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| center for employment training - cet san diego: Employment and Training for America's Homeless , 1997 |
| center for employment training - cet san diego: Communities and Workforce Development Edwin Meléndez, 2004 Farberville, Arkansas is playing host to its first ever mystery convention. Sponsored by the Thurber Farber Foundation and held at Farber College, Murder Comes to Campus is playing host to five major mystery writers representing all areas of the field. Dragooned into running the show when the original organizer is hospitalized, local bookseller Claire Malloy finds herself in the midst of a barely controlled disaster. Not only do each of the writers present their own set of idiosyncrasies and difficulties (including one who arrives with her cat Wimple in tow), the feared, distrusted, and disliked mystery editor of Paradigm House, Roxanne Small, puts in a surprise appearance at the conference. Added to Claire's own love-life woes with local police detective Peter Rosen, things have never been worse.Then when one of the attendees dies in a suspicious car accident, Wimple the cat disappears from Claire's home, and Roxanne Small is nowhere to be found, it becomes evident that the murder mystery is more than a literary genre. |
| center for employment training - cet san diego: Vocational & Technical Schools West Peterson's, 2009-12-10 More than 2,300 vocational schools west of the Mississippi River--Cover. |
| center for employment training - cet san diego: Welfare to Work United States. Congress. Senate. Committee on Finance, 1995 |
| center for employment training - cet san diego: Contract with America--welfare Reform United States. Congress. House. Committee on Ways and Means. Subcommittee on Human Resources, 1996 |
| center for employment training - cet san diego: Improving the Odds Burt S. Barnow, Christopher T. King, 2000 The labor market has changed dramatically in recent decades. In the 1980s an average of 2 million workers each year lost their jobs because of the increasingly global economy, rapid advances in technology, and corporate downsizing. During the same period, immigration increased and Congress passed welfare reform legislation that required many more Americans to join the workforce. Legislators have looked closely at federal job training programs in recent years, and in 1998 passed the two major acts mandating change. In Improving the Odds, experts on labor policy explore the effects of current programs on earnings and employment, recommend improvements in programs, and assess the methodologies used to measure their effectiveness. The editors offer several strategies to help policymakers design programs that fulfill the promise of keeping workers out of poverty. Contents: -Publicly Funded Training in a Changing Labour Market (Burt S. Barnow and Christopher T. King) -The Economic, Demographic, and Social Context of Future Employment and Training Programs (Frank Bennici, Steven Mangum, and A ndrew M. Sum) -Welfare Employment Programs: Impacts and Cost-Effectiveness of Employment and Training Activities (Lisa Plimpton and Demetra Smith Nightingale) -The Impact of Job Training Partnership Act Programs for Adult Welfare Recipients (Jodi Nudelman) -Training Success Stories for Adults and Out-of-School Youth: A Tale of Two States (Christopher T. King, with Jerome A. Olson, Leslie O. Lawson, Charles E. Trott, and John Baj) -Employment and Training Programs for Out-of-School Youth: Past Effects and Lessons for the Future (Robert I. Lerman) -Customized Training for Employers: Training People for Jobs That Exist and Employers Who Want to Hire Them (Kellie Isbell, John Trutko, and vBurt S. Barnow) -Training Programs for Dislocated Workers (Duane E. Leigh) -Methodologies for Determining the Effectiveness of Training Programs (Daniel Friedlander, David H. Greenberg, and Philip K. Robins) -Reflections on Training Policies and Programs (Garth L. Mangum) -Strategies for Improving the Odds (Burt S. Barnow and Christopher T. King). |
| center for employment training - cet san diego: Hearing on Job Opportunities and Basic Skills Act United States. Congress. House. Committee on Economic and Educational Opportunities. Subcommittee on Postsecondary Education, Training, and Life-long Learning, 1995 This document records the oral and written testimony concerning the Job Opportunities and Basic Skills (JOBS) Act from a panel of witnesses representing health and human services and welfare departments in New Jersey, California, Wisconsin, and of program heads for employment development in those states. The witnesses, although having a variety of viewpoints, agreed generally on the following: an emphasis on job placement is necessary to reduce welfare rolls; short-term training should be given; and services such as child care are needed if parents are to obtain and keep jobs. The participants also expressed a need for states to have more flexibility and less paperwork in their JOBS programs so that they could respond to local conditions. Some panelists were more optimistic than others that welfare recipients could be phased off welfare rolls and into work within 2 years, as called for in recent proposals. (KC) |
| center for employment training - cet san diego: Departments of Labor, Health and Human Services, Education, and Related Agencies Appropriations for 2006: Testimony of Members of Congress and other interested individuals and organizations United States. Congress. House. Committee on Appropriations. Subcommittee on the Departments of Labor, Health and Human Services, Education, and Related Agencies, 2005 |
