The NEWWS evaluation is a study of the effectiveness of eleven mandatory welfare-to-work programs in seven locales: Atlanta, Georgia; Columbus, Ohio; Detroit and Grand Rapids, Michigan; Oklahoma City, Oklahoma; Portland, Oregon; and Riverside, California. The effects of adult education in welfare-to-work programs were examined in a national evaluation of welfare-to-work strategies. The evaluation used a random research design to estimate the overall effects of welfare-to-work programs in the following states: Georgia, Ohio, Michigan, Oklahoma, Oregon, and California.Cited by: 10.
Improving Basic Skills: The Effects of Adult Education in Welfare-to-Work Programs. Prepared by Johannes M. Bos, Susan Scrivener, Jason Snipes, and Gayle Hamilton, MDRC. 2001. Washington, D.C.: U.S. Department of Education, Office of the Under Secretary and Office of Vocational and Adult Education; and U.S. Department of Health and Human Services. Second, the adult education programs studied and their effects on students reflect the fact that these programs operate within the context of welfare-to-work programs. Such programs provide other services, such as counseling, child care, job search assistance, and postsecondary education and training.
Second, many adult education classes teach skills that support self-sufficiency. Courses that teach cooking, clothes-making, DIY, gardening, exercise, yoga, natural health care, and meditation all help improve the well-being of people. Being self-sufficient does not show up in measures of GDP though, so it is not valued by policy-makers. Welfare reform could affect several of these factors. For adult women, work requirements would increase the time cost of attending school, which would decrease schooling. However, there are potential opposing effects that could increase schooling.Cited by: 14.