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Abstract
The 1970s brought many information and counseling service programs into existence to assist adult learners in home, school, and career transitions. However, the evaluations of these programs to date generally have been one-shot case studies. A nonequivalent control group quasi-experimental design was utilized to evaluate the information program of an urban information and referral center for adult learners. Results of the evaluation indicated that the information program was effective in contrast with no treatment and that the original assumptions in program planning were imprecise. Such evaluation designs are required to answer more sophisticated questions on justification, improvement, and planning of adult learning programs. Evaluations are needed to explain participation, persistence, and satisfaction in adult learning programs; to explicate effectiveness as a function of program development assumptions; and to monitor program progress on local, state, and national levels in meeting societal needs. Considerable physiological and emotional stress may result from transitions experienced by adults, and lifelong learning programs may play an important role in preventing or ameliorating that stress.