Browsing by Subject "Family and Social Policy"

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2018 Nuru Ethiopia Impact Report
(Ray Marshall Center for the Study of Human Resources, 2019-08) Patnaik, Ashweeta; Prince, Heath
Since 2016, the Ray Marshall Center has been providing technical assistance to support Nuru International’s monitoring and evaluation (M&E) team. The Center’s experience and expertise supports Nuru’s work in Kenya, Ethiopia, and Nigeria by demonstrating the effectiveness and robustness of its integrated approach to addressing poverty. The integrated Nuru model seeks to address four key areas of need: 1) food insecurity, 2) inability to cope with economic shocks, 3) unnecessary disease and death, and 4) lack of quality education for children. In Ethiopia and Kenya, Nuru M&E utilizes a quasi-experimental design with the intent of measuring the effectiveness of the four impact programs as well as the overarching impact of these programs on multidimensional poverty. By following a panel of farmers from a non-intervention group as well as the same cohort of Nuru households over time, Nuru M&E evaluates whether or not any observed changes in well-being can be attributed to Nuru programming. Additionally, M&E analyzes key performance indicators to ensure programs track toward their goals. Since 2017, RMC researchers have been responsible for carrying out data analyses for the Nuru M&E team and studying the outcomes and impacts of Nuru’s programming in Ethiopia. Findings from the analyses are used by the Nuru M&E team to inform program planning and decision making. In this report, RMC researchers present results from an outcomes and impact analysis of Nuru’s Rural Livelihoods, Health, and Education programs in Ethiopia in 2018.
2019 Nuru Kenya Impact Report
(Ray Marshall Center for the Study of Human Resources, The University of Texas at Austin and Nuru International, 2020-02) Patnaik, Ashweeta; Prince, Heath
Since 2016, the Ray Marshall Center has been providing technical assistance to support Nuru International’s monitoring and evaluation (M&E) team. The Center’s experience and expertise supports Nuru’s work in Kenya, Ethiopia, and Nigeria by demonstrating the effectiveness and robustness of its integrated approach to addressing poverty. In Kenya, the integrated Nuru model seeks to address three key areas of need: 1) food insecurity, 2) inability to cope with economic shocks and 3) unnecessary disease and death. To track program impact, the M&E team collects yearly evaluation data to support all data-driven decision making. This report reviews Nuru Kenya’s impact results from baseline collected in 2018 to the first follow-up in 2019 for Nuru Kenya’s Rural Livelihoods and Healthcare programs.
2019 Nuru Nigeria Baseline Report
(Ray Marshall Center for the Study of Human Resources, 2019-10) Patnaik, Ashweeta; Prince, Heath
RMC researchers Dr. Heath Prince and Ashweeta Patnaik have completed the baseline analysis for the four-year impact evaluation of Nuru International’s programming in Nigeria. The overarching goal of Nuru Nigeria is to equip rural, vulnerable households to improve livelihoods and build resilience capacities to cope with conflict, environmental, economic, and social shocks and stressors for stability and prosperity. The goal of the multi-year impact evaluation is to study, through a development economics lens, how Nuru’s anti-poverty interventions in Nigeria impact resiliency to shocks. A cluster randomization approach was used to randomly assign two wards to the intervention group and two wards to the comparison group. Statistical methods designed for improving inter-group comparability were applied at baseline to bring the intervention and comparison group participants as closely into balance as possible. A difference-in-differences statistical technique will be used to estimate program impact annually and at endline. The impact evaluation utilizes a mixed-method approach with both quantitative and qualitative components, including a household survey, focus group discussions, and key informant interviews. The evaluation design, baseline data, and the covariate balancing methods applied to the baseline data place the project on a solid footing for rigorous impact analyses at midline and endline.
Achieving Change for Texans Evaluation: Final Impact Report
(Ray Marshall Center for the Study of Human Resources, 2003-01) Schexnayder, Deanna T.; Schroeder, Daniel G.; Olson, Jerome A.; Kum, Hyunsub
Using random assignment in sites around the state of Texas, this evaluation project analyzes the net impact of time limits, the personal responsibility agreement, increased resource limits and other features of the 1995 Texas welfare reform legislation (HB 1863) on a number of outcomes. Impacts of these reforms will be measured for the following client and family outcomes: welfare dynamics, economic self sufficiency, participation in workforce development services, education and immunization of children, access to subsidized child care, and use of child protective services. Net impacts will be measured over a five-year period.
Achieving Change for Texans Evaluation: Final Summary Report
(2003) Schexnayder, Deanna T.; ;
Using random assignment in sites around the state of Texas, this evaluation project analyzes the net impact of time limits, the personal responsibility agreement, increased resource limits and other features of the 1995 Texas welfare reform legislation (HB 1863) on a number of outcomes. Impacts of these reforms will be measured for the following client and family outcomes: welfare dynamics, economic self sufficiency, participation in workforce development services, education and immunization of children, access to subsidized child care, and use of child protective services. Net impacts will be measured over a five-year period.