| center for employment training - cet san diego: From Welfare to Work Judith M. Gueron, Edward Pauly, 1991-08-29 From Welfare to Work appears at a critical moment, when all fifty states are wrestling with tough budgetary and program choices as they implement the new federal welfare reforms. This book is a definitive analysis of the landmark social research that has directly informed those choices: the rigorous evaluation of programs designed to help welfare recipients become employed and self-sufficient. It discusses forty-five past and current studies, focusing on the series of seminal evaluations conducted by the Manpower Demonstration Research Corporation over the last fifteen years. Which of these welfare-to-work programs have worked? For whom and at what cost? In answering these key questions, the authors clearly delineate the trade-offs facing policymakers as they strive to achieve the multiple goals of alleviating poverty, helping the most disadvantaged, curtailing dependence, and effecting welfare savings. The authors present compelling evidence that the generally low-cost, primarily job search-oriented programs of the late 1980s achieved sustained earnings gains and welfare savings. However, getting people out of poverty and helping those who are most disadvantaged may require some intensive, higher-cost services such as education and training. The authors explore a range of studies now in progress that will address these and other urgent issues. They also point to encouraging results from programs that were operating in San Diego and Baltimore, which suggest the potential value of a mixed strategy: combining job search and other low-cost activities for a broad portion of the caseload with more specialized services for smaller groups. Offering both an authoritative synthesis of work already done and recommendations for future innovation, From Welfare to Work will be the standard resource and required reading for practitioners and students in the social policy, social welfare, and academic communities. |
| center for employment training - cet san diego: Learning to Work W. Norton Grubb, 1996-05-30 Grubb's powerful vision of a workforce development system connected by vertical ladders for upward mobility adds an important new dimension to our continued efforts at system reform. The unfortunate reality is that neither our first-chance education system nor our second-chance job training system have succeeded in creating clear pathways out of poverty for many of our citizens. Grubb's message deserves a serious hearing by policy makers and practitioners alike. —Evelyn Ganzglass, National Governors' Association Over the past three decades, job training programs have proliferated in response to mounting problems of unemployment, poverty, and expanding welfare rolls. These programs and the institutions that administer them have grown to a number and complexity that make it increasingly difficult for policymakers to interpret their effectiveness. Learning to Work offers a comprehensive assessment of efforts to move individuals into the workforce, and explains why their success has been limited. Learning to Work offers a complete history of job training in the United States, beginning with the Department of Labor's manpower development programs in the1960s and detailing the expansion of services through the Comprehensive Employment and Training Act in the 1970s and the Job Training Partnership Act in the 1980s.Other programs have sprung from the welfare system or were designed to meet the needs of various state and corporate development initiatives. The result is a complex mosaic of welfare-to-work, second-chance training, and experimental programs, all with their own goals, methodology, institutional administration, and funding. Learning to Work examines the findings of the most recent and sophisticated job training evaluations and what they reveal for each type of program. Which agendas prove most effective? Do their effects last over time? How well do programs benefit various populations, from welfare recipients to youths to displaced employees in need of retraining? The results are not encouraging. Many programs increase employment and reduce welfare dependence, but by meager increments, and the results are often temporary. On average most programs boosted earnings by only $200 to $500 per year, and even these small effects tended to decay after four or five years.Overall, job training programs moved very few individuals permanently off welfare, and provided no entry into a middle-class occupation or income. Learning to Work provides possible explanations for these poor results, citing the limited scope of individual programs, their lack of linkages to other programs or job-related opportunities, the absence of academic content or solid instructional methods, and their vulnerability to local political interference. Author Norton Grubb traces the root of these problems to the inherent separation of job training programs from the more successful educational system. He proposes consolidating the two domains into a clearly defined hierarchy of programs that combine school- and work-based instruction and employ proven methods of student-centered, project-based teaching. By linking programs tailored to every level of need and replacing short-term job training with long-term education, a system could be created to enable individuals to achieve increasing levels of economic success. The problems that job training programs address are too serious too ignore. Learning to Work tells us what's wrong with job training today, and offers a practical vision for reform. |
| center for employment training - cet san diego: CIS Annual , 1999 |
| center for employment training - cet san diego: Departments of Labor, Health and Human Services, Education, and Related Agencies Appropriations for 2006: National Institutes of Health United States. Congress. House. Committee on Appropriations. Subcommittee on the Departments of Labor, Health and Human Services, Education, and Related Agencies, 2005 |
