JOBSTART served youth who were: (1) 17 to 21 years old, (2) lacking a high school diploma or GED certificate, (3) reading below an 8th-grade level, and (4) economically disadvantaged. To meet enrollment targets, sites could waive the poor-reading-skills criterion for 20% of their enrollees. Applicants were considered economically disadvantaged if they: (1) received public assistance, (2) had a family income at or below the poverty line, or (3) were homeless.

From 1985 to 1987, JOBSTART participants were recruited and enrolled by 13 sites in nine states. All participants were high school dropouts, and half had not worked at all in the year prior to enrolling in the program. Most JOBSTART recruits were non-white, 44% African-American, and 44% Hispanic. Just over half enrollees (54%) were women, and about half the women were young mothers. At baseline, 27% of sample members were receiving Aid to Families with Dependent Children or general assistance, while 38% were receiving food stamps.

In the JOBSTART demonstration, 2,312 youth were randomly assigned to either JOBSTART or a control condition. The analyses in this report are based on data collected in the 48-month follow-up survey, to which 85% of JOBSTART youth and 83% of control group youth responded. Among the 1,941 respondents, the study authors compared the baseline characteristics of JOBSTART and control group youth, including their gender, ethnicity, family structure, employment history, and whether they received public assistance. They found no statistically significant differences between the research groups on these characteristics.

1. Instruction in basic academic skills. Sites offered participants a minimum of 200 hours of self-paced instruction on reading, math, and other subjects covered on the GED test. Sites were not required to use a particular curriculum or materials. During basic academic skills classes, participants worked on exercises using workbooks or, less commonly, computer-assisted instruction. Teachers reviewed their progress and provided individualized instruction. Sites had flexibility in how they implemented this component of JOBSTART. For example, some sites offered group instruction, while others did not. Sites also selected the curricula and the number of hours per week that were focused on basic skills. Typically, basic academic skills classes met two to three hours per day three to five days per week. According to study authors, JOBSTART youth spent, on average, 125 hours in the program’s basic academic skills classes (Cave et al., 1993). This average includes the 11% of youth who were assigned to JOBSTART but did not participate in the program.



2. Occupational skills training. Sites offered participants a minimum of 500 hours of occupational skills training. Occupational skills instruction was classroom based and designed to prepare youth for high-demand occupations. Classes met three to four hours a day, three to five days a week. In 8 of the 13 sites, occupational skills training was offered concurrently with basic academic skills instruction. In the other sites, participants received occupational skills training after completing their basic academic skills instruction. Sites were instructed to develop training materials with the assistance of private-sector partners to meet the entry-level requirements of local employers. Sites developed courses to cover a range of occupations, including clerical and service jobs, machine trades, and other skilled trades. According to study authors, JOBSTART youth completed, on average, 238 hours of occupational skills instruction (Cave et al., 1993). This average includes the 11% of youth who were assigned to JOBSTART but did not participate in the program.



3. Support services. To facilitate participation in the program, JOBSTART offered transportation and child care assistance. Transportation assistance could take the form of bus passes or small allowances. Child care was mainly provided by other agencies off-site, with JOBSTART covering the costs. Most sites also offered participants small amounts of money for emergencies (to cover the cost of rent or clothing, for example), as well as on-site meals. About half the sites offered life-skills training on such topics as health, personal finances, and workplace expectations.



4. Job placement assistance. Sites assisted participants in finding jobs upon completing JOBSTART's education and occupational skills components. Most sites offered participants instruction in employers’ expectations and job search techniques. About half the sites arranged internships with employers for participants. Assistance in finding permanent employment was often not offered until participants completed the program’s education and occupational skills components. Because many participants dropped out of JOBSTART before completing the education and skills training, many did not receive help with job placement. On follow-up surveys, only one-quarter of JOBSTART participants reported that staff had informed them of job openings and opportunities.

Potentially positive effects: Evidence of a positive effect with no overriding contrary evidence.

• Criterion 1: At least one study showing a statistically significant or substantively important positive effect.

  Met. One study of JOBSTART meeting WWC evidence standards found a statistically significant effect in this domain.

           AND

• Criterion 2: No studies showing a statistically significant or substantively important negative effect and fewer or the same number of studies showing indeterminate effects than showing statistically significant or substantively important positive effects.

  Met. No study of JOBSTART found statistically significant or substantively important negative effects in the completing school domain.

Positive effects: Strong evidence of a positive effect with no overriding contrary evidence.

• Criterion 1: Two or more studies showing statistically significant positive effects, at least one of which met WWC evidence standards for a strong design.

  Not met. JOBSTART had only one study that met WWC evidence standards.

           AND

• Criterion 2: No studies showing statistically significant or substantively important negative effects.

  Met. No study found statistically significant or substantively important negative effects in this domain.