Standard Job Club was an eight-week program broken into three-week and five-week segments. The first segment required enrollees to attend one week of daily, eight-hour group classes on workplace behavior skills and two weeks of daily, eight-hour group classes on job search skills. The second segment required enrollees to complete five weeks of supervised job search. During this time, enrollees had to make daily trips to the Standard Job Club office, where they received individual assistance from program staff.

The SCCHA increased tenant contribution rates for families receiving Housing Choice Vouchers from about 27 percent to 35 percent (and later reduced this rate to 32 percent). The policy also eliminated all allowances and deductions (such as child care or medical expenses) and reduced the number of bedrooms on a household’s voucher for some families.

The DHA’s HOP provided case management, education, and supportive services to build families’ financial assets, promote economic self-sufficiency, and increase rates of home ownership. In the first stage of services, HOP worked alongside other DHA programs to help households reduce debt, manage credit, find or retain employment, and increase savings.

To continue to receive benefits, TANF participants were required to engage in employment-related activities for 32 hours per week. Program staff allowed TANF participants in the Training Focused intervention to decrease work hours per week to zero hours to pursue education and training activities, with the philosophy that eliminating the requirement to engage in work would allow participants to access the most useful education and training programs.

TSMF was one of the demonstration projects made possible by Section 1115 waivers to the rules in effect at the time for the AFDC program. These Section 1115 waivers allowed states to test new approaches to advance the objectives of the AFDC program. TSMF consisted of 21 policy changes, enacted in two parts. The first set of policy changes included a social contract that participants were required to sign agreeing they would engage in employment, education, training, or other self-improvement activities for at least 20 hours per week.

Traditional Case Management participants worked with one case manager to improve educational and vocational skills and with a separate income maintenance case manager to determine their welfare eligibility and payment issuance. Participants who did not have a high school diploma or GED were assigned to basic education classes; participants with basic education credentials were assigned to vocational training, postsecondary education, or work experience.