Administrative Practices

Key Processes

Effective administrative practices must institutionalize a process for decision-making that is focused first and foremost on the balance between proper controls and effective support of the work of program staff. Decisions must remain customer, not system, focused. Because technical training in both administrative professions and policies often leans more heavily toward responsibility for controls, this is an area where administrative leadership focused on results for children, youth and families is invaluable.


Both program managers and administrative managers should be aware of the impact that decisions may have in both arenas. When decisions are made that complicate the work of program staff, children, youth and families are negatively impacted. When decisions are made that sacrifice critical controls, the entire agency is at risk for significant monetary or public relations problems. Finding the balance between controls and supports requires intentionality at every point of decision-making – both large and small. Seemingly simple matters such as the number of signatures needed for approval have significant impact when multiplied over the entire agency.


Administrative and program managers must also take responsibility for communicating decisions to staff that mitigate the tendency of both sides to think in terms of “us and them.” This requires that:

  • Everyone involved in decision-making believes his/her voice was heard.
  • Everyone is aware of and respects factors that weigh most heavily in the decision.
  • Decision makers understand the decision’s impact on all sides or actively seek the information to create that understanding so that those impacted do not feel disregarded or invisible.
  • Agreement is reached on the objective criteria for a good decision and, when possible, data support the criteria used.

Effective decision-making processes include feedback mechanisms aimed at continuous improvement.

  • Feedback is more effectively delivered and more easily incorporated when those in administrative management roles seek feedback on administrative practices rather than receive it as complaints or as non-compliance.
  • Institutionalizing a feedback process for administrative decisions (e.g., a focus group after 60 days of implementing a new procedure or an informal survey through visits to units impacted by the decision) is critical.

Effective feedback mechanisms build staff confidence throughout the agency in the administrative processes and in administrative decision-making. And such confidence on the part of program staff will lead to greater compliance and excellence.


Leaders at all levels in the agency should be working to create an environment where frontline staff in both program and administration are invested in solving day-to-day as well as systemic problems. Communicating this as an expectation, with accountability for such built into the performance management system, is essential. The problems and challenges of the agency are “our” problems and challenges. And because any problem has the potential to negatively impact outcomes for an individual family or for families in general, the creativity and investment of all staff are needed.


Frontline administrative staff is often in a position to identify practice or operational issues of program staff. This information is important for supervisors and managers. Unfortunately, when the agency is not highly focused on outcomes for children, youth and families or the agency culture is one of punishment rather than learning, such information is often not communicated or is actively hidden. Again, it is the responsibility of leaders at every level to communicate and expect a more positive problem solving approach. Administrative staff must be seen as advocates for children, youth and families when they report problems in compliance or execution of responsibilities. Early identification of problem behavior provides the best opportunity for correction and education. Patterns of problems that may indicate systemic issues rather than individual performance concerns can also be identified more easily when administrative staff members are encouraged to be partners in creating excellence.

  • Senior Leaders should meet regularly with supervisory staff to talk about the “big picture” problems and challenges. This provides managers and supervisors with the appropriate context for understanding their problems and it provides administrators with the opportunity to gather information about the potential impact of larger issues on day-to-day operations.
  • Managers and supervisors should also meet together regularly to identify and solve problems, as well as to share a common communication plan for supervisees across the agency related to current issues and challenges.
  • Problem solving within the agency should reflect the same strengths-based, solution-focused approach that is employed with children, youth and families.

Customer Focus in All Functions


Unlike most practitioners, administrative professionals have been trained in technical areas that do not necessarily connect to the service of children, youth and families. Many of those with significant administrative expertise may not be inspired or engaged by the mission of public child welfare.


While it is tempting to hire administrative staff for primarily technical expertise and experience, it is nearly always a mistake. The administrative practices of the agency will never actively support the practice model and further the mission of public child welfare if the day-to-day administrative functions, as well as the leadership for those functions, are not executed by those with a commitment to children, youth and families.


Gaining support for this hiring stance with a centralized human resources department may be a challenge, since many other departments or agencies will not have a similar requirement for their hires. Making the case for the importance of this stance may require numerous conversations over time, with data related to retention and performance as well as anecdotes that illuminate the value mission-oriented staff bring to the bottom line and to customer service effectiveness. Any initiative on the part of a mission- oriented administrative staff person that has positive political impact should always be reported to Human Resources and other political stakeholders to highlight the benefit of administrative staff who embrace the mission.


The hiring process should screen for and inquire about applicants’ values related to:

  • The practice model 
  • Cultural awareness
  • Interest in the mission of the agency

While previous work experience may not have provided opportunity for the demonstration of some of these values, behavioral questions that begin with “Tell me about a time when...” can allow an applicant to discuss examples that may have occurred in volunteer or other non-professional contexts.



Vignette: An Administrative Director at a local agency reported that she had to ask her new budget analyst to help create significant budget cut recommendations for review by the Executive Team. The Director had a tentative plan involving the prime areas for consideration and asked the new analyst to “work up the numbers”. Not only did this new analyst ask the right questions about mission impact during the initial conversation, but when she returned the next afternoon with the

numbers, she presented alternative recommendations that, in fact, had less negative impact on services than the Director’s initial plan. The Administrative Director said : “The difference between this new budget analyst and the previous incumbent is incredible. I would never have expected much improvement on my suggestions with the previous person and never

improvements that were focused on the impact to families. I was immediately convinced that I had been underestimating how important it is to have an analyst who cares about the families we serve.”


Given that even experienced hiring managers can make hiring mistakes, it is critical that in administration as well as in program areas, the probationary period is used actively to sort out whether the person hired is the right person for the job. Part of that evaluation for administrative hires should be the ability to live out practice values in daily work. Again, building understanding for this practice with a central human resources department would be critical, as their support for disciplinary action or termination is necessary.


All staff should be held accountable for furthering the mission of the agency. Therefore, performance management expectations for administrative staff as well as program staff must closely tie back to desired outcomes for children, youth and families.

Administrative staff must have performance expectations that measure their day-to-day performance against the expectation that they enable and support the agency mission. Competencies used for setting expectations and managing the performance of administrative staff should parallel those competencies used with program staff, such as:

  • Engaging clients in a collaborative, respectful and empathetic way.
  • Improving or streamlining processes that are used in working with children, youth and families.
  • Performing ongoing assessment, evaluating results, and adapting plans and services to improve client outcomes.


Vignette: In Tennessee, the Quality Service Review Process identifies core competencies for program staff that align with

the practice model. These same competencies are also used to evaluate the administrative 

staff, thus tying performance expectations for all staff to the practice model. The core competencies and examples of their definitions are :


• Engagement - builds trust-based relationships and practices effective communication 

skills ; recognizes the contributions diversity brings to job performance and creativity.

• Teaming - fosters collaboration among team members and teams; utilizes conflict management on the team when needed.

• Assessment and understanding - uses critical thinking skills to synthesize data and make 

decisions; demonstrates effective written communication skills .

