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The SSRC Library allows visitors to access materials related to self-sufficiency programs, practice and research. Visitors can view common search terms, conduct a keyword search or create a custom search using any combination of the filters at the left side of this page. To conduct a keyword search, type a term or combination of terms into the search box below, select whether you want to search the exact phrase or the words in any order, and click on the blue button to the right of the search box to view relevant results.

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  • Individual Author: Hamadyk, Jill; Gardiner, Karen
    Reference Type: Report
    Year: 2019

    This brief summarizes the experiences of leaders and staff from eight career pathways programs that participated in the Pathways for Advancing Careers and Education (PACE) Evaluation. Based on firsthand accounts, the brief describes how staff perceived the benefits of participating in the randomized controlled trial (RCT) evaluation, the challenges they experienced—in particular recruiting study participants and implementing its random assignment procedures—and how they overcame challenges. The brief then describes lessons staff learned from participating in PACE. The insights presented below will be helpful for future evaluation teams as they approach potential study sites, as well as for programs considering participating in a rigorous evaluation. (Edited author introduction)

     

    This brief summarizes the experiences of leaders and staff from eight career pathways programs that participated in the Pathways for Advancing Careers and Education (PACE) Evaluation. Based on firsthand accounts, the brief describes how staff perceived the benefits of participating in the randomized controlled trial (RCT) evaluation, the challenges they experienced—in particular recruiting study participants and implementing its random assignment procedures—and how they overcame challenges. The brief then describes lessons staff learned from participating in PACE. The insights presented below will be helpful for future evaluation teams as they approach potential study sites, as well as for programs considering participating in a rigorous evaluation. (Edited author introduction)

     

  • Individual Author: Fein, David; Hamadyk, Jill
    Reference Type: Report
    Year: 2018

    This report assesses the implementation and early impacts of Year Up, a national sectoral training program for young adults aged 18-24. Year Up aims to help low-income, low-skilled adults access and complete training leading to employment in high-demand, well-paying occupations. It is among nine programs Abt Associates is evaluating in Pathways for Advancing Careers and Education (PACE)—a study sponsored by the Administration for Children and Families. Operated by an organization of the same name, Year Up provides young adults with six months of full-time training in the IT and financial service sectors followed by six-month internships at major firms. The full-time program provides extensive supports—including weekly stipends—and puts a heavy emphasis on the development of professional and technical skills. Using a rigorous research design, the study found that young adults with access to Year Up had higher average quarterly earnings in the sixth and seventh quarters after random assignment—the confirmatory outcome selected to gauge Year Up’s overall success for this report....

    This report assesses the implementation and early impacts of Year Up, a national sectoral training program for young adults aged 18-24. Year Up aims to help low-income, low-skilled adults access and complete training leading to employment in high-demand, well-paying occupations. It is among nine programs Abt Associates is evaluating in Pathways for Advancing Careers and Education (PACE)—a study sponsored by the Administration for Children and Families. Operated by an organization of the same name, Year Up provides young adults with six months of full-time training in the IT and financial service sectors followed by six-month internships at major firms. The full-time program provides extensive supports—including weekly stipends—and puts a heavy emphasis on the development of professional and technical skills. Using a rigorous research design, the study found that young adults with access to Year Up had higher average quarterly earnings in the sixth and seventh quarters after random assignment—the confirmatory outcome selected to gauge Year Up’s overall success for this report. Compared to control group members who were not able to access the program, treatment group members also were more likely to report that their classes used active learning methods, taught life skills, and were relevant to their lives and careers. Persisting over a three-year follow-up period, Year Up’s earnings impacts are the largest reported to date for workforce programs tested using a random assignment design. (Author abstract)

  • Individual Author: Judkins, David; Fein, David; Buron, Larry
    Reference Type: Report
    Year: 2018

    The Pathways for Advancing Careers and Education (PACE) evaluation is a study of nine promising programs that use a “career pathways” framework for increasing education, employment, and self-sufficiency among low-income individuals and families. Funded by the Administration for Children and Families (ACF) within the U.S. Department of Health and Human Services, PACE will include three points of participant follow-up—at 18 months, three years, and six years after random assignment. The first round of reports, covering program implementation and impacts at 18 months after random assignment, were produced in 2017-2018, and published on the ACF Office of Planning, Research, and Evaluation (OPRE) website (www.acf.hhs.gov/opre/research/project/pathways-for-advancing-careers-and...).

