Skip to main content
Back to Top

SSRC Library

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.

Writing a paper? Working on a literature review? Citing research in a funding proposal? Use the SSRC Citation Assistance Tool to compile citations.

  • Conduct a search and filter parameters as desired.
  • "Check" the box next to the resources for which you would like a citation.
  • Select "Download Selected Citation" at the top of the Library Search Page.
  • Select your export style:
    • Text File.
    • RIS Format.
    • APA format.
  • Select submit and download your citations.

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: Schochet, Peter Z.; Burghardt, John; McConnell, Sheena
    Reference Type: Report
    Year: 2006

    This report is the final in a series of project reports presenting impact and benefit-cost findings from this large-scale random assignment evaluation of Job Corps. The report serves two main purposes. First, it presents an additional year of earnings impacts to those presented in the previous project report (Schochet and Burghardt 2005) and updates findings from the benefit-cost analysis. Second, it places the earnings impact findings in perspective, by providing a comprehensive summary of key study findings across all project reports. Thus, this selfcontained report pulls together and interprets the main evaluation results from the past twelve years. (author abstract)

    This report is the final in a series of project reports presenting impact and benefit-cost findings from this large-scale random assignment evaluation of Job Corps. The report serves two main purposes. First, it presents an additional year of earnings impacts to those presented in the previous project report (Schochet and Burghardt 2005) and updates findings from the benefit-cost analysis. Second, it places the earnings impact findings in perspective, by providing a comprehensive summary of key study findings across all project reports. Thus, this selfcontained report pulls together and interprets the main evaluation results from the past twelve years. (author abstract)

  • Individual Author: Perez-Johnson, Irma; Moore, Quinn; Santillano, Robert
    Reference Type: Report
    Year: 2011

    Following passage of the Workforce Investment Act of 1998 (WIA), local workforce investment areas have been required to use individual training accounts (ITAs) to fund most occupational training activities. With some restrictions, customers of the One-Stop system can use ITAs to select training from a wide array of state-approved programs and providers. States and local offices have a great deal of flexibility in deciding how to structure ITAs. At one extreme, local counselors can play a pivotal role in directing customers to particular training programs and closely tailoring ITA award amounts to each customer’s needs. At the other extreme, local staff can play a minor role, providing all customers with the same fixed ITA amounts, allowing customers to choose their training programs independently, and providing counseling only on request.

    This report presents long-term results from an experimental evaluation of the effectiveness of three different models for delivering ITA services, with impacts measured six to eight years after program enrollment. The Employment and...

    Following passage of the Workforce Investment Act of 1998 (WIA), local workforce investment areas have been required to use individual training accounts (ITAs) to fund most occupational training activities. With some restrictions, customers of the One-Stop system can use ITAs to select training from a wide array of state-approved programs and providers. States and local offices have a great deal of flexibility in deciding how to structure ITAs. At one extreme, local counselors can play a pivotal role in directing customers to particular training programs and closely tailoring ITA award amounts to each customer’s needs. At the other extreme, local staff can play a minor role, providing all customers with the same fixed ITA amounts, allowing customers to choose their training programs independently, and providing counseling only on request.

    This report presents long-term results from an experimental evaluation of the effectiveness of three different models for delivering ITA services, with impacts measured six to eight years after program enrollment. The Employment and Training Administration (ETA) at the U.S. Department of Labor designed the ITA experiment to provide federal, state, and local policymakers, administrators, and program managers with information on the tradeoffs inherent in different ITA service delivery models.

    As a part of the experiment, nearly 8,000 customers of One-Stop Centers in eight different sites were randomly assigned to one of the three ITA service delivery models tested in the ITA Experiment. These models varied along three policy-relevant dimensions (Table ES.1): (1) the ITA award structure (that is, whether the award amount was fixed for all customers or tailored to the customer’s needs); (2) required counseling (that is, whether ITA counseling was mandatory or optional, and its intensity); and (3) program approval (that is, whether counselors could reject customers’ training choices and deny an ITA, or had to approve them if the customer had completed his or her ITA requirements). (author abstract)

  • Individual Author: Schochet, Peter Z.; McConnell, Sheena; Burghardt, John
    Reference Type: Report
    Year: 2003

    Job Corps stands out as the nation’s largest, most comprehensive education and job training program for disadvantaged youths. It serves disadvantaged youths between the ages of 16 and 24, primarily in a residential setting. It provides comprehensive services—basic education, vocational skills training, health care and education, counseling, and residential support. Each year, Job Corps serves more than 60,000 new participants in about 120 centers nationwide, at a cost of about $1.5 billion.

    The National Job Corps Study has been conducted since 1993 under contract with the U.S. Department of Labor (DOL). It is intended to provide Congress and program managers with the information they need to assess how well Job Corps attains its goal of helping students become more responsible, employable, and productive citizens.

    The cornerstone of the National Job Corps Study was the random assignment of all youths found eligible for Job Corps to either a program group (who could enroll in Job Corps) or a control group (who could not). Random assignment took place between late...

    Job Corps stands out as the nation’s largest, most comprehensive education and job training program for disadvantaged youths. It serves disadvantaged youths between the ages of 16 and 24, primarily in a residential setting. It provides comprehensive services—basic education, vocational skills training, health care and education, counseling, and residential support. Each year, Job Corps serves more than 60,000 new participants in about 120 centers nationwide, at a cost of about $1.5 billion.

