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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: McGroder, Sharon M.; Zaslow, Martha J.; Moore, Kristin A.; Brooks, Jennifer L.
    Reference Type: Report
    Year: 2004

    Policy makers and others have expressed an interest in how children may be affected by mandatory welfare-to-work programs. Though superceded in 1996 by the Personal Responsibility and Work Opportunity Reconciliation Act, the Job Opportunities and Basic Skills Training (or JOBS) Program shares the current goal of replacing welfare with work. It also contained many of the elements — such as work requirements and sanctions for non-compliance — still operating in welfare-to-work programs today. This brief presents findings from the Child Outcomes Study, a substudy of the National Evaluation of Welfare-to-Work Strategies (NEWWS), which examined the impacts of 11 JOBS programs in seven sites across the country.

    In three of these sites, the Child Outcomes Study looked at the long-term impacts of two alternative pre-employment strategies — employment-focused and education-focused — on children ages 3 to 5 at the start of the study. It sought to determine whether one approach was more or less beneficial than the other for children's development. Because these programs did not...

    Policy makers and others have expressed an interest in how children may be affected by mandatory welfare-to-work programs. Though superceded in 1996 by the Personal Responsibility and Work Opportunity Reconciliation Act, the Job Opportunities and Basic Skills Training (or JOBS) Program shares the current goal of replacing welfare with work. It also contained many of the elements — such as work requirements and sanctions for non-compliance — still operating in welfare-to-work programs today. This brief presents findings from the Child Outcomes Study, a substudy of the National Evaluation of Welfare-to-Work Strategies (NEWWS), which examined the impacts of 11 JOBS programs in seven sites across the country.

    In three of these sites, the Child Outcomes Study looked at the long-term impacts of two alternative pre-employment strategies — employment-focused and education-focused — on children ages 3 to 5 at the start of the study. It sought to determine whether one approach was more or less beneficial than the other for children's development. Because these programs did not provide services aimed at improving the development and well-being of children — as in early childhood education programs — any impacts on children would likely result from their mothers' exposure to the program (for example, self-sufficiency messages from case managers) and from program-induced changes in maternal education, employment, and/or family income. Three general areas of child development were studied — cognitive development and academic functioning, social skills and behavior, and health and safety.

    Overall, there were few impacts of the six JOBS programs studied when children were of elementary school age. When found, impacts on cognitive outcomes were favorable early on but faded over time; impacts on behavioral outcomes were both favorable and unfavorable both early and later on, and impacts on health outcomes were unfavorable, both early and later on. Of particular interest was the finding that impacts on young children did not vary according to the type of welfare-to-work strategy used but, rather, tended to vary more according to the site in which the program was implemented. Researchers conclude that impacts on outcomes important to children — such as stable maternal employment, adequate family income, and supportive environments — were too few, occurred for too brief a period, or were of an insufficient magnitude to lead to large, widespread impacts on elementary school-age children. They also emphasize that even when favorably affected by these programs, young children still remained at risk for problem outcomes, especially pertaining to academic achievement and school progress. (author abstract)