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.

The WorkAdvance model includes five key elements: (1) intensive screening before enrollment; (2) preemployment and work-readiness services, including career coaching, supportive services, and labor market information, all tailored to a specific occupational sector; (3) occupational skills training focused on current job openings; (4) job development and placement; and (5) provision of follow-up retention and advancement services in collaboration with employers. It is a versatile model that organizations implement in various ways.

NYC Jobs-Plus provided participants with job search assistance, job placement support, work-readiness activities, and soft-skills training. Participants, who primarily lived in public housing developments, received financial counseling services and assistance applying for Earned Income Disallowance benefits, which help the participant avoid rent increases based on earnings.

CET provided youth who are not in school with full-time basic education and skills training in a work-like setting to provide participants with hands-on training experience. The program worked with local employers to develop and teach a training curriculum and focused on improving the participants’ practical skills to meet the employment demands of the local labor market. Individualized job placement services were also provided to assist participants in securing jobs after the training program.

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.

Job Corps provided education, training, and health services in a one-stop residential setting. The Job Corps education component was individualized and self-paced, and it included GED preparation and education about home and family living as well as remedial, consumer, driver, and health education. The vocational training component was also individualized and self-paced, and it included training in a range of trades, such as business, clerical, health, construction, culinary arts, building and apartment maintenance, and other vocations.