• Planning - sets goals relevant to the long-term view ; identifies necessary resources relevant to reaching desired outcomes.

• Implementation - uses supervision and peer or team consultation to address barriers to progress; stays focused on tasks and makes use of available resources and time.

• Tracking/Adaptation- effectively manages assignments, monitoring ongoing progress and making modifications to reflect changes in the situation; seeks solutions to problems .


Program staff members often have valuable information for consideration in evaluating 

administrative staff performance. Gathering that feedback through any variety of mechanisms (e.g. 

informal written feedback, individual interviews, formal survey instruments) will enable 

administrative supervisors to provide relevant feedback to staff about how their performance has or 

has not been helpful in furthering the mission. Likewise, administrative staff members often have 

valuable information for consideration in evaluating program staff performance. For example, 

program staff who do not treat administrative staff in ways that align with practice model values 

or those who chronically keep families waiting prolonged times for appointments or return phone 

calls must be held to account. Although eliciting performance feedback from staff about colleagues 

is a sensitive issue that must be handled well, the information provided is critical if all staff 

are to be given the opportunity to contribute toward desired client outcomes.


Poor performance in the support of the mission should be dealt with by:

  • Provision of additional training, resources and support to enable staff to build their capacity and skills in supporting the mission.
  • Evaluation of the unit or program’s overall performance in support of the mission to assess whether systemic issues are contributing to an individual’s seeming lack of support for children, youth and family outcomes.
  • Action that communicates it is unacceptable for a person to perform adequately in technical areas but in such a way that children, youth and family outcomes are not assertively supported.

Balancing Support and Control

The “art” of excellence in administrative functions is often finding the right balance between 

support of the mission and staff carrying out that mission and the controls necessary to promote 

ethical, accurate and prudent behavior by those in the agency. Finding and maintaining the proper 

balance requires vigilance and continuous dialogue among the leadership and between administrative 

and program staff.


Administrative processes serve the function of making processes auditable, absent of bias and/or in 

line with best practices in certain professions such as finance or information technology. 

Administrative processes are not inherently in conflict with mission fulfillment and should not be 

seen as such by leaders or program staff. When an agency is in disarray, when abuse or impropriety 

has been uncovered or suspected, or when the risk to the agency is deemed to be great in a 

particular area, greater control is needed. In some functions, such as cash management, a high 

level of control is constant and non-negotiable. If and when a high level of management can be 

modified, it should be the result of progress, greater confidence in compliance and lessened risk.

Even when controls must remain strong, well written protocols allow the human processes to proceed 

well and major barriers to the work are not created. Through active feedback loops, stakeholder 

conversations and innovative thinking on the part of all, highly controlled processes can be 

effective and not create barriers to service.


It is important that administrative mechanisms enable the agency to work with integrity and do not 

become onerous or a consuming concern of supervisors and staff. Serving clients requires the 

majority of the program staff time and energy. This focus needs to be protected rather than eroded 

by administrative procedures. Staff who must comply with administrative procedures may not 

understand how to find the balance between control and support but they can often provide valuable 

information about what processes need to be modified so that support is maximized.


Vignette: In a local government, travel-processing requirements stated that receipts must 

be taped onto an 8.5x11 piece of paper in the order in which the expenses were incurred. One staff member who had attended a multi-day conference receipts in order vertically on the page only to have it returned because the processor believed the proper “order” to be horizontal, left to right. While this required only an extra 30 minutes from 

the submitter, it became “legend” in the agency as an example of how “ridiculous” administrative procedures are,thus eroding compliance in more important matters


Improving Practice through Effective Administration


Administrative practices add significant value to the delivery of services to children, youth and 

families. Administrative staff must consistently be encouraged to see their roles in this light. 

For example:

  • A case tracking and documentation system implemented by the information technology staff has 
  • tremendous potential to improve practice when done well.
  • A well designed training and support system to teach managers how to track their budgets will 
  • result in better utilization of resources for families.

Too often, administrative systems and processes are experienced as additional burdens by program 

staff rather than assets. As a result, program staff and administrative staff can perceive 

themselves as adversaries rather than collaborators. Again, it is the task of leaders at all levels 

and in all areas of the agency to make certain this is not the case. Assessing the effectiveness of 

key processes is the first step to finding ways to improve effectiveness and an important task for 

both program and administrative leadership.


Vignette: In response to a high turnover rate among caseworkers who cited lack of 

useful technology and excessive documentation as a contributing factor to their departure, the Wisconsin Division of Children and Family Services gave tablet PCs to frontline workers and case managers in August 2006. The tablet PCs give workers a chance to download information from their SACWIS before going on field visits, input new data while in the field, and upload the new information in to the system upon return to the office .


This ability to work offline in the field and sync with the SACWIS system once back in an 

internet-accessible location has p roven to be a valuable asset to the caseworkers. It eliminates redundant data entry by allowing one data entry at the point of contact with clients . In addition, caseworkers are able to spend more time out in the field with families and less time in the office inputting data, since the tablet PCs can also be used during 

downtime at the courts.


A reasonable question to ask when any new system or process is being considered is “How will this 

improve our outcomes with children, youth and families?” Certainly, there are times when systems 

and processes are mandated rather than chosen. But even in that circumstance, a well run agency 

will exert considerable effort to mold, interpret and implement what is required so that it can add 

value to the mission.


Quality assurance systems and departments are designed with the intention of improving practice. 

The quality assurance process can improve outcomes and be embraced by staff as mission critical if 


  • Directly supports the practice model.
  • Strikes an effective balance between control and support.
  • Is administered by quality assurance staff well versed in the current practice and committed to the values in the practice model.
  • Includes numerous, institutionalized methods for educating and receiving input from program staff on the front line. 
  • Communicates critical measures regularly to all levels of staff in the agency, with the goal of continuous improvement and education.
  • Is a continuous process rather than simply a series of occasional “point-in-time” measures.
  • Vignette: Alabama’s quality assurance system is organized to assess performance under three outcomes -- safety, permanency and well-being , and seven systematic factors -- community collaboration, services array and resource development, individualized services plans, quality assurance and supervision, staffing and caseloads, staff and provider training, and information systems capacity. The State QA supplies counties with data on safety and permanency from the state's information system and the counties supplement with their own data on performance and well-being indicators, including :
  •  Data on length of stay and permanency goals for children in out of home care.
  •  An education data chart on the educational statues of children.
  •  Data on staff and provider training .


Both the county quality assurance committees and the state Office of Quality Assurance 

conduct qualitative case reviews . Each county reviews between 8 and 24 cases each year. A written protocol is used that calls for a review of the case record and interviewing of all parties involved in the case stakeholder contribution.


