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Many participants in adult basic education (ABE) programs enter with assessment scores suggesting they may have difficulty with basic reading tasks. However, little is known about how well publicly-funded ABE programs are serving these adult learners, or how policy shifts toward a focus on employment have impacted the literacy-related services available to this portion of the student population. The analysis in this paper explores data generated in a series of focus groups with state administrators of adult education. The research question guiding the analysis is: How do state administrators describe the impact of workforce-focused federal policies on publicly-funded literacy services available to adults identified at enrollment as reading at Educational Functioning Levels (EFLs) 1, 2, and 3?