Achieving Change for Texans Evaluation: Final Summary Report
(Ray Marshall Center for the Study of Human Resources, 2002-11) Schexnayder, Deanna T.
Using random assignment in sites around the state of Texas, this evaluation project analyzes the net impact of time limits, the personal responsibility agreement, increased resource limits and other features of the 1995 Texas welfare reform legislation (HB 1863) on a number of outcomes. Impacts of these reforms will be measured for the following client and family outcomes: welfare dynamics, economic self sufficiency, participation in workforce development services, education and immunization of children, access to subsidized child care, and use of child protective services. Net impacts will be measured over a five-year period.
Achieving Change for Texans Evaluation: Net Impacts Through 1999
(Ray Marshall Center for the Study of Human Resources, 2001-01) Schexnayder, Deanna T.; Olson, Jerome A.; Schroeder, Daniel G.
n 1995, the Texas Legislature enacted H. B. 1863, which formed the basis for Texas’ waiver from existing Federal laws governing the Aid to Families with Dependent Children (AFDC) program. The Texas waiver, officially known as the Achieving Change for Texans (ACT) demonstration, aims to assist participants to achieve independence from welfare through an increased emphasis on employment, training, temporary assistance and support services. It includes four primary components: Time-Limited and Transitional Benefits (TL), Responsibilities, Employment and Resources (RER), Incentives to Achieve Independence (IAI), and TANF One Time Payments. The evaluation of the ACT demonstration consists of three approaches: a process evaluation, an impact analysis, and follow-up interviews with persons who reached their time limits or who elected to receive TANF One Time payments instead of entering TANF. This report includes net impacts of the ACT demonstration from its inception in June 1996 through December 1997, and describes early impacts of the time limits and RER experiments on welfare dynamics, client self-sufficiency, participation in workforce development programs, and use of subsidized child care services.
Achieving Change for Texans Evaluation: Net Impacts Through December 1997
(Ray Marshall Center for the Study of Human Resources, 1998-12) Schexnayder, Deanna T.; Olson, Jerome A.; Schroeder, Daniel G.; Betsinger, Alicia; Sim, Shao Chee
Using random assignment in sites around the state of Texas, this evaluation project analyzes the net impact of time limits, the personal responsibility agreement, increased resource limits and other features of the 1995 Texas welfare reform legislation (HB 1863) on a number of outcomes. Impacts of these reforms will be measured for the following client and family outcomes: welfare dynamics, economic self sufficiency, participation in workforce development services, education and immunization of children, access to subsidized child care, and use of child protective services. Net impacts will be measured over a five-year period.
Assessing the Resident Opportunities for Self-Sufficiency Program of the Housing Authority of the City of Austin August 2013
(2013-08) O'Shea, Daniel P.; Prince, Heath
The Ray Marshall Center conducted a detailed process analysis of the Resident Opportunities for Self-Sufficiency (ROSS) Program that connects public housing residents with workforce development and supportive services available through community-based partnerships for the Housing Authority of the City of Austin (HACA). The evaluation examines client flow, services, partnerships, and outcomes, as well as forms and procedures for client intake, initial assessment, case management, and program performance measurement.
Austin Metro Area Master Community Workforce Plan Baseline Evaluation Report
(Ray Marshall Center for the Study of Human Resources, 2018-10) Cumpton, Greg; Juniper, Cynthia; Patnaik, Ashweeta
The Ray Marshall Center (RMC) has partnered with Workforce Solutions Capital Area (WFSCA) to evaluate the progress of the Austin Metro Area Master Community Workforce Plan. The objective of the Master Plan is to effectively engage employers, community-based organizations, and educational institutions to more efficiently match employers’ skill needs and successfully prepare economically disadvantaged residents for family-sustaining careers. The RMC will investigate the educational and labor market outcomes of workforce development program participants, as well as variations in such results associated with demographic, personal, educational, and programmatic service regimes of the participants. RMC staff will work with WFSCA staff and area training providers to identify paths to the successful implementation of the Master Plan.
