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.

The LFA program implemented in Riverside, CA, encouraged clients to move quickly into work without being selective about which job to take. Participants first spent one week in a job club operated by Job Opportunities and Basic Skills (JOBS) program staff at the local public assistance office. Then, participants applied to jobs for at least two weeks and were required to make 25 to 35 employer contacts per week.

Individuals first worked intensively with a case manager to determine the most appropriate services to help them find employment, including attending an orientation; receiving assessments measuring their educational attainment, interests, and needs; and developing an individual employability plan.

MOST was Michigan's Jobs Opportunities and Basic Skills Training program for individuals receiving AFDC. Michigan changed MOST after receiving one of 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. Detroit's MOST program, with the changes made under the waiver, was included in a five-year national evaluation of workforce programs for individuals receiving AFDC which began in 1992.

Integrated Case Management participants worked with a single case manager to improve their educational and vocational skills and determine their welfare eligibility and payment issuance. Participants who did not have a high school diploma or general education diploma were assigned to basic education classes; participants with basic education credentials were assigned to vocational training, postsecondary education, or work experience. Case managers provided job search assistance after they determined that participants were employable.

The program provided information about and simplified access to financial work supports, such as the Earned Income Tax Credit and child care subsidies. Retention and advancement services included career coaching and access to training and education to stabilize participants’ employment and help them find better-paying jobs. The program helped participants secure funding for training and education costs through the Workforce Investment Act (WIA) and other training funds.

Participants started the program with a four-day preemployment, life-skills class focusing on job-readiness issues, such as workplace behavior, job search skills, and decision making. The program then placed participants in transitional jobs at New York City agencies. Participants worked in these transitional jobs for four days a week at the state minimum wage and were paid at the end of each day. On the fifth day of each week, participants met with job coaches at the CEO office to discuss their performance at the transitional job and prepare for future interviews.

Six employment and training organizations implemented the Fathers at Work Initiative. All sites offered three strategies: employment services, fatherhood workshops, and child support services. Each site had flexibility to determine how services were provided and diverged in how they provided skills training, the intensity of available fatherhood services, and the way they worked with child support agencies.

PFS 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.