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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: Hamadyk, Jill; Gardiner, Karen
    Reference Type: Report
    Year: 2019

    This brief summarizes the experiences of leaders and staff from eight career pathways programs that participated in the Pathways for Advancing Careers and Education (PACE) Evaluation. Based on firsthand accounts, the brief describes how staff perceived the benefits of participating in the randomized controlled trial (RCT) evaluation, the challenges they experienced—in particular recruiting study participants and implementing its random assignment procedures—and how they overcame challenges. The brief then describes lessons staff learned from participating in PACE. The insights presented below will be helpful for future evaluation teams as they approach potential study sites, as well as for programs considering participating in a rigorous evaluation. (Edited author introduction)

     

    This brief summarizes the experiences of leaders and staff from eight career pathways programs that participated in the Pathways for Advancing Careers and Education (PACE) Evaluation. Based on firsthand accounts, the brief describes how staff perceived the benefits of participating in the randomized controlled trial (RCT) evaluation, the challenges they experienced—in particular recruiting study participants and implementing its random assignment procedures—and how they overcame challenges. The brief then describes lessons staff learned from participating in PACE. The insights presented below will be helpful for future evaluation teams as they approach potential study sites, as well as for programs considering participating in a rigorous evaluation. (Edited author introduction)

     

  • Individual Author: Cramer, Lindsey; Lynch, Mathew; Goff, Margaret; Esthappan, Sino; Reginal, Travis; Leitson, David
    Reference Type: Report
    Year: 2019

    This report documents evaluation findings of NYC Justice Corps, a workforce readiness and recidivism reduction program for justice-involved youth, and describes the strengths and challenges as perceived by program staff, participants, and stakeholders. The evaluation highlights what Justice Corps providers—and similar programs—might learn as they work to integrate the goals of education, employment, and cognitive and psychosocial development into program services and activities for justice-involved youth. The authors conclude by identifying actionable recommendations for future programming for youth in NYC, including providing services to at-risk youth and their families to help them connect with their communities and provide stability, building partnerships with local organizations and service providers to overcome barriers to engagement, and providing structured aftercare services such as mentoring or support groups. (Author abstract)

    This report documents evaluation findings of NYC Justice Corps, a workforce readiness and recidivism reduction program for justice-involved youth, and describes the strengths and challenges as perceived by program staff, participants, and stakeholders. The evaluation highlights what Justice Corps providers—and similar programs—might learn as they work to integrate the goals of education, employment, and cognitive and psychosocial development into program services and activities for justice-involved youth. The authors conclude by identifying actionable recommendations for future programming for youth in NYC, including providing services to at-risk youth and their families to help them connect with their communities and provide stability, building partnerships with local organizations and service providers to overcome barriers to engagement, and providing structured aftercare services such as mentoring or support groups. (Author abstract)

  • Individual Author: Martinson, Karin; Harvill, Eleanor; Litwok, Daniel; Schwartz, Deena; De La Rosa, Siobhan Mills; Saunders, Correne; Bell, Stephen
    Reference Type: Report
    Year: 2019

    This report describes the implementation and impact study findings from an evaluation of the relative effectiveness of two approaches to providing job search assistance (JSA) to cash assistance applicants in New York City. From 2015 to 2016, the New York City Department of Social Services/Human Resources Administration administered two JSA programs for “job ready” cash assistance applicants: Back to Work (known as B2W, the pre-existing program) and Independent Job Search (IJS, a new program). The study examined the effects of these programs on cash assistance applicants, including both families with children and single, childless adults, who were determined to be able to work and who might need less job search assistance than other applicants.

    Using a rigorous research design, the study did not find a difference in employment rates or earnings during the six month follow-up period. However, compared to the IJS program, the B2W program increased the rate at which cash assistance applications were denied for not meeting application requirements and decreased the receipt of...

