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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: Aikens, Nikki; Klein, Ashley Kopak; Tarullo, Louisa; West, Jerry
    Reference Type: Report
    Year: 2013

    This report describes the family backgrounds and developmental outcomes of children as they completed the program and also describes progress in children’s outcomes between Head Start entry and exit. It focuses on the population of children who entered Head Start for the first time in fall 2009 and completed one or two years of the program in spring 2010 or spring 2011 before entering kindergarten. This report on children’s kindergarten readiness is the third in a series of reports describing data from the 2009 cohort of the Head Start Family and Child Experiences Survey (FACES 2009). Previous FACES 2009 reports described the characteristics of children and their families and programs as they entered Head Start in fall 2009 and at the end of one year in the program. (Author abstract)

    This report describes the family backgrounds and developmental outcomes of children as they completed the program and also describes progress in children’s outcomes between Head Start entry and exit. It focuses on the population of children who entered Head Start for the first time in fall 2009 and completed one or two years of the program in spring 2010 or spring 2011 before entering kindergarten. This report on children’s kindergarten readiness is the third in a series of reports describing data from the 2009 cohort of the Head Start Family and Child Experiences Survey (FACES 2009). Previous FACES 2009 reports described the characteristics of children and their families and programs as they entered Head Start in fall 2009 and at the end of one year in the program. (Author abstract)

  • Individual Author: Gibbs, Deborah; Kasten, Jennifer; Bir, Anupa; Duncan, Dean; Hoover, Sonja
    Reference Type: Journal Article
    Year: 2006

    The TANF program provides financial assistance to more than 500,000 children in relative care through child-only TANF grants, yet little information exists to describe this population. This study explored the service needs and well-being of children in TANF child-only cases with relative caregivers, using secondary analysis of national survey data and case studies in five states. Secondary analyses suggested that these children compare favorably to children in kinship and foster care on many measures of well-being, but some indications of behavioral and mental health problems were seen. Case studies suggest that many children in TANF child-only cases with relative caregivers have extensive service needs. Taken together, these findings suggest advantages of relative caregiver arrangements for children in TANF child-only cases, as well as cause for concern. Relative care is generally believed to be preferable to foster care with nonrelatives when children cannot remain with parents. However, children often experience substantial difficulties as a result of their previous...

    The TANF program provides financial assistance to more than 500,000 children in relative care through child-only TANF grants, yet little information exists to describe this population. This study explored the service needs and well-being of children in TANF child-only cases with relative caregivers, using secondary analysis of national survey data and case studies in five states. Secondary analyses suggested that these children compare favorably to children in kinship and foster care on many measures of well-being, but some indications of behavioral and mental health problems were seen. Case studies suggest that many children in TANF child-only cases with relative caregivers have extensive service needs. Taken together, these findings suggest advantages of relative caregiver arrangements for children in TANF child-only cases, as well as cause for concern. Relative care is generally believed to be preferable to foster care with nonrelatives when children cannot remain with parents. However, children often experience substantial difficulties as a result of their previous experiences and separation from parents, and the TANF system lacks the necessary resources to respond to them. (author abstract)

  • Individual Author: Fraker, Thomas; Mamun, Arif; Manno, Michelle; Martinez, John; Reed, Debbie; Thompkins, Allison; Wittenburg, David
    Reference Type: Report
    Year: 2012

    The Youth Transition Demonstration (YTD) is a large - scale demonstration and evaluation sponsored by the Social Security Administration (SSA) to improve understanding of how to help youth with disabilities reach their full economic potential. In particular, SSA is interested in testing promising approaches for helping young people with disabilities become more self - sufficient and less reliant on disability benefits. The YTD conceptual framework, which was based on best practices in facilitating youth transition, specified that the six projects that participated in the evaluation provide employment services (emphasizing paid competitive employment), benefits counseling, links to services available in the community, and other assistance to youth with disabilities and their families. Additionally, the youth who received those services were eligible for SSA waivers of certain benefit program rules, which allowed them to retain more of their disability benefits and health insurance while they worked for pay. Using a rigorous random assignment methodology, the YTD evaluation team is...

    The Youth Transition Demonstration (YTD) is a large - scale demonstration and evaluation sponsored by the Social Security Administration (SSA) to improve understanding of how to help youth with disabilities reach their full economic potential. In particular, SSA is interested in testing promising approaches for helping young people with disabilities become more self - sufficient and less reliant on disability benefits. The YTD conceptual framework, which was based on best practices in facilitating youth transition, specified that the six projects that participated in the evaluation provide employment services (emphasizing paid competitive employment), benefits counseling, links to services available in the community, and other assistance to youth with disabilities and their families. Additionally, the youth who received those services were eligible for SSA waivers of certain benefit program rules, which allowed them to retain more of their disability benefits and health insurance while they worked for pay. Using a rigorous random assignment methodology, the YTD evaluation team is assessing whether these services and incentives were effective in helping youth with disabilities achieve greater independence and economic self - sufficiency. The earliest of the evaluation projects began operations in 2006 and ended in 2009. The latest started in 2008 and ended in 2012.

