Accelerated Study in Associate Programs Ohio (ASAP Ohio) provided community college students with up to three years of financial, academic, and personal supports to address barriers to success. Modeled on the ASAP program at the City University of New York (ASAP CUNY), academic supports included enhanced advising, career development services, and tutoring. Financial supports included a tuition waiver, assistance with textbook costs, and a monthly financial incentive.

Twenty-four grantees offered the RExO program, including national nonprofits, faith-based community organizations, community health organizations, and local or regional nonprofits. The exact bundle of services each grantee provided varied significantly. In all programs, case managers coordinated service delivery and supported participants. Most grantees offered group mentoring for participants, and a smaller subset offered individual mentoring.

MI-GPS participants worked with a TANF-employed career development facilitator or coach to set and support progress toward their employment-related goals. Once participants set goals, the coaches worked with participants to identify and complete small activities to advance their goals. The coaches let participants have ownership of their goal-setting process and activities. Coaches typically encouraged participants to develop incremental goals that they could accomplish in three to six months. People could only receive MI-GPS services while they received TANF benefits.

HPOG aimed to prepare participants for careers in health care occupations that paid well and were expected to experience labor shortages or increased demand. HPOG 2.0 refers to the second round of five-year HPOG grants that the Administration for Children and Families awarded in 2010. HPOG 2.0 used a career pathways framework with three core components: basic skills training, health care occupational training, and wraparound supports and services. Local HPOG 2.0 programs varied in how they implemented the career pathways framework.

ACE offered occupational and job readiness training within the workforce system. The types of training varied based on labor market demands at each of the nine intervention sites. ACE also offered learning assessments at program intake; integrated adult education and basic skills training; student support services, including individual case management and additional academic supports when necessary; and transition services, including job search and placement. The duration of the intervention was 12 months.