Using strong quasi-experimental controls, Reder (2014a) found that participation in such programs appears to lead to substantial gains in long-term earnings (and other outcome variables) of high school dropouts in the United States. The recent Canadian UPSKILL project, in a random control d ial, also found substantial impacts of basic skills instruction for incumbent hospitality industry workers on proficiency gains, increased skill use on the job, measures of job performance and employer profits (Gyarmati et al., Research on adult basic skills programs indicates that instruction has an immediate effect on levels of literacy practice (Purcell-Gates, Degener, Jacobson and Soler, 2000, Reder, 2009b). Both longitudinal (Reder, 2009b) and cross-sectional studies (Sheehan-Holt and Smith, 2000) have shown that program participation has positive short-term effects on levels of literacy practices but not on literacy proficiency levels.