Earnings

Earnings

Family Rewards had the largest effects on long-term annual earnings (an average of $3,640 per year). The Family Rewards program provided cash incentives to families with low income for completing activities related to children’s education, family health, and parents’ work and education, with the goal of reducing immediate hardship and long-term poverty.

These are the five interventions with the largest effects. See Exhibit 1 for all interventions.
Employment

Employment

Jobs-First Greater Avenues for Independence (GAIN) Program had the largest effects on long-term employment (an average of 6 percentage points). Jobs-First GAIN emphasized a rapid employment strategy to help recipients of Aid to Families with Dependent Children (AFDC) improve their earnings and employment outcomes. 

These are the five interventions with the largest effects. See Exhibit 1 for all interventions.
Public benefit receipt

Public benefit receipt

Prenatal and Infancy Home Visiting by Nurses had the largest effects on long-term benefit receipt (decreasing the amount of public benefits received by $3,054 per year). Prenatal and Infancy Home Visiting by Nurses provided home visits intended to promote family economic self-sufficiency by improving maternal life-course outcomes. The program focused on increasing employment, decreasing public benefit usage, and improving family planning.

Effects on long-term benefit receipt

Prenatal and Infancy Home Visiting by Nurses
$3,054

Decrease long-term benefit receipt

Education and training

Education and training

Good Transitions had the largest effects on education and training (increasing the attainment of a degree or credential by an average of 15 percentage points). Good Transitions served noncustodial parents with low income by providing subsidized employment combined with case management and training to help them connect to stable employment.

These are the five interventions with the largest effects. See Exhibit 1 for all interventions.

Achieving Change for Texans—Time Limits (ACT Time Limits)

Intervention (standard name)
Achieving Change for Texans—Time Limits

The ACT Time Limits pilot 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. The ACT waiver was one of the last AFDC waivers granted before the implementation of the TANF program. 

Achieving Change for Texans—Responsibilities, Employment, and Resources Choices (ACT—RER Choices)

Intervention (standard name)
Achieving Change for Texans—Responsibilities, Employment, and Resources Choices (ACT—RER Choices)

The ACT—RER Choices pilot 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. The ACT waiver was one of the last AFDC waivers granted before the implementation of the TANF program.

Oklahoma City’s Education, Training, and Employment (ET&E) Program

Intervention (standard name)
Oklahoma City’s Education, Training, and Employment (ET&E) Program

Clients were assigned case managers who helped identify education and job development opportunities that were appropriate for them. Education opportunities included life-skills workshops, adult basic education, GED courses, or English-as-a-second-language courses. Job development opportunities included vocational skills training, work experience (including internships), on-the-job training, or unpaid work. The program also offered reimbursements for child care and transportation expenses.

Riverside Human Capital Development (HCD) Program

Intervention (standard name)
Riverside Human Capital Development (HCD) Program

The HCD program implemented in Riverside, CA, stressed 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.

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