Earnings

Earnings

Per Scholas Sectoral Employment Program had the largest effects on long-term annual earnings (an average of $7,509 per year). Per Scholas provided a computer technician training program, internships, soft skills training, and supportive services to participants with low incomes. The program aimed to help participants obtain computer certification and find jobs in the information technology sector.

Employment

Employment

Integrated Basic Education and Skills Training (I-BEST) had the largest effects on long-term employment (an average of 7 percentage points). I-BEST helped workers with low skills develop basic skills and receive occupational credentials.

Public benefit receipt

Public benefit receipt

Portland Job Opportunities and Basic Skills Training Program (JOBS) had the largest effects on long-term benefit receipt (decreasing the amount of public benefits received by $653 per year). The Portland version of JOBS, a national program model enacted through the Family Support Act of 1988 to support recipients of Aid to Families with Dependent Children (AFDC) in finding a job, focused on quickly moving participants into any employment, while also encouraging them to search for higher paying jobs with benefits.

Effects on long-term benefit receipt

Education and training

Education and training

Integrated Basic Education and Skills Training (I-BEST) had the largest effects on education and training (increasing the attainment of a degree or credential by an average of 30 percentage points). I-BEST helped workers with low skills develop basic skills and receive occupational credentials.

Minnesota Tier 2

Intervention (standard name)

Participation in Tier 2 was mandatory and could be enforced by sanctioning TANF benefits. Participants worked with Tier 2 case managers from local service providers, who had caseloads of 25 to 30 cases rather than the 75 to 100 cases of a typical Tier 1 case manager. Case managers performed detailed assessments of clients to identify the underlying challenges affecting them and their families and then referred clients to services that addressed those challenges. They also monitored participation, including through home visits.

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

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.