Community‐based adult literacy education programs are rooted in the communities they serve. The commitment that community‐based adult literacy coordinators and administrative advisory groups make to nurturing community in their programs, moreover, is based on the firm belief that building community is an integral part of their mission. When their commitment to providing adult literacy education extends to adolescent youth‐at‐risk who are also in need of academic instruction outside of regular school, they invite new challenges for classroom community building. This article studies the administrative practices of community‐building, and the effects of including adolescent youth‐at‐risk, in community‐based adult literacy education programs.
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