Connecting Administrative Staff to Children, Youth and Families


Perhaps the most powerful mechanism for aligning administrative staff and administrative practices 

to the mission is to involve administrative staff as directly as possible and in some meaningful 

way to the children, youth and families served. There is no way to make a mission more real than to 

see it in action. It is important for administrative staff to:

  • Understand the experience of the children being served 
  • Have opportunity to relate to the parents as “real people”
  • Observe the staff interacting with families and doing their jobs

When administrative staff can do this in the context of participation as volunteers with children, 

youth and families the connection is most powerful.


Connecting administrative staff with those served may take the form of:

  • Regular story sharing
  • Direct observation of practice (e.g., listening to hotline calls or observing foster parent training)
  • Observing case conferences
  • Volunteerism (raising money to purchase school supplies, sponsoring a child for the prom, outreach at shelters)

Connecting administrative staff to children, youth and families enables them to better understand 

why they are there and the value of their work to the families and communities the agency serves.


Vignette: One local child welfare agency holds an annual foster child holiday party. At this large event, administrative staff members volunteer to help serve lunch, lead the games and check in the guests. This gives administrative staff the opportunity to interact with the foster children and observe the program staff doing the same. It builds an 

appreciation for the bond and commitment that the agency and its program staff have with 

these children and youth. It puts “a face to a name” for staff members who may pay vendor 

invoices or process other paperwork related to the care of these children.


Developing Effective Administrative Policies


Policy development is an ongoing function in any agency. In public child welfare, there are 

numerous and sometimes contradictory needs that must be taken into consideration when developing 

policy. It is critical to identify all of the stakeholders early in any policy making process and 

to institutionalize mechanisms by which to engage them throughout the process.


Future compliance from staff is often based on the degree to which they believe their input has 

been sought and considered when creating new policies. Effective policy development requires that 

those “closest to the action” provide input during the development process. In other words, those 

administrative staffs and program staffs who are most impacted by the policy or who do work that 

are impacted by the policy should be involved and consulted when new policies or modifications to 

policies are being considered. Policies should be empowering rather than simply authoritative. 

Where discretion in case-by-case situations can be exercised, it should be allowed and so stated. 

Conversely, when compliance is critical in all circumstances, this should be clearly explained, 

understood and respected.


Once developed, regular reviews and updates of policies should occur. As policies are changed, both 

formal and informal communication must occur in order for staff to align their behavior with the 

new policy.


It is important that there be sound rationale for policy development. Individual or localized 

performance issues should not be solved through policy making. Such efforts are often ineffective 

and create unnecessary constraints or additional work on staff whose practice was not problematic.


Criteria for Evaluating Key Administrative Processes

There are a series of questions that leaders (executive, administrative or program) can ask to 

determine if key processes are designed and executed well. Again, the goal for any key process is 

to be focused on achieving outcomes rather than creating undue focus on the internal systems.


These evaluative questions are located in the Leadership chapter of this guidance and linked here 

because they are an excellent

set of criteria




Apprenticeship see Education & Training



Brain Science



Career Pathways


Contingent/Informal Work

Credentials see Education & Training


Criminal Background



Disabilities, Workers with



Economic & Community Development

Education & Training

Employers, Engaging

Employment Strategies

Entrepreneurship see Microenterprise

Executive Functioning see Brain Science

Ex-Offenders see Criminal Background



Financial Empowerment



Green Jobs/Industries




Health, Work and



Immigrant Workers









Mental health, Work and


Minority Workers



Non-Custodial Parents



Occupational Licensing see Education & Training

Older Workers



Paid Leave see Workplace Policies & Job Quality

Part-Time Work see Workplace Policies & Job Quality

Place-conscious/Place-based Approach





Rural Work see Place-conscious/Place-based Approach



Schedules, Work see Workplace Policies & Job Quality

Sector-Based Strategies

Self-Employment see Microenterprise

Social Enterprise

Supplemental Nutrition Assistance Program- Employment & Training (SNAP E&T)



Temporary Assistance for Needy Families (TANF)


Two-Generation Approach see Whole Family Approach







Wages see Workplace Policies & Job Quality

Whole Family Approach


Work-Life Balance

Workforce Innovation and Opportunity Act (WIOA)

Workplace Policies & Job Quality





Young Adults










Brain Science (Neuroscience, Executive/Cognitive Functioning, Behavioral Economics), see Areas for Innovation Series: Utilizing Our Understandings of Brain Science to Strengthen Workforce Engagement



Career Pathways

Career Pathways Toolkit: A Guide for System Development

    U.S. Department of Labor, Employment and Training Administration, 2015

The Evolution and Potential of Career Pathways

    U.S. Department of Education, Office of Career, Technical, and Adult Education, April 2015

Funding Career Pathways: A Federal Funding Toolkit for States

    The Center for Law and Social Policy, February 2015

Career Pathways – Approaches for the Delivery of Education, Training, Employment, and Human Services: Summary of Responses to a Request for Information

    U.S. Departments of Education, Health and Human Services, and Labor, February 2015

Career Pathways Explained: A Multimedia Overview

    The Center for Law and Social Policy, October 2014

Shared Vision, Strong Systems: The Alliance for Quality Career Pathways Framework Version 1.0.

    The Alliance for Quality Career Pathways, June 2014

Career Pathways Toolkit: Six Key Elements for Success

    Social Policy Research Associates, September 2011

Issue Brief: Career Ladders and Pathways for the Hard-to-Employ

    Alison Gash and Melissa Mack, Social Policy Research, September 2010



Parents and the High Cost of Child Care: 2015

    ChildCare Amare of America, 2015

Child Care Assistance in the United States and Nonstandard Work Schedules (AEI Economic Policy Working Paper 2015-13)

    Angela Rachidi, American Enterprise Institite, November 2015

High Quality Child Care is Out of Reach for Working Families

    Elise Gould and Tanyell Cooke, Economic Policy Institute, October 2015

The Workforce Innovation and Opportunity Act and Child Care for Low-Income Parents: Opportunities and Challenges under the New Law

    Shayne Spaulding, The Urban Institute, June 2015

The Child Care Development Fund and Workforce Development for Low Income Parents: Opportunities and Challenges with Reauthorization

    Gina Adams and Caroline Heller, The Urban Institute, June 2015

Fact Sheet: Child Care Assistance: A Vital Support for Working Families

    The Center for Law and Social Policy, June 2015

Bridging the Gap: Exploring the Intersection of Workforce Development and Child Care

    Gina Adams, Shayne Spaulding, and Caroline Heller, The Urban Institute, May 2015

Implementing the Child Care and Development Block Grant Reauthorization: A Guide for States

    Hannah Matthews, Karen Schulman, Julie Vogtman, Christine Johnson-Staub, and Helen Blank, The Center for Law and Social Policy and The National Women's Law Center, March 2015


Contingent/Informal Work

Shocker: 40% of Workers Now Have 'Contingent' Jobs, Says U.S. Government

    Elaine Pofeldt, Forbes, May 2015

Contingent Workforce: Size, Characteristics, Earnings, and Benefits (GOA-15-168R)