| center for employment training - cet san diego: Reinventing Government United States. Congress. Senate. Committee on Governmental Affairs, 1996 |
| center for employment training - cet san diego: Hearings on Training Issues United States. Congress. House. Committee on Economic and Educational Opportunities. Subcommittee on Postsecondary Education, Training, and Life-long Learning, 1995 Distributed to some depository libraries in microfiche. |
| center for employment training - cet san diego: After AFDC Dan Bloom, 1997 |
| center for employment training - cet san diego: Fighting for Reliable Evidence Judith M. Gueron, Howard Rolston, 2013-06-30 Once primarily used in medical clinical trials, random assignment experimentation is now accepted among social scientists across a broad range of disciplines. The technique has been used in social experiments to evaluate a variety of programs, from microfinance and welfare reform to housing vouchers and teaching methods. How did randomized experiments move beyond medicine and into the social sciences, and can they be used effectively to evaluate complex social problems? Fighting for Reliable Evidence provides an absorbing historical account of the characters and controversies that have propelled the wider use of random assignment in social policy research over the past forty years. Drawing from their extensive experience evaluating welfare reform programs, noted scholar practitioners Judith M. Gueron and Howard Rolston portray randomized experiments as a vital research tool to assess the impact of social policy. In a random assignment experiment, participants are sorted into either a treatment group that participates in a particular program, or a control group that does not. Because the groups are randomly selected, they do not differ from one another systematically. Therefore any subsequent differences between the groups can be attributed to the influence of the program or policy. The theory is elegant and persuasive, but many scholars worry that such an experiment is too difficult or expensive to implement in the real world. Can a control group be truly insulated from the treatment policy? Would staffers comply with the random allocation of participants? Would the findings matter? Fighting for Reliable Evidence recounts the experiments that helped answer these questions, starting with the income maintenance experiments and the Supported Work project in the 1960s and 1970s. Gueron and Rolston argue that a crucial turning point came during the 1980s, when Congress allowed states to experiment with welfare programs and foundations, states, and the federal government funded larger randomized trials to assess the impact of these reforms. As they trace these historical shifts, Gueron and Rolston discuss the ways that strategies for resolving theoretical and practical problems were developed, and they highlight the strict conditions required to execute a randomized experiment successfully. What emerges is a nuanced portrait of the potential and limitations of social experiments to advance empirical knowledge. Weaving history, data analysis and personal experience, Fighting for Reliable Evidence offers valuable lessons for researchers, policymakers, funders, and informed citizens interested in isolating the effect of policy initiatives. It is an essential primer on welfare policy, causal inference, and experimental designs. |
| center for employment training - cet san diego: Discussion Papers Duane E. Leigh, 1993 |
| center for employment training - cet san diego: Employment and Training Policy, 1982 United States. Congress. Senate. Committee on Labor and Human Resources. Subcommittee on Employment and Productivity, 1982 |
| center for employment training - cet san diego: ETA Interchange , 1978 |
| center for employment training - cet san diego: ETA Interchange United States. Employment and Training Administration, 1975 |
| center for employment training - cet san diego: Mistakes to Success: Learning and Adapting When Things Go Wrong Colin Austin, Robert Giloth, 2010-09-03 Throughout the nonprofit sector, successes are celebrated and mistakes tend to be deliberately forgotten. But, as Mistakes to Success: Learning and Adapting When Things Go Wrong makes clear, this is a lost opportunity. Discussing, analyzing and learning from mistakes should be a common practice, which can strengthen the work of nonprofits. Breaking new ground, Mistakes to Success provides a rich collection of revealing essays focused on failures in the field of community economic development. The authors, leaders in the nonprofit field, write with firsthand knowledge about a range of projects, including an ethnic marketplace in Chicago, a childcare assistance initiative in New York City, national workforce development initiatives and an innovative program to help working families purchase affordable used cars. These compelling stories provide valuable insights into what it takes to shape and manage complicated initiatives designed to improve opportunities for lower-income people and communities. This collection will be a valuable resource for anyone interested in the challenges associated with social innovations, including program leaders, nonprofit advocates, policymakers, elected officials, foundation officers and members of the public. Researchers and practitioners jump at the chance to show their latest program impact results and share best practices. Asking them to acknowledge, much less discuss, their mistakes is like inviting them for a root canal. Yet, we learn some of our most useful lessons from our mistakes. The authors deserve gratitude from those interested in improving the practice of workforce and community development. Chris King, Director, Ray Marshall Center, LBJ School of Public Affairs, University of Texas at Austin This volume offers a fascinating walk through a variety of social innovation programs that didnt succeed, or at least didnt work as planned. Key themes, such as defining what constitutes success, determining when a projects success should be judged, balancing or prioritizing among the multiple goals social projects often reach for, and building and sustaining organizational capacity are addressed in a variety of contexts, providing a rich set of insights for both program leaders and investors. Maureen Conway, Director, The Aspen Institute Workforce Strategies Initiative |
