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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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  • Individual Author: Martinson, Karin; Nightingale, Demetra Smith; Holcomb, Pamela A.; Barnow, Burt S.; Trutko, John
    Reference Type: Report
    Year: 2007

    The goal of the Partners for Fragile Families (PFF) demonstrations, funded jointly by the Office of Child Support Enforcement (OCSE) and the Ford Foundation, was to make lasting changes in the way public agencies and community organizations work with young unmarried parents to increase the likelihood of positive outcomes for children and parents.  To assess progress towards meeting this goal, OCSE and the Office of the Assistant Secretary for Planning and Evaluation (ASPE) conducted a five-year, national evaluation of the demonstration projects that operated in nine States.  Each project was a partnership of non-profit organizations and state and local agencies to develop comprehensive services for young, low-income, non-custodial fathers and their families and children.  The PFF demonstrations were designed to help fragile families (young unwed parents and their children) by helping fathers learn to share the legal, financial, and emotional responsibilities of parenthood with their child's mother.  The PFF projects tested new ways for state-run child support...

    The goal of the Partners for Fragile Families (PFF) demonstrations, funded jointly by the Office of Child Support Enforcement (OCSE) and the Ford Foundation, was to make lasting changes in the way public agencies and community organizations work with young unmarried parents to increase the likelihood of positive outcomes for children and parents.  To assess progress towards meeting this goal, OCSE and the Office of the Assistant Secretary for Planning and Evaluation (ASPE) conducted a five-year, national evaluation of the demonstration projects that operated in nine States.  Each project was a partnership of non-profit organizations and state and local agencies to develop comprehensive services for young, low-income, non-custodial fathers and their families and children.  The PFF demonstrations were designed to help fragile families (young unwed parents and their children) by helping fathers learn to share the legal, financial, and emotional responsibilities of parenthood with their child's mother.  The PFF projects tested new ways for state-run child support enforcement programs and community-based organizations to work together to help young fathers obtain employment, make child support payments, and learn parenting skills; as well as to help parents build stronger partnerships.

    This report focuses on the characteristics of PFF participants and participants' employment, earnings, and child support patterns prior and subsequent to their enrollment in the program.  Quarterly wage data from state unemployment compensation records were used to assess employment outcomes.  State child support data on child support awards and payments were used to assess changes in participants' child support behaviors. (author abstract)

  • Individual Author: Martinson, Karin; Trutko, John; Nightingale, Demetra Smith; Holcomb, Pamela A.; Barnow, Burt S.
    Reference Type: Report
    Year: 2007

    This report describes the design and implementation of the Partners for Fragile Families (PFF) demonstration projects. Operating in 13 sites across the country, PFF provided a range of services aimed at increasing the capacity of young, economically disadvantaged fathers in becoming financial and emotional resources to their children and sought to reduce poverty and welfare dependence. The report examines the programs’ structure and institutional partnerships; participant characteristics; recruitment and enrollment efforts; the nature of employment, peer support, parenting, and child support-related services provided through the initiatives; and implementation challenges and lessons. (author abstract)

    This report describes the design and implementation of the Partners for Fragile Families (PFF) demonstration projects. Operating in 13 sites across the country, PFF provided a range of services aimed at increasing the capacity of young, economically disadvantaged fathers in becoming financial and emotional resources to their children and sought to reduce poverty and welfare dependence. The report examines the programs’ structure and institutional partnerships; participant characteristics; recruitment and enrollment efforts; the nature of employment, peer support, parenting, and child support-related services provided through the initiatives; and implementation challenges and lessons. (author abstract)

  • Individual Author: Meléndez, Edwin; Falcón, Luis M.; de Montrichard, Alexandra
    Reference Type: Journal Article
    Year: 2004

    Community colleges have become key institutions delivering employment training services to the population targeted by welfare-to-work grants (Carnavale and Desrochers, 1997; Meléndez and Suárez, 2001). Many community colleges have developed new programs and structures to meet a stringent set of program requirements and to provide support services for welfare recipients (Katsinas, Banachowski, Bliss, and Short, 1999). Most new programs specifically designed to serve welfare recipients have a significant component of continuing education or noncredit courses such as GED preparation and ESL to develop participants’ basic skills. These short-term vocational training programs create links between certificate and degree programs and act as mechanisms to close the gap between training and education (Bailey, 1998; Grubb, 1996). Providing the opportunity for academic and career advancement is perhaps the greatest theoretical advantage community colleges have over other employment training institutions, such as community-based job-training organizations and employer-based training.

    ...

