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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: Gatta, Mary; Ruvoldt, Maggie
    Reference Type: Conference Paper
    Year: 2004

    The working poor represent a growing portion of the American laborforce. While some of these workers are former TANF (Temporary Aid to Needy Families) recipients who have "timed out" of welfare benefits, many have never been on the country's welfare rolls. These workers lack social supports such as healthcare, childcare and reliable transportation, and lack access to training and educational opportunities to improve their lives. As a result then although the working poor barely survive economically they have fallen from our country's radar screen. Clearly a new perspective on welfare reform and workforce development needs to be advanced that takes into account the needs of the working poor. This paper presents findings from a New Jersey initiative that attempted to address some of the needs of the working poor by piloting an innovative state program throughout the One Stop Career Centers. This program provided training and education to 128 single working mothers, all of whom earned less than 250 percent of the poverty level. The participants received computers, Internet access...

    The working poor represent a growing portion of the American laborforce. While some of these workers are former TANF (Temporary Aid to Needy Families) recipients who have "timed out" of welfare benefits, many have never been on the country's welfare rolls. These workers lack social supports such as healthcare, childcare and reliable transportation, and lack access to training and educational opportunities to improve their lives. As a result then although the working poor barely survive economically they have fallen from our country's radar screen. Clearly a new perspective on welfare reform and workforce development needs to be advanced that takes into account the needs of the working poor. This paper presents findings from a New Jersey initiative that attempted to address some of the needs of the working poor by piloting an innovative state program throughout the One Stop Career Centers. This program provided training and education to 128 single working mothers, all of whom earned less than 250 percent of the poverty level. The participants received computers, Internet access and online courses to improve their skills. This paper will detail some of the findings, and elucidate the importance of providing social supports and training opportunities to the working poor in new and flexible ways. (author abstract)

  • Individual Author: Loprest, Pamela; Strawn, Julie; Giardino, Elizabeth
    Reference Type: Report
    Year: 2015

    This brief summarizes key findings from the Interim Outcome Study Report: National Implementation Evaluation of the Health Profession Opportunity Grants (HPOG) to Serve TANF Recipients and Other Low-Income Individuals report, released in 2014. Findings come from administrative data collected through the HPOG Performance Reporting System one year after program enrollment. Information provided includes characteristics of the typical HPOG participant, types of training courses enrollees participated in, types of support services participants received, and participants’ outcomes. (author abstract)

    This brief summarizes key findings from the Interim Outcome Study Report: National Implementation Evaluation of the Health Profession Opportunity Grants (HPOG) to Serve TANF Recipients and Other Low-Income Individuals report, released in 2014. Findings come from administrative data collected through the HPOG Performance Reporting System one year after program enrollment. Information provided includes characteristics of the typical HPOG participant, types of training courses enrollees participated in, types of support services participants received, and participants’ outcomes. (author abstract)

  • Individual Author: Passarella, Letitia; Born, Catherine
    Reference Type: Report
    Year: 2013

    Assignments to education and training activities among the welfare caseload nearly tripled between October 2007 and October 2010. This report provides a demographic profile of the caseheads assigned to an education and training activity in October 2010 and also reviews their TCA and employment histories. (author abstract)

    Assignments to education and training activities among the welfare caseload nearly tripled between October 2007 and October 2010. This report provides a demographic profile of the caseheads assigned to an education and training activity in October 2010 and also reviews their TCA and employment histories. (author abstract)

  • Individual Author: Fein, David J.; Beecroft, Eric; Long, David A.; Catalfamo, Andrée Rose
    Reference Type: Report
    Year: 2000

    In August 1999, Riverside Community College (RCC), in Riverside County, California, launched an innovative program designed to prepare welfare recipients for college and help them move to better jobs. Set on a community college campus, New Visions provides a 24-week program of academic instruction and support services, followed by up to five months of credit-bearing course work in an occupational mini-program. In order to be eligible, clients must have a high school diploma or GED and be working at least 20 hours a week. The program is a partnership between RCC and the Riverside County Department of Public Social Services (RCDPSS).

    Abt Associates Inc.’s five-year evaluation of New Visions is the first random assignment study of the effectiveness of a special college program for welfare recipients. The evaluation, which also includes a study of program implementation, will answer several important questions. The first is whether offering intensive supports encourages single parents on Temporary Assistance to Needy Families (TANF) to return to school after they have gone to...

    In August 1999, Riverside Community College (RCC), in Riverside County, California, launched an innovative program designed to prepare welfare recipients for college and help them move to better jobs. Set on a community college campus, New Visions provides a 24-week program of academic instruction and support services, followed by up to five months of credit-bearing course work in an occupational mini-program. In order to be eligible, clients must have a high school diploma or GED and be working at least 20 hours a week. The program is a partnership between RCC and the Riverside County Department of Public Social Services (RCDPSS).

    Abt Associates Inc.’s five-year evaluation of New Visions is the first random assignment study of the effectiveness of a special college program for welfare recipients. The evaluation, which also includes a study of program implementation, will answer several important questions. The first is whether offering intensive supports encourages single parents on Temporary Assistance to Needy Families (TANF) to return to school after they have gone to work. The second is whether making work a condition of education and training increases motivation to learn and enhances short-run job retention and advancement opportunities. The third is whether providing remedial education and support services helps participants to succeed in regular college programs, thereby increasing their access to higher-paying jobs over the long run…

    This report reviews the literature on special programs for welfare recipients at two- and four-year colleges, describes the New Visions demonstration, and provides initial findings on program implementation and client experiences. The findings come at a very early juncture in the demonstration and are offered as an introduction to New Visions rather than as a preview of its likely outcomes. (author abstract)

  • 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)

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