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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: Werner, Alan; Rappaport, Catherine D.; Stuart, Jennifer B.; Lewis, Jennifer
    Reference Type: Report
    Year: 2013

    In recent years workforce development and welfare reform policy and programs, as well as the nation’s technical and community colleges, have been faced increasingly with the challenge of preparing low-income individuals with limited vocational skills and work experience for better-paying jobs requiring post-secondary training. Career pathways (CP) programs have developed over the past decade as a comprehensive framework of adult developmental and vocational education and supportive services designed to address this challenge. They represent a potential structural change in the system of vocational training for their target populations. Most of the Health Profession Opportunity Grants (HPOG) programs have implemented workforce development programs that include many, if not all, of the essential components of the CP framework. This report reviews selected research studies on CP program design, implementation, outcomes and impacts. It is intended to inform the design of an implementation, systems and outcomes evaluation of HPOG. This evaluation (referred to as the HPOG National...

    In recent years workforce development and welfare reform policy and programs, as well as the nation’s technical and community colleges, have been faced increasingly with the challenge of preparing low-income individuals with limited vocational skills and work experience for better-paying jobs requiring post-secondary training. Career pathways (CP) programs have developed over the past decade as a comprehensive framework of adult developmental and vocational education and supportive services designed to address this challenge. They represent a potential structural change in the system of vocational training for their target populations. Most of the Health Profession Opportunity Grants (HPOG) programs have implemented workforce development programs that include many, if not all, of the essential components of the CP framework. This report reviews selected research studies on CP program design, implementation, outcomes and impacts. It is intended to inform the design of an implementation, systems and outcomes evaluation of HPOG. This evaluation (referred to as the HPOG National Implementation Evaluation) is being designed to address the following major research questions:

    • • How are health professions training programs being implemented across the grantee sites?
    • • What changes to the service delivery system are associated with program implementation?
    • • What individual-level outputs and outcomes occur (for example: recruitment, enrollment, retention, completion, certification, job entry, employment retention and advancement, and earnings)?
    • • What can be learned about how best to implement these programs for this population (what implementation and/or systems components are related to program outputs and outcomes)?
    • • What key components appear necessary or contribute to the success of these programs?

    This literature review essay includes a section on CP program design and implementation, a section on outcome and impact studies and a section summarizing the implications of the research literature for the HPOG National Implementation Evaluation design. (author abstract)

  • Individual Author: Meit, Michael; Levintow, Sara; Langerman, Heather; Meyer, Katherine; Gilbert, Tess; Hafford, Carol; Knudson, Alana; Hernandez, Aleena; Carino, Theresa; Allis, Paul
    Reference Type: Report
    Year: 2013

    This brief discusses the academic and social supportive services that students in the Tribal HPOG program are receiving to support their participation, retention and advancement in their trainings. It provides an overview of Tribal HPOG and the supportive services offered; how supportive services meet students’ needs; and promising approaches in delivering supportive services. The brief is part of a series of briefs being developed by the Tribal HPOG evaluation team, comprised of NORC at the University of Chicago, Red Star Innovations and the National Indian Health Board (NIHB). (author abstract)

    This brief discusses the academic and social supportive services that students in the Tribal HPOG program are receiving to support their participation, retention and advancement in their trainings. It provides an overview of Tribal HPOG and the supportive services offered; how supportive services meet students’ needs; and promising approaches in delivering supportive services. The brief is part of a series of briefs being developed by the Tribal HPOG evaluation team, comprised of NORC at the University of Chicago, Red Star Innovations and the National Indian Health Board (NIHB). (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: McDonald, Erin; Eyster, Lauren; Nightingale, Demetra; Bovbjerg, Randall
    Reference Type: Report
    Year: 2013

    This paper provides a review of formal research reports and published literature on implementation analysis. It defines implementation analysis, summarizing methodological issues and topics addressed by this type of analysis, and describes systems change analysis and its relationship to implementation analysis. The paper concludes with a summary of implications for the Health Profession Opportunity Grants (HPOG) National Implementation Evaluation design. The paper was developed as part of the HPOG Implementation, Systems and Outcome Project, which is being led by Abt Associates in partnership with the Urban Institute. (author abstract)

     

    This paper provides a review of formal research reports and published literature on implementation analysis. It defines implementation analysis, summarizing methodological issues and topics addressed by this type of analysis, and describes systems change analysis and its relationship to implementation analysis. The paper concludes with a summary of implications for the Health Profession Opportunity Grants (HPOG) National Implementation Evaluation design. The paper was developed as part of the HPOG Implementation, Systems and Outcome Project, which is being led by Abt Associates in partnership with the Urban Institute. (author abstract)

     

  • Individual Author: Anderson, Theresa; Hall, Jamie; Derrick-Mills, Teresa
    Reference Type: Report
    Year: 2013

    The Health Profession Opportunity Grants (HPOG) Program was established by the Affordable Care Act of 2010 (ACA) to provide training programs in high-demand health care professions to Temporary Assistance for Needy Families (TANF) recipients and other low-income individuals. Beginning in 2010, the Administration for Children and Families (ACF) of the U.S. Department of Health and Human Services (HHS) provided five-year grants to 32 grantees in 23 states across the United States. HPOG grantees include post-secondary educational institutions, workforce investment boards (WIBs), state or local government agencies, and non-profit organizations (NPOs). Five grantees are Tribal organizations. In their first year of funding, HPOG grantees were able to launch their programs and enroll and train substantial numbers of participants. This brief describes the HPOG Program and progress made by grantees in the first year of funding. It also describes the evaluation efforts sponsored by ACF to assess the success of the HPOG Program. (author abstract)

    The Health Profession Opportunity Grants (HPOG) Program was established by the Affordable Care Act of 2010 (ACA) to provide training programs in high-demand health care professions to Temporary Assistance for Needy Families (TANF) recipients and other low-income individuals. Beginning in 2010, the Administration for Children and Families (ACF) of the U.S. Department of Health and Human Services (HHS) provided five-year grants to 32 grantees in 23 states across the United States. HPOG grantees include post-secondary educational institutions, workforce investment boards (WIBs), state or local government agencies, and non-profit organizations (NPOs). Five grantees are Tribal organizations. In their first year of funding, HPOG grantees were able to launch their programs and enroll and train substantial numbers of participants. This brief describes the HPOG Program and progress made by grantees in the first year of funding. It also describes the evaluation efforts sponsored by ACF to assess the success of the HPOG Program. (author abstract)

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