TAAG is a model from the Employment Retention and Advancement study. The TAAG program provided job retention and career advancement services customized to participants’ career interests and personal circumstances. A collaboration of four agencies provided TAAG services; the agencies included a local public human services agency, workforce organizations, and a community college.

VIDA supported full-time enrollment in educational programs, including certificate programs, associate’s degree programs, or the last two years of coursework to receive a bachelor’s degree related to occupations that pay a living wage and are in high demand in the program’s local area. Participants received intensive, mandatory weekly counseling services focused on developing life skills, such as time management and budgeting, as well as skills to support success in participants’ education programs.

Participants volunteered for the program and received job counseling and help preparing for interviews from their case managers. Case managers then identified job opportunities with partner employers suited to the clients’ skills and interests and scheduled job interviews for participants at weekly job fairs.

After two days of initial skills assessment, Good Transitions participants were placed in a subsidized job at Goodwill Industries stores. An on-site job coach provided feedback and support while program staff provided case management and job development services. After one month at the Goodwill position, Good Transitions placed participants in a new position, with less on-site support and coaching than the Goodwill position, for about three months.

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.

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.

SSP-Plus offered an earnings subsidy to participants who moved into full-time work (at least 30 hours a week) within one year of joining an SSP program. Participants earning less than a benchmark level (set by location and year) could receive additional income equal to half of the difference between their earnings and the benchmark.

The BNF program provided customized, interactive life-skills education, mentoring, and service coordination through home visits. BNF participants received weekly or biweekly home visits during which master’s-level educators (with small caseloads of 12 to 18 clients) delivered curricula designed to improve life skills and family management practices.

Cleveland ERA, also referred to as Achieve, delivered services directly in the workplace to low-wage workers.

Per Scholas participants enrolled in a 15-week computer technician training program that consisted of instruction and practice related to assembly, configuration, installation, upgrade, and repair of personal computers, printers, and copiers.

The training program prepared participants to obtain an entry-level computer certification. After the training, Per Scholas offered participants internships with local employers or with the Per Scholas recycling and refurbishing center.