    Community colleges have become key institutions delivering employment training services to the population targeted by welfare-to-work grants (Carnavale and Desrochers, 1997; Meléndez and Suárez, 2001). Many community colleges have developed new programs and structures to meet a stringent set of program requirements and to provide support services for welfare recipients (Katsinas, Banachowski, Bliss, and Short, 1999). Most new programs specifically designed to serve welfare recipients have a significant component of continuing education or noncredit courses such as GED preparation and ESL to develop participants’ basic skills. These short-term vocational training programs create links between certificate and degree programs and act as mechanisms to close the gap between training and education (Bailey, 1998; Grubb, 1996). Providing the opportunity for academic and career advancement is perhaps the greatest theoretical advantage community colleges have over other employment training institutions, such as community-based job-training organizations and employer-based training.

    Community college success in serving low-income and disadvantaged populations has led to proposals that two-year institutions assume a more central role in regional workforce development systems (Carnavale and Desrocher, 1997; Jenkins and Fitzgerald, 1998). In this study, we examine the ways community colleges have transformed their operations in response to the challenges inherent in educating a disadvantaged welfare recipient population with multiple academic and social needs. This chapter examines the following questions: To what extent have community colleges adapted for the welfare recipients entering their institutions? Have the changes in policy induced different responses among mainstream versus predominantly minority-serving colleges? How are curriculum, instruction, student services, and educational programs changing to meet the needs of welfare recipients and other disadvantaged students? What are the institutional factors affecting colleges’ participation in workforce development programs? Lessons from case studies and best practices in programs targeting welfare recipients presented in this chapter are particularly relevant to mainstream community colleges targeting nontraditional and minority students. (author abstract)

  • Individual Author: Lake Research Partners; Ascend at the Aspen Institute; American Viewpoint
    Reference Type: Report
    Year: 2011

    A critical aspect of Ascend's work is listening to, learning from, and lifting up the voices of the most vulnerable families in the United States today. Ascend commissioned this bipartisan series of focus groups to examine the experiences, perspectives, and needs of low-income families. By listening to the perspectives of families across demographics - race, gender, and family structure - Ascend aims to elevate their voices and use these findings to inform programmatic and policy work, in particular two-generation strategies to improve educational and economic outcomes for both parents and children. (author introduction)

    A critical aspect of Ascend's work is listening to, learning from, and lifting up the voices of the most vulnerable families in the United States today. Ascend commissioned this bipartisan series of focus groups to examine the experiences, perspectives, and needs of low-income families. By listening to the perspectives of families across demographics - race, gender, and family structure - Ascend aims to elevate their voices and use these findings to inform programmatic and policy work, in particular two-generation strategies to improve educational and economic outcomes for both parents and children. (author introduction)

  • Individual Author: Ferguson, Daniel
    Reference Type: White Papers
    Year: 2017

    This Research-to-Policy Resource List provides a comprehensive list of city universal preschool initiative evaluations and research in the Research Connections collection. To count as universal, a city's program must aim to eventually provide universal access to publicly-funded preschool for all four-year-olds using at least some city funds, even if it does not currently achieve universal access. Some well-known programs do not meet these criteria, either because they are the city-based implementation of a state universal preschool program (Tulsa, Oklahoma) or because they do not aim for universal access (Chicago's Child-Parent Centers; Salt Lake City, Utah). Cities with universal preschool programs were identified in recent reviews by the American Institutes for Research and the Rand Corporation, as well as in news reports. A number of city programs have not produced evaluations or research publications or are still in the planning or early implementation stages, including Cincinnati, Ohio; Cleveland, Ohio; Dayton, Ohio; Santa Fe, New Mexico; Seattle, Washington; and West...

    This Research-to-Policy Resource List provides a comprehensive list of city universal preschool initiative evaluations and research in the Research Connections collection. To count as universal, a city's program must aim to eventually provide universal access to publicly-funded preschool for all four-year-olds using at least some city funds, even if it does not currently achieve universal access. Some well-known programs do not meet these criteria, either because they are the city-based implementation of a state universal preschool program (Tulsa, Oklahoma) or because they do not aim for universal access (Chicago's Child-Parent Centers; Salt Lake City, Utah). Cities with universal preschool programs were identified in recent reviews by the American Institutes for Research and the Rand Corporation, as well as in news reports. A number of city programs have not produced evaluations or research publications or are still in the planning or early implementation stages, including Cincinnati, Ohio; Cleveland, Ohio; Dayton, Ohio; Santa Fe, New Mexico; Seattle, Washington; and West Sacramento, California. The city universal preschool initiatives that have produced research or evaluation publications and are included here are: Boston, Massachusetts; Denver, Colorado; Los Angeles, California; New York, New York; Philadelphia, Pennsylvania; San Antonio, Texas; San Francisco, California; and Washington, District of Columbia. (Author abstract)

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