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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: Hamadyk, Jill ; Zeidenberg, Matthew
    Reference Type: Report
    Year: 2018

    This report documents the implementation and early impacts of the Workforce Training Academy Connect (WTA Connect) program, operated by Des Moines Area Community College (DMACC) in Des Moines, Iowa. WTA Connect aimed to help low-income, low-skilled adults access and complete occupational training that can lead to increased employment and higher earnings. It is one of nine career pathways programs being evaluated under the Pathways for Advancing Careers and Education (PACE) study sponsored by the Administration for Children and Families.

    WTA Connect aimed to provide a pathway for low-skilled students to enroll in occupational certificate courses when their low levels of basic skills made them otherwise ineligible. It provided basic skills remediation (including enrollment in high school equivalency classes if needed), development of self-efficacy and goal-setting skills, and proactive advising. After completing the basic skills requirements, WTA Connect participants could enroll in occupational certificate courses in fields such as healthcare, advanced manufacturing, and...

    This report documents the implementation and early impacts of the Workforce Training Academy Connect (WTA Connect) program, operated by Des Moines Area Community College (DMACC) in Des Moines, Iowa. WTA Connect aimed to help low-income, low-skilled adults access and complete occupational training that can lead to increased employment and higher earnings. It is one of nine career pathways programs being evaluated under the Pathways for Advancing Careers and Education (PACE) study sponsored by the Administration for Children and Families.

    WTA Connect aimed to provide a pathway for low-skilled students to enroll in occupational certificate courses when their low levels of basic skills made them otherwise ineligible. It provided basic skills remediation (including enrollment in high school equivalency classes if needed), development of self-efficacy and goal-setting skills, and proactive advising. After completing the basic skills requirements, WTA Connect participants could enroll in occupational certificate courses in fields such as healthcare, advanced manufacturing, and administrative support. The entire package of program components was provided free to participants.

    Using a rigorous research design, the study found that WTA Connect resulted in a modest increase in attainment of credentials by participants within the 18-month follow-up period, but no other educational or career impacts. Future reports will examine whether this credential effect translates into gains in employment and earnings. (Author abstract)

  • Individual Author: Judkins, David; Fein, David; Buron, Larry
    Reference Type: Report
    Year: 2018

    The Pathways for Advancing Careers and Education (PACE) evaluation is a study of nine promising programs that use a “career pathways” framework for increasing education, employment, and self-sufficiency among low-income individuals and families. Funded by the Administration for Children and Families (ACF) within the U.S. Department of Health and Human Services, PACE will include three points of participant follow-up—at 18 months, three years, and six years after random assignment. The first round of reports, covering program implementation and impacts at 18 months after random assignment, were produced in 2017-2018, and published on the ACF Office of Planning, Research, and Evaluation (OPRE) website (www.acf.hhs.gov/opre/research/project/pathways-for-advancing-careers-and...).

    This Analysis Plan is for the second round of reports, covering three years after random assignment. This is the second supplement to the ...

    The Pathways for Advancing Careers and Education (PACE) evaluation is a study of nine promising programs that use a “career pathways” framework for increasing education, employment, and self-sufficiency among low-income individuals and families. Funded by the Administration for Children and Families (ACF) within the U.S. Department of Health and Human Services, PACE will include three points of participant follow-up—at 18 months, three years, and six years after random assignment. The first round of reports, covering program implementation and impacts at 18 months after random assignment, were produced in 2017-2018, and published on the ACF Office of Planning, Research, and Evaluation (OPRE) website (www.acf.hhs.gov/opre/research/project/pathways-for-advancing-careers-and...).

    This Analysis Plan is for the second round of reports, covering three years after random assignment. This is the second supplement to the Evaluation Design Report (Abt Associates 2014), which provided general plans for the PACE evaluation. The first supplement (Abt Associates 2015) was the Analysis Plan for the PACE Implementation and Early Impact Study, covering each program’s implementation and impacts in the first 18 months after random assignment. This Analysis Plan provides more details than the earlier documents for the third-year analyses, including detailed specification of the participant outcomes measured. 

    A long-term study and third round of reports, covering six years after random assignment, is underway. (Author overview)

     

  • Individual Author: Rue, Lisa; Chamberlain, Seth; Covington, Reginald; Goesling, Brian; Zief, Susan
    Reference Type: Conference Paper
    Year: 2018

    This panel highlighted three studies funded through the Personal Responsibility Education Program multi-component evaluation and the Federal Evaluation of Selected Programs for Expectant and Parenting Youth. These evaluations document how teen pregnancy prevention initiatives and programs for expectant and parenting teens are implemented in the field and assess selected programs’ effectiveness. Seth Chamberlain (Administration for Children and Families) moderated the session and Lisa Rue (University of Northern Colorado) served as the discussant. Various methodologies were used across the presentations. (Author introduction)

    This panel highlighted three studies funded through the Personal Responsibility Education Program multi-component evaluation and the Federal Evaluation of Selected Programs for Expectant and Parenting Youth. These evaluations document how teen pregnancy prevention initiatives and programs for expectant and parenting teens are implemented in the field and assess selected programs’ effectiveness. Seth Chamberlain (Administration for Children and Families) moderated the session and Lisa Rue (University of Northern Colorado) served as the discussant. Various methodologies were used across the presentations. (Author introduction)

  • Individual Author: Kisker, Ellen; Murphy, Lauren; Wood, Robert G.
    Reference Type: Report
    Year: 2017

    This brief highlights key findings from the implementation of Wise Guys - a comprehensive sex education program designed specifically for males - in seven Davenport, IA area middle schools during the 2013-2014 and 2014-2015 school years. (Author abstract)

    This brief highlights key findings from the implementation of Wise Guys - a comprehensive sex education program designed specifically for males - in seven Davenport, IA area middle schools during the 2013-2014 and 2014-2015 school years. (Author abstract)

  • Individual Author: Dastrup, Samuel; Burnett, Kimberly; Buron, Larry
    Reference Type: Report
    Year: 2017

    This document lays out a plan for the cost-benefit analyses (CBAs) that will be conducted for up to six of the nine Pathways for Advancing Careers and Education (PACE) programs. The Career Pathways Intermediate Outcomes (CPIO) study is evaluating the intermediate impacts and outcomes of the PACE programs. The CBAs cover the three-year period after study enrollment.

    The CBAs planned in this document will accompany and extend the related “what works” impact analyses of the CPIO study. This document will guide the estimation of the costs of providing the PACE programs and our comparison of these costs with gains in employment and self-sufficiency measured in the impact analyses.

    Findings from the CBAs—how program costs compare with observed benefits—will help policymakers assess whether to encourage continuation or potentially expansion of each program’s approach as part of national policy. (Author abtract)

    This document lays out a plan for the cost-benefit analyses (CBAs) that will be conducted for up to six of the nine Pathways for Advancing Careers and Education (PACE) programs. The Career Pathways Intermediate Outcomes (CPIO) study is evaluating the intermediate impacts and outcomes of the PACE programs. The CBAs cover the three-year period after study enrollment.

    The CBAs planned in this document will accompany and extend the related “what works” impact analyses of the CPIO study. This document will guide the estimation of the costs of providing the PACE programs and our comparison of these costs with gains in employment and self-sufficiency measured in the impact analyses.

    Findings from the CBAs—how program costs compare with observed benefits—will help policymakers assess whether to encourage continuation or potentially expansion of each program’s approach as part of national policy. (Author abtract)

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