Austin Two-Generation Pilot Project Evaluation
(Ray Marshall Center for the Study of Human Resources, 2015-08) Juniper, Cynthia; Roelofs, Tanlyn
The project evaluated in this report, the Austin Two-Generation Pilot Project, provided English as a Second Language classes three mornings a week in the spring semester 2015 for adults with children enrolled in two different Austin Independent School District sites: Uphaus Early Childhood Center and Linder Elementary school. The project was designed to gain an understanding of the implementation process and participant experience of a two-generation project in Austin, TX to inform future two-generation project development in the region. This two-generation pilot project was evaluated using the following means: a review of student goal setting forms, an interview with the ESL teacher, student surveys and focus group transcripts, a classroom observation, student attendance related to a pre- and post-test of student English literacy skills, and a comparison of the spring semester school attendance of the Uphaus children whose parents participated in the project, to the larger group of Uphaus students. Participants indicated that their primary reason for participating in the program was to help their children with homework and to learn to use a computer for work and finding a job. Parents identified that quality child care services for their younger children were essential to their participation in the program. Parents reported increasing the amount of time they spend reading to their children, listening and talking to their children each day after school, reading the school newsletter, talking with their child’s teacher, and attending parent events. The majority of participants experienced improvements in listening (77%), pronunciation (61%), speaking (61%), and writing (77%) as a result of their participation in the class.
Behavioral Economics and Workforce Development: A Review of the Literature from Labor Economics and the Broader Field
(2016-02) Juniper, Cynthia; Prince, Heath
here is mutual benefit for employers and workers when workers improve their skills beyond the minimum requirements for their position—a fact not lost on employers, many of who are willing to provide education and training opportunities to staff, including frontline workers. These opportunities typically include on-the-job-training, tuition reimbursement for postsecondary courses, and paid leave to attend classes. Despite often generous budgets for these activities, relatively few workers take advantage of these opportunities, potentially limiting increases in productivity, wages and longer-term career advancement (Tompson, Benz, Agiesta, & Junius, 2013). This dilemma raises an interesting research question: Can emerging lessons from behavioral science experiments be applied to cutting the Gordian Knot of worker participation in education and training programs? This review of current literature on the topic is intended to explore the strengths and limitations of applying tools of behavioral sciences to increase the participation and completion rate of training for lower-wage, frontline incumbent workers in ways that benefit both workers and sponsoring firms.
Bridging the Gap Pilot Study
(2007) Schexnayder, Deanna T.; Tang, Ying; Hill, Brendan; Looney, Sarah
The “Bridging the Gap”Pilot Study had the goals; 1) to begin to show how the problems faced by working families appear and unfold in any particular state, but are also part of a national pattern; 2) show how the full project will add value to the work being conducted by the National Center for Children in Poverty (NCCP) by making the findings from the Family Resource Simulator (FRS) part of a policy-oriented research undertaking and dissemination project; 3) to demonstrate how collaboration between national and state-level partners is critical for understanding the problems facing working families and determining the appropriate policy solutions; and 4) to engage policy advocates in the start-up phase of the project to make the research relevant to those actively engaged in the political process.
Capital Area Education and Career Partnership School-to-Career Grant: An Assessment of Early Accomplishments, Constraints and Prospects
(Ray Marshall Center for the Study of Human Resources, 2000-03) O'Shea, Daniel P.; King, Christopher T.
This report presents results of an evaluation of activities and services delivered under the School-to-Work Opportunities Act of 1994 by the Capital Area Education and Careers Partnership. The evaluation results are presented in four sections: An assessment of the effectiveness of the Partnership in attaining its stated annual objectives. Notable accomplishments of the Partnership in Years One and Two. Fundamental and persistent issues that surfaced during discussions in the field. Recommendation of specific actions for the Partnership to consider in the last two years of its federal grant.
CareerAdvance® Implementation Report
(2010-08) Glover, Robert W.; Smith, Tara Carter; King, Christopher T.; Coffey, Rheagan D.
The report evaluates the first year implementation of CareerAdvance®, a pilot program conducted by the Community Action Project (CAP) of Tulsa County aimed at providing low-income parents of children enrolled in early childhood education centers with workforce training, education, and skill certification. The study documents the accomplishments of the program in its initial year of operation, reviews the challenges faced by the program and its participants, and draws lessons and recommendations from the experience.
CareerAdvance® Implementation Study Findings through FY 2018
(Ray Marshall Center for the Study of Human Resources, 2019-01) Juniper, Cynthia; King, Christopher T.; Anderson, Amy
This report examines the implementation of the third year of HPOG II services in a five-year grant cycle, including post-HPOG sustainability planning for CareerAdvance®. This report focuses on how and why the program has changed and adjusted to meet the requirements of HPOG II, while responding to the needs of the participants being served, the local job market, and the partners working together to implement and sustain the program. First, this report briefly describes the organizations partnering to implement the HPOG II version of CareerAdvance®. It then examines changes made to the program components, including the eligibility requirements, recruitment, assessment, and selection process, support services, training options, and other program elements. Also, it describes the HPOG II FY 2018 (September 1, 2017-August 31, 2018) cohorts enrolled in training, including assessment scores and detailed demographic information on the participants and their families, as well as program completion and certification attainment of all HPOG II participants (April 2016-August 31, 2018). A final section addresses CareerAdvance® sustainability planning issues, options and opportunities. This report draws from previous CareerAdvance® reports, information on the HPOG II program participants and their families, and interviews with CAP, Tulsa Tech, Family and Children Services, and Tulsa Community WorkAdvance leadership and staff.
