The Building Health and Wealth Network – Full Intervention used a 28-week curriculum that included a weekly 4-hour peer support group and 3-hour financial empowerment class. The peer support group used a trauma-informed approach to guide participants toward a more financially stable foundation. Financial empowerment classes covered topics such as saving for education, housing, entrepreneurial activities, retirement, improving credit, and reducing debt.

The Building Health and Wealth Network – Partial Intervention used a 28-week curriculum that included weekly 3-hour financial empowerment classes. Topics covered in the classes included saving for education, housing, entrepreneurial activities, retirement, improving credit, and reducing debt. The program also helped participants open a credit union savings account, and matched any contributions the participant made during the program.

The intervention included enhanced behavioral, medical, and dental services that augmented participants’ standard county health benefits. Services included treatment for chemical dependence, psychological and neuropsychological assessments, and prescription medications above the three-per-month Medicaid limit. The intervention eliminated co-payments for prescription drugs and outpatient services and improved participants’ access to mental health services.

CBI-Emp offers 31 group sessions developed by the University of Cincinnati Corrections Institute, including skill- and application-based sessions. The intervention primarily supported soft skills development. Skill-based sessions taught participants positive social skills to manage employment challenges, and application sessions provided participants with support for building individual plans for success in the workplace.

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.

Thirteen JOBSTART sites provided youth with instruction in basic academic skills, occupational skills training, supportive services, and job search assistance. Basic academic skills instruction was individualized and commonly focused on developing skills needed to pass a GED examination. Occupational skills training was classroom based. Youth could choose from various occupational skills courses that generally prepared participants for jobs requiring moderate or higher skills.