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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: Rosenblatt, Raphael; Silverberg, Marsha; Fein, David; Maynard, Rebecca; Provasnik, Stephen
    Reference Type: Conference Paper
    Year: 2018

    This video and its accompanying presentation slides are from the 2018 Research and Evaluation Conference on Self-Sufficiency (RECS). The session began with an overview of the Program for the International Assessment of Adult Competencies (PIAAC) population-level data and how analysis of new education-employment variables can help promote young adults’ self-sufficiency. Then, two presentations featured Year Up, one of the nation’s foremost programs for low-income youth. Evaluation findings from both Year Up’s core model and its Professional Training Corps model were presented. Marsha Silverberg (U.S. Department of Education) served as the moderator. Raphael Rosenblatt (Year Up) served as the discussant. (Author introduction)

    This video and its accompanying presentation slides are from the 2018 Research and Evaluation Conference on Self-Sufficiency (RECS). The session began with an overview of the Program for the International Assessment of Adult Competencies (PIAAC) population-level data and how analysis of new education-employment variables can help promote young adults’ self-sufficiency. Then, two presentations featured Year Up, one of the nation’s foremost programs for low-income youth. Evaluation findings from both Year Up’s core model and its Professional Training Corps model were presented. Marsha Silverberg (U.S. Department of Education) served as the moderator. Raphael Rosenblatt (Year Up) served as the discussant. (Author introduction)

  • Individual Author: Person, Ann E.; Thomas, Jaime; Bruch, Julie; Johann, Alexander; Maestas, Nikhail
    Reference Type: Report
    Year: 2016

    Competency-based education models allow students to move through material independently, advancing when they demonstrate content mastery. Proponents of competency-based approaches view them as a potential solution to student demand for flexible, career-relevant programs and to employer demand for skilled workers. This report presents summative findings from the evaluation of online, competency-based information technology programs offered by a consortium of three community colleges under a grant from the U.S. Department of Labor Trade Adjustment Assistance Community College and Career Training grant program. The report describes program participants’ education and employment outcomes and compares these outcomes to those of students enrolled in traditional online and brick-and-mortar information technology programs at the same colleges. It concludes with a discussion of the implications of the evaluation findings for the ongoing public conversation around competency-based education, especially its application in community college contexts. (Author abstract)

    Competency-based education models allow students to move through material independently, advancing when they demonstrate content mastery. Proponents of competency-based approaches view them as a potential solution to student demand for flexible, career-relevant programs and to employer demand for skilled workers. This report presents summative findings from the evaluation of online, competency-based information technology programs offered by a consortium of three community colleges under a grant from the U.S. Department of Labor Trade Adjustment Assistance Community College and Career Training grant program. The report describes program participants’ education and employment outcomes and compares these outcomes to those of students enrolled in traditional online and brick-and-mortar information technology programs at the same colleges. It concludes with a discussion of the implications of the evaluation findings for the ongoing public conversation around competency-based education, especially its application in community college contexts. (Author abstract)

  • Individual Author: Person, Ann E. ; Thomas, Jaime; Goble, Lisbeth
    Reference Type: Report
    Year: 2016

    Competency-based education models allow students to move through material independently, advancing when they demonstrate content mastery. Proponents of competency-based approaches view them as a potential solution to student demand for flexible, career-relevant programs and to employer demand for skilled workers. This executive summary presents findings from the comprehensive evaluation of online, competency-based information technology programs offered by a consortium of three community colleges under a grant from the U.S. Department of Labor Trade Adjustment Assistance Community College and Career Training grant program. The document summarizes findings on program implementation and outcomes. It concludes with a discussion of the implications of the evaluation findings for the ongoing public conversation around competency-based education, especially its application in community college contexts. (Author abstract)

    Competency-based education models allow students to move through material independently, advancing when they demonstrate content mastery. Proponents of competency-based approaches view them as a potential solution to student demand for flexible, career-relevant programs and to employer demand for skilled workers. This executive summary presents findings from the comprehensive evaluation of online, competency-based information technology programs offered by a consortium of three community colleges under a grant from the U.S. Department of Labor Trade Adjustment Assistance Community College and Career Training grant program. The document summarizes findings on program implementation and outcomes. It concludes with a discussion of the implications of the evaluation findings for the ongoing public conversation around competency-based education, especially its application in community college contexts. (Author abstract)

  • Individual Author: Alamprese, Judith A. ; Gwaltney, M. K.
    Reference Type: Report
    Year: 2009

    This document is the final report from the Adult Basic Education State Delivery System Strategic Planning and Service Provision Demonstration Project, also known as the Adult Education Coordination and Planning (AECAP) project. AECAP tested processes for state and local planning and interagency coordination as a way of facilitating the expansion and quality of adult education and workforce services in six states (Arizona, Florida, Georgia, Maryland, Missouri, and Washington). This final report describes the planning processes and technical assistance activities that were conducted during the project.

    The state adult education staff and their partners in the AECAP project worked together to support 12 local pilot sites in their development of service models in the areas identified by the state. Nine of the 12 local pilot sites in the AECAP project involved state staff working with their partners to develop coordinated service models, which included the following: (1) Cross-referral of clients between ABE programs and One-Stop Centers (three sites); (2) Targeted...

    This document is the final report from the Adult Basic Education State Delivery System Strategic Planning and Service Provision Demonstration Project, also known as the Adult Education Coordination and Planning (AECAP) project. AECAP tested processes for state and local planning and interagency coordination as a way of facilitating the expansion and quality of adult education and workforce services in six states (Arizona, Florida, Georgia, Maryland, Missouri, and Washington). This final report describes the planning processes and technical assistance activities that were conducted during the project.

    The state adult education staff and their partners in the AECAP project worked together to support 12 local pilot sites in their development of service models in the areas identified by the state. Nine of the 12 local pilot sites in the AECAP project involved state staff working with their partners to develop coordinated service models, which included the following: (1) Cross-referral of clients between ABE programs and One-Stop Centers (three sites); (2) Targeted instructional services for specific ABE populations (three sites); and (3) Provision of integrated ABE/ESL and occupational courses as a pathway to employment or postsecondary technical training (three sites) (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)

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