| center for employment training - cet san diego: Manager's Report San Diego (Calif.). Office of the City Manager, 1987 |
| center for employment training - cet san diego: Horizon Dale J. Rezabek, California Advisory Council on Vocational Education, 1981 |
| center for employment training - cet san diego: Indochinese Refugee Resettlement in the United States Van Hanh Nguyen, 1981 |
| center for employment training - cet san diego: Youth Employment Act of 1979 United States. Congress. House. Committee on Education and Labor. Subcommittee on Employment Opportunities, 1979 |
| center for employment training - cet san diego: Resources in education , 1987-07 |
| center for employment training - cet san diego: California Services Register , 1995 |
| center for employment training - cet san diego: ENR , 1996 |
| center for employment training - cet san diego: The Directory of U.S. Trademarks , 1992 |
| center for employment training - cet san diego: Annual Report to the Legislature on the Effectiveness of the Family Economic Security Act Program , 1983 |
| center for employment training - cet san diego: CIS Index to Publications of the United States Congress Congressional Information Service, 1999 |
| center for employment training - cet san diego: Did FIP Increase the Self-sufficiency of Welfare Recipients in Washington State? Duane E. Leigh, 1993 |
| center for employment training - cet san diego: Career Information Center Visual Systems Staff, 1999 Presents an overview of the job market in engineering, science, and technology; and features profiles of over sixty careers, each with information on work characteristics, education and training requirements, job entry, advancement and employment outlook, working conditions, and earnings and benefits. |
| center for employment training - cet san diego: Employment and Training Reporter , 2002 |
| center for employment training - cet san diego: The Compu-mark Directory of U.S. Trademarks , 1990 |
| center for employment training - cet san diego: Low-wage Workers in the New Economy Richard Kazis, Marc S. Miller, 2001 This book describes the challenges facing the country's working poor, drawing lessons from practice and policy to recommend approaches for helping low-wage workers advance to better-paying jobs. Part I overviews the low-wage workforce and the employers who hire them, and Part II summarizes the evidence on strategies to improve workers' skills, supplement their wages, and provide greater support. Part III focuses on challenges encountered by groups such as women and immigrants, and Part IV assesses the potential contributions of community colleges, employers, and unions. Much of this material originated at a May 2000 conference held in Washington, DC. The editors are affiliated with Jobs for the Future. c. Book News Inc. |
| center for employment training - cet san diego: Health Professions 1998-1999 American Medical Association, 1998 Covering more than 5,000 educational programs in more than 40 different health care professions, this reference provides in-depth information on educational programs, curricula, prerequisites, and standards. It also includes each profession's historical development, job outlook, and work environment. It is an indispensable resource for anyone who requires up-to-date, reliable health care career information. |
| center for employment training - cet san diego: Welfare to Work , 1997 |
| center for employment training - cet san diego: IRCA Quarterly Report California. State Department of Education, 1990 |
| center for employment training - cet san diego: A Companion to Urban Economics Richard J. Arnott, Daniel P. McMillen, 2008-04-15 A Companion to Urban Economics provides a state-of-the-artoverview of this field, communicating its intellectual richnessthrough a diverse portfolio of authors and topics. Unique in both its rigor and international treatment An ideal supplementary textbook in upper-level undergraduateurban economics courses, or in master's level and professionalcourses, providing students with the necessary foundation to tacklemore advanced topics in urban economics Contains contributions from the world’s leading urbaneconomists |
| center for employment training cet san diego: Employment and Training for America's Homeless , 1997 |
| center for employment training cet san diego: Communities and Workforce Development Edwin Meléndez, 2004 Farberville, Arkansas is playing host to its first ever mystery convention. Sponsored by the Thurber Farber Foundation and held at Farber College, Murder Comes to Campus is playing host to five major mystery writers representing all areas of the field. Dragooned into running the show when the original organizer is hospitalized, local bookseller Claire Malloy finds herself in the midst of a barely controlled disaster. Not only do each of the writers present their own set of idiosyncrasies and difficulties (including one who arrives with her cat Wimple in tow), the feared, distrusted, and disliked mystery editor of Paradigm House, Roxanne Small, puts in a surprise appearance at the conference. Added to Claire's own love-life woes with local police detective Peter Rosen, things have never been worse.Then when one of the attendees dies in a suspicious car accident, Wimple the cat disappears from Claire's home, and Roxanne Small is nowhere to be found, it becomes evident that the murder mystery is more than a literary genre. |
