PSI participants attended a job-readiness course, called Learning Expectations and Developing Employment Readiness Skills (LEADERS), course for two weeks. In addition to providing information about the program services and its expectations, LEADERS included conflict resolution, work readiness, mock interviews, and help preparing resumes. LEADERS was intended to prepare participants for the National Work Readiness assessment, which they took at the end of the course to be placed on a work crew.

The YAIP offered work-readiness workshops; internships; educational workshops; case management; supportive services; and assistance finding work, educational, or military placements to youth who were not working or in school. Youth participated for about 20 hours per week in the work-readiness workshops and internships and were paid subsidized minimum wages. The work-readiness workshops lasted 2 to 4 weeks; internships lasted 10 to 12 weeks; and follow-up services were available for 9 months after the internship ended.

Participants received a medical evaluation and were assigned to PRIDE if they were deemed not healthy enough to participate in standard welfare-to-work programs, but too healthy to claim federal disability benefits. After an initial assessment by PRIDE staff, a participant was assigned to either a work-based education (WBE) or vocational rehabilitation (VR) track. The WBE track consisted of three days of unpaid work experience and two days of classroom-based adult basic education per week for a total of 35 hours of WBE activities per week over six months.

Transition WORKS participants completed an initial assessment and then participated in two person-centered workshops focused on self-determination (referred to as "self-determination workshops") in which they set goals and began to plan for their transition to employment.

YouthBuild programs provided four main categories of services: (1) a combination of educational services designed to lead to a high school diploma or an equivalent credential such as a GED; (2) vocational training in construction or another in-demand industry; (3) youth development services focused on leadership training and community service; and (4) supportive services to help individuals participate in training and employment, including case management, workforce preparation, life skills training, counseling, and stipends for participation.

The Family Rewards 2.0 program issued payments to participating families’ bank accounts for each activity that families completed or each condition that they met from an established list. The payments varied from $10 for each grade of C that each high school student earned on a report card, to $500 when high school students passed a statewide standardized exam. Payments were delivered every two months based on the activities or milestones recently completed, for up to three years.

Per Scholas participants enrolled in a 15-week computer technician training program that consisted of instruction and practice related to assembly, configuration, installation, upgrade, and repair of personal computers, printers, and copiers.

The training program prepared participants to obtain an entry-level computer certification. After the training, Per Scholas offered participants internships with local employers or with the Per Scholas recycling and refurbishing center.

The Family Rewards program issued payments to participating families’ bank accounts for each activity that families completed or each condition that they met from an established list. The payments varied from $20 per month, per parent, for a parent maintaining public or private health insurance, to $600 when high school students accumulated 11 course credits or passed a statewide standardized exam. Payments were delivered every two months based on the activities or milestones recently completed.

Participants started the program with a four-day preemployment, life-skills class focusing on job-readiness issues, such as workplace behavior, job search skills, and decision making. The program then placed participants in transitional jobs at New York City agencies. Participants worked in these transitional jobs for four days a week at the state minimum wage and were paid at the end of each day. On the fifth day of each week, participants met with job coaches at the CEO office to discuss their performance at the transitional job and prepare for future interviews.