The Adult Reading Academy, a federally-funded service of the Phoenix Union High School District, serves native- and foreign-born adult students who are deficient in the basic skills of reading, writing, arithmetic, and oral communication. In 1980/81, the program served 476 students at 17 sites. Approximately 24 percent of the clients served were members of minority groups (principally Spanish-speaking), the elderly, adjudicated youth, pregnant teenagers, or inmates of the women's prison. Student academic success was evaluated by the Wide Ranqe Achievement Test. Three-fourths of the students who were pre- and posttested made the projected gain of one month in grade level per 25 hours of instruction. Many of the students also reported personal success at home and on the job. Inservice training was provided to both paid staff and volunteer staff members, 27 of whom contributed a total of 1417.5 hours to the program during the year. Participant evaluations of the inservice workshops were positive. Two areas of concern, common to many adult basic education programs, were evident during the year: (1) five sites did not attract enough clients, and (2) approximately 20 percent of the students separated from the Academy without stating their reasons for leaving. Staff members reported difficulty in making follow-up contacts. A thorough evaluation of program effects is, therefore, difficult. (Author/KC)