In the United States and many other nations, adult literacy students are marginalized. To serve the educational needs of these adults, governments have established an educational system that is marginalized among education systems. In California, the adult literacy education system is marginalized in the following ways: it is a noncredit system between the K-12 education and college systems; it receives much less funds per full-time equivalent student; 80-90 percent of its teachers work part time; it is clearly of lower social standing; and it lacks legislative attention. There are reasons to argue that adult literacy education ought to occupy a central position in national reform activities. It is central to achievement of the eight national education goals of the National Governors' Association endorsed by the executive and legislative branches of the U.S. government. Four reasons why the adult literacy education system should move from the margins to the mainstream of educational policies are as follows: better educated adults produce better educated children, demand and get better schooling for children, provide better communities for learning, and are more productive for society. Government agencies should consider the multiplier effects that may be possible for investments in adult literacy education. Investment in adult education makes the schools and community more productive, helps in achieving National Educational Goals, and promotes democracy and good citizenship. (Contains 10 references.) (YLB)