Abstract
AbstractIn this commentary, the authors review one area of federal policy, adult basic education policy, since its inception in the 1960s as an example of how educational policy can drift from its broad purpose as it responds to political, social, and economic forces. The authors argue that its current narrow focus on workforce development underestimates the challenges of improving employment and earnings outcomes. More important, it undercuts the value and benefits of skill gains that can accrue before participants are able to attain jobs that can improve their economic outlook. Analysis of adult skill assessments indicate that even small skill increases can have a significant impact on other important social outcomes. Thus, the authors call for broadening the goal of federal adult basic education programs from primarily workforce development to helping participants more effectively fulfill a range of adult roles and responsibilities.
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