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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: Eyster, Lauren
    Reference Type: Report
    Year: 2018

    This brief presents findings from an analysis of young adults in the US who successfully moved beyond initial career pathway steps to attain middle-skill jobs. Using the 1997 National Longitudinal Survey of Youth, we examine the postsecondary and employment trajectories of the young adults through their early thirties who earn more than one postsecondary credential, compared to those who don't. We also explore the challenges young adults may face in advancing their schooling and careers beyond a first credential. The brief concludes with implications for career pathways relevant to policymakers and practitioners supporting young adults' advancement toward middle-skill jobs. (Author abstract)

    This brief presents findings from an analysis of young adults in the US who successfully moved beyond initial career pathway steps to attain middle-skill jobs. Using the 1997 National Longitudinal Survey of Youth, we examine the postsecondary and employment trajectories of the young adults through their early thirties who earn more than one postsecondary credential, compared to those who don't. We also explore the challenges young adults may face in advancing their schooling and careers beyond a first credential. The brief concludes with implications for career pathways relevant to policymakers and practitioners supporting young adults' advancement toward middle-skill jobs. (Author abstract)

  • Individual Author: Loprest, Pamela; Werner, Alan; Sick, Nathan
    Reference Type: Report
    Year: 2017

    One of the HPOG Program’s major goals is to advance the healthcare careers of low-income individuals. This brief measures HPOG 1.0 participants’ progress in occupational training and employment and earnings for up to three years following program entry. Using HPOG Program and quarterly wage administrative data, the findings show improvements over time in training course completions, acquisition of occupational training credentials, and employment and earnings. The brief also considers the use of career progress measures as performance management indicators. The brief does not assess HPOG impacts, but reports on key outcomes experienced by HPOG participants following enrollment. (Author introduction)

    One of the HPOG Program’s major goals is to advance the healthcare careers of low-income individuals. This brief measures HPOG 1.0 participants’ progress in occupational training and employment and earnings for up to three years following program entry. Using HPOG Program and quarterly wage administrative data, the findings show improvements over time in training course completions, acquisition of occupational training credentials, and employment and earnings. The brief also considers the use of career progress measures as performance management indicators. The brief does not assess HPOG impacts, but reports on key outcomes experienced by HPOG participants following enrollment. (Author introduction)

  • Individual Author: Hanks, Angela; McGrew, Annie; Zessoules, Daniella
    Reference Type: Report
    Year: 2018

    The analysis in this issue brief examines apprenticeship programs over the past decade—from fiscal year 2008 through 2017—to observe gaps in participation and wages among women and people of color. In general, it finds that women remain deeply underrepresented in apprenticeship programs and that wages among women and black or African American apprentices are much lower than those of other apprentices. Even though these programs are intended and have the potential to develop the U.S. workforce, increase earnings, and prepare workers for the jobs of the future, their current gender and racial compositions tell a different story more work must be done to make it a reality. (Author introduction)

    The analysis in this issue brief examines apprenticeship programs over the past decade—from fiscal year 2008 through 2017—to observe gaps in participation and wages among women and people of color. In general, it finds that women remain deeply underrepresented in apprenticeship programs and that wages among women and black or African American apprentices are much lower than those of other apprentices. Even though these programs are intended and have the potential to develop the U.S. workforce, increase earnings, and prepare workers for the jobs of the future, their current gender and racial compositions tell a different story more work must be done to make it a reality. (Author introduction)

  • Individual Author: Early, Diane M.; Maxwell, Kelly L.; Burchinal, Margaret; Alva, Soumya; Bender, Randall H. ; Bryant, Donna ; Cai, Karen ; Clifford, Richard M. ; Ebanks, Caroline ; Griffin, James A. ; Henry, Gary T. ; Howes, Carrollee ; Iriondo-Perez, Jeniffer ; Jeon, Hyun-Joo ; Mashburn, Andrew J. ; Peisner-Feinberg, Ellen ; Pianta, Robert C. ; Vandergrift, Nathan ; Zill, Nicholas
    Reference Type: Journal Article
    Year: 2007

    In an effort to provide high-quality preschool education, policymakers are increasingly requiring public preschool teachers to have at least a Bachelor's degree, preferably in early childhood education. Seven major studies of early care and education were used to predict classroom quality and children's academic outcomes from the educational attainment and major of teachers of 4-year-olds. The findings indicate largely null or contradictory associations, indicating that policies focused solely on increasing teachers' education will not suffice for improving classroom quality or maximizing children's academic gains. Instead, raising the effectiveness of early childhood education likely will require a broad range of professional development activities and supports targeted toward teachers' interactions with children. (Author abstract)

    In an effort to provide high-quality preschool education, policymakers are increasingly requiring public preschool teachers to have at least a Bachelor's degree, preferably in early childhood education. Seven major studies of early care and education were used to predict classroom quality and children's academic outcomes from the educational attainment and major of teachers of 4-year-olds. The findings indicate largely null or contradictory associations, indicating that policies focused solely on increasing teachers' education will not suffice for improving classroom quality or maximizing children's academic gains. Instead, raising the effectiveness of early childhood education likely will require a broad range of professional development activities and supports targeted toward teachers' interactions with children. (Author abstract)

  • Individual Author: Dunham, Kate; Betesh, Hannah
    Reference Type: Conference Paper
    Year: 2015

    With a growing need for a more skilled workforce, providing effective and efficient employment and training services is an important national priority. We provide an overview of two of the largest initiatives seeking to provide these services in the United States: the Adult and Dislocated Worker programs. The programs provide similar services—including information on job search and high-demand occupations, assistance from employment counselors, and funding for training—and differ mainly in whether they focus on low-income individuals or workers who have become unemployed due to local economic conditions. We describe the programs as they operated under the Workforce Investment Act (WIA) of 1998 and how they evolved when the Workforce Innovation and Opportunity Act (WIOA) superseded WIA in 2015. (Author abstract)

    With a growing need for a more skilled workforce, providing effective and efficient employment and training services is an important national priority. We provide an overview of two of the largest initiatives seeking to provide these services in the United States: the Adult and Dislocated Worker programs. The programs provide similar services—including information on job search and high-demand occupations, assistance from employment counselors, and funding for training—and differ mainly in whether they focus on low-income individuals or workers who have become unemployed due to local economic conditions. We describe the programs as they operated under the Workforce Investment Act (WIA) of 1998 and how they evolved when the Workforce Innovation and Opportunity Act (WIOA) superseded WIA in 2015. (Author abstract)

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