    U.S. Government Accountability Office, April 2015

Informal and Nonstandard Employment in the United States: Implications for Low-Income Working Families

    Demetra Smith Nightingale and Stephen Wandner, The Urban Institute, August 2011



From Opportunity to Burden: Profiles of Individuals Caught in the Credit Trap

    Jennifer Lowe, Ruth Liberman, and Charlotte Benishek, Crittenton Women's Union, November 2014

Legal Barriers to Self-Sufficiency: The Somerset County Legal Services Project

    Family Welfare Research and Training Group, University of Maryland, July 2003


Criminal Background

Ensuring People with Convictions Have a Fair Chance to Work (Website)

    National Employment Law Project

Reentry and Employment Project (Website)

    The Council of State Governments Justice Center, National Reentry Resource Center

Removing Barriers to Opportunity for Parents With Criminal Records and Their Children: A Two Generation Approach

    Rebecca Vallas, Melissa Boteach, Rachel West, and Jackie Odum, Center for American Progress, December 2015

Ban the Box Guide: U.S. Cities, Counties, and States Adopt Fair Hiring Policies

    Michelle Natividad Rodriguez and Nayantara Mehta, National Employment Law Project, September 2015

Snapshot: Employment

    The Council of State Governments Justice Center, Federal Interagency Reentry Council, August 2015

Supporting Second Chances: Education and Employment Strategies for People Returning from Correctional Facilities

    Jobs for the Future, July 2015

Providing Effective Employment and Supportive Services to Low-Income Women with Criminal Records (Webinar)

    OFA Peer TA Network, Administration for Children and Families' Office of Family Assistance, July 2015

Incarcerated and Formerly Incarcerated Individuals: Ongoing Research and Program Evaluation Efforts

    Administration for Children & Families, Office of Planning, Research & Evaluation, June 2015

Best Practices and Model Policies: Creating a Fair Chance Policy

    National Employment Law Project, April 2015

Strategies for Full Employment through Reform of the Criminal Justice System

    Maurice Emsellem and Jason Ziedenberg, Center on Budget and Policy Priorities, March 2015

Integrated Reentry and Employment Strategies: Reducing Recidivism and Promoting Job Readiness

    The Council of State Governments Justice Center, September 2013

Removing Criminal Records as a Barrier for TANF Recipients

    Family Welfare Research and Training Group, University of Maryland, May 2009



Disabilities, Workers with

Disability Employment Initiative (Website)

    U.S. Department of Labor, Employment and Training Administration and the Office of Disability Employment Policy

LEAD Center (Website)

    National Center on Leadership for the Employment and Economic Advancement of People with Disabilities (LEAD)

Disability Employment Initiative (DEI) Lessons Learned for WIOA: The Integrated Resource Team Approach for Populations with Multiple Challenges to Employment (Webinar)

    U.S. Department of Labor, Employment and Training Administration, October 2015

Collaboration Expands Employment Opportunities for People with Disabilities

    U.S. DHHS Administration for Community Living, September 2015

States Work to Help People With Disabilities Find Work

    Stephanie Quinton, The Pew Charitable Trusts, September 2015

SSRC Selections: Disabilities & Employment

    Self-Sufficiency Research Clearinghouse, April 2015

A Fair Shot for Workers with Disabilities

    Rebecca Vallas, Shawn Fremstad, and Lisa Ekman, Center for American Progress, January 2015



Economic & Community Development

Building Pathways to Employment in America’s Cities through Integrated Workforce and Community Development

    Rachel Unruh and Kira Dahlk, National Skills Coalition, September 2012

The Intersection of Place and the Economy

    Robert Puentes and Peter McFerrin, The Brookings Institute, April 2012


Education & Training (Secondary Education, Postsecondary Education, Career & Technical Education, Credentials/Occupational Licensing, Apprenticeship)


Secondary Education

The Changing Landscape of High School Equivalency in the U.S.: Options, Issues, and Improvement Strategies

    Center for Postsecondary and Economic Success at CLASP, May 2015

Course, Counselor, and Teacher Gaps: Addressing the College Readiness Challenge in High-Poverty High Schools

    Center for Law and Social Policy, June 2015

New Pathways to Careers and College: Examples, Evidence, and Prospects

    MDRC, April 2015


Postsecondary Education

Earn to Learn: How States Can Reimagine and Reinvest in Work-Study to Help Low-Income Adults Pay for College, Enhance Their Academic Studies, and Prepare for Post-College Careers

    The Working Poor Families Project, spring 2014

Strengthening Student Success with Non-Academic Supports: The Role of State Policy

    The Working Poor Families Project, spring 2015

The Landscape of Competency-Based Education: Enrollments, Demographics, and Affordability

    Robert Kelchen, American Enterprise Institute, January 2015


Career & Technical Education

Office of Career, Technical, and Adult Education at the U.S. Department of Education (Website)

Perkins Collaborative Resource Network (Website)

National Center for Innovation in Career and Technical Education (Website)

National Research Center for Career and Technical Education (Website)

National Council for Workforce Education (Website)

Taking Charge of Your Career Path: A Future Trend of the Workforce

    Cara DiMattina and Lisa-Anne Ferris, Techniques Magazine, March 2013

Situating Programs of Study Within Current and Historical Career and Technical Educational Reforms

    Natalie Stipanovic, Morgan Lewis, and Sam Stringfield, International Journal of Education Reform, April 2012

Improving Alignment between Secondary and Postsecondary Career and Technical Education (Webinar)

    National Research Center for Career and Technical Education and U.S. Department of Education Office of Career, Technical, and Adult Education, March 2012


Credentials/Occupational Licensing

Connecting Credentials: A National Dialogue on Building Learning-Based Credentialing System (Website)

Occupational Licensing: A Framework for Policymakers

    U.S. Department of the Treasury Office of Economic Policy, the Council of Economic Advisers, and the U.S. Department of Labor, July 2015

Connecting Credentials: Making the Case for Reforming the U.S. Credentialing System

    Lumina Foundation, June 2015

Connecting Credentials: A Beta Credentials Framework

    Lumina Foundation, May 2015

Are People Getting Credentials that Lead to Jobs?: Using Dashboards for State Workforce Planning

    Heath Prince, Christopher King, Bryan Wilson, and Brooke DeRenzis, National Skills Coalition’s State Workforce and Education Alignment Project, February 2015



ApprenticeshipUSA (Website)

    U.S. Department of Labor

CTE Research Review: How Did England Triple Its Apprenticeships (Blog)

    Andrea Zimmermann, National Association of State Directors of Career Technical Education Consortium, November 2015

ApprenticeshipUSA Online Toolkit: A New Tool to Advance Apprenticeship Under WIOA (Webinar)

    U.S. Department of Labor, October 2015

Looking Toward 2016: Why Expanding Apprenticeships Should be a Priority (Blog)

    Robert Lerman, The Urban Institute, June 2015

From Exploration to Launch: Registered Apprenticeship Quick Start Toolkit (Webinar and Toolkit)

