A review of current literature identifies three growing trends. First, there has been an increase in legislatively mandated accountability that requires taxpayer-funded education and research programs be demonstrated effective by "scientifically based research." To receive federal monies programs must emphasize quantitative, evidence-based research as defined by legislation such as the Reading Excellence Act of 2000 and the No Child Left Behind Act of 2002. Second, there has been an increase in the use of distance education technologies to deliver private and taxpayer-funded adult literacy instruction (especially for the General Educational Development Tests [GED]). Third, K-12 standards and career paths have increasingly been linked to adult literacy instruction. Programs must provide documented results of adult learner achievement of academic skills that transition to further education and/or careers. Debate in the field has focused upon whether the goals of adult literacy are similar enough to the goals of secondary education to require that both be held to the same standards. Little quantitative research has been undertaken in adult literacy, so principles, trends, ideas, and comments have been collected and disseminated to share the research information available, put in place a mechanism to judge that information, and point out areas that require more research. (Contains 23 references.) (MO)