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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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  • Individual Author: Martinez, John ; Manno, Michelle S.; Baird, Peter; Fraker, Thomas; Honeycutt, Todd; Mamun, Arif; O'Day, Bonnie; Rangarajan, Anu
    Reference Type: Report
    Year: 2008

    The transition to adulthood for youth with disabilities, particularly youth receiving Supplemental Security Income (SSI) or other disability program benefits, can be especially challenging. In addition to the host of issues facing all transition-age youth, young people with disabilities face special issues related to health, social isolation, service needs, and lack of access to supports. These challenges complicate their planning for future education and work, and often lead to poor educational and employment outcomes, high risk of dependency, and a lifetime of poverty.

    The public cost of child dependence on SSI is quite large. In April 2005, approximately 776,000 youth 14 through 25 years old were receiving SSI benefits totaling more than $340 million each month. Many additional youth receive Childhood Disability Benefits (CDB) payments or Social Security Disability Insurance (DI) benefits. Furthermore, thousands of youth whose applications for disability benefits have been denied are at high risk of receiving benefits in the future if they do not transition successfully...

    The transition to adulthood for youth with disabilities, particularly youth receiving Supplemental Security Income (SSI) or other disability program benefits, can be especially challenging. In addition to the host of issues facing all transition-age youth, young people with disabilities face special issues related to health, social isolation, service needs, and lack of access to supports. These challenges complicate their planning for future education and work, and often lead to poor educational and employment outcomes, high risk of dependency, and a lifetime of poverty.

    The public cost of child dependence on SSI is quite large. In April 2005, approximately 776,000 youth 14 through 25 years old were receiving SSI benefits totaling more than $340 million each month. Many additional youth receive Childhood Disability Benefits (CDB) payments or Social Security Disability Insurance (DI) benefits. Furthermore, thousands of youth whose applications for disability benefits have been denied are at high risk of receiving benefits in the future if they do not transition successfully to working in their adult life. This group includes youth whose disabilities currently are not severe, but who have a prognosis for decreased functioning over time, as well as youth who are income ineligible due to parental income, but who might be eligible if they were to move out of their parents’ households after reaching the age of 18.

    Recognizing the importance of service intervention at this critical juncture in youths’ lives, the Social Security Administration (SSA) initiated the Youth Transition Demonstration (YTD) evaluation. SSA is providing funding to develop and rigorously evaluate promising strategies to help youth with disabilities become as economically self-sufficient as possible as they transition from school to work. Hallmark features of the YTD evaluation include (1) strong, policy-relevant demonstration projects that serve relatively large numbers of youth with disabilities compared with other programs, and (2) a rigorous evaluation design based on random assignment.

    The YTD evaluation provides SSA with a valuable opportunity to identify program components and strategies that can show successful employment and earnings outcomes for youth. The demonstration is doing this by supporting and testing a multisite study with six interventions, all with a strong focus on employment, and with considerable leveraging of community services. The demonstration also includes waivers of certain SSI rules to help youth who work keep more benefits and provide them with incentives to obtain and retain employment. By testing a variety of service delivery models on the target population of youth with disabilities, combined with the provision of SSA waivers, this demonstration provides a unique opportunity to learn about effective interventions to increase employment and earnings for youth with disabilities, and eventually reduce their reliance on SSA disability benefits.

    In partnership with SSA, the YTD evaluation is being led by Mathematica Policy Research, Inc., a nonpartisan firm that conducts policy research and surveys for federal and state governments, foundations, and private-sector clients. Mathematica has assembled a multidisciplinary team, including key partner organizations MDRC and TransCen, Inc., to design and conduct the evaluation and to provide technical assistance to the projects as they develop and implement their YTD interventions.

    This report profiles the six YTD projects that have been selected for rigorous evaluation. The following chapters discuss each of these projects in turn. A profile of each project is provided, focusing on the services provided. Before turning to the project profiles, we briefly describe the conceptual framework underlying the YTD interventions and the process for selecting these projects. (Author abstract)

     

  • Individual Author: Cassell, Carol; Santelli, John; Gilbert, Brenda C. ; Dalmat, Michael ; Mezoff, Jane ; Schauer, Mary
    Reference Type: Journal Article
    Year: 2005

    The Community Coalition Partnership Programs for the Prevention of Teen Pregnancy (CCPP) was a seven-year (1995–2002) demonstration program funded by the Centers for Disease Control and Prevention (CDC) Division of Reproductive Health conducted in 13 U.S cities. The purpose of the CCPP was to demonstrate whether community partners could mobilize and organize community resources in support of comprehensive, effective, and sustainable programs for the prevention of initial and subsequent pregnancies. This article provides a descriptive overview of the program origins, intentions, and efforts over its planning and implementation phases, including specific program requirements, needs and assets assessments, intervention focus, CDC support for evaluation efforts, implementation challenges, and ideas for translation and dissemination. CDC hopes that the experiences gained from this effort lead to a greater understanding of how to mobilize community coalitions as an intervention to prevent teen pregnancy and address other public health needs. (author abstract)

