Jobs-First Greater Avenues for Independence (GAIN) Program had the largest effects on long-term annual earnings (an average of $4,483 per year). 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.
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.
Prenatal and Infancy Home Visiting by Nurses had the largest effects on long-term benefit receipt (decreasing the amount of public benefits received by $2,278 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.
Decrease long-term benefit receipt
Atlanta Human Capital Development (HCD) Program had the largest effects on education and training (increasing the attainment of a degree or credential by an average of 8 percentage points). To help participants secure jobs that could lead to economic self-sufficiency, Atlanta’s HCD program focused on providing education and training to single parents who were Aid to Families with Dependent Children (AFDC) recipients.
Project Independence centered on two different service tracks: one focused on immediate job search, and the other on meeting individual goals and educational needs through education or training or an extended job search. After an orientation, participants were assigned to one of the two service tracks depending on their past education and work histories.
Atlanta LFA encouraged clients to move quickly into work without being selective about which job to take. Participants first spent up to three weeks in a job club operated in Job Opportunities and Basic Skills (JOBS) program offices and led by a community action agency. Then, participants applied to jobs for 1 to 2 weeks and were required to make 6 in-person inquiries or send 15 inquiry letters to employers per week.
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.
Atlanta LFA encouraged clients to move quickly into work without being selective about which job to take. Participants first spent up to three weeks in a job club operated in Job Opportunities and Basic Skills (JOBS) program offices and led by a community action agency. Then, participants applied to jobs for 1 to 2 weeks and were required to make 6 in-person inquiries or send 15 inquiry letters to employers per week. Individuals who did not find a job during this period could go on to participate in more job searching, vocational training, basic education, or unpaid work experience.
SSP-Plus offered an earnings subsidy to participants who moved into full-time work (at least 30 hours a week) within one year of joining an SSP program. Participants earning less than a benchmark level (set by location and year) could receive additional income equal to half of the difference between their earnings and the benchmark.
The WRP 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.
WOW placed participants in specific training courses, based on standardized testing, that either provided basic education and skills training or specific technical training. Participants who scored at the sixth- or seventh-grade level on standardized testing enrolled in an 11-week basic educational skills and employability development course, followed by three weeks of unpaid work.
OIC’s MSFP participants completed a standardized test of their basic academic skills before being assigned to remedial courses or specific job-training programs. Remedial courses (GED, English as a second language, literacy) were assigned to those who scored below a certain threshold or lacked a high school credential and lasted three months. Participants with a high school credential and those who passed their remedial courses were assigned to six to nine months of job-specific skills training coupled with job-search training and assistance.
The Riverside LFA program encouraged clients to move quickly into work without being selective about which job to take. Participants first spent three weeks 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 2 weeks and were required to make 25 to 35 employer contacts per week.
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.