    In this report, we present first - year evaluation findings for West Virginia Youth Works, which served youth ages 15 through 25 who were Social Security disability beneficiaries. While it will take several more years before we fully observe the transitions that the participants in this study make to adult life, early data from the evaluation provide rich information on how Youth Works operated and the differences it made in key outcomes for youth. Specifically, the report includes findings from our process analysis of Youth Works, including a description of the program model, and documentation of how the project was implemented and services were delivered. The report also includes impact findings, based on data collected 12 months after youth entered the evaluation, on the use of services, paid employment, educational progress, income from earnings and benefits, and attitudes and expectations. (author abstract)

  • Individual Author: Love, John M.; Atkins-Burnett, Sally; Vogel, Cheri; Aikens, Nikki; Xue, Yange; Mabutas, Maricar; Carlson, Barbara Lepidus; Martin, Emily Sama; Paxton, Nora; Caspe, Margaret; Sprachman, Susan; Sonnenfeld, Kathy
    Reference Type: Report
    Year: 2009

    The focus of this report is the study’s second phase (fall 2007 and spring 2008). Phase 2 examined the quality, intensity, and overall implementation of LAUP programs (including classroom quality and teaching activities); documented the characteristics of the representative sample of teachers and the children and families enrolled in the programs; and measured children’s behavior and development across the full range of domains related to school readiness. We analyzed children’s fall-spring changes and examined the relationships between child and family characteristics and children’s school readiness outcomes. Because the sample was selected to be representative of all LAUP center-based programs, we can generalize the results to all LAUP center-based programs, classrooms, and children. We include a separate report on the PoP programs in Appendix E.

    After describing the characteristics of the representative sample of children and families, we report our findings related to the three broad questions this study addresses, which are described in more detail in Chapter II:...

    The focus of this report is the study’s second phase (fall 2007 and spring 2008). Phase 2 examined the quality, intensity, and overall implementation of LAUP programs (including classroom quality and teaching activities); documented the characteristics of the representative sample of teachers and the children and families enrolled in the programs; and measured children’s behavior and development across the full range of domains related to school readiness. We analyzed children’s fall-spring changes and examined the relationships between child and family characteristics and children’s school readiness outcomes. Because the sample was selected to be representative of all LAUP center-based programs, we can generalize the results to all LAUP center-based programs, classrooms, and children. We include a separate report on the PoP programs in Appendix E.

    After describing the characteristics of the representative sample of children and families, we report our findings related to the three broad questions this study addresses, which are described in more detail in Chapter II:

    1. What is the overall level and range of quality in the implementation of LAUP/PoP center-based programs?

    2. How do children enrolled in LAUP/PoP center-based programs develop from fall to spring?

    3. How are characteristics of children and families related to school readiness outcomes? (author abstract)

  • Individual Author: Vogel, Cheri A.; Xue, Yange; Moiduddin, Emily M.; Carlson, Barbara L.
    Reference Type: Report
    Year: 2010

    Early Head Start is a two-generation program for low-income pregnant women, and families with infants or toddlers that is designed to enhance children’s development and health and to strengthen family and community partnerships. A rigorous evaluation, the Early Head Start Research and Evaluation Project, was initiated the same time the program was authorized, following 3,001 children and families in 17 of the first programs funded. The children were randomly assigned either to the program group, or to the control group who were precluded from enrolling in Early Head Start, although they could receive other services in the community. The initial phase of the evaluation included an implementation study to document program services as well as an impact study, which followed children and their families until they were 3 years old with an ambitious measurement plan to assess the wide range of child and family outcomes that Early Head Start programs may influence. Two follow-up assessments have been conducted. Families were contacted in the prekindergarten year (when children were...

    Early Head Start is a two-generation program for low-income pregnant women, and families with infants or toddlers that is designed to enhance children’s development and health and to strengthen family and community partnerships. A rigorous evaluation, the Early Head Start Research and Evaluation Project, was initiated the same time the program was authorized, following 3,001 children and families in 17 of the first programs funded. The children were randomly assigned either to the program group, or to the control group who were precluded from enrolling in Early Head Start, although they could receive other services in the community. The initial phase of the evaluation included an implementation study to document program services as well as an impact study, which followed children and their families until they were 3 years old with an ambitious measurement plan to assess the wide range of child and family outcomes that Early Head Start programs may influence. Two follow-up assessments have been conducted. Families were contacted in the prekindergarten year (when children were about 5 years old), and this latest wave of follow-up occurred when children were in fifth grade, about 10 years of age. (author abstract)

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