition in the United States: An Eyewitness Account 41 Lennox McLendon This chapter describes some key challenges in launching the new GED (R) test in 2014 and how these led to two new entrants into the field of high school equivalence testing. 5. Technology for Innovation and Change in Adult Basic Skills Education 51 David J. Rosen, Jenifer B. Vanek This chapter discusses the ways in which technology is influencing adult basic education practice and the new opportunities and challenges it provides for learners and practitioners. 6. Immigrants to the United States and Adult Education Services 61 Clarena Larrotta Both documented and undocumented immigrants who arrive in the United States need educational services. Yet their options and opportunities are delineated by their immigration status; community and churchbased organizations take up some of the slack where federally funded programs fall short. 7. Professional Development and Professionalization in the Field of Adult Basic Education 71 Cristine Smith This chapter provides a description of the growth of professional development systems and improvements in quality and access in professional development offerings in adult basic education. A discussion of efforts to professionalize the workforce concludes the chapter. 8. Research Updates: Reading, Numeracy, and Language Education 83 Daphne Greenberg, Lynda Ginsburg, Heide Spruck Wrigley This chapter synthesizes recent research in each of the key domains of adult basic education. 9. Conclusion 95 Esther Prins The conclusion focuses on the many gaps in the research base, which are indicated by the turning points described in the preceding chapters. Index 105
Volume Editor: Alisa Belzer is an associate professor at the Graduate School of Education, Rutgers University.