| center for employment training cet san diego: Welfare to Work United States. Congress. Senate. Committee on Finance, 1995 |
| center for employment training cet san diego: Departments of Labor, Health and Human Services, Education, and Related Agencies Appropriations for 2006: Testimony of Members of Congress and other interested individuals and organizations United States. Congress. House. Committee on Appropriations. Subcommittee on the Departments of Labor, Health and Human Services, Education, and Related Agencies, 2005 |
| center for employment training cet san diego: Improving the Odds Burt S. Barnow, Christopher T. King, 2000 The labor market has changed dramatically in recent decades. In the 1980s an average of 2 million workers each year lost their jobs because of the increasingly global economy, rapid advances in technology, and corporate downsizing. During the same period, immigration increased and Congress passed welfare reform legislation that required many more Americans to join the workforce. Legislators have looked closely at federal job training programs in recent years, and in 1998 passed the two major acts mandating change. In Improving the Odds, experts on labor policy explore the effects of current programs on earnings and employment, recommend improvements in programs, and assess the methodologies used to measure their effectiveness. The editors offer several strategies to help policymakers design programs that fulfill the promise of keeping workers out of poverty. Contents: -Publicly Funded Training in a Changing Labour Market (Burt S. Barnow and Christopher T. King) -The Economic, Demographic, and Social Context of Future Employment and Training Programs (Frank Bennici, Steven Mangum, and A ndrew M. Sum) -Welfare Employment Programs: Impacts and Cost-Effectiveness of Employment and Training Activities (Lisa Plimpton and Demetra Smith Nightingale) -The Impact of Job Training Partnership Act Programs for Adult Welfare Recipients (Jodi Nudelman) -Training Success Stories for Adults and Out-of-School Youth: A Tale of Two States (Christopher T. King, with Jerome A. Olson, Leslie O. Lawson, Charles E. Trott, and John Baj) -Employment and Training Programs for Out-of-School Youth: Past Effects and Lessons for the Future (Robert I. Lerman) -Customized Training for Employers: Training People for Jobs That Exist and Employers Who Want to Hire Them (Kellie Isbell, John Trutko, and vBurt S. Barnow) -Training Programs for Dislocated Workers (Duane E. Leigh) -Methodologies for Determining the Effectiveness of Training Programs (Daniel Friedlander, David H. Greenberg, and Philip K. Robins) -Reflections on Training Policies and Programs (Garth L. Mangum) -Strategies for Improving the Odds (Burt S. Barnow and Christopher T. King). |
| center for employment training cet san diego: Vocational & Technical Schools West Peterson's, 2009-12-10 More than 2,300 vocational schools west of the Mississippi River--Cover. |
| center for employment training cet san diego: Departments of Labor, Health and Human Services, Education, and Related Agencies Appropriations for 2006: National Institutes of Health United States. Congress. House. Committee on Appropriations. Subcommittee on the Departments of Labor, Health and Human Services, Education, and Related Agencies, 2005 |
| center for employment training cet san diego: Contract with America--welfare Reform United States. Congress. House. Committee on Ways and Means. Subcommittee on Human Resources, 1996 |
| center for employment training cet san diego: Hearing on Job Opportunities and Basic Skills Act United States. Congress. House. Committee on Economic and Educational Opportunities. Subcommittee on Postsecondary Education, Training, and Life-long Learning, 1995 This document records the oral and written testimony concerning the Job Opportunities and Basic Skills (JOBS) Act from a panel of witnesses representing health and human services and welfare departments in New Jersey, California, Wisconsin, and of program heads for employment development in those states. The witnesses, although having a variety of viewpoints, agreed generally on the following: an emphasis on job placement is necessary to reduce welfare rolls; short-term training should be given; and services such as child care are needed if parents are to obtain and keep jobs. The participants also expressed a need for states to have more flexibility and less paperwork in their JOBS programs so that they could respond to local conditions. Some panelists were more optimistic than others that welfare recipients could be phased off welfare rolls and into work within 2 years, as called for in recent proposals. (KC) |
