This discussion paper examines the current state of practice of adult literacy education in Washington State as well as initiatives to improve program effectiveness in a number of areas, including staff quality and curriculum. The paper discusses staff and curriculum development being undertaken by the ABLE (Adult Basic and Literacy Educator's) Network, and quality assurance being provided through the Office of Adult Literacy for programs funded through that office (about half the providers and 80 percent of the literacy students statewide). The range of effective practices center around the following: measuring educational gains, program planning, curriculum and instruction, staff quality, adequacy of resources, recruitment, retention, and service coordination. Six options are presented as considerations for identifying and promoting effective practices: (1) validating and disseminating promising practices; (2) preserving diversity in order to support the learning needs of all learners; (3) assessing the impact of practices on the state-level structure; (4) assessing the impact of a practice on local programs; (5) determining resources that are available or necessary to implement the option; and (6) determining if the option can be implemented in a cost-effective manner. The Washington State Indicators of Program Quality are suggested as a framework for the multiple program features that affect program quality. They serve as a basis for policy recommendations to improve the state of the art in adult basic skills programs in the state. (KC)