Fueled by a strong economy and passage of the 1996 federal welfare law, which imposed new work requirements and time limits on cash benefits, welfare caseloads declined precipitously during the 1990s.
The welfare system has been transformed over the past two decades, notably through the introduction of stricter work requirements and time limits on cash assistance in the 1990s. At the same time, government at both the federal and the state level invested in offering financial work supports of unprecedented scope to low-income parents.
Community colleges enroll almost half of all U.S. undergraduate students, yet the majority of these students leave without earning a degree or certificate or transferring to another institution to continue their studies. As a result, they risk losing the opportunity to learn and to earn a livable wage.
To prepare young people for productive and satisfying adult lives in the competitive global marketplace, local high schools and employers are being asked to develop effective school-to-work programs.
The Supporting Healthy Marriage project is the first large-scale, multisite, multiyear, rigorous test of marriage education programs for low-income married couples.
Many low-income children in the early grades need after-school care. And many of these children score well below their more advantaged peers on standardized tests of reading and math.
For low-income youth who lack basic skills and drop out of school, finding employment at a living wage is a challenge. Developed by MDRC as a nonresidential alternative to Job Corps, JOBSTART was an unusual collaborative effort to help disadvantaged young people join the economic mainstream.
In the mid-1980s, three developments long in the making — a dramatic increase in out-of-wedlock childbearing, the high cost of providing welfare to young poor women who become mothers, and the difficulties faced by their children — became a focus of concern among policymakers and the public alike.
The problems of urban middle and high schools are rooted in the inadequate preparation that too many students receive in elementary schools, and these problems become most visible in the ninth grade, when students encounter more demanding coursework and tougher requirements for grade-level promotion.