Include Synonyms Include Dead terms. Download full text. National Evaluation of Welfare-to-Work Strategies. Bos, Johannes M.
Riverside GAIN Program
Effects of Welfare Reform on Educational Acquisition of Young Adult Women
Education beyond traditional ages for schooling is an important source of human capital acquisition among adult women. Welfare reform, which began in the early s and culminated in the passage of the Personal Responsibility and Work Opportunity Reconciliation Act in , promoted work rather than education acquisition for this group. We first estimate effects of welfare reform on high school drop-out of teenage girls, both to improve upon past research on this issue and to explore compositional changes that may be relevant for our primary analyses of the effects of welfare reform on education acquisition among adult women. It also appears to have decreased the probability of high school enrollment among this group, on the same order of magnitude. Future research is needed to determine the extent to which this behavioral change translates to future economic outcomes. Major goals of the Personal Responsibility and Work Opportunity Reconciliation Act PRWORA of were to reduce reliance on welfare and move recipients and potential recipients of cash assistance into the labor force. PRWORA also strengthened child support enforcement and made it easier for married and cohabiting couples to qualify for welfare benefits.
Most Working-Age SNAP Participants Work, But Often in Unstable Jobs
Program impacts were evaluated by comparing outcomes for a randomly assigned experimental group subject to program requirements with outcomes for control groups. In one approach, the human capital development approach, individuals were directed to avail themselves of education services and, to a lesser extent, occupational training before they sought work, under the theory that they would then be able to get better jobs and keep them longer. In the other approach, the labor force attachment approach, individuals were encouraged to gain quick entry into the labor market, even at low wages, under the theory that their work habits and skills would improve on the job and they would thereby be able to advance themselves. Data from all eleven sites is available.
In recent years, single mothers on welfare have gone to work in unprece-dented numbers. But with limited skills and work histories, they usually get low-paying jobs and remain in poverty. The situation is especially acute for the half of the caseload that does not graduate from high school. Since recipients with higher skills tend to get better jobs, it seems logical that education and training should play a central role in welfare reform. But what kind of role?