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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: Sommer, Teresa Eckrich; Sabol, Terri; Smith, Tara; Dow, Steven; Barczak, Monica; Chase-Lansdale, P. Lindsay; Brooks-Gunn, Jeanne; Yoshikawa, Hirokazu; King, Christopher T.
    Reference Type: Book Chapter/Book, Report
    Year: 2015

    Two-generation programs - which provide workforce development, skills training, and social capital development to parents while their children attend quality early childhood education programs - are a promising anti-poverty strategy and are gaining interest across the country. Early childhood education programs, like Head Start and Early Head Start, are central resources for improving the life opportunities of low-income children. Yet, few early learning centers explicitly target parents for postsecondary education and career training, despite the fact that increased parental education and family income are associated with better outcomes for children. The Community Action Project of Tulsa County, Oklahoma (CAP Tulsa) is at the forefront of innovation, implementation, and evaluation of two-generation programming. CAP Tulsa is a large, comprehensive antipoverty agency that focuses on early childhood education and economic security for families; it also serves as the Head Start and Early Head Start grantee for Tulsa County. It is one of the only fully operational, two-generation...

    Two-generation programs - which provide workforce development, skills training, and social capital development to parents while their children attend quality early childhood education programs - are a promising anti-poverty strategy and are gaining interest across the country. Early childhood education programs, like Head Start and Early Head Start, are central resources for improving the life opportunities of low-income children. Yet, few early learning centers explicitly target parents for postsecondary education and career training, despite the fact that increased parental education and family income are associated with better outcomes for children. The Community Action Project of Tulsa County, Oklahoma (CAP Tulsa) is at the forefront of innovation, implementation, and evaluation of two-generation programming. CAP Tulsa is a large, comprehensive antipoverty agency that focuses on early childhood education and economic security for families; it also serves as the Head Start and Early Head Start grantee for Tulsa County. It is one of the only fully operational, two-generation human capital programs that combine early childhood education services with stackable career training for parents. In 2010, CAP Tulsa was the recipient of a large federal award from the Administration for Children and Families (ACF) to bring its novel two-generation program to scale. (Excerpt from author introduction)

  • Individual Author: Brock, Thomas
    Reference Type: Journal Article
    Year: 2010

    Although access to higher education has increased substantially over the past forty years, student success in college—as measured by persistence and degree attainment—has not improved at all. Thomas Brock reviews systematic research findings on the effectiveness of various interventions designed to help at-risk students remain in college.

    Brock shows how changes in federal policy and public attitudes since the mid-1960s have opened up higher education to women, minorities, and nontraditional students and also shifted the “center of gravity” in higher education away from traditional four-year colleges toward nonselective community colleges. Students at two-year colleges, however, are far less likely than those at four-year institutions to complete a degree. Brock argues that the nation’s higher education system must do much more to promote student success. Three areas, he says, are particularly ripe for reform: remedial education, student support services, and financial aid.

    In each of these three areas, Brock reviews programs and interventions that community...

    Although access to higher education has increased substantially over the past forty years, student success in college—as measured by persistence and degree attainment—has not improved at all. Thomas Brock reviews systematic research findings on the effectiveness of various interventions designed to help at-risk students remain in college.

    Brock shows how changes in federal policy and public attitudes since the mid-1960s have opened up higher education to women, minorities, and nontraditional students and also shifted the “center of gravity” in higher education away from traditional four-year colleges toward nonselective community colleges. Students at two-year colleges, however, are far less likely than those at four-year institutions to complete a degree. Brock argues that the nation’s higher education system must do much more to promote student success. Three areas, he says, are particularly ripe for reform: remedial education, student support services, and financial aid.

    In each of these three areas, Brock reviews programs and interventions that community colleges have undertaken in order to raise completion rates. Some colleges have, for example, experimented with remedial programs that build social cohesion between students and faculty and integrate content across courses. Other colleges have tested student support service programs that offer counseling and advising that are regular, intensive, and personalized. Still others have experimented with ways to simplify the financial aid application process and incentivize students to earn good grades and persist in school.

    Research shows that such programs and interventions can improve student outcomes, but Brock argues that more must be done to bring proven practices to scale and to test new ideas that might lead to better results. Institutions that most need help are those that provide the greatest access to nontraditional and underprepared students in community colleges and less selective universities. (author abstract)

    This article is based on a working paper published by the National Poverty Center at the University of Michigan.

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