There are several sides to the debate between adult basic education administrators and teachers concerning the practice of defining literacy by, and dividing adult education programs into, grade levels. Some believe that grade levels are irrelevant or demeaning to typical adult job requirements. Others believe that numerical scores derived by assessing an adult's ability to use or comprehend language or math are also meaningless. The concept of "grade level" is well understood, although specific grade-level requirements are not known. In Tennessee, grade-level proficiency means the grade-specific published objectives for learning skill proficiency. Grade-level proficiency refers to reading, writing, math, oral communication, and group-process skills. During 1989 and 1990, in-depth basic skills' audits were performed for three high-technology industries, and workplace literacy programs were established. Specific grade levels in which each proficiency and related skill is expected to be attained were determined. (Tennessee's specific reading and math proficiency skills related to grade level for adults are described.) (NLA)