| center for employment training cet san diego: From Welfare to Work Judith M. Gueron, Edward Pauly, 1991-08-29 From Welfare to Work appears at a critical moment, when all fifty states are wrestling with tough budgetary and program choices as they implement the new federal welfare reforms. This book is a definitive analysis of the landmark social research that has directly informed those choices: the rigorous evaluation of programs designed to help welfare recipients become employed and self-sufficient. It discusses forty-five past and current studies, focusing on the series of seminal evaluations conducted by the Manpower Demonstration Research Corporation over the last fifteen years. Which of these welfare-to-work programs have worked? For whom and at what cost? In answering these key questions, the authors clearly delineate the trade-offs facing policymakers as they strive to achieve the multiple goals of alleviating poverty, helping the most disadvantaged, curtailing dependence, and effecting welfare savings. The authors present compelling evidence that the generally low-cost, primarily job search-oriented programs of the late 1980s achieved sustained earnings gains and welfare savings. However, getting people out of poverty and helping those who are most disadvantaged may require some intensive, higher-cost services such as education and training. The authors explore a range of studies now in progress that will address these and other urgent issues. They also point to encouraging results from programs that were operating in San Diego and Baltimore, which suggest the potential value of a mixed strategy: combining job search and other low-cost activities for a broad portion of the caseload with more specialized services for smaller groups. Offering both an authoritative synthesis of work already done and recommendations for future innovation, From Welfare to Work will be the standard resource and required reading for practitioners and students in the social policy, social welfare, and academic communities. |
| center for employment training cet san diego: Reinventing Government United States. Congress. Senate. Committee on Governmental Affairs, 1996 |
| center for employment training cet san diego: Learning to Work W. Norton Grubb, 1996-05-30 Grubb's powerful vision of a workforce development system connected by vertical ladders for upward mobility adds an important new dimension to our continued efforts at system reform. The unfortunate reality is that neither our first-chance education system nor our second-chance job training system have succeeded in creating clear pathways out of poverty for many of our citizens. Grubb's message deserves a serious hearing by policy makers and practitioners alike. —Evelyn Ganzglass, National Governors' Association Over the past three decades, job training programs have proliferated in response to mounting problems of unemployment, poverty, and expanding welfare rolls. These programs and the institutions that administer them have grown to a number and complexity that make it increasingly difficult for policymakers to interpret their effectiveness. Learning to Work offers a comprehensive assessment of efforts to move individuals into the workforce, and explains why their success has been limited. Learning to Work offers a complete history of job training in the United States, beginning with the Department of Labor's manpower development programs in the1960s and detailing the expansion of services through the Comprehensive Employment and Training Act in the 1970s and the Job Training Partnership Act in the 1980s.Other programs have sprung from the welfare system or were designed to meet the needs of various state and corporate development initiatives. The result is a complex mosaic of welfare-to-work, second-chance training, and experimental programs, all with their own goals, methodology, institutional administration, and funding. Learning to Work examines the findings of the most recent and sophisticated job training evaluations and what they reveal for each type of program. Which agendas prove most effective? Do their effects last over time? How well do programs benefit various populations, from welfare recipients to youths to displaced employees in need of retraining? The results are not encouraging. Many programs increase employment and reduce welfare dependence, but by meager increments, and the results are often temporary. On average most programs boosted earnings by only $200 to $500 per year, and even these small effects tended to decay after four or five years.Overall, job training programs moved very few individuals permanently off welfare, and provided no entry into a middle-class occupation or income. Learning to Work provides possible explanations for these poor results, citing the limited scope of individual programs, their lack of linkages to other programs or job-related opportunities, the absence of academic content or solid instructional methods, and their vulnerability to local political interference. Author Norton Grubb traces the root of these problems to the inherent separation of job training programs from the more successful educational system. He proposes consolidating the two domains into a clearly defined hierarchy of programs that combine school- and work-based instruction and employ proven methods of student-centered, project-based teaching. By linking programs tailored to every level of need and replacing short-term job training with long-term education, a system could be created to enable individuals to achieve increasing levels of economic success. The problems that job training programs address are too serious too ignore. Learning to Work tells us what's wrong with job training today, and offers a practical vision for reform. |
| center for employment training cet san diego: CIS Annual , 1999 |
| center for employment training cet san diego: Hearings on Training Issues United States. Congress. House. Committee on Economic and Educational Opportunities. Subcommittee on Postsecondary Education, Training, and Life-long Learning, 1995 Distributed to some depository libraries in microfiche. |