CareerAdvance® Implementation Study Findings through FY 2019
(2020-02) Juniper, Cynthia; King, Christopher T.
In collaboration with a multi-disciplinary team of partners, the Ray Marshall Center (RMC) is developing and implementing a sectoral workforce development strategy for low-skilled, low-income parents of children served by early childhood programs in Tulsa, Oklahoma. There is emerging evidence that children whose parents hold stable jobs with progressively rising incomes exhibit better academic and behavioral outcomes. RMC and its partners have undertaken a dual-generation approach to poverty reduction that strengthens the investment in early childhood development by equipping Head Start parents with workforce training and gainful employment opportunities. This approach employs a more holistic model than traditional workforce development programs, as it also includes employee counseling and other support services to help parents complete training and adult basic education, retain their jobs, advance in their careers, and become economically self-sufficient. The goal is to develop a sustainable sectoral strategy that can be replicated beyond Tulsa to other communities across the nation. In the first phase of the project (2008-2009), RMC designed a sectoral job development strategy focused on industries featuring jobs that pay well and provide much-needed employee benefits (e.g., health insurance, annual and sick leave) as well as career advancement opportunities. In April 2009, Community Action Program of Tulsa County launched the pilot, CareerAdvance®, at two Head Start sites in Tulsa involving 15 parents. The components of the CareerAdvance® are 1) GED and college readiness instruction, as needed; 2) skills training in the healthcare sector progressing from Certified Nursing Aide to Licensed Practical Nurse to Registered Nurse; 3) weekly peer support meetings addressing a flexible set of topics (e.g., life skills, work readiness, family finances); 4) conditional cash incentives (up to $3,000 a year) for participants meeting specified benchmarks to reinforce continued participation and help offset foregone earnings; and 5) workforce intermediation between healthcare employers and training institutions provided through Workforce Tulsa. The report on the project’s first year of operation is available at the link below. In partnership with Harvard University and the University of Oklahoma – Tulsa School of Medicine, a second pilot site was opened in July 2009 at a Tulsa Educare Center. The second pilot, EduCareers, includes all components described above as well as enhanced mental health services for participating households, curriculum enhancements for the children, parent engagement training, and a medical home. The CareerAdvance® project has now been expanded to 2015 with support from the U.S. Department of Health and Human Services’ Administration for Children and Families. RMC and partners at Northwestern and Columbia University have been engaged to provide ongoing on data collection, implementation, and outcomes analysis of project participants.
CareerAdvance® Implementation Study Findings through FY 2020: The impact of COVID-19 on service delivery
(Ray Marshall Center for the Study of Human Resources, The University of Texas at Austin, 2021-02) Juniper, Cynthia; King, Christopher T.
RMC and its partners have undertaken a dual-generation approach to poverty reduction that strengthens the investment in early childhood development by equipping Head Start parents with workforce training and gainful employment opportunities. This approach employs a more holistic model than traditional workforce development programs, as it also includes employee counseling and other support services to help parents complete training and adult basic education, retain their jobs, advance in their careers, and become economically self-sufficient.
CareerAdvance® Implementation Study Findings Through July 2013
(2013-12) Smith, Tara Carter; King, Christopher T.; Christensen, Kristin; Chen, Xueshu
This report examines fundamental changes in the CareerAdvance® program that directly relate to the experience and progress of participants through July 2013 (the end of the fourth program year) and the recruitment of Cohort 8 in April 2013. CareerAdvance® has evolved over time from a single nursing career training pathway in 2009 to four healthcare career pathways in 2013. The evolution of the program has led to many changes and has increased opportunities for program participants.
CareerAdvance® Implementation Study Findings Through July 2014
(2014-10) Smith, Tara Carter; Christensen, Kristin; King, Christopher T.
This report examines changes in the CareerAdvance® program that directly relate to the experience and progress of participants through July 2014—the end of the fifth program year— and the recruitment of Cohort 10 in spring 2014. A key finding of the implementation study to date is that the Community Action Project of Tulsa County (CAP Tulsa) has approached the design of the CareerAdvance® program as a continuous improvement process. The program model, its pathways, and other components have all been refined over time to address participant concerns, barriers to progress, and other factors. Because of these changes, few cohorts have experienced exactly the same program. This report examines program modifications over time, documents participation and progress in CareerAdvance®, and explores factors that appear to impede or support participant progress.