The U.S. Department of Health and Human Services, Administration for Children and Families, Office of Family Assistance hosted the Regions V-VIII State Technical Assistance Meeting from July 9 to July 11, 2024 in Denver, Colorado. Themed “Reimagining Temporary Assistance for Needy Families (TANF) Programs through the Lens of Program Participants,” this meeting was designed to inspire, support, and engage TANF program leaders and staff in evidence-driven change that improves programs and positively impacts the lives of the families they serve. Over the course of the meeting, participants engaged in peer-to-peer learning, group discussion and idea generation, and networking among Federal and state colleagues.

This Center for American Progress issue brief highlights resources that states can access to work toward closing the digital divide and promotes proactively addressing technological advancements to strengthen educational technology, ultimately increasing college and career readiness.

Nearly one in five undergraduate students in the United States is caring for dependent children. Supporting student parents through higher education is crucial for promoting economic mobility. Child Trends administered the New Mexico College Student Experience Survey to more than 3,000 students, including more than 1,000 pregnant or parenting students with children under age 18, across nine higher education institutions in New Mexico during the 2024 spring semester. This report presents the results of the survey, providing an illustration of student parents in New Mexico and pointing to practice reforms that may better support this group of students.

This Office of Planning, Research and Evaluation brief summarizes evidence from the Pathways to Work Evidence Clearinghouse about interventions that provide occupational and sectoral training. The strategies are useful for helping people with low incomes improve employment and earnings outcomes. Occupational and sectoral training is defined as training designed to prepare clients for professional opportunities within a specific occupation, such as truck driving or welding, or a specific sector, such as health care or manufacturing. Occupational and sectoral training is often provided in fields that are growing or in high demand. In addition to providing classroom or practical instruction in occupational or sectoral skills, these interventions often match clients with a case manager and a job developer.

Hundreds of local labor markets fuel the American economy, and each one is driven by the needs of the local area’s mix of industries and the skills of its workers. When these needs and skills align, everyone can benefit. But many local economies are struggling to achieve strong alignment between the demand for middle-skills credentials (certificates and associate’s degrees) and the supply of these credentials produced by local institutions. This Georgetown University Center on Education and the Workforce resource consists of a full report and a data tool, both of which demonstrate that in half of the nation’s labor markets, at least 50 percent of all middle-skills credentials would need to be granted in different fields of study to meet projected labor demand through 2031. The report focuses on the great misalignment between middle-skills education and training, and middle-skills jobs—and what stakeholders can do to address it.

Led by Chicago Public Schools and City Colleges of Chicago, Career Launch Chicago is an initiative working to develop youth apprenticeship programs that offer young people throughout the city opportunities to build in-demand skills and prepare for quality jobs in multiple high-growth industries, including advanced manufacturing, health care, and information technology. It also hopes to expand early college courses that are relevant to those pathways in target high schools and develop a work-based learning continuum that extends into earlier grades. Jobs for the Future published this profile which offers an in-depth look at the model Career Launch Chicago is developing, with examples of structures and approaches that other intermediaries and apprenticeship providers could apply to their own programs. It also offers recommendations of ways to scale youth apprenticeship by better integrating education and workforce systems.

As technology advances rapidly, the labor market exhibits a growing need for workers who receive ongoing skill development. Employers in many fields struggle to find adequately trained workers to meet their needs. Community college noncredit career and technical education (CTE) programs are an important contributor to skill and workforce development and help to close this skills gap. This MDRC brief summarizes early findings from a study of FastForward, which uses a pay-for-performance model to fund noncredit CTE programs at the 23 colleges in the Virginia Community College System. The brief also presents findings on the different approaches used by colleges and programs to deliver training, student and staff experiences in these CTE programs, and students’ academic and labor market outcomes.

Nonprofit organizations that offer youth development and young adult talent development services have increasingly centered the voices of the young people who are participating in their programs. They have accomplished this by infusing youth-centered practices into their programming and, more formally, creating leadership opportunities such as youth councils and alumni associations. This Jobs for the Future brief draws from interviews with program leaders and the young people they have hired to highlight how and why organizations have brought young people into paid staff positions, what the experience has been like for them, and the meaning they are making of their experience. This brief highlights four organizations in the Learn and Earn to Achieve Potential (LEAP) initiative. LEAP is a national initiative of the Annie E. Casey Foundation that aims to help youth and young adults ages 14–25 who have been involved in the child welfare or juvenile justice systems, parenting youth or youth who have experienced homelessness succeed in school and at work by building and expanding education and employment pathways.

The Workforce Innovation and Opportunity Act of 2014 (WIOA) improves services for people to find and keep jobs, and requires vocational rehabilitation (VR) agencies to use some of the money they receive from the federal government (about $1 of every $7) for pre-employment transition services (pre-ETS) for students with disabilities. Youth with disabilities, including those who receive Supplemental Security Income (SSI), might need support for finding and training for jobs beyond what school traditionally offers. Students with disabilities often do not have as many opportunities for career development and training, could have trouble finding work because of their disability, and might come from lower-income families.

This Mathematica brief summarizes findings from a study examining how transition-age youth with disabilities receiving SSI may have been affected by WIOA and their access to pre-ETS.

This Office of Planning, Research and Evaluation brief explores Addiction Recovery Care (ARC), a large-scale program in Kentucky combining residential clinical treatment for substance use disorders (SUDs) with employment services. ARC operates in several locations across the state, but is located primarily in rural, Appalachian areas hard-hit by the opioid crisis. This SUD residential treatment and recovery service is combined with employment services including job readiness training, internships, and online courses leading to a range of short-term occupational certifications. Employment services are provided in the later phases of the residential program when participants are relatively stabilized in terms of their SUD recovery. This brief offers recommendations for those implementing similar programs or that are interested in developing them.