| center for employment training cet san diego: Fighting for Reliable Evidence Judith M. Gueron, Howard Rolston, 2013-06-30 Once primarily used in medical clinical trials, random assignment experimentation is now accepted among social scientists across a broad range of disciplines. The technique has been used in social experiments to evaluate a variety of programs, from microfinance and welfare reform to housing vouchers and teaching methods. How did randomized experiments move beyond medicine and into the social sciences, and can they be used effectively to evaluate complex social problems? Fighting for Reliable Evidence provides an absorbing historical account of the characters and controversies that have propelled the wider use of random assignment in social policy research over the past forty years. Drawing from their extensive experience evaluating welfare reform programs, noted scholar practitioners Judith M. Gueron and Howard Rolston portray randomized experiments as a vital research tool to assess the impact of social policy. In a random assignment experiment, participants are sorted into either a treatment group that participates in a particular program, or a control group that does not. Because the groups are randomly selected, they do not differ from one another systematically. Therefore any subsequent differences between the groups can be attributed to the influence of the program or policy. The theory is elegant and persuasive, but many scholars worry that such an experiment is too difficult or expensive to implement in the real world. Can a control group be truly insulated from the treatment policy? Would staffers comply with the random allocation of participants? Would the findings matter? Fighting for Reliable Evidence recounts the experiments that helped answer these questions, starting with the income maintenance experiments and the Supported Work project in the 1960s and 1970s. Gueron and Rolston argue that a crucial turning point came during the 1980s, when Congress allowed states to experiment with welfare programs and foundations, states, and the federal government funded larger randomized trials to assess the impact of these reforms. As they trace these historical shifts, Gueron and Rolston discuss the ways that strategies for resolving theoretical and practical problems were developed, and they highlight the strict conditions required to execute a randomized experiment successfully. What emerges is a nuanced portrait of the potential and limitations of social experiments to advance empirical knowledge. Weaving history, data analysis and personal experience, Fighting for Reliable Evidence offers valuable lessons for researchers, policymakers, funders, and informed citizens interested in isolating the effect of policy initiatives. It is an essential primer on welfare policy, causal inference, and experimental designs. |
| center for employment training cet san diego: ETA Interchange , 1978 |
| center for employment training cet san diego: ETA Interchange United States. Employment and Training Administration, 1975 |
| center for employment training cet san diego: Discussion Papers Duane E. Leigh, 1993 |
| center for employment training cet san diego: After AFDC Dan Bloom, 1997 |
| center for employment training cet san diego: Employment and Training Policy, 1982 United States. Congress. Senate. Committee on Labor and Human Resources. Subcommittee on Employment and Productivity, 1982 |
| center for employment training cet san diego: Mistakes to Success: Learning and Adapting When Things Go Wrong Colin Austin, Robert Giloth, 2010-09-03 Throughout the nonprofit sector, successes are celebrated and mistakes tend to be deliberately forgotten. But, as Mistakes to Success: Learning and Adapting When Things Go Wrong makes clear, this is a lost opportunity. Discussing, analyzing and learning from mistakes should be a common practice, which can strengthen the work of nonprofits. Breaking new ground, Mistakes to Success provides a rich collection of revealing essays focused on failures in the field of community economic development. The authors, leaders in the nonprofit field, write with firsthand knowledge about a range of projects, including an ethnic marketplace in Chicago, a childcare assistance initiative in New York City, national workforce development initiatives and an innovative program to help working families purchase affordable used cars. These compelling stories provide valuable insights into what it takes to shape and manage complicated initiatives designed to improve opportunities for lower-income people and communities. This collection will be a valuable resource for anyone interested in the challenges associated with social innovations, including program leaders, nonprofit advocates, policymakers, elected officials, foundation officers and members of the public. Researchers and practitioners jump at the chance to show their latest program impact results and share best practices. Asking them to acknowledge, much less discuss, their mistakes is like inviting them for a root canal. Yet, we learn some of our most useful lessons from our mistakes. The authors deserve gratitude from those interested in improving the practice of workforce and community development. Chris King, Director, Ray Marshall Center, LBJ School of Public Affairs, University of Texas at Austin This volume offers a fascinating walk through a variety of social innovation programs that didnt succeed, or at least didnt work as planned. Key themes, such as defining what constitutes success, determining when a projects success should be judged, balancing or prioritizing among the multiple goals social projects often reach for, and building and sustaining organizational capacity are addressed in a variety of contexts, providing a rich set of insights for both program leaders and investors. Maureen Conway, Director, The Aspen Institute Workforce Strategies Initiative |
| center for employment training cet san diego: Manager's Report San Diego (Calif.). Office of the City Manager, 1987 |
| center for employment training cet san diego: California Services Register , 1995 |
