Central Research Case Study: TANF Recipients

Healy, C. (2015). Who benefits most from head start programs? Chicago Policy Review (Online), Retrieved from http://search.proquest.com.durhamtech.idm.oclc.org/

We have major issues with immigrants coming into this country and receiving welfare, most Hispanics and African Americans are lead to technical employment or labor force such as construction instead of attaining college degrees. “Evidence is accumulating in the academic literature that immigrant workers tend to be highly specialized and are concentrated in certain industries and occupations in metropolitan areas from New York” (Waldinger, 1996) to Los Angeles (Ellis & Wright, 1999). Social policies in education and the welfare system create these major disparities. “Through this transition, a system that once emphasized the delivery of cash benefits to those in need became focused on personal responsibility related to finding and maintaining employment and created pressure for states and counties to move participants from welfare to work” (Monnat, 2010, Pg. 680). “Under TANF, states can compel participants to comply with work and other behavioral requirements through sanctioning: the process of reducing or completely ending a participant’s welfare benefits” (Monnat, 2010, Pg. 680). This means in some states such as Tennessee individuals or families must be actively working or seeking work to receive benefits, which is not always a possibility for immigrants as things such as work visas require money and

During Round 1 of our 3-year WDQI grant, we were able to match workforce participants in the One Stop Management Information System (OSMIS) with students in Center for Education Performance Information’s (CEPI’s) databases, and then download their Unique Identification Code into the OSMIS system. From a 2-year group of education exiters, we were able to link their interactions within the Workforce Development Agency (WDA) and their wage record outcome data. We generated 24 reports designed to answer 7 Core Questions; 8 of the reports are available to the general public on mischooldata.org (Workforce section), and all 24 reports are being used by our partners in the Labor Market Information group to generate white papers, which will be completed by September 30, 2015. NOTE: The participants that we were able to link must have visited a Michigan Works! service center, which means the output data is biased and not reflective of the general population as a whole.

Not all dislocated workers qualify for a Pell grant. Another option is, The Workforce Investment Act that was first implemented in August 1998. The WIA program is intended to help dislocated workers find work. While in the program, services such as resume writing, skills testing, and access to employers seeking workers. They also provide a free year of community college to retrain the participant in a new career. Several cuts have been made to the program and more funding is needed for the WIA program. According to Randall Eberts and George Erickcek, “Most states and workforce boards see the benefit of such training, states have had to reduce funding for programs and relatively few federal funds are available to replace the lost state dollars”. State funding is a key to these unemployment services to work successfully. Many skeptics believe that the only way to fund any assistance programs is to raise taxes. Getting tax increases to pass through the State and Federal Government is very difficult and lengthy

I have many reasons why I should be part of the pathway program. As a person I feel like I have a lot of potential and I will do anything in my power to be successful. Although procrastination and bad time management was something I struggle with my whole life and it really impacted me during high school. I never though I could feel so low and devastated as I moved to the next grade and knew I was a step closer to going to the real world it progressively got worse. But for some reason I always had some fight and desire to be more even though I thought the odds were against me in the classroom and on the football field.

In this paper I will illustrate problems and issues that need to be addressed in the TANF program and the significant importance of why we need reform. Social policy is designed to create a safety net for people that face poverty. Our text state Social Policies are laws, rules, and regulations, that govern the benefits and services provided by the government and private organizations to assist people in meeting their needs (Chapin,2017, pg. 2). Social policy helps to form America yet, due to limited funding of programs they are unable to assist each individual that may need or require assistance.

The topic covered in this journal article is welfare behavior, specially the behaviors of Mexican immigrants. The hypothesis that was proposed by the authors was based on the sociology of migration, which is the sociological examination of social structures and political policies, as well as race and ethnicity. The authors also took into account cultural literature when formulating their hypothesis. The formation of this hypothesis led them to argue that Mexican immigrants are put in situations when working in the United States that lead them to adopt employment-based ideas and customs that promote more post-welfare employment and less welfare involvement (Hook and Bean, 423). Data gathered in this article concluded that Mexican immigrants

In the article “Are They Really Ready to Work?” Jill Casner-Lotto and Linda Barrington compile surveyed results of employers’ views on their employees’ preparation for the workforce, based on their level of education. Casner-Lotto is a former senior vice president of policy studies at Work in America Institute and researches human resources, and Barrington is a labor economist and Research Director at The Conference Board. The authors take all of the information acquired and provides the reader with some of the extremities.

Apprenticeship is a work-based learning program administered by the Employment and Training Administration’s Office of Apprenticeship (OA) to advance and increase employment opportunities for people with and without disabilities. Building on existing research and Executive Order No.13801, Expanding Apprenticeships in America is to increase and improve capacity building of Registered Apprenticeship Programs (RAP) and Industry-led Apprenticeship Programs (ILAP). ODEP will focus on the development of funding opportunities through the Apprenticeship PWS and collaboration and outreach with the OA, focused on promotion of inclusive RAP, and ILAP for transitioning youth and young adults with disabilities (YWD), including significant disabilities.

2. The study focuses on the minimum wage differences amongst highly skilled and lowly skilled immigrants. Additionally, the study explores the relationship between immigration and the minimum wage, utilizing a correlational

Over the past two decades the number of low-skilled workers in the United States has increased because of immigration, both legal and illegal. (Chiswick, 2006)

In October, 2014, New York State Governor Mario Cuomo signed an executive order to establish the Employment First Commission. This would require, during the initial meeting for any services, all nonprofit organizations serving individuals with disabilities must offer support and services to help them gain competitive and integrated employment. After failing to start an employment program in 2013, past CPGR administrators had not made employment a priority, for its internal and external stakeholders. After this failure, new administration was put in place, and in 2015, CPGR was awarded a $225,000 grant by the New York State OPWDD and the Balancing Incentive Program (BIP). The new administration agreed upon two goals for this grant. The first goal for the two-year grant is to find sustainable employment for five individuals 16 to 30 years old, who are Medicaid eligible, and have an intellectual disability. The second goal is to begin serving participants in the OPWDD waiver approved Supportive Employment program, for the first time.

The program that this student has designed and will test will not be in a “corporate” type building, it will be conducted within a classroom inside of a public school. This program will be centered on the idea in which both teachers and school administrators come together in helping to truly create a better future through their students, our future. In this classroom volunteers, teachers and therapists will meet to discuss the performance of children in that school. These volunteers would also help collect food and distribute this food to the children in need and their families. This classroom would be the base for educating both teachers and school administrators about healthy boundary crossings, such as when is it appropriate

A literature review illustrates how vital job placement services have been found to be in the job employment assistance endeavors. The review of previous studies reveals the “receipt of placement services” to be the “strongest predictor of employment outcomes” (Fleming et al., 2014, p. 7). A 2006 study characterized job placement as “the driving force behind the vocational rehabilitation program” (Fleming et al., 2014, p. 7). According to the researchers, the public Vocational Rehabilitation (VR) services have attained the status of “the most important vocational programs for persons with disabilities” (Fleming et al., 2014, p. 7). The authors cite the number of “new applicants [registered] nationally” as 564,908, in the 2011 Fiscal Year alone, as proof of the organization’s heavy caseload of new clients (Fleming et al., 2014, p. 7). These numbers indicate that rehabilitation services have been in high demand. Considering the importance of the vocational programs in assisting the disabled clients who are in need of employment, the authors determined that it was appropriate to examine the different ways these services can be rendered.

An initial measurement preceding the variables outlined above included more objective measures of underemployment that