    The Community Coalition Partnership Programs for the Prevention of Teen Pregnancy (CCPP) was a seven-year (1995–2002) demonstration program funded by the Centers for Disease Control and Prevention (CDC) Division of Reproductive Health conducted in 13 U.S cities. The purpose of the CCPP was to demonstrate whether community partners could mobilize and organize community resources in support of comprehensive, effective, and sustainable programs for the prevention of initial and subsequent pregnancies. This article provides a descriptive overview of the program origins, intentions, and efforts over its planning and implementation phases, including specific program requirements, needs and assets assessments, intervention focus, CDC support for evaluation efforts, implementation challenges, and ideas for translation and dissemination. CDC hopes that the experiences gained from this effort lead to a greater understanding of how to mobilize community coalitions as an intervention to prevent teen pregnancy and address other public health needs. (author abstract)

  • Individual Author: Miller, Cynthia; Bos, Johannes ; Porter, Kristin; Tseng, Fannie M.; Abe, Yasuyo
    Reference Type: Report
    Year: 2005

    The Center for Employment Training (CET), headquartered in San Jose, California, gained the attention of policymakers in the early 1990s, when it proved to be the only training program in two major evaluations (one of which, JOBSTART, targeted disadvantaged youth) to produce large positive effects on participants’ employment and earnings. Such documented success is rare among employment and training programs in general, but it is especially unusual among programs serving youth.

    The Evaluation of the Center for Employment Training Replication Sites –– initiated and funded by the U.S. Department of Labor –– sought to build on this remarkable performance by testing the CET model on out-of-school youth beyond its traditional base in San Jose. This final report in a series evaluating the replication effort presents findings after four and a half years of follow-up. It shows that, even in the sites that best implemented the model, CET had no overall employment and earnings effects for youth in the program, even though it increased participants’ hours of training and receipt of...

    The Center for Employment Training (CET), headquartered in San Jose, California, gained the attention of policymakers in the early 1990s, when it proved to be the only training program in two major evaluations (one of which, JOBSTART, targeted disadvantaged youth) to produce large positive effects on participants’ employment and earnings. Such documented success is rare among employment and training programs in general, but it is especially unusual among programs serving youth.

    The Evaluation of the Center for Employment Training Replication Sites –– initiated and funded by the U.S. Department of Labor –– sought to build on this remarkable performance by testing the CET model on out-of-school youth beyond its traditional base in San Jose. This final report in a series evaluating the replication effort presents findings after four and a half years of follow-up. It shows that, even in the sites that best implemented the model, CET had no overall employment and earnings effects for youth in the program, even though it increased participants’ hours of training and receipt of credentials. (Edited author preface)

  • Individual Author: Kemple, James J.; Poglinco, Susan; Snipes, Jason
    Reference Type: Report
    Year: 1999

    This is the third in a series of reports from an ongoing evaluation of the Career Academy approach, a widely established high school reform initiative aimed at improving students’ performance in high school and providing them with clearer pathways to post-secondary education and careers. The evaluation is being conducted by MDRC with support from the U.S. Departments of Education and Labor and a group of private foundations. It focuses on 10 Career Academies across the country. Career Academies share three basic features. First, the programs are typically organized as schools-within-schools in an effort to create more supportive teaching and learning communities. Second, they have a career theme and attempt to integrate a college preparatory academic curriculum with more applied, occupation-related courses. Third, they establish partnerships with local employers as a means of increasing students’ awareness of career options in a given field and providing them with learning opportunities in a work setting.

    This report focuses on the third of these features, the employer...

    This is the third in a series of reports from an ongoing evaluation of the Career Academy approach, a widely established high school reform initiative aimed at improving students’ performance in high school and providing them with clearer pathways to post-secondary education and careers. The evaluation is being conducted by MDRC with support from the U.S. Departments of Education and Labor and a group of private foundations. It focuses on 10 Career Academies across the country. Career Academies share three basic features. First, the programs are typically organized as schools-within-schools in an effort to create more supportive teaching and learning communities. Second, they have a career theme and attempt to integrate a college preparatory academic curriculum with more applied, occupation-related courses. Third, they establish partnerships with local employers as a means of increasing students’ awareness of career options in a given field and providing them with learning opportunities in a work setting.

    This report focuses on the third of these features, the employer partnerships and how they evolved in each of the 10 participating Career Academies. It also assesses the extent to which Career Academies increased student participation in various career awareness and work-based learning activities that were sponsored by the employer partners. The findings presented in this report provide insights into the opportunities and challenges that high schools and local employers face as they seek to build constructive partnerships. The report suggests several lessons that can guide the development of employer partnerships and work-related learning opportunities for students in the context of Career Academies or other school-to-work programs. (author abstract)

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