    U.S. Deaprtment of Labor, Employment and Training Administration, February 2015

Apprenticeship American-Style (Webinar)

    The Aspen Institute, February 2015

An Effectiveness Assessment and Cost-Benefit Analysis of Registered Apprenticeship in 10 States

    Mathematica Policy Research, July 2012

The Benefits and Challenges of Registered Apprenticeship: The Sponsors' Perspective

    Robert Lerman, Lauren Eyster, and Kate Chambers, The Urban Institute, March 2009


Employers, Engaging

Kansas Employer Engagement Initiative (Presentation)

    Kansas Board of Regents

Employer Engagement Toolkit: From Placement to Partners

    Kevin Doyle, Greenways/Jobs for the Future, October 2015

Skills in the States: Sector Partnership Policy Toolkit

    Brooke DeRenzis and Bryan Wilson, National Skills Coalition, October 2015

WDQC Webinar: Employer Engagement in Workforce Data (Webinar)

    Workforce Data Quality Campaign, October 2015

Taking Care of Business: Employer Engagement in Workforce Data

    Michelle Massie, Workforce Data Quality Campaign, August 2015

Engaging Employers as Customers

    Jobs for the Future, May 2015

Tools for Building Employer-Educator Partnerships (Website)

    Office of Career, Technical, and Adult Education, U.S. Department of Education, 2015

Engaging Employers to Support Adult Career Pathways Programs

    David Bond, Ed.D, Center for Occupational Research and Development, 2013

Engaging High, Middle and Low Road Employers: Differentiated Employer Engagement Strategies in Workforce Development (Webinar)

    Workforce Strategies Initiative, October 10, 2012

Partnering with Employers to Promote Job Advancement for Low-Skill Individuals

    Karin Martinson, National Institute for Literacy, September 2010


Employment Strategies

Employment Strategies for Low-Income Adults Evidence Review (Website)

Office of Planning, Research & Evaluation, Administration for Children & Families, U.S. Department of Health and Human Services, 2015


Subsidized Employment

Testing the Next Generation of Subsidized Employment Programs: An Introduction to the STED and the ETJD (OPRE Report 2015-58)

    Dan Bloom, MDRC, May 2015

Subsidized Employment: Serving Disadvantaged Workers

    Randi Hall, Center for Law and Social Policy, April 2015

A Subsidized Jobs Program for the 21st Century: Unlocking Labor-Market opportunities for All Who Seek Work

    Rachel West, Rebecca Vallas, and Melissa Boteach, Center for American Progress, January 2015

Stimulating Opportunity: An Evaluation of ARRA-Funded Subsidized Employment Programs

    Anne Roder and Mark Elliott, Economic Mobility Corporation, September 2013

New Research Shows Value of Subsidized Employment Programs to Employers, Employees

    Elizabeth Lower-Basch, Center for Law and Social Policy, May 2013

Innovative City and State Funding Approaches to Supporting Subsidized Employment and Transitional Jobs: A Joint Paper

    Chris Warland and Melissa Young, National Transitional Jobs Network and Elizabeth Lower-Basch, Center for Law and Social Policy, March 2013

Creating Subsidized Employment Opportunities for Low-Income Parents: The Legacy of the TANF Emergency Fund

    LaDonna Pavetti, Liz Schott, and Elizabeth Lower-Basch, The Center for Law and Social Policy and Center for Budget and Policy Priorities, February 2011


Transitional Jobs

National Transitional Jobs Network (Website)

Enhanced Transitional Jobs Demonstration (Website)

    U.S. Department of Labor, Office of Policy Development and Research, October 2015

Innovative City and State Funding Approaches to Supporting Subsidized Employment and Transitional Jobs: A Joint Paper

    Chris Warland and Melissa Young, National Transitional Jobs Network and Elizabeth Lower-Basch, Center for Law and Social Policy, March 2013


Entrepreneurship see Microenterprise


Executive Functioning see Brain Science


Ex-Offenders see Criminal Background



Financial Empowerment

Financial Health of LMI Families, the Impact on Child Well-Being & Opportunities to Innovate (Webinar)

    Center for Financial Services Innovation, November 2015

Financial Coaching: Helping Families Realize Their Goals and Achieve Stability

    Regina Salliey, The Annie E. Casey Foundation, July 2015

Financial Coaching Strategies (Website)

    University of Wisconsin Cooperative Extention

Highlights of a Forum: Financial Literacy: The Role of the Workplace

    U.S. Government Accountability Office, July 2015

Financial Wellness at Work: A Review of Promising Practices and Policies

    The Consumer Financial Protection Bureau, August 2014



Green Jobs/Industries

The Donald Vial Center on Employment in the Green Economy (Website)

    UC Berkeley Institute for Research on Labor and Employment, 2015

Green Jobs Initiative (Website)

    Employment and Training Administration, U.S. Department of Labor, 2011

Brief: Low-Skill Workers' Access to Quality Green Jobs

    Karin Martinson, Alexandra Stanczyk, and Lauren Eyster, The Urban Institute, May 2010

Building Effective Green Energy Programs in Community Colleges

    Maureen Bozell and Cynthia Liston, Workforce Strategy Center, National Council for Workforce Education, May 2010

Green Jobs: Reaching TANF and Low-Income Populations (Webinar)

    OFA Peer TA, March 2010




What Strategies Work for the Hard-to-Employ? Final Results of the Hard-to-Employ Demonstration and Evaluation Project and Selected Sites from the Employment Retention and Advancement Project (OPRE Report No. 2012-08)

    MDRC, May 2012

Alternative Employment Strategies for Hard-to-Employ TANF Recipients: Final Results from a Test of Transitional Jobs and Preemployment Services in Philadelphia (OPRE Report 2011-09)

    Erin Jacobs and Dan Bloom, MDRC for U.S. Department of Health and Human Services, December 2011

Issue Brief: Career Ladders and Pathways for the Hard-to-Employ

    Alison Gash and Melissa Mack, Social Policy Research, September 2010

Brief: TANF Policies for the Hard to Employ: Understanding State Approaches and Future Directions

    Pamela Loprest, Pamela Holcomb, Karin Martinson, and Sheila Zedlewski, The Urban Institute, July 2007

Hard-to-Employ Parents: A Review of Their Characteristics and the Programs Designed to Serve Their Needs

    Sheila Zedlewski, Pamela Holcomb, and Pamela Loprest, The Urban Institute, June 2007


Health, Work and

Stay-at-Work/Return-to-Work Policy Collaborative (Website)

    Office of Disability Employment Policy and Mathematica, 2016

Self-Assessment of Health and Barriers to Employment

    Letitia Logan Passarella and Catherine Born, Family Welfare Research & Training Group, University of Maryland School of Social Work, March 2013



