The adult limited English proficient population in the United States is diverse regarding immigration status, country of origin, educational background, literacy in native language, age, and family status. Generally, adults with limited English proficiency have immigrated to the United States and include legal permanent residents, naturalized citizens, refugees, and undocumented individuals, but some of these adults are native born. The largest numbers of foreign-born persons living in the United States are from Mexico, China, and the Philippines. According to ACS data from the U.S. Census Bureau, in 2007, about two-thirds of the adults who reported limited English speaking ability were Spanish speaking. In terms of educational attainment, in 2007, 27 percent of foreign-born adults had at least a bachelor’s degree, similar to the native- born population. However, native-born persons are significantly more likely than foreign-born persons in the United States to have graduated from high school (88 percent versus 68 percent). Limited English proficiency, by itself, is not necessarily an indicator of demand for instructional services. For various reasons, at any given time, some adults with limited English proficiency are not actively seeking English language instruction. One source of information, the 1995 NHES, estimated that about one-half (44 percent) of the adults who read English less than well were either participating in English language classes or interested in doing so, while the remainder were not. The survey did not inquire about why some adults were not interested, but potential reasons for not actively seeking instruction include the belief that participation is impractical in the midst of competing work or family responsibilities, lack of need for additional English to perform daily activities, or lack of success in past efforts. In addition, persons who are interested in English language classes may not participate because they face barriers. In the 1995 NHES, 30.5 percent of adults with limited English proficiency had not taken an English language class in the last 12 months, even though they expressed interest in doing so. These adult respondents reported they did not take classes because they were unaware of offerings, did not have enough time or money, or were limited by child care or transportation barriers. There is broad consensus among academics that very limited scientifically based research has been conducted to identify effective approaches to adult English language instruction. Much research in the field has focused on the challenges faced by adult English language learners and the factors that affect the learners’ ability to master English. Such factors may include educational attainment and literacy in the learners’ native language. Additional factors that may pose challenges include economic issues, such as the competing priorities of work and family and a lack of transportation and child care; cultural background; age; and motivational challenges. Because there appear to be differences between language learning in the early years and language learning that occurs in adulthood, the needs of adult learners and effective approaches may not be similar to those for students in grades K-12 education. While existing research is limited, some entities have played a role in providing or developing research-based information to providers and instructors. In the past, IES funded dissemination of research on adult literacy through the National Center for the Study of Adult Learning and Literacy (NCSALL). However, funding for NCSALL ended in 2007. Education supports dissemination of research through a contract with the Center for Adult English Language Acquisition, which has disseminated research-based resources for more effective adult English language instruction through its Web site. NIFL, a federal agency, serves as a national resource on literacy across all age groups. NIFL was established in 1991 and was reauthorized by the Workforce Investment Act of 1998 (WIA), and its role was expanded by the No Child Left Behind Act of 2001 to help children, youth, and adults learn to read by supporting and disseminating scientifically based reading research. The Adult Education State Grant Program funds English language instruction as well as adult basic education and adult secondary education, and was established under the Adult Education and Family Literacy Act (AEFLA), as title II of WIA. Eligible participants are those ages 16 and over who are not currently enrolled or required by state law to be enrolled in secondary school and who lack the basic skills needed to function effectively in their daily lives, a high school credential, or English language skills. In fiscal year 2007, the total federal allocation for the Adult Education State Grant Program, for all components of instruction, was about $564 million. Congress reserves a portion of the state grant funding—$68 million in 2007—for EL Civics, which supports integrated English literacy and civics education services to immigrants and other limited English populations. In addition, the American Recovery and Reinvestment Act of 2009 provided $53.6 billion in appropriations for the State Fiscal Stabilization Fund to be administered by Education. School districts may use a portion of the stabilization funds for any allowable purpose under AEFLA as well as the Elementary and Secondary Education Act, the Individuals with Disabilities Education Act, or the Carl D. Perkins Career and Technical Education Improvement Act of 2006 (Perkins IV). Under the Adult Education State Grant Program, states fund English language instruction through various types of providers that offer instruction for free or for a nominal fee. The Adult Education State Grant Program is administered by Education’s Division of Adult Education and Literacy within the Office of Vocational and Adult Education (OVAE). Program funds are distributed by formula to states using Census Bureau data on the number of adults (ages 16 and older) in each state who lack a high school diploma or its recognized equivalent and who are not enrolled or required by state law to be enrolled in school. Twenty-five percent of the expenditures for adult education in each state must come from state or local matching funds. States award a minimum of 82.5 percent of their federal grants to local providers of adult education, and may retain up to 12.5 percent for state leadership activities to be used for program improvement and 5.0 percent for administrative expenses. Education is also tasked with carrying out national leadership activities to enhance the quality of adult education and literacy programs nationwide. Such activities may include providing technical assistance to adult education providers, carrying out demonstration programs, and supporting research. The states report outcomes for adult English language learners participating in the Adult Education State Grant Program to Education’s NRS using a six-level system that describes mastery of different aspects of English language skills. The percentage of learners who achieved level gains in 2007 was 38.9 percent. In comparison, 31.8 percent of learners did not achieve a level gain during the enrollment year, but remained in the program, and 29.4 percent separated from the program in 2007 before achieving an educational-level gain. Providers of adult English language learning have varied characteristics and instructional formats and may be supported by many different funding sources. Instruction varies in format, intensity, setting, and focus—such as civics, family, or work-focused topics. Classes may have open or closed enrollment, have varied frequency and hours, and take place in large classroom settings, in small groups, or one-on-one with volunteers. Providers receiving federal funds through the Adult Education State Grant Program include local education agencies (school districts), community colleges, community-based organizations (CBO), and correctional institutions. According to a 2002 survey funded by Education, of providers receiving Adult Education State Grant Program funds, English language learners were a larger percentage of all adult education learners who attended classes sponsored by CBOs than by other provider types— over one-half of adult education learners in CBOs received English language instruction. According to the survey, providers reported receiving funding from a wide range of sources. One-third of providers reported receiving the majority of their funding from the federal government and almost one-half received the majority of funding from state government. Providers reported smaller proportions of funding from local government, private sources, and participant fees. CBOs reported receiving more financial support from a combination of foundation grants and corporate, civic, and individual giving than did other providers. Aside from publicly funded providers, English language learning is also privately supported by small faith-based organizations, such as churches, and by privately funded CBOs. English language learners may also access English language instruction from for-profit providers of self-paced materials and software and from some private industry associations or businesses that provide English language learning opportunities to their workers without federal support. According to data from the 2003 NAAL, among adults who learned English at age 16 or older (regardless of source of instruction), a higher proportion of those who reported past or current enrollment in English language programs scored at least basic levels of literacy compared with those who had never been enrolled. Among adult English language learners who had never been enrolled in English language programs, 61 percent scored below basic prose literacy and 36 percent scored basic prose literacy. Census Bureau data indicate that the number of adults in the United States who speak limited English has grown since 2000. According to the 2007 ACS, about 21.7 million adults who reported speaking a language other than English at home also reported speaking limited English, an increase from 17.8 million in 2000 (see fig. 1). The size of this population increased by 21.8 percent over this time period, and, as a percentage of the total U.S. to 9.5 adult population, it increased from about 8.5 percent in 2000 to 9.5 percent in 2007. percent in 2007. lih proficient population (in million) ACS 2007 data were the most recent data available at the time of our review. The distribution of reported English speaking ability among those reporting speaking another language at home changed little from 2000 to 2007. For example, in 2007, 4.3 million adults reported speaking no English at all. This represented 20 percent of all limited English proficient adults, which was relatively unchanged from the 18 percent this group comprised in 2000.