The EleVAte program placed able-bodied adults without dependents (ABAWD) SNAP participants into one of three service components based on a reading level assessment and training interests: a hybrid online and in-person basic adult education program, a short-term occupational skills training course, or a longer-term occupational skills training course with integrated basic education.

HPOG aimed to prepare participants for careers in health care occupations that paid well and were expected to experience labor shortages or increased demand. HPOG 2.0 refers to the second round of five-year HPOG grants that the Administration for Children and Families awarded in 2010. HPOG 2.0 used a career pathways framework with three core components: basic skills training, health care occupational training, and wraparound supports and services. Local HPOG 2.0 programs varied in how they implemented the career pathways framework.

The HWVP provided case management services and mental health RT to women veterans who were homeless or at risk of becoming homeless. The study authors defined RT as “a program that houses clients in a central location and provides clinical and social services to the clients while they are resident[s].” The program was implemented in eleven Veterans Affairs (VA) medical centers across the United States. The specific clinical and rehabilitation services varied by center, though all provided stable, safe housing and support from professional staff.

C2C was a community college consortium designed to develop and provide education and training to prepare unemployed, underemployed, and displaced workers to take on jobs in science, technology, engineering, and math industries. Northern Virginia Community College’s (NOVA’s) local C2C program, called NOVA’s IT Pathway, led to credentials and careers in IT-related fields. The program was implemented by NOVA and its strategic community and business partners.

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.