Field Connections / Contact Information
Webinar / Webcast
The Urban Institute will host a free webinar on September 20, 2021 from 12:45 p.m. to 2:00 p.m. ET as part of its Strategies for Supporting Young People Transitioning Out of Foster Care Series. The webinar will review how parents in foster care need services and supports as they navigate to parenthood and adulthood. A panel of child welfare professionals and young parents with lived experience will discuss ways that child welfare systems could meet the needs of this population. Panelists include representatives from Chapin Hall, the Annie E.
This report is a formative evaluation of two employment programs targeting young people who are aging out of the foster care system: iFoster Jobs in Los Angeles County and Mentoring Youth to Inspire Meaningful Employment (MY TIME) in Chicago. Key questions addressed in the report include do the programs operate in keeping with their logic models, who do the programs serve, are the program goals attained, what are the programs’ successes and challenges, and do the programs have the potential for future rigorous evaluation.
Profile / Case Study
This case study covers the New Moms program, which offers job training, housing, and family support programs to pregnant and parenting young women and their children in Chicago and its near western suburbs. The case study illustrates the New Moms model and presents its key features: what services are offered; how the model is organized, staffed, and funded; and how New Moms measures program participation and outcomes. The case study also highlights promising practices, challenges, and lessons learned.
This Office of Planning, Research and Evaluation report presents evaluation findings of the Instituto del Progreso Latino’s Carreras en Salud program. Carreras en Salud supports low-income, low-skilled Latino adults in Chicago in accessing and completing occupational training in nursing, which can result in improved outcomes in employment and earnings. Carreras en Salud is one of nine programs examined under the Administration for Children and Families’ Pathways for Advancing Careers and Education project.
This research-to-practice brief discusses implementation of the Individual Placement and Support (IPS) employment model by the Family Service League in New York and Asian Human Services in Chicago during the COVID-19 pandemic. The IPS model was initially developed to provide employment services to individuals with serious mental illness, but is now used for a broader range of populations who have significant barriers to employment.
Fact / Tip Sheet
This fact sheet illustrates how Tennessee, Virginia, West Virginia, and Ohio offered non-recurrent short-term TANF benefits as flexible responses to address the needs of TANF-eligible populations during the COVID-19 pandemic. The sheet also briefly notes how Arizona, Illinois, Indiana, and Florida have implemented flexible adaptions to TANF work requirements. SNAP approved waivers are also highlighted.
This brief describes a project highlighting the development and implementation of policies and practices aimed at reducing the impact of Illinois mothers’ incarceration on their children. From interviews with incarcerated mothers, researchers learned how incarceration creates barriers to parenting, and through interviews with program administrators and others, they discovered how programs across the U.S. are addressing these barriers.
This blog post highlights the New Moms program’s efforts to include executive skills building into workforce programs that support young mothers in greater Chicago. The post also includes links to a case study that examines components of New Moms’ work, a toolkit for incorporating workforce staff’s executive skills building into integrated workforce programs, and a video presentation.
This Office of Planning, Research and Evaluation report is a feasibility evaluation of the Bridges to Pathways (Bridges) program. The Bridges program addressed youth ages 17 to 21 exiting the criminal or juvenile justice system. Through the program, participants who did not have a high school diploma earned this credential. They also engaged in social-emotional learning workshops, and participated in a subsidized internship.