The HCD program implemented in Riverside, CA, emphasized that participants should spend time receiving education or training to prepare for good jobs. If participants did not have a high school diploma or general education diploma, the program provided basic education classes in the public school system to help participants make progress toward their goals (such as increasing their literacy level). Case managers were accountable for the employment and education outcomes of their clients and therefore encouraged success and emphasized and enforced program participation.

At the time this evaluation occurred, two Transitional Subsidized Employment programs were active in Los Angeles County: OJT and a paid work experience (PWE) program. OJT placed participants in a partially subsidized, six-month position at a for-profit, private-sector organization, where they were paid $8 an hour by the local Workforce Investment Board (WIB) for the first two months.

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, weeklong 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.

B2W provided participants with 35 hours per week of mandatory, in-person services that included group and individual job search classes, case management, job development and job search support, job interview support, and soft-skills training. B2W also provided supportive services that included transportation and work clothes. Participants typically received services for 6 to 8 weeks, and job search support activities were limited to 12 weeks. After attaining employment, participants were

Atlanta’s HCD program stressed that participants should spend time receiving education or training to prepare for good jobs. At the start of the program, case managers assigned participants to adult basic education courses or vocational training programs. Participants were assigned to adult basic education courses more often than training programs because many vocational programs required GEDs or certificates that the participants did not have when starting the HCD program.

In the Teenage Parent Demonstration, case managers assessed participants’ needs and developed individualized self-sufficiency plans for participants to access education, training, and employment services. Participants were teenage AFDC recipients who were first-time parents. The program included workshops focused on personal and parenting skills, and preparation for education, training, and work. The program required participants to receive these services while they were receiving AFDC.

In addition to MFIP employment services, MSTED participants received job-readiness assessments, one-on-one training to support job readiness, and assistance finding subsidized employment. Subsidized employment under the MSTED model took two forms. The first form, which aimed to improve participant workplace skills, was a paid work experience at a public agency or nonprofit organization for up to 24 hours per week for up to 8 weeks. Participants earned a fully subsidized wage of $9 per hour under this option.