In addition to MFIP employment services, MSTED participants received job-readiness assessments, one-on-one training to support job readiness, and assistance finding subsidized employment. Subsidized employment under the MSTED model took two forms. The first form, which aimed to improve participant workplace skills, was a paid work experience at a public agency or nonprofit organization for up to 24 hours per week for up to 8 weeks. Participants earned a fully subsidized wage of $9 per hour under this option.

VIP eligibility provisions included the following: (1) one-time payments to families with a temporary loss of income if they agreed to forgo AFDC/TANF receipt for 160 days; (2) a “family cap” that excluded children born more than 10 months after a family began to receive AFDC/TANF from a family’s benefit calculation; (3) an exemption for the accumulation of savings up to $5,000 to support education, entrepreneurship, or the purchase of a home; (4) the application of one-parent eligibility criteria in determining benefits for two-parent families; and (5) requirements for paternity establishm

VIP Only provisions included the following: (1) one-time payments to families with a temporary loss of income if they agreed to forgo AFDC/TANF receipt for 160 days; (2) a “family cap” that excluded children born more than 10 months after a family began to receive AFDC/TANF from the family’s benefit calculation; (3) an exemption for the accumulation of savings up to $5,000 to support education, entrepreneurship, or the purchase of a home; (4) the application of one-parent eligibility criteria in determining benefits for two-parent families; and (5) requirements for paternity establishment c

The sequence of required activities began with a two-week job search workshop. Next, participants completed three months of unpaid work experience (typically 20 to 30 hours per week) with concurrent job club sessions every other week, followed by assessments and referrals to outside education or training programs, if necessary. Part-time employment could substitute for some SWIM activities. People were placed in SWIM if they were applying for or receiving AFDC benefits from participating AFDC offices and met criteria for required participation.

I-BEST offered occupational training courses in a variety of areas, including allied health, welding, and clerical fields. I-BEST integrated basic skills and occupational training through the use of a team teaching model whereby a basic skills and occupational instructor team taught (for at least 50 percent of class time) an occupational training course.

Although some participants were first referred to short-term training and education programs, most were initially assigned to a job club for 30 hours a week, followed by a job search during which they were required to contact 20 employers a week. Participants also had access to a job developer, life skills and vocational training, secondary and postsecondary education, and supportive services such as child care and transportation. Case managers intensively monitored participants’ activities and could sanction them by reducing their benefits.

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.

PASS service providers contacted former TANF participants and provided customized post-employment services and supportive services payments based on clients’ needs to help participants keep their jobs and obtain better jobs. PASS service providers included staff at three community-based organizations (CBOs), a community college, and a Department of Public Social Services office.

Pathways began with orientation activities, which included assessments of occupational skills and career interests. Participants then worked three days per week and spent the other weekdays participating in nonwork activities provided by Pathways, such as job-readiness training, career-development workshops, and case management. Participants first worked in transitional jobs with street-cleaning crews or in the kitchen of the implementing organization, the Doe Fund. Next, they worked at a subsidized internship with a partner employer.

The Grand Rapids HCD program stressed that participants should spend time receiving education or training to prepare for good jobs. The program began with a 15-hour, week-long formal assessment component, during which public school staff assessed participants’ achievement, aptitude, and career interests. Participants then usually completed either high school completion programs (distinct from GED classes) or vocational training.