How Are They Faring?
Responding to the growing need to understand whether people who have left the welfare rolls since the passage of the 1996 welfare reform law are able to find and keep jobs and earn enough to lift their families out of poverty, this study compares two groups of single-parent welfare recipients — one that left the welfare rolls in 1996, and a similar group who exited welfare in 1998 —investigating their background characteristics, their employment and earnings experiences, and their material well-being.
Basic Characteristics of Economically Disadvantaged Couples in the U.S.
Using recent surveys and published reports, this working paper assembles a portrait of the attitudes and behaviors of disadvantaged married couples. It gathers and assesses descriptive statistics on the formation and stability, characteristics, and quality of marriages in the low-income population in the U.S. We welcome discussion and comments on this working paper.
Interim Results of the National Guard Youth ChalleNGe Evaluation
Interim results from a random assignment evaluation of the National Guard Youth ChalleNGe Program, an intensive, residential program for high school dropouts, show that young people who had access to ChalleNGe were much more likely than those in the control group to have obtained a high school diploma or a General Educational Development certificate. They were also somewhat more likely to be working, in college, or enlisted in the military.
How Welfare and Work Policies Influence Parents' Decisions
Congressional deliberations on the future of welfare reform have reopened a debate about whether current child care assistance programs adequately support employment among low-income working parents while also fostering their children's development. Issues at the forefront of this debate are explored in this timely new policy brief.
An Impact Study at Hillsborough Community College
A random assignment study of learning communities that linked a developmental reading course and a “college success” course finds that faculty collaboration and curricular integration increased over time. Overall, the program had no impact on students’ academic success, but evidence suggests that it had some positive effects for the last cohort of students in the study.