Absence of conflict of interest.
Citation
Highlights
- The study’s objective was to examine the implementation of the New Visions Self-Sufficiency and Lifelong Learning Project (New Visions) program, which was designed to increase employment and job advancement for employed welfare recipients through education and training.
- The study authors conducted an implementation evaluation using administrative data, an intake form, small group discussions, a survey completed by ten participants, and a pre-post evaluation with a subset of participants.
- The study found that while the core New Visions program was implemented during the pilot year, some aspects of the program were not fully implemented until the first official year of the program. Despite changes to recruitment strategies, the program continued to struggle with recruitment and retention.
- The authors described limitations related to the small sample size, short follow up period, and insufficient data to address research questions.
- The embedded impact study was reviewed by CLEAR in January 2016.
Intervention Examined
New Visions Self-Sufficiency and Lifelong Learning Project (New Visions)
Features of the Intervention
- Type of organization: Community College
- Location / setting: Riverside Community College (RCC) catchment area, California
- Population served and scale: 143 adults who worked at least 20 hours each week and received welfare.
- Industry focus: Not included
- Intervention activities: Education and training, career counseling, support services
- Organizational partnerships: County department of public social services
- Cost: Not included
- Fidelity: Not included
New Visions was part of a county welfare-to-work approach and designed to increase employment and job advancement by providing welfare recipients with education and training, while requiring them to work for a minimum of 20 hours each week. People who were in the Riverside Community College (RCC) catchment area, had either a GED or high school diploma and continued to work for 20 hours each week were eligible to participate. New Visions was funded through the state's Chancellor for Community Colleges and delivered at RCC in collaboration with Riverside County Department of Public Social Services (RCDPSS). The pilot took place between 1998-1999 and the program officially started in August 1999.
During the first stage of New Visions, participants received 24 weeks of career guidance through meetings with counseling staff and academic instruction through three hours of classes daily, Monday through Thursday. Classes covered English, math, reading, career-life guidance, and computer skills. Additionally, staff provided support for personal needs (e.g., arranging childcare) and worked with participants to develop goals and plans for continued college education. During the second stage, New Visions participants were encouraged to enroll in a one-to-five-month mini program at RCC. These programs provided certifications and academic credits.
Features of the Study
People who volunteered to participate in New Visions were randomly assigned to either the control group or the New Visions group. The control group was eligible for other county welfare-to-work programs but not allowed to participate in New Visions. The treatment group was enrolled in the New Visions program. The pilot period sample included 143 people (70 in the New Visions group and 73 in the control group). The sample was mostly female (97%) and had a mean age of 43. The sample was 31% Black and 21% Hispanic. Ten percent of the sample was in a two-parent home.
The authors conducted an implementation study of the pilot year and the first official year of implementation using RCDPSS administrative data, data from an intake form, a survey completed by a subset of participants, small group discussions with a subset of participants, and a pre-post evaluation with a subset of participants. The follow-up period was 12 months, on average. Authors used qualitative descriptions, descriptive statistics, and t-tests to explore group differences in participant characteristics, program participation, and outcomes.
Findings
Intervention activities/services
- The study found that during the pilot year of the program, the curriculum, instruction methods, counseling, and provided supplies and tuition and fees were implemented as planned. However, there was only one mini-program during the pilot year. After the pilot year, the program implemented additional recruitment methods, a stronger partnership between RCC and RCDPSS, more communication with potential participants, more support for participant needs related to transportation and childcare, and additional mini programs.
- The study found that during the pilot year, 52.9% of the New Visions group completed the core curriculum and 11.4% of the New Visions group enrolled in mini programs.
Implementation challenges and solutions
- The study found that there were challenges related to recruitment, participants balancing their responsibilities, building the connection between the main program and the RCC mini-programs, and building the partnership between RCDPSS and RCC.
- The study found that after the pilot year, changes were made to strengthen recruitment, teamwork, participant support, and mini-program implementation. For example, the program used more frequent and varied communication methods to reach potential participants, and the partnership between RCDPSS and RCC was strengthened.