CBI-Emp offers 31 group sessions developed by the University of Cincinnati Corrections Institute, including skill- and application-based sessions. The intervention primarily supported soft skills development. Skill-based sessions taught participants positive social skills to manage employment challenges, and application sessions provided participants with support for building individual plans for success in the workplace.

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.

HPOG aimed to prepare participants for careers in health care occupations that paid well and were expected to experience labor shortages or increased demand. HPOG 2.0 refers to the second round of five-year HPOG grants that the Administration for Children and Families awarded in 2010. HPOG 2.0 used a career pathways framework with three core components: basic skills training, health care occupational training, and wraparound supports and services. Local HPOG 2.0 programs varied in how they implemented the career pathways framework.