cational and economic function within the community while giving students the skills that are needed for advancement and motivating students to further educational achievement. Assessing the efficacy of the program with respect to its capacity to generate significant improvements in ESL competency and comparing the program results to the scores of students of a similar background who do not use this gateway to ongoing education can be valuable to MDC. Such a comparison will identify the strengths and weaknesses of the program. It can assist educators at MDC in determining whether or not the GREAT Program should be modified, expanded, or even replicated elsewhere.
Improving the capacity of adult educators to develop and deliver effective programming targeting nontraditional adult learners is clearly an important goal. ESL programming as described by Barber (2003), is widely available and likely to become even more significant a com
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