Student-level data were collected in 5 states California, Connecticut, Hawaii, Iowa, and Oregon and analyzed to build understanding and improve the role of community colleges in adult education and literacy. The states illustrate the degree of diversity in governance systems and local provider systems and allow for comparative analyses by provider type. The following areas were explored: (1) the number of community colleges providing adult basic education (ABE) services and the number of students they serve; (2) how demographics of ABE learners differ among providers; (3) educational functioning levels of ABE learners at entry; (4) program service patterns of community colleges; (5) how learning gains and persistence rates compare among community colleges and other providers; (6) labor force status and public assistance status of ABE learners served in community colleges; (7) the staffing patterns of ABE classes in community colleges; and (8) the characteristics of California ABE classes in community colleges. Conclusions reached about community colleges among the states studied are as follows: (1) they are viable providers of adult education and appear to deliver ABE at least as well as other providers; (2) they appear to be serving those populations in need; (3) they use a variety of staffing personnel to deliver ABE, including volunteers; and (4) among follow-up studies needed to further analyze state delivery of ABE are those on whether economies of scale exist, how differences in state funding relate to quality of delivery systems, how state policies differ on providing ABE programs to welfare recipients, and how staffing patterns differ. (Appendices include project goals and members of the Community College Task Force.) (MO)