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SSRC Library

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: Martinson, Karin; Copson, Elizabeth; Gardiner, Karen; Kitrosser, Daniel
    Reference Type: Report
    Year: 2018

    This report documents the implementation and early impacts of the Carreras en Salud (Careers in Health) program, operated by Instituto del Progreso Latino, in Chicago, Illinois. The Carreras en Salud program is one promising effort aimed at helping low-income, low-skilled adults access and complete occupational training that can lead to increased employment and higher earnings. A distinctive feature of this program is its focus on training for low-income Latinos for employment in healthcare occupations, primarily Certified Nursing Assistant (CNA) and Licensed Practical Nurse (LPN). It is among nine career pathways programs being evaluated in the Pathways for Advancing Careers and Education (PACE) study sponsored by the Administration for Children and Families. The Carreras en Salud program consists of five elements: (1) a structured healthcare training pathway, starting at low skill levels; (2) contextualized and accelerated basic skills and ESL instruction; (3) academic advising and non-academic supports; (4) financial assistance; and (5) employment services. Using a rigorous...

    This report documents the implementation and early impacts of the Carreras en Salud (Careers in Health) program, operated by Instituto del Progreso Latino, in Chicago, Illinois. The Carreras en Salud program is one promising effort aimed at helping low-income, low-skilled adults access and complete occupational training that can lead to increased employment and higher earnings. A distinctive feature of this program is its focus on training for low-income Latinos for employment in healthcare occupations, primarily Certified Nursing Assistant (CNA) and Licensed Practical Nurse (LPN). It is among nine career pathways programs being evaluated in the Pathways for Advancing Careers and Education (PACE) study sponsored by the Administration for Children and Families. The Carreras en Salud program consists of five elements: (1) a structured healthcare training pathway, starting at low skill levels; (2) contextualized and accelerated basic skills and ESL instruction; (3) academic advising and non-academic supports; (4) financial assistance; and (5) employment services. Using a rigorous research design, the study found that the Carreras en Salud program increased hours of occupational training and basic skills instruction received and the attainment of education credentials within an 18-month follow-up period. The program also increased employment in the healthcare field and resulted in a reduction of participants reporting financial hardship. Future reports will examine whether these effects translate into gains in employment and earnings. (Author introduction)

  • Individual Author: Golding, Edward; Goodman, Laurie; Strochak, Sarah
    Reference Type: Report
    Year: 2018

    This brief reports on research which establishes that limited English proficiency is an additional barrier to homeownership. The researchers first define and identify the 5.3 million heads of household in the United States with limited English proficiency (LEP). Using descriptive analysis and regression models, they then determine that, at the zip code level, higher rates of LEP are associated with lower homeownership rates. Specifically, if the other factors that influence homeownership (e.g., income, age, and race or ethnicity) are controlled for, communities with the highest concentrations of LEP residents have homeownership rates 5 percentage points lower than communities with the median concentration of LEP residents. In other words, limited English proficiency is an additional barrier to homeownership. (Author abstract) 

    This brief reports on research which establishes that limited English proficiency is an additional barrier to homeownership. The researchers first define and identify the 5.3 million heads of household in the United States with limited English proficiency (LEP). Using descriptive analysis and regression models, they then determine that, at the zip code level, higher rates of LEP are associated with lower homeownership rates. Specifically, if the other factors that influence homeownership (e.g., income, age, and race or ethnicity) are controlled for, communities with the highest concentrations of LEP residents have homeownership rates 5 percentage points lower than communities with the median concentration of LEP residents. In other words, limited English proficiency is an additional barrier to homeownership. (Author abstract) 

  • Individual Author: Self-Sufficiency Research Clearinghouse
    Reference Type: SSRC Products
    Year: 2017

    This set of selections focuses on emergency prepardedness. SSRC Selections highlight research, evaluation reports, and other publications that inform the field about key issues in, and effective practices for, fostering economic self-sufficiency.