Immigrant Workers

Workforce Program Data & Immigrants FAQS

    Workforce Data Quality Campaign and National Skills Coalition, January 2016

In the Meantime: How to Support Immigrant Skill Building While Waiting for Federal Action on Immigration--A Guide for Funders

    National Skills Coalition, December 2015

Engaging Employers in Immigrant Integration

    María E. Enchautegui, The Urban Institute, August 2015

Experiences of Immigrant Workers: Challenges, Opportunities and the Future of our Economy (Webcast Discussion)

    The Aspen Institute's Economic Opportunity Program, July 2013

Hit Hard but Bouncing Back: The Employment of Immigrants during the Great Recession and the Recovery

    María E. Enchautegui, The Urban Institute, October 2012

Immigrants, Welfare Reform, and the U.S. Safety Net (NBER Working Paper No. 17667)

    Marianne Bitler and Hilary Hoynes, National Bureau of Economic Research, December 2011

Assisting Newcomers through Employment and Support Services: An Evaluation of the New Americans Centers Demonstration Project in Arkansas and Iowa

    Robin Koralek, Heidi Johnson, Caroline Ratcliffe, Tracy Vericker, The Urban Institute, March 2010









Mental health, Work and

Virtual Training Helps Vets with PTSD, Mentally Ill Find Jobs (Review)

    Marla Paul, Northwestern University, July 2015

Getting to Work: Promoting Employment of People with Mental Illness

    The Bazelton Center for Mental Health Law, Spetember 2014

Road to Recovery: Employment and Mental Illness

    National Alliance on Mental Illness, July 2014


Microenterprise, see Areas for Innovation Series: Microenterprise as a Path to Self-Sufficiency


Minority Workers

Advancing Equity for Women and Girls of Color

    The White House Council on Women and Girls, November 2015

Ending Jim Crow in America's Restaurants: Racial and Gender Occupational Segregation in the Restaurant Industry

    Restaurant Opportunities Centers United, October 2015

New Census Data Show No Progress in Closing Stubborn Racial Income Gaps (Blog)

    Valerie Wilson, Economic Policy Institute's Working Economics Blog, September 2015

A Review of Strategies Aimed at Increasing Employment in Non-Traditional Occupations (Presentation)

    Carolyn Corea, IMPAQ International, August 2015

The Retail Race Divide: How the Retail Industry is Perpetuating Racial Inequality in the 21st Century

    Catherine Ruetschlin, Dedrick Asante-Muhammad, Dēmos and the National Association for the Advancement of Colored People (NAACP), June 2015

Women of Color and the Gender Wage Gap

    Milia Fisher, Center for American Progress, April 2015

Expanding Economic Opportunity for Young Men and Boys of Color through Education and Training

    Shayne Spaulding, Robert Lerman, Harry Holzer, and Lauren Eyster, The Urban Institute, February 2015

STEM Workforce No More Diverse Than 14 Years Ago

    Allie Bidwell, U.S. News, February 2015

The Racial Wealth Gap: Narrowing the Racial Wealth Gap through Business Ownership

    Asset Funders Network and FIELD at The Aspen Institute, 2015

Learning In Context: Preparing Latino Workers for Careers and Continuing Education

    Elizabeth Moore and Emma Oppenheim, National Council of La Raza, October 2010

Getting Good Jobs to People of Color

    Algeron Austin, Economic Policy Institute, November 2009

Fractures in the Foundation: The Latino Worker's Experience in an Era of Declining Job Quality

    Catherine Singley, National Council of La Raza, September 2009



Non-Custodial Parents

Jobs Not Jail

    Office of Child Support Enforcement at the Administration for Children and Families, U.S. Department of Health and Human Services, October 2015

Helping Noncustodial Parents Support Their Children: Early Implementation Findings from the Child Support Noncustodial Parent Employment Demonstration (CSPED) Evaluation

    Office of Child Support Enforcement at the Administration for Children and Families, U.S. Department of Health and Human Services, September 2015

TCSEPP and CSEPP: Promising Practices for Two Child Support Employment and Parenting Projects in East Tennessee (Presentation)

    Amy Wilson Hardy, Matthew Keller, and Linda Daugherty, University of Tennessee College of Social Work Office of Research and Public Service, August 2015

Strategies for Building and Maintaining Noncustodial Parent Programs (Webinar)

    OFA Peer TA, June 2015

Fact Sheet #1: The National Child Support Noncustodial Parent Employment Demonstration

    Office of Child Support Enforcement at the Administration for Children and Families, U.S. Department of Health and Human Services, March 2015

Work-Oriented Programs with Active Child Support Agency Involvement that Serve Noncustodial Parents

    Office of Child Support Enforcement at the Administration for Children and Families, U.S. Department of Health and Human Services, February 2014

Falling Further Behind? Child Support Arrears and Fathers’ Labor Force Participation

    Daniel P. Miller and Ronald B. Mincy, Social Services Review, December 2012

The Noncustodial Parent Employment Program: Employment & Payment Outcomes

    Catherine Born, Pamela Caudill Ovwigho, and Correne Saunders, Family Welfare Research and Training Group, University of Maryland School of Social Work, April 2011

Poor Dads Who Don't Pay Child Support: Deadbeats or Disadvantaged?

    Elaine Sorensen and Chava Zibman, The Urban Institute, April 2001





Paid Leave see Workplace Policies & Job Quality


Part-Time Work see Workplace Policies & Job Quality


Place-conscious/Place-based Approach, see Areas for Innovation Series: Place-Conscious Approach to Workforce Engagement



Older Workers

Where's the Demand for Talented 50+ Workers?: A New AARP Study Shows Why Older Workers are Bargains for Employers

    Jim Emerman, Next Avenue, April 2015

A Business Case for Workers Age 50+: A Look at the Value of Experience

    AARP, Inc., 2015

Tapping Mature Talent: Policies for a 21st Century Workforce (Full Report)

    The Council for Adult and Experiential Learning, 2013



Rural work, see Areas for Innovation Series: Place-Conscious Approach to Workforce Engagement



Schedules, Work see Workplace Policies & Job Quality


Sector-Based Strategies, see Areas for Innovation Series: Leveraging Job & Industry Growth


Self-Employment see Microenterprise


Social Enterprise

Economic Self-Sufficiency and Life Stability One Year after Starting a Social Enterprise Job

    Dana Rotz, Nan Maxwell, and Adam Dunn, Mathematica Policy Research, January 2015

Big Ideas for Job Creation: Beyond Public Stimulus (Webcast Discussion)

    The Aspen Institite's Economic Opportunities Program, February 2014


Supplemental Nutrition Assistance Program- Employment & Training (SNAP E&T)

SNAP Employment and Training (E&T) Resources for States (Website)

    U.S. Department of Agriculture, Food and Nutrition Service

National Skills Coalition: SNAP Employment and Training (Website)

    National Skills Coalition, 2015

SNAP and the Low-Income Safety-Net

    Institute for Research on Poverty, November 2015

Fostering Success for People Facing Barriers to Employment through SNAP Employment & Training: Promising Employment Program Models, Practices, & Principles for SNAP E&T Participants Facing Barriers to Employment

