The National Education Goals Panel has not met its goal of having every adult American literate by the year 2000. There are many adults who "slipped through the cracks," and have only rudimentary reading and writing skills. The large number of foreign born residents who do not have the necessary reading and writing skills to communicate effectively in English, and those adults who do not posses the ability to use computer-operated equipment, illustrate the need for community colleges and other literacy organizations to continue to improve literacy efforts. While the National Adult Literacy Survey has defined literacy as being able to use"printed and written information to function in society, to achieve one's goals, and to develop one's knowledge and potential" (U.S. Congress, 1993), literacy attainment usually includes having the necessary verbal and mathematical skills to be a fully functioning citizen. Title II of the Workforce Investment Act, also known as the Adult Education and Literacy Act, has made attempts to centralize funding efforts and hold local programs accountable for outcomes. In general, adult literacy programs often involve a number of organizations, community colleges, local education agencies, public and private non-profits, community-based organizations and correctional facilities. The Digest concludes that rather than competing, community colleges should collaborate with other agencies to combat illiteracy. (AF)