A registered nurse visited participants at home during pregnancy and their child’s infancy. The nurse promoted healthy prenatal behaviors, parent–child interactions, and practices to encourage the child’s emotional and cognitive development. The nurse helped participants address barriers that prevented them from completing education and finding work. Mothers also received free transportation to and from scheduled prenatal care appointments. After the child was born, the child received developmental screening and referral services when they were 6, 12, and 24 months old.

Twenty-four grantees offered the RExO program, including national nonprofits, faith-based community organizations, community health organizations, and local or regional nonprofits. The exact bundle of services each grantee provided varied significantly. In all programs, case managers coordinated service delivery and supported participants. Most grantees offered group mentoring for participants, and a smaller subset offered individual mentoring.

MI-GPS participants worked with a TANF-employed career development facilitator or coach to set and support progress toward their employment-related goals. Once participants set goals, the coaches worked with participants to identify and complete small activities to advance their goals. The coaches let participants have ownership of their goal-setting process and activities. Coaches typically encouraged participants to develop incremental goals that they could accomplish in three to six months. People could only receive MI-GPS services while they received TANF benefits.

Thirteen JOBSTART sites provided youth with instruction in basic academic skills, occupational skills training, supportive services, and job search assistance. Basic academic skills instruction was individualized and commonly focused on developing skills needed to pass a GED examination. Occupational skills training was classroom based. Youth could choose from various occupational skills courses that generally prepared participants for jobs requiring moderate or higher skills.

Transitional Employment Training program participants first completed an intensive training with a job coach on tasks for a specific, competitive job and appropriate behavior in the workplace. Program staff placed participants into competitive, integrated employment with the potential to become permanent. Participants were placed into the jobs for which they received training or similar positions, accompanied by additional training with the job coach. Participants also received job retention services to help them resolve difficulties that emerged in the workplace.