| center for employment training cet san diego: Resources in education , 1987-07 |
| center for employment training cet san diego: The Directory of U.S. Trademarks , 1992 |
| center for employment training cet san diego: Career Information Center Visual Systems Staff, 1999 Presents an overview of the job market in engineering, science, and technology; and features profiles of over sixty careers, each with information on work characteristics, education and training requirements, job entry, advancement and employment outlook, working conditions, and earnings and benefits. |
| center for employment training cet san diego: Annual Report to the Legislature on the Effectiveness of the Family Economic Security Act Program , 1983 |
| center for employment training cet san diego: Youth Employment Act of 1979 United States. Congress. House. Committee on Education and Labor. Subcommittee on Employment Opportunities, 1979 |
| center for employment training cet san diego: CIS Index to Publications of the United States Congress Congressional Information Service, 1999 |
| center for employment training cet san diego: Employment and Training Reporter , 2002 |
| center for employment training cet san diego: The Compu-mark Directory of U.S. Trademarks , 1990 |
| center for employment training cet san diego: Indochinese Refugee Resettlement in the United States Van Hanh Nguyen, 1981 |
| center for employment training cet san diego: Low-wage Workers in the New Economy Richard Kazis, Marc S. Miller, 2001 This book describes the challenges facing the country's working poor, drawing lessons from practice and policy to recommend approaches for helping low-wage workers advance to better-paying jobs. Part I overviews the low-wage workforce and the employers who hire them, and Part II summarizes the evidence on strategies to improve workers' skills, supplement their wages, and provide greater support. Part III focuses on challenges encountered by groups such as women and immigrants, and Part IV assesses the potential contributions of community colleges, employers, and unions. Much of this material originated at a May 2000 conference held in Washington, DC. The editors are affiliated with Jobs for the Future. c. Book News Inc. |
| center for employment training cet san diego: Health Professions 1998-1999 American Medical Association, 1998 Covering more than 5,000 educational programs in more than 40 different health care professions, this reference provides in-depth information on educational programs, curricula, prerequisites, and standards. It also includes each profession's historical development, job outlook, and work environment. It is an indispensable resource for anyone who requires up-to-date, reliable health care career information. |
| center for employment training cet san diego: IRCA Quarterly Report California. State Department of Education, 1990 |
| center for employment training cet san diego: Joint Hearing on Job Entry California. Legislature. Assembly. Committee on Labor Relations, 1976 |
| center for employment training cet san diego: Welfare to Work , 1997 |
| center for employment training cet san diego: Directory of California Private Postsecondary and Vocational Educational Institutions , 1995 |
| center for employment training cet san diego: Did FIP Increase the Self-sufficiency of Welfare Recipients in Washington State? Duane E. Leigh, 1993 |
| center for employment training cet san diego: National Hispanic Business Directory , 1987* |
Center vs. Centre – What’s the Difference? - Writing Explained
As a verb, center means to position something in the middle of a predetermined area, to find a middle, or to revolve around a main topic. Here are some examples, Center your drill bit by …
Illinois Center - Wikipedia
Illinois Center is a mixed-use urban development in downtown Chicago, Illinois, USA, lying east of Michigan Avenue. It is notable in that the streets running through it have three levels. …
City of Chicago :: Chicago Cultural Center
Drawn by its beauty and the fabulous free public events, hundreds of thousands of visitors come to the Chicago Cultural Center every year, making it one of the most visited attractions in …
111 East Wacker (One Illinois Center) - Chicago Architecture Center
One of Mies van der Rohe’s final designs rises above a former rail yard that many years earlier was the site of Fort Dearborn. Illinois Central Railroad tracks near the Chicago River. Photo …
Home Page | United Center
Forget your personal item at the United Center? Let us know. Events & Tickets. Upcoming Events
Center or Centre–Which Is Correct? Definition and Examples - Grammarly
Sep 30, 2022 · Depending on your answer, you may differ on which spellings you favor. Center and centre have the same meaning. Center is the correct spelling in American English, while …
‘Center’ or ‘Centre’: What’s the Difference? - Two Minute English
Mar 28, 2024 · In American English, you’ll often see ‘center’ as the preferred spelling, while in British English, ‘centre’ dominates. These preferences have deep-rooted linguistic origins, and …
The Chicago Center – Answering Yes for 100 years.
Ever since 1922, The Chicago Center has been relentlessly answering need in Jewish Chicago, and building Chicago’s infrastructure to take on any challenge, milestone or crisis. Medical …
Illinois Center (2025) - All You Need to Know BEFORE You ... - Tripadvisor
Jul 15, 2014 · Located on land once occupied by historic Fort Dearborn and later by Illinois Central's extensive railroad yards, Illinois Center is a mixed-used urban development in …
Is It Center or Centre? – Meaning and Difference in Spelling - GRAMMARIST
Center and centre are the same words, but the differences between the two lie in the American vs. English spelling preferences. Center is the preferred spelling in American English, and …
