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.

Individuals who enrolled in PCPP received accelerated instruction and academic advising by participating in one or more of three health care skills academies. The academies provided basic skills remediation and occupational training along with academic advising, instructional supports, access to emergency funds for one-time expenses, such as car repairs, and continued support after program completion. Each skills academy lasted for one semester, although students were able to enroll in up to three academies for a possible total duration of 1.5 academic years.

AF was a small-group, one-week program in which participants (veterans with felony histories) described their work aspirations, drafted resumes, and discussed employment challenges. After AF, participants moved into IPS, a program founded on a set of core principles—including small caseloads and rapid job searches—with the intention of helping people find and keep jobs. During IPS, supported employment specialists (SESs) provided individual job search services and worked with local employers to find positions for participants.

The program provided a life-skills course and internet-based instruction designed to improve math and reading skills to the ninth-grade level. After completing the initial education, participants could enroll in occupational training in certificate courses, including courses in the administrative support, health care, and manufacturing fields. Participants began with a life-skills course that lasted 17 hours, progressed to occupational training courses that lasted between 2.5 and 16 weeks, and finished with 24 hours of career-readiness training.

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.

Integrated Case Management participants worked with a single case manager to improve their educational and vocational skills and to determine their welfare eligibility and payment issuance. Participants who did not have a high school diploma or general education diploma were assigned to basic education classes; participants with basic education credentials were assigned to vocational training, postsecondary education, or work experience. Case managers provided job search assistance after they determined that participants were employable.

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.

WRP Incentives Only 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.