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The federal adult education program serves over 2 million eligible adults who seek basic literacy and English language skills. Using administrative student-level panel data, this study provides the very first assessment of the relationships between adult education teacher characteristics and student achievement using hierarchical linear modeling design. Results show that students in classes with teachers with a bachelor’s or higher degree have higher post-test scores. Having a part-time adult education teacher was associated with lower odds of students transitioning to postsecondary education. Compared to teachers specialized in English as a second language, having an adult secondary education teacher is correlated with an increase in test score gains as well as higher odds of transitioning to postsecondary education. We also identified student characteristics (age, disability status, attendance hours, race, and employment status) and program characteristics (size, quality, and setting) that are statistically significantly correlated with student learning and students’ transition to postsecondary education.

More than 200 evaluations of energy conservation programs conducted by California's four major utilities between 1977-1980 were reviewed and critiqued. In general, the evaluations were conducted in the marketing research tradition, were formative (rather than summative), and were dominated by nonexperimental surveys. Major threats to validity included:failure to consider secular economic and attitudinal trends, inadequate prior explication of key constructs, lack of random assignment, lack of appropriate comparison groups, overreliance on attitudes and self-reported behaviors as indices of conservation, and multiple unprotected statistical comparisons. Alternative evaluation techniques designed to reduce validity threats are presented, and a sample of the utilities' more recent work is assessed.

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