    Caitlin Schnur, Chris Warland, and Melissa Young, Heartland Alliance’s National Initiatives on Poverty & Economic Opportunity, August 2015

Aligned by Design: WIOA and Supplemental Nutrition Assistance Program Employment & Training (Webinar and Fact Sheet)

    National Skills Coalition, July 2015

Q&A: Meeting ABAWD Activity Requirements through Training Activities

    Helly Lee and Elizabeth Lower-Basch, Center for Law and Social Policy, April 2015

An Untapped Resource: Understanding SNAP E&T (Webinar)

    National Skills Coalition, July 2014



Temporary Assistance for Needy Families (TANF)

Aligned by Design: WIOA and Temporary Assistance for Needy Families (Webinar)

    National Skills Coalition, July 2015

Aligned by Design: WIOA and Temporary Assistance for Needy Families (Fact Sheet)

    National Skills Coalition, June 2015

Issue Brief: Serving Temporary Assistance for Needy Families (TANF) Recipients in a Post-Recession Environment (OPRE Report 2015-05)

    Elizabeth Brown and Michelle Derr, Office of Planning, Research and Evaluation at the Administration for Children and Families, U.S. Department of Health and Human Services, February 2015

Issue Brief: Coordinating Employment Services Across the TANF and WIA Programs (OPRE Report 2015-03)

    Gretchen Kirby and Julia Lyskawa, Office of Planning, Research and Evaluation at the Administration for Children and Families, U.S. Department of Health and Human Services, January 2015

Program Flexibility, Career Pathways, and Improving Employment Outcomes for TANF Participants (Webinar)

    OFA PeerTA, June 2014

Stackable Credentials and Career Pathway Opportunities for TANF Participants (Webinar)

    OFA PeerTA, August 2012

Improving Employment and Earnings for TANF Recipients

    Gayle Hamilton, The Urban Institute, March 2012

Facilitating Postsecondary Education and Training for TANF Recipients

    Gayle Hamilton and Susan Scrivener, The Urban Institute, March 2012



Transportation Emerges as Crucial to Escaping Poverty

    Mikayla Bouchard, The Upshot, The New York Times, May 7, 2015

New Balance Bought Its Own Commuter Rail Station

    Alana Semuels, The Atlantic, May 12, 2015

Public Transportation Can Be a Ride Out of Poverty

    Rosabeth Moss Kanter, The Boston Globe, May 26, 2015

The Growing Distance between People and Jobs in Metropolitan America

    Elizabeth Kneebone and Natalie Holmes, The Brookings Institute, March 2015

The Geography of Joblessness

    The Economist, October 25, 2014

Getting to Work: Improving Public Transportation for America's Workers, Employers and Economies (Webcast Discussion)

    The Aspen Institute's Economic Opportunities Program, October 2014

Job Displacement and the Duration of Joblessness: The Role of Spatial Mismatch

    Fredrik Andersson, John C. Haltiwanger, mark J. Kutzbach, Henry O. Pollakowski, and Daniel H Weinberg, U.S. Census Bureau, Center for Economic Studies, April 2014

Missed Opportunity: Transit and Jobs in Metropolitan America

    Adie Tomer, Elizabeth Kneebone, Robert Puentes, and Alan Berube, The Brookings Institute, May 2011

Transportation Investments and the Labor Market

    Josh Bivens, John Irons, and Ethan Pollack, Economic Policy Institute, April 2009


Two-Generation Approach see Whole Family Approach







Wages see Workplace Policies & Job Quality


Whole Family Approach, see Areas for Innovation Series: Whole Family Approach



Institute for Women's Policy Research (Website)

    Institute for Women's Policy Research, 2015

WOW (Website)

    Wider Opportunities for Women, 2015

The Wage Gap between Moms and Dads is Even Worse than the Overall Gender Pay Gap

    Caroline Bologna, The Huffington Post, June 2015

Op-Ed: What Happened to Working Women?

    Gail Collins, NY Times, October, 2015

Advancing Equity for Women and Girls of Color

    The White House Council on Women and Girls, November 2015

What the New Census Bureau Data Says About Women

    Melanie Ross Levin, National Women's Law Center, September 2015

To Fight Inequality, Support Women's Work

    Judith Warner, Center for American Progress, September 2015

Reasonable Accommodations for Pregnant Workers: State and Local Laws (Fact Sheet)

    National Partnership for Women & Families, July 2015

Not Enough Family Friendly Policies: High Stakes for Women and Families (Fact Sheet)

    National Partnership for Women & Families, May 2015

The Gender Pay Gap Explained (Video)

    Sarah Jane Glynn, Sara Langhinrichs, Andrew Satter, Center for American Progress, April 2015

The Status of Women in the States: 2015-Employment and Earnings

    Institute for Women's Policy Research, March 2015

Fact Sheet: Increasing Employment Opportunities and Improving Working Conditions for Women

    U.S. Department of Labor, June 2014

How to Improve Economic Opportunity for Women

    Aparna Mathur and Abby McCloskey, American Enterprise institute, June 2014

Women's Work: The Economic Mobility of Women Across a Generation

    Economic Mobility Project, The Pew Charitable Trusts, April 2014

Size of Gender Pay Gap Varies By State, Job

    Susan Milligan, Stateline, The Pew Charitable Trusts, January 2014


Work-Life Balance

Work-Family Balance is Critical for Fighting Poverty (Commentary)

    Judith Warner, Spotlight on Poverty and Opportunity, November 2015

Parents' Non-Standard Work Schedules Make Adequate Childrearing Difficult

    Leila Morsy and Richard Rothstein, Economic Policy Institute, August 2015

Balancing School, Work, and Family: Low-Income Parents' Participation in Education and Training

    Lauren Eyster, Tom Callan, and Gina Adams, The Urban Institute, October 2014

Work-Life Balance and the Economics of Workplace Flexibility

    The Council of Economic Advisers, Executive Office of the President of the United States, June 2014

The Business Case for Workplace Flexibility (Presentation)

    LEAD Center, U.S. Department of Labor, May 2013


Workforce Innovation and Opportunity Act (WIOA)

Innovation and Opportunity Network (Website)

The Workforce Innovation and Opportunity Act (Website)

    Employment and Training Administration at the U.S. Department of Labor

OCTAE: Workforce Innovation and Opportunity Act (Website)

    Office of Career, Technical, and Adult Education at the U.S. Department of Education

WIOA Game Plan for Low-Income People (Website)

    The Center for Law and Social Policy

Fact Sheet: The Workforce Innovation and Opportunity Act

    Employment and Training Administration at the U.S. Department of Labor

How WIOA Performance Data Works (Infographic)

    Workforce Data Quality Campaign, December 2015

Aligned by Design: WIOA Webinar Series

    National Skills Coalition, June-July 2015


Workplace Policies & Job Quality

Better Workplaces, Better Businesses (Website)