    This Analysis Plan is for the second round of reports, covering three years after random assignment. This is the second supplement to the ...

    The Pathways for Advancing Careers and Education (PACE) evaluation is a study of nine promising programs that use a “career pathways” framework for increasing education, employment, and self-sufficiency among low-income individuals and families. Funded by the Administration for Children and Families (ACF) within the U.S. Department of Health and Human Services, PACE will include three points of participant follow-up—at 18 months, three years, and six years after random assignment. The first round of reports, covering program implementation and impacts at 18 months after random assignment, were produced in 2017-2018, and published on the ACF Office of Planning, Research, and Evaluation (OPRE) website (www.acf.hhs.gov/opre/research/project/pathways-for-advancing-careers-and...).

    This Analysis Plan is for the second round of reports, covering three years after random assignment. This is the second supplement to the Evaluation Design Report (Abt Associates 2014), which provided general plans for the PACE evaluation. The first supplement (Abt Associates 2015) was the Analysis Plan for the PACE Implementation and Early Impact Study, covering each program’s implementation and impacts in the first 18 months after random assignment. This Analysis Plan provides more details than the earlier documents for the third-year analyses, including detailed specification of the participant outcomes measured. 

    A long-term study and third round of reports, covering six years after random assignment, is underway. (Author overview)

     

  • Individual Author: Fein, David
    Reference Type: Report
    Year: 2016

    The analysis of data from 3,719 students in the Pathways for Advancing Careers and Education (PACE) evaluation highlights risk factors that disadvantaged students face in college success. The data indicates a strong relationship between college success and past educational experience; economic status; expected work hours; and expected part-time status. Findings also affirm the role of psycho-social factors - especially determination and confidence - in college success. Each program targeted and recruited different segments of the national population of disadvantaged adults. (author abstract)

    The analysis of data from 3,719 students in the Pathways for Advancing Careers and Education (PACE) evaluation highlights risk factors that disadvantaged students face in college success. The data indicates a strong relationship between college success and past educational experience; economic status; expected work hours; and expected part-time status. Findings also affirm the role of psycho-social factors - especially determination and confidence - in college success. Each program targeted and recruited different segments of the national population of disadvantaged adults. (author abstract)

  • Individual Author: Abt Associates Inc.
    Reference Type: Report
    Year: 2015

    This report provides detailed information about the planned impact analyses for the Pathways for Advancing Careers and Education (PACE) project. The PACE Impact Study is designed to answer questions about the overall program effectiveness for the nine programs in PACE, each involving a different configuration of career pathways design components.

    This report provides a description of the nine programs studied, summarizes the characteristics of the sample enrolled in each program, and specifies the hypotheses that PACE will test in separate analyses for each of the programs in the study.

    This document supplements the Pathways for Advancing Careers and Education (PACE) Evaluation Design Report released in June 2015. (Author abstract)

     

    This report provides detailed information about the planned impact analyses for the Pathways for Advancing Careers and Education (PACE) project. The PACE Impact Study is designed to answer questions about the overall program effectiveness for the nine programs in PACE, each involving a different configuration of career pathways design components.

    This report provides a description of the nine programs studied, summarizes the characteristics of the sample enrolled in each program, and specifies the hypotheses that PACE will test in separate analyses for each of the programs in the study.

    This document supplements the Pathways for Advancing Careers and Education (PACE) Evaluation Design Report released in June 2015. (Author abstract)

     

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