A voluntary program in San Francisco arranged interviews for disadvantaged job-seekers and offered employers temporary wage subsidies to hire them. This study analyzes the one-year, per person program costs and the cost of non-program services, including education and training. The analysis indicates that the program was likely cost-beneficial from society’s perspective.
This study analyzes the per person cost of a subsidized employment program for enrollees in Minnesota’s Temporary Assistance for Needy Families who could not otherwise find employment, and the costs of other services that all sample members may have received. The program’s primary goal was to move participants into unsubsidized employment.
This paper analyzes variation in the medium-term effects of the oversubscribed Boston Public Schools prekindergarten program. Prekindergarten gains persisted if kids applied to and won a seat in a higher-quality elementary school.
How CUNY Start Reshaped Instruction for Students Referred to Developmental Mathematics
Using data from interviews, classroom observations, an instructor survey, and curricular materials, this paper describes four key features of the CUNY Start mathematics instructional approach, paying particular attention to how these features differ from traditional developmental education.
Evidence from a Sample of Recent CET Applicants
This working paper examines employment and earnings over a four-year period for a group of disadvantaged out-of-school youth who entered the Evaluation of the Center for Employment Training (CET) Replication Sites between 1995 and 1999. It assesses the importance of three key factors as barriers to employment: lack of a high school diploma, having children, and having an arrest record.
Evidence from Three States
In a study of over 3,500 women in welfare-to-work programs in three states, child care instability did not appear to be a major cause of employment instability.