The evolution of the Adult Education Act (AEA) in the last 25 years illustrates the progress of adult basic education (ABE) in the United States. A detailed look at the literature and outcomes of AEA-funded projects provides a sense of the effectiveness of 25 years of federal involvement. The passage of the AEA in 1966 led to the first systematic federally funded efforts for ABE staff training, special demonstration projects, and higher education involvement in ABE. During the 1970s, the U.S. Office of Education (USOE) used discretionary funds to support research efforts such as the Adult Performance Level study and competency-based adult education. A regional approach was spurred by staff development projects in the USOE regions. Although the regional experience revealed conflicts among local, state, and federal priorities, regional projects had a great impact on the professionalization of adult educators. In the late 1970s, USOE left funding of regional projects and staff development to the states. Lower funding levels in the early 1980s and few systematic dissemination efforts led to great variability among the states. Barriers to progress remain: shifts in federal priorities; changes in target population, program sponsors, and curriculum; lack of national standards; and overreliance on part-time and volunteer instructors. Addressing these barriers requires increased full-time positions, "linkers" to bridge the gap between research and practice, improved staff development and teacher training, and research and demonstration projects. (SK)