WRP Incentives Only was one of the demonstration projects made possible by Section 1115 waivers to the rules in effect at the time for the Aid to Families with Dependent Children (AFDC) program. These Section 1115 waivers allowed states to test new approaches to advance the objectives of the AFDC program.

PASS service providers contacted former TANF participants and provided customized post-employment services and supportive services payments based on clients’ needs to help participants keep their jobs and obtain better jobs. PASS service providers included staff at three community-based organizations (CBOs), a community college, and a Department of Public Social Services office.

EMPOWER—Navajo Reservation 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.

The Grand Rapids HCD program stressed that participants should spend time receiving education or training to prepare for good jobs. The program began with a 15-hour, week-long formal assessment component, during which public school staff assessed participants’ achievement, aptitude, and career interests. Participants then usually completed either high school completion programs (distinct from GED classes) or vocational training.

The Indiana Welfare Reform Initiative was one of the demonstration projects made possible by Section 1115 waivers to the rules in effect at the time for the Aid to Families with Dependent Children (AFDC) program.

FIP 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.

Job Corps provided education, training, and health services in a one-stop residential setting. The Job Corps education component was individualized and self-paced, and it included GED preparation and education about home and family living as well as remedial, consumer, driver, and health education. The vocational training component was also individualized and self-paced, and it included training in a range of trades, such as business, clerical, health, construction, culinary arts, building and apartment maintenance, and other vocations.

Jobs-Plus had three core components. First, Jobs-Plus provided public housing residents with employment and training services to help them find paid employment quickly. These services included individual job search assistance such as employment counselors and job developers, help preparing for and attending job interviews, soft skills instruction, short-term basic education, and vocational skills training.

AO offered students career pathways culminating in one or more credentials in high-demand fields, including health care and manufacturing. Instructional courses were delivered at local colleges using team teaching of basic skills, CTE, and basic skills instruction delivered using meaningful content. AO also provided academic services, such as tutoring and academic advising, and supportive services, such as transportation and child care assistance, to students. The pathways consisted of about 12 academic credits. Most of the pathways lasted one academic year or less.

ABC 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.