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The SSRC Library allows visitors to access materials related to self-sufficiency programs, practice and research. Visitors can view common search terms, conduct a keyword search or create a custom search using any combination of the filters at the left side of this page. To conduct a keyword search, type a term or combination of terms into the search box below, select whether you want to search the exact phrase or the words in any order, and click on the blue button to the right of the search box to view relevant results.

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The SSRC Library includes resources which may be available only via journal subscription. The SSRC may be able to provide users without subscription access to a particular journal with a single use copy of the full text.  Please email the SSRC with your request.

The SSRC Library collection is constantly growing and new research is added regularly. We welcome our users to submit a library item to help us grow our collection in response to your needs.


  • Individual Author: Blagg, Kristin; Chingos, Matthew; Corcoran, Sean P.; Cordes, Sarah A.; Cowen, Joshua; Denice, Patrick ; Gross, Betheny; Lincove, Jane Arnold ; Sattin-Bajaj, Carolyn; Schwartz, Amy Ellen; Valant, Jon
    Reference Type: Report
    Year: 2018

    How to get to school is an important issue for families who want to send their children to schools outside their neighborhood and for education policymakers seeking to implement school choice policies that mitigate educational inequality. We analyze travel times between the homes and schools of nearly 190,000 students across five large US cities that offer a significant amount of educational choice:  Denver, Detroit, New Orleans, New York City, and Washington, DC. We find: 

    • Despite wide variation across cities in student transportation policy, there are similar student transportation patterns across our cities. Most students live within a 20-minute drive from home to their school. Older students travel farther to school than younger students, and black students travel farther than white or Hispanic students. Students who are not low income tend to travel farther than their low-income peers.
    • Particularly among older students, those enrolled in traditional public schools tend to travel as far, or in some cases farther, than those attending charter schools....

    How to get to school is an important issue for families who want to send their children to schools outside their neighborhood and for education policymakers seeking to implement school choice policies that mitigate educational inequality. We analyze travel times between the homes and schools of nearly 190,000 students across five large US cities that offer a significant amount of educational choice:  Denver, Detroit, New Orleans, New York City, and Washington, DC. We find: 

    • Despite wide variation across cities in student transportation policy, there are similar student transportation patterns across our cities. Most students live within a 20-minute drive from home to their school. Older students travel farther to school than younger students, and black students travel farther than white or Hispanic students. Students who are not low income tend to travel farther than their low-income peers.
    • Particularly among older students, those enrolled in traditional public schools tend to travel as far, or in some cases farther, than those attending charter schools.
    • Access to “high quality” high schools varies across cities, race and ethnicity, and on the quality measure used. However, ninth-grade students, on average, tend to live about a 10-minute drive from a “high quality” high school.
    • Access to a car can significantly increase the number of schools available to a family. Typical travel times to school by public transit are significantly greater than by car, especially in cities with less efficient transit networks.

    Just as there are inequalities and differences in students’ academic performance across these cities, we see parallel inequalities and differences in the distances that students travel and in the availability of nearby school options. Experiments in targeted policy interventions, such as implementing transportation vouchers for low-income parents of very young students, using yellow buses on circulating routes, or changing the way that school siting decisions are made, might yield pragmatic solutions that further level the playing field for a city’s most disadvantaged students. (Author abstract) 

  • Individual Author: Seymour, Anthea; Armstrong, Karen; Bos, Johannes; Cadena, Brian
    Reference Type: Conference Paper
    Year: 2018

    Drawing on research from California, Colorado, and Washington, D.C., this session explored many facets of TANF. Three researchers shared findings from recent evaluations of a significant policy change in California’s TANF agency; a subsidized employment program in Washington, D.C.; and a transitional jobs program in Colorado. This session was moderated by the director of Washington, D.C.’s TANF agency, Anthea Seymour (D.C. Department of Human Services). Various methodologies were used across the presentations. (Author introduction)

    Drawing on research from California, Colorado, and Washington, D.C., this session explored many facets of TANF. Three researchers shared findings from recent evaluations of a significant policy change in California’s TANF agency; a subsidized employment program in Washington, D.C.; and a transitional jobs program in Colorado. This session was moderated by the director of Washington, D.C.’s TANF agency, Anthea Seymour (D.C. Department of Human Services). Various methodologies were used across the presentations. (Author introduction)

  • Individual Author: Ferguson, Daniel
    Reference Type: White Papers
    Year: 2017

    This Research-to-Policy Resource List provides a comprehensive list of city universal preschool initiative evaluations and research in the Research Connections collection. To count as universal, a city's program must aim to eventually provide universal access to publicly-funded preschool for all four-year-olds using at least some city funds, even if it does not currently achieve universal access. Some well-known programs do not meet these criteria, either because they are the city-based implementation of a state universal preschool program (Tulsa, Oklahoma) or because they do not aim for universal access (Chicago's Child-Parent Centers; Salt Lake City, Utah). Cities with universal preschool programs were identified in recent reviews by the American Institutes for Research and the Rand Corporation, as well as in news reports. A number of city programs have not produced evaluations or research publications or are still in the planning or early implementation stages, including Cincinnati, Ohio; Cleveland, Ohio; Dayton, Ohio; Santa Fe, New Mexico; Seattle, Washington; and West...

