Services delivered via Opportunity Works varied by program site over an unspecified duration. Services could include case management, college-readiness instruction and coaching, goal setting, support with high school completion, career planning and exploration, job development and support, financial planning support, occupational skills training, and transportation assistance. Eligibility requirements varied by age and gender across program sites, but all Opportunity Works participants were between the ages of 18 and 24.

The ChalleNGe program consisted of three phases. In Phase 1, participants attended a two-week, intensive orientation and assessment. Following this orientation, participants were formally enrolled in the program and considered cadets. The cadets then began Phase 2, which consisted of a 20-week education program focused on preparation for the GED exam and positive youth development. Phases 1 and 2 required the cadets to live on-site and experience a quasi-military environment. During Phase 3, the cadets participated in a nonresidential structured mentoring program for a year.

Participants in the STEP-UP Achieve Program were placed in paid internships at local businesses, nonprofit agencies, and public organizations. Participants also received training on career readiness, personal finance, and skill development in topics such as Excel and Outlook. Individuals had the opportunity to earn professional credentials in information technology and Excel following their training. Youth with an interest in a particular field, such as health care or financial services, could participate in specialized enrichment activities.

The Bridges program offered a multi-phase program focused on four main service areas: academic enrichment, socio-emotional learning (SEL), workforce readiness training, and mentorship and case management services. Participants began the program by attending a group orientation session and taking the Test of Adult Basic Education and an online financial training. Following the financial training, participants began the first of three phases of Bridges services.

PTC program applicants applied to both the Year Up program and the partner college. Once accepted to both, participants took part in a full-day program for five days a week that included structured college courses, professional skills courses, and technical skills courses. The college courses were provided by the partner college and participants earned up to 15 college credits during this time period. Many of these courses were either geared toward an occupational path or were meant to prepare the participant for college-level courses.

In the Teenage Parent Demonstration, case managers assessed participants’ needs and developed individualized self-sufficiency plans for participants to access education, training, and employment services. Participants were teenage AFDC recipients who were first-time parents. The program included workshops focused on personal and parenting skills, and preparation for education, training, and work. The program required participants to receive these services while they were receiving AFDC.

Participants in the Promotor Pathway Program were paired with a “Promotor” who provided intensive, long-term case management services, mentorship, and advocacy. Promotors also provided referrals to services internal and external to the LAYC, based on participants’ needs. All Promotor Pathway Program participants had access to standard LAYC services during this intervention. Promotor Pathway Program services were typically provided for 15 months. This intervention was delivered at existing LAYC sites located in Washington, DC, and Langley Park, Riverdale, and Silver Spring, MD.