    This report describes the implementation and impact study findings from an evaluation of the relative effectiveness of two approaches to providing job search assistance (JSA) to cash assistance applicants in New York City. From 2015 to 2016, the New York City Department of Social Services/Human Resources Administration administered two JSA programs for “job ready” cash assistance applicants: Back to Work (known as B2W, the pre-existing program) and Independent Job Search (IJS, a new program). The study examined the effects of these programs on cash assistance applicants, including both families with children and single, childless adults, who were determined to be able to work and who might need less job search assistance than other applicants.

    Using a rigorous research design, the study did not find a difference in employment rates or earnings during the six month follow-up period. However, compared to the IJS program, the B2W program increased the rate at which cash assistance applications were denied for not meeting application requirements and decreased the receipt of cash assistance and Supplemental Nutrition Assistance Program (SNAP) benefits. While participation in job search assistance services was high for both groups, compared to IJS, those assigned to the B2W program were more likely to participate in group and one-on-one activities and to attend these activities for a greater number of hours. (Edited author introduction)

     

  • Individual Author: McCormick, Meghan P.; Neuhaus, Robin; Horn, E. Parham; O'Connor, Erin E.; White, Hope S.; Harding, Samantha; Cappella, Elise; McClowry, Sandee
    Reference Type: Journal Article
    Year: 2019

    Social–Emotional Learning (SEL) programs are school-based preventive interventions that aim to improve children’s social–emotional skills and behavioral development. Although meta-analytic research has shown that SEL programs can improve academic and behavioral outcomes in the short term, few studies have examined program effects on receipt of special education services and grade retention in the longer term. Using an experimental design, the current study leveraged administrative data available through students’ school records (N = 1,634) to examine the impacts of one SEL program implemented in kindergarten and first grade on receipt of special education and grade retention in fifth grade. The study further considered whether impacts varied for low- versus high-income students. Findings revealed no difference between treatment and control group students in grade retention. However, treatment group students were less likely to ever receive special education services by the end of fifth grade, with low-income students appearing to drive this effect. Implications are discussed. (...

    Social–Emotional Learning (SEL) programs are school-based preventive interventions that aim to improve children’s social–emotional skills and behavioral development. Although meta-analytic research has shown that SEL programs can improve academic and behavioral outcomes in the short term, few studies have examined program effects on receipt of special education services and grade retention in the longer term. Using an experimental design, the current study leveraged administrative data available through students’ school records (N = 1,634) to examine the impacts of one SEL program implemented in kindergarten and first grade on receipt of special education and grade retention in fifth grade. The study further considered whether impacts varied for low- versus high-income students. Findings revealed no difference between treatment and control group students in grade retention. However, treatment group students were less likely to ever receive special education services by the end of fifth grade, with low-income students appearing to drive this effect. Implications are discussed. (Author abstract)

  • Individual Author: Lynch, Mathew; Astone, Nan Marie ; Collazos, Juan; Lipman, Micaela; Esthappan, Sino
    Reference Type: Report
    Year: 2018

    This report evaluates the New York City-based Arches Transformative Mentoring program, finding that participation in the program reduces one-year felony reconviction by over two-thirds, and reduces two-year felony reconviction by over half, with especially profound impacts for the youngest program participants. The program's evidence-based curriculum is completed over a 6-12-month period and delivered in a group setting by "credible messengers," direct service professionals with backgrounds similar to the populations they serve. The evaluation recommends continuing and even growing the Arches program by tailoring the curriculum to align with participant experiences, providing more mentor training, offering opportunities for full-time employment, and expanding the program's length, alumni engagement, and age range. (Author abstract) 

    This report evaluates the New York City-based Arches Transformative Mentoring program, finding that participation in the program reduces one-year felony reconviction by over two-thirds, and reduces two-year felony reconviction by over half, with especially profound impacts for the youngest program participants. The program's evidence-based curriculum is completed over a 6-12-month period and delivered in a group setting by "credible messengers," direct service professionals with backgrounds similar to the populations they serve. The evaluation recommends continuing and even growing the Arches program by tailoring the curriculum to align with participant experiences, providing more mentor training, offering opportunities for full-time employment, and expanding the program's length, alumni engagement, and age range. (Author abstract) 

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