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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: Cox, Ron
    Reference Type: Stakeholder Resource
    Year: 2012

    Eradicating poverty in the United States has eluded policymakers, researchers, and analysts for the past 50 years. After initial decreases  during the 1960s and early 1970s, poverty rates have remained stubbornly stable, wavering from 11% to 15% of the population (Gabe, 2012). Government programs have largely met with only limited success despite investing billions of dollars each year. Recently, a conceptual framework that more seamlessly integrates community and government agencies to form a comprehensive effort against poverty has gained momentum (Kania & Kramer, 2011). Informing this effort have been research findings from the social sciences that have established the decline of two-parent families through divorce and unwed childbearing as an underlying causal agent of poverty. Fueled by these findings, lawmakers made the promotion of healthy marriages and responsible fatherhood a central component of the 1996 Personal Responsibility and Work Opportunity (PRWORA). This research brief examines the rationale behind a framework of integration, the effectiveness of healthy...

    Eradicating poverty in the United States has eluded policymakers, researchers, and analysts for the past 50 years. After initial decreases  during the 1960s and early 1970s, poverty rates have remained stubbornly stable, wavering from 11% to 15% of the population (Gabe, 2012). Government programs have largely met with only limited success despite investing billions of dollars each year. Recently, a conceptual framework that more seamlessly integrates community and government agencies to form a comprehensive effort against poverty has gained momentum (Kania & Kramer, 2011). Informing this effort have been research findings from the social sciences that have established the decline of two-parent families through divorce and unwed childbearing as an underlying causal agent of poverty. Fueled by these findings, lawmakers made the promotion of healthy marriages and responsible fatherhood a central component of the 1996 Personal Responsibility and Work Opportunity (PRWORA). This research brief examines the rationale behind a framework of integration, the effectiveness of healthy marriage and as an intervention, and recent attempts to integrate healthy marriage and relationship education into Temporary Assistance for Needy Families (TANF) programs. (author abstract)

  • Individual Author: National Resource Center for Healthy Marriage and Families
    Reference Type: Stakeholder Resource
    Year: 2012

    This tool provides information on free and low-cost healthy marriage and relationship education curricula that are research-based and suitable for integration into safety-net service delivery systems. For the purposes of this review, "low-cost" is defined as costing less than $300.00 for facilitator materials and up to 20 participants. (author abstract) 

    This tool provides information on free and low-cost healthy marriage and relationship education curricula that are research-based and suitable for integration into safety-net service delivery systems. For the purposes of this review, "low-cost" is defined as costing less than $300.00 for facilitator materials and up to 20 participants. (author abstract) 

  • Individual Author: Bond, David
    Reference Type: Stakeholder Resource
    Year: 2013

    Employer engagement in Adult Career Pathways (ACP) programs can strengthen the efforts of adult educators to help learners attain secondary credentials, transition to  postsecondary programs, achieve industry credentials, and secure family-sustaining employment. Whether employer contributions result in the development of workplace  relevant curriculum, career awareness activities, work-based  learning opportunities, or in-kind support for equipment and other resources, employer engagement is essential for ACP programs. Employers can help ensure programs are responsive to the needs of local industry, while providing adult learners the relevant workplace context and foundational skills they must master to succeed along a career pathway.  Interfacing with adult learners in the classroom on a daily basis, teachers are well positioned to work with employers toward the goal of translating workplace skills into learning  objectives that can be taught within a career pathways context. This brief offers practical strategies on engaging  employers and building business-education...

    Employer engagement in Adult Career Pathways (ACP) programs can strengthen the efforts of adult educators to help learners attain secondary credentials, transition to  postsecondary programs, achieve industry credentials, and secure family-sustaining employment. Whether employer contributions result in the development of workplace  relevant curriculum, career awareness activities, work-based  learning opportunities, or in-kind support for equipment and other resources, employer engagement is essential for ACP programs. Employers can help ensure programs are responsive to the needs of local industry, while providing adult learners the relevant workplace context and foundational skills they must master to succeed along a career pathway.  Interfacing with adult learners in the classroom on a daily basis, teachers are well positioned to work with employers toward the goal of translating workplace skills into learning  objectives that can be taught within a career pathways context. This brief offers practical strategies on engaging  employers and building business-education partnerships to support ACP programs, and highlights promising examples from adult education providers in three states. (author abstract)

  • Individual Author: Lee, RaeHyuck; Zhai, Fuhua; Brooks-Gunn, Jeanne; Han, Wen-Jui; Waldfogel, Jane
    Reference Type: Journal Article
    Year: 2013

    Using data from the Early Childhood Longitudinal Study–Birth Cohort (n 6,950), a nationally representative sample of children born in 2001, we examined school readiness (academic skills and socioemotional well-being) at kindergarten entry for children who attended Head Start compared with those who experienced other types of child care (prekindergarten, other center-based care, other nonparental care, or parental care). Using propensity score matching methods and ordinary least squares regressions with rich controls, we found that Head Start participants had higher early reading and math scores than children in other nonparental care or parental care but also higher levels of conduct problems than those in parental care. Head Start participants had lower early reading scores compared with children in prekindergarten and had no differences in any outcomes compared with children in other center-based care. Head Start benefits were more pronounced for children who had low initial cognitive ability or parents with low levels of education or who attended Head Start for more than 20 hr...

    Using data from the Early Childhood Longitudinal Study–Birth Cohort (n 6,950), a nationally representative sample of children born in 2001, we examined school readiness (academic skills and socioemotional well-being) at kindergarten entry for children who attended Head Start compared with those who experienced other types of child care (prekindergarten, other center-based care, other nonparental care, or parental care). Using propensity score matching methods and ordinary least squares regressions with rich controls, we found that Head Start participants had higher early reading and math scores than children in other nonparental care or parental care but also higher levels of conduct problems than those in parental care. Head Start participants had lower early reading scores compared with children in prekindergarten and had no differences in any outcomes compared with children in other center-based care. Head Start benefits were more pronounced for children who had low initial cognitive ability or parents with low levels of education or who attended Head Start for more than 20 hr per week. (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)

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