Urban Alliance’s high school internship program consisted of pre-work training that lasted three to six weeks; an internship program paired with continuous soft-skills training throughout the school year; and post-internship services, which connected alumni to continuing services and potential summer internship opportunities. The pre-work training provided general job and soft skills training for three to six weeks at the start of the school year, after which participants began their paid internships.

Future Steps implemented an employment-focused case management model. Working with a career specialist, participants completed a career and skills assessment and then began an individualized job search. Services included informal counseling and referrals to specialized job training and other services such as child care and mental health services.

YouthBuild programs provided four main categories of services: (1) a combination of educational services designed to lead to a high school diploma or an equivalent credential such as a GED; (2) vocational training in construction or another in-demand industry; (3) youth development services focused on leadership training and community service; and (4) supportive services to help individuals participate in training and employment, including case management, workforce preparation, life skills training, counseling, and stipends for participation.

The Family Rewards 2.0 program issued payments to participating families’ bank accounts for each activity that families completed or each condition that they met from an established list. The payments varied from $10 for each grade of C that each high school student earned on a report card, to $500 when high school students passed a statewide standardized exam. Payments were delivered every two months based on the activities or milestones recently completed, for up to three years.

Atlanta LFA encouraged clients to move quickly into work without being selective about which job to take. Participants first spent up to three weeks in a job club operated in Job Opportunities and Basic Skills (JOBS) program offices and led by a community action agency. Then, participants applied to jobs for 1 to 2 weeks and were required to make 6 in-person inquiries or send 15 inquiry letters to employers per week.

Atlanta’s HCD program stressed that participants should spend time receiving education or training to prepare for good jobs. At the start of the program, case managers assigned participants to adult basic education courses or vocational training programs. Participants were assigned to adult basic education courses more often than training programs because many vocational programs required GEDs or certificates that the participants did not have when starting the HCD program.

Atlanta LFA encouraged clients to move quickly into work without being selective about which job to take. Participants first spent up to three weeks in a job club operated in Job Opportunities and Basic Skills (JOBS) program offices and led by a community action agency. Then, participants applied to jobs for 1 to 2 weeks and were required to make 6 in-person inquiries or send 15 inquiry letters to employers per week. Individuals who did not find a job during this period could go on to participate in more job searching, vocational training, basic education, or unpaid work experience.

TJRD participants were provided with 30 to 40 hours of transitional, subsidized employment; job search assistance; and other supports, including job coaching and classes before employment. Case managers acted as the primary point of contact for participants and helped participants access support for transportation, housing, and clothing, as well as referrals to training programs and substance abuse or mental health treatment.

Participants received rental assistance vouchers that could be used to rent a housing unit in the private rental market. Units had to meet U.S. Department of Housing and Urban Development (HUD) standards and be priced similarly to other units in the area. Local housing agencies worked in conjunction with local TANF agencies to provide comprehensive work-related services that were available in the broader community to assist participants with financial self-sufficiency.

WOW placed participants in specific training courses, based on standardized testing, that either provided basic education and skills training or specific technical training. Participants who scored at the sixth- or seventh-grade level on standardized testing enrolled in an 11-week basic educational skills and employability development course, followed by three weeks of unpaid work.