    The National Job Corps Study has been conducted since 1993 under contract with the U.S. Department of Labor (DOL). It is intended to provide Congress and program managers with the information they need to assess how well Job Corps attains its goal of helping students become more responsible, employable, and productive citizens.

    The cornerstone of the National Job Corps Study was the random assignment of all youths found eligible for Job Corps to either a program group (who could enroll in Job Corps) or a control group (who could not). Random assignment took place between late 1994 and early 1996. In previous reports, we presented impact and benefit-cost estimates by comparing the experiences—and in particular, the earnings—of the program and control groups using data from follow-up interviews conducted during the four years after random assignment. This report presents findings from an analysis of administrative earnings records. These data allow us to address two questions: (1) Do survey and administrative earnings data yield similar impact estimates on earnings during the periods covered by both data sources? and (2) What are estimated impacts on earnings in the two and a half years beyond the four-year period covered by the survey? Two sources of administrative data were collected for the study: (1) annual social security earnings (SER) data reported by employers to the Internal Revenue Service (IRS), and (2) quarterly wage records reported by employers to state unemployment insurance (UI) agencies in 22 randomly selected states. The SER and UI data cover nearly all workers in formal jobs. Our findings using these data are summarized below. (author abstract)

  • Individual Author: Levin, Henry L.; Garcia, Emma; Morgan, James
    Reference Type: Report
    Year: 2012

    Although community colleges enroll almost half of the students engaged in postsecondary education, they have poor success in student completion of degrees. Nationally it appears that less than a quarter of community college students obtain the two-year associate degree, and the success rate is even lower in urban community colleges. In response, the City University of New York (CUNY) evaluated the obstacles to degree completion and responded by establishing the Accelerated Study in Associate Programs (ASAP). ASAP attempts to assist students in overcoming financial, academic, and scheduling difficulties that undermine degree attainment. An early evaluation of ASAP students over three years found that in comparison with a matched group of students in six community colleges of CUNY, the graduation rates doubled from about a quarter of students completing to more than half. But ASAP does require additional financial resources. The purpose of this study was to undertake a cost-effectiveness analysis to see if the additional costs were compensated by a higher graduation rate sufficient...

    Although community colleges enroll almost half of the students engaged in postsecondary education, they have poor success in student completion of degrees. Nationally it appears that less than a quarter of community college students obtain the two-year associate degree, and the success rate is even lower in urban community colleges. In response, the City University of New York (CUNY) evaluated the obstacles to degree completion and responded by establishing the Accelerated Study in Associate Programs (ASAP). ASAP attempts to assist students in overcoming financial, academic, and scheduling difficulties that undermine degree attainment. An early evaluation of ASAP students over three years found that in comparison with a matched group of students in six community colleges of CUNY, the graduation rates doubled from about a quarter of students completing to more than half. But ASAP does require additional financial resources. The purpose of this study was to undertake a cost-effectiveness analysis to see if the additional costs were compensated by a higher graduation rate sufficient to justify those costs. The cost of producing an additional graduate in the comparison group without ASAP was compared with the cost when ASAP was provided. The conclusion is that ASAP is so much more effective in producing additional graduates in a timely fashion and that the cost per graduate for ASAP is comparable to or less than that of the traditional approach. ASAP can increase considerably the number of CUNY community college graduates while actually reducing costs. (author abstract)

  • Individual Author: Hollenbeck, Kevin
    Reference Type: Report
    Year: 1996

    Many individuals are grappling with the issue of whether to provide workers with training that upgrades the workers' basic academic skills. The corollary questions that flow from this issue are how to provide the training, how much training should be provided, and who should pay for the training. Workers are interested in this issue because they want to sustain productive, well-paying careers that will support adequate standards of living. Not receiving training may jeopardize their careers and earning power. Employers are interested in this issue because their economic role is to maximize corporate profits for stockholders. In most companies, worker productivity is the most important factor in determining output levels and profitability. Public policy makers are interested in the issue because if productive workers lose their jobs, the public may end up supporting them through income maintenance payments and financing job searches through the employment service. On the other hand, if basic skills-deficient workers get training and keep their jobs, they will continue to pay taxes...

    Many individuals are grappling with the issue of whether to provide workers with training that upgrades the workers' basic academic skills. The corollary questions that flow from this issue are how to provide the training, how much training should be provided, and who should pay for the training. Workers are interested in this issue because they want to sustain productive, well-paying careers that will support adequate standards of living. Not receiving training may jeopardize their careers and earning power. Employers are interested in this issue because their economic role is to maximize corporate profits for stockholders. In most companies, worker productivity is the most important factor in determining output levels and profitability. Public policy makers are interested in the issue because if productive workers lose their jobs, the public may end up supporting them through income maintenance payments and financing job searches through the employment service. On the other hand, if basic skills-deficient workers get training and keep their jobs, they will continue to pay taxes that support government activities. Educators are interested in the issue because they want to improve the educational system to reduce future basic skill deficiencies and because they may be involved in the upgrading of current workers. (author abstract)

Sort by

Topical Area(s)

Popular Searches

Source

Year

Year ranges from 1996 to 2016

Reference Type

Research Methodology

Geographic Focus

Target Populations