Education Policy Center

Publications on Education

Individuals who finished college were far less likely to live in households where any member received public assistance than those with less education, both before and after the Great Recession. The rates of receipt of aid in households of advanced degree holders roughly doubled between 2007 and 2010, but still remained under two percent. The rate for those with less than a high school education was 22 percent, and for high school graduates the rate is 13 percent, increasing by 8 and 6 percentage points, respectively, since 2007. The increases were in food assistance, not cash assistance.

Increasing education among low-income parents is a vital component of policies to improve families’ economic status. This brief draws on rigorous studies to highlight what is known about effects to encourage participation in and completion of postsecondary education among recipients of Temporary Assistance for Needy Families (TANF) cash assistance and other low-income populations. The research shows that it is challenging to increase higher education enrollment, particularly among low-income, employed single parents. Some community-college-based programs have succeeded, although only one has increased school persistence in the medium term.

State approaches to welfare reform vary considerably, but almost all of them encourage adult welfare recipients to work more and, as a result, to reduce their families’ long-term reliance on welfare benefits. This brief draws on a large body of evidence from rigorous studies to highlight strategies found most effective in increasing employment and earnings among welfare recipients. Research shows a clear role for skills enhancement in welfare programs that encourage or mandate certain activities. But research also suggests balancing a focus on job seeking and work with goal-directed education and training.

This policy framing paper is one of three that explores the potential for housing combined with support services to create better outcomes for vulnerable populations. The U.S. population of formerly incarcerated individuals has increased dramatically over the past decade, resulting in sweeping consequences to individuals and families, communities, safety, and public spending. Against the backdrop of these reentry challenges, this paper discusses how housing can be a platform or pathway toward more successful reentry and reintegration for formerly incarcerated persons. The authors then identify research needed to inform policymakers and practitioners in meeting the housing and service needs of this at-risk group. This framing paper is part of a series of field-building research agendas produced under the What Works Collaborative. More information can be found on the What Works Collaborative web page.

This policy framing paper is one of three that explores the potential for housing combined with support services to create better outcomes for vulnerable populations. Many experts believe that housing can be a platform for academic achievement among low-income students by providing a stable environment where children access high-performing schools and succeed academically. While existing evidence links a lack of safe, high quality housing with low academic performance, little research explores how housing can be a positive pathway to achieving better school outcomes. The authors develop a field building research scheme that addresses this gap to help inform policymakers and practitioners working to meet the needs of this at-risk group. This framing paper is part of a series of field-building research agendas produced under the What Works Collaborative. More information can be found on the What Works Collaborative web page.