Caseworkers conducted an initial assessment interview and skills test to determine their clients’ needs and assigned clients to various activities. Clients without a high school diploma or equivalent were typically assigned to basic education classes. Clients with a high school diploma or equivalent and little work experience were typically assigned to a Community Work Experience Program. Clients with both a high school diploma or equivalent and work experience were typically assigned to a job club for intensive job search.

Although some participants were first referred to short-term training and education programs, most were initially assigned to a job club for 30 hours a week, followed by a job search during which they were required to contact 20 employers a week. Participants also had access to a job developer, life skills and vocational training, secondary and postsecondary education, and supportive services such as child care and transportation. Case managers intensively monitored participants’ activities and could sanction them by reducing their benefits.

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.

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.

ATCs allowed state prisoners to serve a portion of their prison term living and working in the community. When first placed in an ATC, prisoners received counseling and participated in 35 hours a week of individualized education, public service, vocational training, and employment programming. After complying with ATC rules (for example, returning to the center at scheduled times) and the 35 hour a week participation requirements for 23 days, participants could seek employment in the community with support from the ATC.

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.

The program includes a comprehensive set of services and resources to advance participants’ education and employment.