    This set of selections focuses on emergency prepardedness. SSRC Selections highlight research, evaluation reports, and other publications that inform the field about key issues in, and effective practices for, fostering economic self-sufficiency.

  • Individual Author: Phillips, Deborah A.; Johnson, Anna D.; Weiland, Christina; Hutchison, Jane E.
    Reference Type: White Papers
    Year: 2017

    The increasing diversity of young children enrolled in state pre-K and Head Start programs has prompted examination of varying impacts for identified subgroups of young children. We argue that questions of subgroup impacts and the processes that may account for them should be prioritized in future evaluations of these programs. Three subgroups at high risk of poor school performance provide the focus for our discussion: low-income children exposed to significant adversity, dual language learners, and children with special needs. We further draw upon new hypotheses regarding the kinds of processes most likely to support both short- and longer-term public preschool impacts as they apply to these subgroups. We conclude with a set of research recommendations aimed at identifying features of these programs that may render them especially effective in the context of today’s increasingly diverse classrooms of young children. (Author abstract)

    The increasing diversity of young children enrolled in state pre-K and Head Start programs has prompted examination of varying impacts for identified subgroups of young children. We argue that questions of subgroup impacts and the processes that may account for them should be prioritized in future evaluations of these programs. Three subgroups at high risk of poor school performance provide the focus for our discussion: low-income children exposed to significant adversity, dual language learners, and children with special needs. We further draw upon new hypotheses regarding the kinds of processes most likely to support both short- and longer-term public preschool impacts as they apply to these subgroups. We conclude with a set of research recommendations aimed at identifying features of these programs that may render them especially effective in the context of today’s increasingly diverse classrooms of young children. (Author abstract)

  • Individual Author: McDaniel, Marla; Woods, Tyler; Pratt, Eleanor; Simms, Margaret C.
    Reference Type: Report
    Year: 2017

    When there is evidence of racial and ethnic differences at any point in the service delivery spectrum—for example, in access to and take-up of human services, in the nature and quality of services received, or in the outcomes of services—it can be challenging to interpret what those differences mean. In particular, it can be challenging to understand whether and to what extent those differences represent disparities. Disparities mean that one group is systematically faring worse than another for reasons that are not due to the group’s needs, eligibility, or preferences.

    This report helps the Administration for Children and Families (ACF) build the base of knowledge necessary to reliably identify and interpret racial and ethnic differences in relation to ACF’s human services programs. Better understanding these differences and being able to distinguish when those differences indicate disparities can help improve ACF’s program delivery. To further ACF’s understanding, this report synthesizes the existing research on racial and ethnic differences and disparities in relation...

    When there is evidence of racial and ethnic differences at any point in the service delivery spectrum—for example, in access to and take-up of human services, in the nature and quality of services received, or in the outcomes of services—it can be challenging to interpret what those differences mean. In particular, it can be challenging to understand whether and to what extent those differences represent disparities. Disparities mean that one group is systematically faring worse than another for reasons that are not due to the group’s needs, eligibility, or preferences.

    This report helps the Administration for Children and Families (ACF) build the base of knowledge necessary to reliably identify and interpret racial and ethnic differences in relation to ACF’s human services programs. Better understanding these differences and being able to distinguish when those differences indicate disparities can help improve ACF’s program delivery. To further ACF’s understanding, this report synthesizes the existing research on racial and ethnic differences and disparities in relation to the service delivery systems of six programs, or program areas, administered by ACF:

    • Temporary Assistance for Needy Families (TANF)
    • Child Support Enforcement Program
    • Child Care and Development Fund
    • Head Start
    • Family and Youth Services Bureau programs for runaway and homeless youth and adolescent pregnancy prevention

    To facilitate this synthesis, the report provides a clear definition of disparities. It also develops a conceptual framework for identifying racial and ethnic differences throughout the service delivery system and for distinguishing racial and ethnic differences from disparities. (Author introduction)

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