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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.

Writing a paper? Working on a literature review? Citing research in a funding proposal? Use the SSRC Citation Assistance Tool to compile citations.

  • Conduct a search and filter parameters as desired.
  • "Check" the box next to the resources for which you would like a citation.
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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: 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: Abt Associates Inc.
    Reference Type: Report
    Year: 2015

    This report provides detailed information about the planned impact analyses for the Pathways for Advancing Careers and Education (PACE) project. The PACE Impact Study is designed to answer questions about the overall program effectiveness for the nine programs in PACE, each involving a different configuration of career pathways design components.

    This report provides a description of the nine programs studied, summarizes the characteristics of the sample enrolled in each program, and specifies the hypotheses that PACE will test in separate analyses for each of the programs in the study.

    This document supplements the Pathways for Advancing Careers and Education (PACE) Evaluation Design Report released in June 2015. (Author abstract)

     

    This report provides detailed information about the planned impact analyses for the Pathways for Advancing Careers and Education (PACE) project. The PACE Impact Study is designed to answer questions about the overall program effectiveness for the nine programs in PACE, each involving a different configuration of career pathways design components.

    This report provides a description of the nine programs studied, summarizes the characteristics of the sample enrolled in each program, and specifies the hypotheses that PACE will test in separate analyses for each of the programs in the study.

    This document supplements the Pathways for Advancing Careers and Education (PACE) Evaluation Design Report released in June 2015. (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).

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