In Welfare Reform, Jeffrey Grogger and Lynn Karoly assemble evidence from numerous studies to assess how welfare reform has affected behavior. To broaden our understanding of this wide-ranging policy reform, the authors evaluate the evidence in relation to an economic model of behavior.

Many Americans seem convinced that government programs designed to help the poor have failed. Social Programs That Work shows that this is not true. Many programs have demonstrably improved the lives of people trapped at the bottom of the social and economic ladder. Social Programs That Work provides an in-depth look at some of the nation's best interventions over the past few decades, and considers their potential for national expansion. Examined here are programs designed to improve children's reading skills, curb juvenile delinquency and substance abuse, and move people off welfare into the workforce. Each contributor discusses the design and implementation of a particular program, and assesses how well particular goals were met. Among the critical issues addressed: Are good results permanent, or do they fade over time? Can they be replicated successfully under varied conditions? Are programs cost effective, and if so are the benefits seen immediately or only over the long term? How can public support be garnered for a large upfront investment whose returns may not be apparent for years? Some programs discussed in this volume were implemented only on a small, experimental scale, prompting discussion of their viability at the national level. An important concern for social policy is whether one-shot programs can lead to permanent results. Early interventions may be extremely effective at reducing future criminal behavior, as shown by the results of the High/Scope Perry preschool program. Evidence from the Life Skills Training Program suggests that a combination of initial intervention and occasional booster sessions can be an inexpensive and successful approach to reducing adolescent substance abuse. Social Programs That Work also acknowledges that simply placing welfare recipients in jobs isn't enough; they will also need long-term support to maintain those jobs. The successes and failures of social policy over the last thirty-five years have given us valuable feedback about the design of successful social policy. Social Programs That Work represents a landmark attempt to use social science criteria to identify and strengthen the programs most likely to make a real difference in addressing the nation's social ills.

Skilled technical occupationsâ€"defined as occupations that require a high level of knowledge in a technical domain but do not require a bachelor's degree for entryâ€"are a key component of the U.S. economy. In response to globalization and advances in science and technology, American firms are demanding workers with greater proficiency in literacy and numeracy, as well as strong interpersonal, technical, and problem-solving skills. However, employer surveys and industry and government reports have raised concerns that the nation may not have an adequate supply of skilled technical workers to achieve its competitiveness and economic growth objectives. In response to the broader need for policy information and advice, Building America's Skilled Technical Workforce examines the coverage, effectiveness, flexibility, and coordination of the policies and various programs that prepare Americans for skilled technical jobs. This report provides action-oriented recommendations for improving the American system of technical education, training, and certification.

Co-published with Colleges and universities are increasingly becoming significant sites for adult education scholarship—in large part due to demographic shifts. With fewer U.S. high school graduates on the horizon, higher education institutions will need to attract “non-traditional” (i.e., older) adult learners to remain viable, both financially and politically. There is a need to develop a better corpus of scholarship on topics as diverse as, what learning theories are useful for understanding adult learning? How are higher education institutions changing in response to the surge of adult students? What academic programs are providing better learning and employment outcomes for adults in college? Adult education scholars can offer much to the policy debates taking place in higher education. A main premise of this handbook is that adult and continuing education should not simply respond to rapidly changing social, economic, technological, and political environments across the globe, but should lead the way in preparing adults to become informed, globally-connected, critical citizens who are knowledgeable, skilled, and open and adaptive to change and uncertainty.The Handbook of Adult and Continuing Education provides rich information on the contemporary issues and trends that are of concern to adult and continuing education, of the programs and resources available to adult learners, and of opportunities to challenge and critique the structures embedded in the field that perpetuate inequity and social injustice. Adult education is a discipline that foresees a better tomorrow, and The Handbook is designed to engage and inspire readers to assist the field to seek new paths in uncertain and complex times, ask questions, and to help the field flourish.The Handbook is divided into five sections. The first, Foundations situates the field by describing the developments, core debates, perspectives, and key principles that form the basis of the field.The second, Understanding Adult Learning, includes chapters on adult learning, adult development, motivation, access, participation, and support of adult learners, and mentoring.Teaching Practices and Administrative Leadership, the third section, offers chapters on organization and administration, program planning, assessment and evaluation, teaching perspectives, andragogy and pedagogy, public pedagogy, and digital technologies for teaching and learning.The fourth section is Formal and Informal Learning Contexts. Chapters cover adult basic, GED, and literacy education, English-as-a-Second Language Programs, family literacy, prison education, workforce development, military education, international development education, health professions education, continuing professional education, higher education, human resource development and workplace learning, union and labor education, religious and spiritual education, cultural institutions, environmental education, social and political movements, and peace and conflict education.The concluding Contemporary Issues section discusses decolonizing adult and continuing education, adult education and welfare, teaching social activism, lesbian, gay, bisexual, trans, queer and straight allies, gender and its multiple forms, disability, older adults and intergenerational identities, race and ethnicity, working class, whiteness and privilege, and migrants and migrant education.The editors culminate with consideration of next steps for adult and continuing education and priorities for the future.

A hearing was held on education, training, and service programs that serve disadvantaged teens. Testimony was presented on recent research findings concerning these programs and on their implementation. The major lessons learned from the Summer Training and Employment (STEP) program were presented, including those of implementation and impact. A second topic was a discussion of the effectiveness of three programs serving teenage mothers on welfare: New Chance (for mothers who have dropped out of school); Learning, Earning, and Parenting (LEAP), an Ohio program for teen parents; and Demonstrations of Innovative Approaches to Reduce Welfare Dependency among Teen Parents. A third topic was the discussion of the work provisions of the Family Support Act of 1988. The following witnesses addressed the hearing: (1) Milton J. Little, Manpower Demonstration Research Corp.; (2) Deanna Phelps, Maryland Department of Human Resources; (3) Alan M. Hershey, Mathematica Policy Research, Inc.; (4) Kevin W. Concannon, Oregon Department of Human Resources; and (5) Michael A. Bailin and Frances Vilella-Velez, Public/Private Ventures. Three submissions for the record are included. (SLD)