    This Research-to-Policy Resource List provides a comprehensive list of city universal preschool initiative evaluations and research in the Research Connections collection. To count as universal, a city's program must aim to eventually provide universal access to publicly-funded preschool for all four-year-olds using at least some city funds, even if it does not currently achieve universal access. Some well-known programs do not meet these criteria, either because they are the city-based implementation of a state universal preschool program (Tulsa, Oklahoma) or because they do not aim for universal access (Chicago's Child-Parent Centers; Salt Lake City, Utah). Cities with universal preschool programs were identified in recent reviews by the American Institutes for Research and the Rand Corporation, as well as in news reports. A number of city programs have not produced evaluations or research publications or are still in the planning or early implementation stages, including Cincinnati, Ohio; Cleveland, Ohio; Dayton, Ohio; Santa Fe, New Mexico; Seattle, Washington; and West Sacramento, California. The city universal preschool initiatives that have produced research or evaluation publications and are included here are: Boston, Massachusetts; Denver, Colorado; Los Angeles, California; New York, New York; Philadelphia, Pennsylvania; San Antonio, Texas; San Francisco, California; and Washington, District of Columbia. (Author abstract)

  • Individual Author: Center for Applied Behavioral Science
    Reference Type: Report
    Year: 2016

    To explore further the potential of behavioral science to improve social programs, the federal government’s Administration for Children and Families (ACF) has launched some of the broadest and most rigorous applied behavioral science projects yet: Behavioral Interventions to Advance Self-Sufficiency (BIAS), Behavioral Interventions for Child Support Services (BICS), and BIAS Next Generation. The Center for Applied Behavioral Science, a unit of the social policy research firm MDRC, is leading evaluation and technical assistance for all these projects, which are funded by the Office of Planning, Research and Evaluation and the Office of Child Support Enforcement, both at ACF within the U.S. Department of Health and Human Services. What follows is a discussion of some of the findings from the research so far. (Author abstract)

    To explore further the potential of behavioral science to improve social programs, the federal government’s Administration for Children and Families (ACF) has launched some of the broadest and most rigorous applied behavioral science projects yet: Behavioral Interventions to Advance Self-Sufficiency (BIAS), Behavioral Interventions for Child Support Services (BICS), and BIAS Next Generation. The Center for Applied Behavioral Science, a unit of the social policy research firm MDRC, is leading evaluation and technical assistance for all these projects, which are funded by the Office of Planning, Research and Evaluation and the Office of Child Support Enforcement, both at ACF within the U.S. Department of Health and Human Services. What follows is a discussion of some of the findings from the research so far. (Author abstract)

  • Individual Author: Office of Child Support Enforcement
    Reference Type: Stakeholder Resource
    Year: 2016

    In the Behavioral Interventions for Child Support Services (BICS) demonstration project, the Office of Child Support Enforcement (OCSE) has competitively awarded grants to seven states and the District of Columbia to better understand individuals' behavior and decision-making ability when it comes to participating in the child support program.The five-year demonstration is exploring the potential relevance and application of behavioral economics principles to child support services, focusing on areas such as modification of orders and early engagement in the child support establishment process.

    The project launched on September 30, 2014, and builds on the Behavioral Interventions to Advance Self-Sufficiency (BIAS) project conducted by the Administration for Children and Families, Office of Planning, Research and Evaluation. Ohio, Texas and Washington's child support programs participated in BIAS and showed promising results. The eight sites participating in BICS are California, Colorado, the District of Columbia, Georgia, Ohio, Texas, Vermont, and Washington. (Author...

    In the Behavioral Interventions for Child Support Services (BICS) demonstration project, the Office of Child Support Enforcement (OCSE) has competitively awarded grants to seven states and the District of Columbia to better understand individuals' behavior and decision-making ability when it comes to participating in the child support program.The five-year demonstration is exploring the potential relevance and application of behavioral economics principles to child support services, focusing on areas such as modification of orders and early engagement in the child support establishment process.

    The project launched on September 30, 2014, and builds on the Behavioral Interventions to Advance Self-Sufficiency (BIAS) project conducted by the Administration for Children and Families, Office of Planning, Research and Evaluation. Ohio, Texas and Washington's child support programs participated in BIAS and showed promising results. The eight sites participating in BICS are California, Colorado, the District of Columbia, Georgia, Ohio, Texas, Vermont, and Washington. (Author introduction)

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