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SSRC Library

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.

Writing a paper? Working on a literature review? Citing research in a funding proposal? Use the SSRC Citation Assistance Tool to compile citations.

  • Conduct a search and filter parameters as desired.
  • "Check" the box next to the resources for which you would like a citation.
  • Select "Download Selected Citation" at the top of the Library Search Page.
  • Select your export style:
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  • Select submit and download your citations.

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: Willard, Jacklyn; Bayes, Brian; Martinez, John
    Reference Type: Report
    Year: 2015

    Despite efforts to improve the high school graduation rate in the United States, an estimated 7,200 students drop out of high school every day — a staggering 1.3 million every year. Further, a recent report by the Center on Education and the Workforce at Georgetown University projects that by 2020, nearly 65 percent of U.S. jobs will require at least some college education, out of reach for those who are unable to earn a high school diploma. Much more comprehensive alternative education programs are needed that put dropouts and students at risk of dropping out on a path to earn high school diplomas while also providing them with the academic skills and support necessary to be successful in their postsecondary pursuits.

    Gateway to College provides a comprehensive alternative education program in which students work toward earning their high school diplomas while simultaneously earning credits toward an associate’s degree or postsecondary certificate. It is uniquely ambitious in providing struggling students with opportunities often reserved for the highest achievers, in the...

    Despite efforts to improve the high school graduation rate in the United States, an estimated 7,200 students drop out of high school every day — a staggering 1.3 million every year. Further, a recent report by the Center on Education and the Workforce at Georgetown University projects that by 2020, nearly 65 percent of U.S. jobs will require at least some college education, out of reach for those who are unable to earn a high school diploma. Much more comprehensive alternative education programs are needed that put dropouts and students at risk of dropping out on a path to earn high school diplomas while also providing them with the academic skills and support necessary to be successful in their postsecondary pursuits.

    Gateway to College provides a comprehensive alternative education program in which students work toward earning their high school diplomas while simultaneously earning credits toward an associate’s degree or postsecondary certificate. It is uniquely ambitious in providing struggling students with opportunities often reserved for the highest achievers, in the belief that high expectations and the right support can help more students complete high school and transition to college.

    This report describes the implementation of Gateway to College. It has two main goals. The first is to provide an in-depth account of the Gateway to College model and to more precisely define the youth population the program serves. A clearer picture of the service population can provide insight into Gateway to College’s unique value and identify the students who might benefit most from it. The second goal is to describe the implementation of the Gateway to College model at three sites, assess the extent to which it is implemented as designed at those sites, and draw lessons for other Gateway to College sites.(Author Abstract)

  • Individual Author: Kazis, Richard; Liebowitz, Marty
    Reference Type: Report
    Year: 2003

    In recent years, interest has grown in the role of community colleges in helping low-skill and low-income individuals advance out of poverty and toward self-sufficiency. In part, this interest is a reaction to the shortcomings of traditional workforce and adult education programs. It also reflects the impressive efforts of innovative community colleges to focus resources and leadership attention on strategies to improve postsecondary attainment, persistence, and program completion for lower-income working adults.

    MDRC’s Opening Doors to Earning Credentials project and its early reports echoed the conclusions of Norton Grubb, a professor at the University of California at Berkeley, and others regarding the potential of community colleges — that community colleges are the local educational institutions with the greatest potential for helping low-wage workers earn skills and credentials that lead to both educational and career advancement. At the same time, Opening Doors identified serious obstacles to realizing that potential, including the characteristics of the low-wage...

    In recent years, interest has grown in the role of community colleges in helping low-skill and low-income individuals advance out of poverty and toward self-sufficiency. In part, this interest is a reaction to the shortcomings of traditional workforce and adult education programs. It also reflects the impressive efforts of innovative community colleges to focus resources and leadership attention on strategies to improve postsecondary attainment, persistence, and program completion for lower-income working adults.

    MDRC’s Opening Doors to Earning Credentials project and its early reports echoed the conclusions of Norton Grubb, a professor at the University of California at Berkeley, and others regarding the potential of community colleges — that community colleges are the local educational institutions with the greatest potential for helping low-wage workers earn skills and credentials that lead to both educational and career advancement. At the same time, Opening Doors identified serious obstacles to realizing that potential, including the characteristics of the low-wage workforce, the institutional structure and priorities of most community colleges, and the external policy environment in which they operate.

    MDRC has identified three strategies that might enable colleges to be more effective in helping working adults obtain college credentials. These are: (1) financial incentives that can address the high cost of college for low-income individuals; (2) student supports that can help working adults cope with academic, personal, and other problems that often result in their dropping or stopping out; and (3) program and curricular innovations and redesign that can cope with the severe time constraints, skill needs, and job advancement hopes of working adults.

    MDRC asked Jobs for the Future to look at curricular and program redesign strategies being used in community colleges today to speed advancement from lower levels of skill into credential programs and to shorten the time commitment that earning a credential demands of students. This paper presents a framework for understanding the range of experimentation with program and class reformatting and redesign. It identifies programs that exemplify promising approaches. The paper concludes with issues and questions that MDRC will need to address in assessing whether to proceed with a research program focused on program redesign efforts geared to working adults’ needs. (Author abstract)