This practice brief is part of a series being developed by the Tribal HPOG evaluation team, comprised of NORC at the University of Chicago, Red Star Innovations and the National Indian Health Board (NIHB). The briefs will be used to disseminate important lessons learned and findings from the Evaluation of the Tribal Health Profession Opportunity Grants (HPOG) program, which is sponsored by the Office of Planning, Research and Evaluation (OPRE) within the Administration for Children and Families (ACF). The HPOG program was established by the Affordable Care Act (ACA) to support 32 demonstration projects, including 5 Tribal Organizations and Colleges, to train Temporary Assistance for Needy Families (TANF) recipients and other low-income individuals as healthcare professionals. The Tribal HPOG program aims to meet local healthcare demands by increasing the number of well-trained health professionals in tribal communities. The program uses a career pathways approach where students advance through related trainings that build on each other to deepen students’ healthcare knowledge and skills. This practice brief presents an overview of post-secondary education in tribal communities, including background about Tribal Colleges and Universities (TCUs); describes the economic status and employment rates of American Indians/Alaska Natives; provides data on American Indian/Alaska Native representation in healthcare professions, and discusses the benefits of greater diversity in the healthcare workforce; describes tribal educational opportunities and pipeline programs; and illustrates how the Tribal HPOG program is helping to bridge gaps by providing opportunities for native education, training, and employment. (author abstract) 

This fourth annual report provides a snapshot of Health Profession Opportunity Grants Program grantee activities from its inception through September 2014, its fourth year of operation. Drawing from the program’s Performance Reporting System and Year 4 Performance Progress Reports, the report summarizes program operations and participant activity and outcomes. Information provided includes participant characteristics, support service receipt, healthcare training course participation patterns, and employment outcomes. (author abstract)

This report documents the structure, study components and data sources of the Pathways for Advancing Careers and Education (PACE) project. In recent years, career pathways have emerged as an innovative framework for improving education, training and skills, and improving economic self-sufficiency. PACE is the first-ever randomized trial of career pathways programs, featuring 9 of the country’s leading and innovative programs.

The evaluation design report includes:

• an overview of PACE and the career pathways framework;
• a description of the program selection process, the sites, and research questions;
• a study timeline; a list of deliverables;
• a description of the implementation study;
• a description of the impact study; and
• a description of the cost-benefit study; and information about data sources. (author abstract)

This brief provides an overview of the Turtle Mountain Community College (TMCC) Tribal HPOG program, key findings to date, and stories from students who have benefitted from the program. Findings focus on program structures, program processes, and program outcomes, and is based on qualitative data from interviews with administrative and program implementation staff, focus groups with the TMCC students, and phone interviews with program completers and non-completers, as well as administrative data. It is part of a series of briefs being developed by the Tribal HPOG evaluation team, comprised of NORC at the University of Chicago, Red Star Innovations and the National Indian Health Board (NIHB). (author abstract)

Youth transitioning out of foster care and into adulthood need many supports to navigate the challenges they face. Over the past three decades, federal child welfare policy has significantly increased the availability of those supports. In 1999, the Foster Care Independence Act amended Title IV-E of the Social Security Act to create the Chafee Foster Care Independence Program (the Chafee Program). This amendment doubled the maximum amount of funds potentially available to states for independent living services and gave states greater discretion over how they use those funds. More recently, a provision in the Fostering Connections to Success and Increasing Adoptions Act of 2008 gave states an option to extend eligibility for Title IV-E foster care for youth beyond age 18 until age 21. In states that have taken this option, young people can receive an additional three years of foster care support to prepare for the transition into adulthood.

ACF contracted with the Urban Institute and its partner Chapin Hall at the University of Chicago to plan for the next generation of evaluation activities funded by the Chafee Program.  This brief focuses on educational programs.  The brief reviews what we currently know about educational attainment of youth in foster care, considers the existing evidence on the effectiveness of educational programs, and concludes with issues for the field to consider as we move toward the next evaluation of the Chafee Program. (author abstract)