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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: Carnevale, Anthony P.; Jayasundera, Tamara; Hanson, Andrew R.
    Reference Type: Report
    Year: 2012

    Getting a Bachelor's degree is the best way for most workers to make middle-class wages. In this report, however, we show there are 29 million jobs (21% of all jobs) for workers without Bachelor's degrees. The report also details five major sub-baccalaureate, career and technical education (CTE) pathways: employer-based training, industry-based certifications, apprenticeships, postsecondary certificates, and associate's degrees. (author abstract)

    Getting a Bachelor's degree is the best way for most workers to make middle-class wages. In this report, however, we show there are 29 million jobs (21% of all jobs) for workers without Bachelor's degrees. The report also details five major sub-baccalaureate, career and technical education (CTE) pathways: employer-based training, industry-based certifications, apprenticeships, postsecondary certificates, and associate's degrees. (author abstract)

  • Individual Author: Jenkins, Davis; Zeidenberg, Matthew ; Kienzl, Gregory
    Reference Type: Report
    Year: 2009

    The CCRC study compared the educational outcomes over a two-year tracking period of I-BEST students with those of other basic skills students. The study found that students participating in I-BEST achieved better educational outcomes than did other basic skills students, including those who enrolled in at least one non-I-BEST workforce course. I-BEST students were more likely than others to: Continue into credit-bearing coursework; Earn credits that count toward a college credential; Earn occupational certificates; and Make point gains on basic skills tests. On all the outcomes examined, I-BEST students did moderately or substantially better than non-I-BEST basic skills students in general. (author abstract)

    The CCRC study compared the educational outcomes over a two-year tracking period of I-BEST students with those of other basic skills students. The study found that students participating in I-BEST achieved better educational outcomes than did other basic skills students, including those who enrolled in at least one non-I-BEST workforce course. I-BEST students were more likely than others to: Continue into credit-bearing coursework; Earn credits that count toward a college credential; Earn occupational certificates; and Make point gains on basic skills tests. On all the outcomes examined, I-BEST students did moderately or substantially better than non-I-BEST basic skills students in general. (author abstract)

  • Individual Author: Grubb, W. Norton; Badway, Norena
    Reference Type: Report
    Year: 1998

    This monograph describes the mandatory cooperative education program at LaGuardia Community College in New York City, and the series of seminars that integrate school-based and work-based learning. This series of studies examines the history, practice, and quality of cooperative education (CE) in two-year colleges in regions where career education is firmly ingrained and widespread. One study describes a mandatory cooperative education program and its series of seminars that integrate school-based and work-based learning to actively explore careers; to master skills and competencies common to all jobs; and to explore social, ethical, political, and moral themes associated with working. The second study found that benefits of CE cited by students, employers, and schools were allowing employers to screen and "grow their own" employees, giving students direct knowledge about the workplace and applications of school-based learning in the workplace; and strengthening schools' links to employers. A key finding is that work-based components must become central to educational purposes of...

    This monograph describes the mandatory cooperative education program at LaGuardia Community College in New York City, and the series of seminars that integrate school-based and work-based learning. This series of studies examines the history, practice, and quality of cooperative education (CE) in two-year colleges in regions where career education is firmly ingrained and widespread. One study describes a mandatory cooperative education program and its series of seminars that integrate school-based and work-based learning to actively explore careers; to master skills and competencies common to all jobs; and to explore social, ethical, political, and moral themes associated with working. The second study found that benefits of CE cited by students, employers, and schools were allowing employers to screen and "grow their own" employees, giving students direct knowledge about the workplace and applications of school-based learning in the workplace; and strengthening schools' links to employers. A key finding is that work-based components must become central to educational purposes of institutions so that it becomes as unthinkable to give them up, even in times of scarce resources. (author abstract)

  • Individual Author: Dave, Dhaval M.; Reichman, Nancy E.; Corman, Hope; Das, Dhiman
    Reference Type: Report
    Year: 2011

    Exploiting variation in welfare reform across states and over time and using relevant comparison groups, this study estimates the effects of welfare reform on an important source of human capital acquisition among women at risk for relying on welfare: vocational education and training. The results indicate that welfare reform reduced enrollment in full-time vocational education and had no significant effects on part-time vocational education or participation in other types of work-related courses, though there is considerable heterogeneity across states with respect to the strictness of educational policy and the strength of work incentives under welfare reform. In addition, we find heterogeneous effects by prior educational attainment. We find no evidence that the previously-observed negative effects of welfare reform on formal education (including college enrollment), which we replicated in this study, have been offset by increases in vocational education and training. (author abstract)

    Exploiting variation in welfare reform across states and over time and using relevant comparison groups, this study estimates the effects of welfare reform on an important source of human capital acquisition among women at risk for relying on welfare: vocational education and training. The results indicate that welfare reform reduced enrollment in full-time vocational education and had no significant effects on part-time vocational education or participation in other types of work-related courses, though there is considerable heterogeneity across states with respect to the strictness of educational policy and the strength of work incentives under welfare reform. In addition, we find heterogeneous effects by prior educational attainment. We find no evidence that the previously-observed negative effects of welfare reform on formal education (including college enrollment), which we replicated in this study, have been offset by increases in vocational education and training. (author abstract)

  • Individual Author: Person, Ann; Pavetti, LaDonna; Max, Jefferey
    Reference Type: Report
    Year: 2008

    This practice brief profiles three programs, two statewide and one local, that provide work opportunities to Temporary Assistance for Needy Families (TANF) recipients who are participating in vocational education programs. We selected programs that combine vocational education and paid work because this strategy reinforces the emphasis of the TANF program on encouraging recipients to engage in work as quickly as possible. This also allows them to meet their core 20-hour federal work requirement through paid, subsidized employment and to use their hours spent in school to meet any required hours over 20 (i.e., non-core hours), as long as they are directly related to a specific job or occupation. (author abstract)

    This practice brief profiles three programs, two statewide and one local, that provide work opportunities to Temporary Assistance for Needy Families (TANF) recipients who are participating in vocational education programs. We selected programs that combine vocational education and paid work because this strategy reinforces the emphasis of the TANF program on encouraging recipients to engage in work as quickly as possible. This also allows them to meet their core 20-hour federal work requirement through paid, subsidized employment and to use their hours spent in school to meet any required hours over 20 (i.e., non-core hours), as long as they are directly related to a specific job or occupation. (author abstract)

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