CLASSES IN BASIC EDUCATION AND ENGLISH FOR FOREIGN-SPEAKING PERSONS, FUNDED BY THE ECONOMIC OPPORTUNITY ACT (EOA), WERE BEGUN IN JANUARY 1965 IN ADULT DAY SCHOOLS IN OAKLAND, CALIFORNIA, FOR MEN AND AFDA MOTHERS, WHO TESTED AT LESS THAN 8TH-GRADE LEVEL. WELFARE PAYMENTS WERE CONTINUED AND CASH REIMBURSEMENTS AND CHILD CARE PROVIDED FOR MOTHERS. REMEDIAL PRE-VOCATIONAL CLASSES IN PRE-NURSING, PRE-HOUSEKEEPING, PRE-CLERICAL, OR PRE-TECHNICAL AREAS WERE PROVIDED. STUDENT ACHIEVEMENT WAS TESTED WITH THE STANFORD ACHIEVEMENT TEST (SAT), THE RESULTS SIMULATING THIRD TO FIFTH-GRADE LEVEL. THESE TESTS MAY HAVE PROVIDED AN INADEQUATE INDICATION OF STUDENT GROWTH, IN THAT THEY ARE TESTS FOR ELEMENTARY CHILDREN, THEY WERE ADMINISTERED AT DIFFERENT TIMES DURING THE COURSE, AND THERE WERE CONSIDERABLE AGE DIFFERENCES AMONG THE PERSONS TESTED. TEACHERS OF ADULT BASIC EDUCATION INDICATED THAT ABOUT HALF OF THE STUDENTS MADE GOOD TO EXCELLENT PROGRESS, MORE IN MOTIVATION AND SELF-CONFIDENCE THAN IN SKILLS. IN THE ENGLISH FOR FOREIGN-SPEAKING CLASSES, 50 TO 80 PERCENT OF THE WORK SHOWED GOOD TO EXCELLENT PROGRESS ESPECIALLY IN THE SKILL AREA. STUDENTS RATED AS MOST IMPORTANT IMPROVEMENT IN READING, AMOUNT OF LEARNING, HELPING THEIR FAMILIES, AND PLANNING BUDGETS. APPENDIXES INCLUDE THE TEACHER RATING SCALE, STUDENT RATING SCALE, QUESTIONNAIRE, SIX TABLES, AND STUDENT BIOGRAPHIES. (SM)