    Administered by The Center for Law and Social Policy, 2015

The Low Cost of Good Jobs (Webcast Discussion)

    The Aspen Institite's Economic Opportunities Program, June 2014


Paid Leave

Seattle Puts Mandatory Sick Time to Health Test

    Erin Golden, Star Tribune (Minnesota), November 2015

Administering Paid Family and Medical Leave: Learning from International and Domestic Examples

    Sarah Jane Glynn, Center for American Progress, November 2015

Paid Sick Days: Low Cost, High Reward for Workers, Employers and Communities (Fact Sheet)

    National Partnership for Women & Families, November 2015

Get the Facts on Paid Sick Time

    U.S. Department of Labor, October, 2015

Time Off That Really Works (Blog)

    Eileen Appelbaum, The Hill, October 2015

The Cost of Doing Nothing: A Report Prepared by the U.S. Department of Labor

    U.S. Department of Labor, September 2015

Paid Sick Leave is a Win for Workers and the Economy (Blog)

    Elise Gould, Economic Policy Institute, August 2015

Opinion Poll: Small Business Owners Support Paid Sick Days, Majority Offer Benefits to Employees

    Small Business Majority, July 2015

Starting Small: Using Existing Tax Credits to Fund Family Leave

    Aparna Mathur, American Enterprise Institute, July 2015

Op-Ed: Win-Win for Workers and Companies

    David Brodwin, U.S. News, June 2015

Good for Business?: Connecticut's Paid Sick Leave Law

    Eileen Appelbaum, Ruth Milkman, Luke Elliott, and Teresa Kroeger, Center for Economic and Policy Research, March 2014


Part-Time Work

Part-Time Workers are Paid Less, Have Less Access to Benefits--and Two-Thirds are Women (Fact Sheet)

    Anne Morrison and Katherine Gallagher Robbins, National Women's Law Center, September 2015

Involuntary Part-Time Work: Here to Stay?

    Rob Valletta and Catherine van der List, FRBSF Economic Letter, June 2015

Wanting More but Working Less: Involuntary Part-Time Employment and Economic Vulnerability

    Rebecca Glauber, Carsey Institute, Summer 2013



Minimum Wage Tracker (Tool)

    The Economic Policy Institute, November 2015

It's Getting Harder To Move Beyond A Minimum-Wage Job

    Ben Casselman, FiveThirtyEightEconomics, October 2015

New Poll Shows Political Benefits to Supporting a Federal Minimum Wage Increase in 2016 Election

    Oxfam America, September 2015

Award-Winning Study: Minimum Wage - Solid Benefits, Small Costs (Blog)

    Chad Stone, Center on Budget and Policy Priorities, June 2015

Creating Skilled Workers and Higher Wage Jobs

    Harry Holzer, Brookings Institute, April 2015

Research Brief: High Public Cost of Low Wages

    Ken Jacobs, Ian Perry, and Jenifer MacGillvary, UC Berkeley Center for Labor Research and Education, April 2015

How to Raise Wages: Policies That Work and Policies That Don't

    Lawrence Mishel and Ross Eisenberry, Economic Policy Institute, March 2015

No, a Minimum-Wage Boost Won't Kill Jobs

    Michael Reich, Politico Magazine, February 2014

The Effects of a Minimum-Wage Increase on Employment and Family Income

    Congressional Budget Office, February 2014

Opinion Poll: Small Businesses Support Increasing Minimum Wage

    Small Business Majority, April 2013

Raising the Minimum Wage: A Different Approach to the Jobs Problem (Webcast Discussion)

    The Aspen Institute's Economic Opportunities Program, Working in America Series, March 2013


Work Schedules

CLASP's National Repository of Resources on Job Scheduling Policy (Website)

    The Center for Law and Social Policy, 2015

Who Minds the Kids When Mom Works a Nonstandard Schedule?

    Maria E. Enchautegui, Martha C. Johnson, and Julia Gelatt, The Urban Institute, July 2015

Job Schedules that Work for Businesses

    Liz Ben-Ishai, The Center for Law and Social Policy, July 2015

Fact Sheet: Collateral Damage: Scheduling Challenges for Workers in Low-Wage Jobs and Their Consequences

    Liz Watson, Elizabeth Johnston, Katherine Gallagher Robbins, and Anne Morrison, National Women's Law Center, June 2015

State Policy Solutions to the Need for Fair Scheduling (Webinar)

    National Women's Law Center, May 2015

Nonstandard Work Schedules and the Well-being of Low-Income Families

    Maria E. Enchautegui, The Urban Institute, July 2013





Young Adults

Worrying Declines in Teen and Young Adult Employment

    Martha Ross and Nicole Prchal Svajlenka, The Brookings Institute, December 2015

Young Adults and TANF: Rethinking Work Activities

    Elizabeth Lower-Basch, The Center for Law and Social Policy, October 2015

Report: The Best Jobs for Millenials

    Konrad Mugglestone and Tom Allison, Young Invincibles, August 2015

The Class of 2015: Despite an Improving Economy, Young Grads Still Face an Uphill Climb

    Alyssa Davis, Will Kimball, and Elise Gould, Economic Policy Institute, May 2015

Increasing Employment Opportunities for Disadvantaged Young Adults

    Farhana Hossain and Emily Terwelp, MDRC, February 2015

Report: The Future of Millenial Jobs

    Tom Allison and Konrad Mugglestone, Young Invincibles, January 2015

Why are so many college students failing to gain job skills before graduation? (Blog)

    Jeffrey J. Selingo, The Washington Post, January 2015

The State of Young America: Key Facts

    Demos and Young Invincibles, January 2012



National Youth Employment Coalition Information Center (Website)

    National Youth Employment Coalition, 2015

100,000 Opportunities Initiative (Website)

    100,000 Opportunities Initiative, 2015

Tapping New Pools of Talent: Preparing Opportunity Youth to Help Fill the Skills Gap

    Jobs for the Future, August 2015

One Major Missing Link to Solving Youth Unemployment: Corporations

    Laura Bliss, City Lab from The Atlantic, July 2015

The Missing Pieces in Youth-Employment Data Collection and Assessment

    Jonathan Schwabish and Dan Tsin, The Urban Institute, June 2015

Youth Apprenticeship: A Hopeful Approach for Improving Outcomes for Baltimore Youth

    Robert Lerman and Arnold Packer, The Urban Institute, May 2015

WIOA Fact Sheet: Youth Program

    Employment and Training Administration, U.S. Department of Labor, n.d.

Building Financial Capability in Youth Employment Programs

    Consumer Financial Protection Bureau and Administration for Children and Families, August 2014

Building a Comprehensive Youth Employment Delivery Systems: Examples of Effective Practice

    Sara Hastings, Rhonda Tsoi-a-fatt, and Linda Harris, The Center for Law and Social Policy, February 2010




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