Skip to main content
Back to Top

 

Houston

The critical role of executive skills in goal setting and attainment

Individual Author: 
Guare, Richard
Fauth, Mark

These presentations are from the 57th National Association for Welfare Research and Statistics (NAWRS) Workshop.  This presentation discusses the components and principles of the ESCentials Model which is a coaching system that emphasizes the role of executive skills in goal setting and attaining goals through self-regulation. 

Youth Count! Process study

Individual Author: 
Pergamit, Mike
Cunningham, Mary K.
Burt, Martha R.
Lee, Pamela
Howell, Brent
Dumlao Bertumen, Kassie

Homelessness among unaccompanied youth is a hidden problem: the number of young people who experience homelessness each year is largely unknown. To improve the national response to youth homelessness, policymakers need better data on the magnitude of the problem. Youth Count! is a Federal interagency initiative that aims to improve counts of unaccompanied homeless youth. Nine communities participated in the initiative by expanding their annual homeless point-in-time efforts to increase coverage of homeless youth.

HUD-VASH exit study: Final report

Individual Author: 
Montgomery, Ann Elizabeth
Cusack, Meagan

The HUD-VA Supportive Housing (HUD-VASH) program combines HUD’s housing choice vouchers, administered by public housing authorities (PHAs), with VA case management to offer homeless Veterans permanent supportive housing. The HUD-VASH Exit study, commissioned by HUD and VA, investigated HUD-VASH at four sites: Houston, TX; Los Angeles and Palo Alto, CA; and Philadelphia, PA. The study examined program implementation, the movement of Veterans from homelessness to being housed, and the nature of Veterans’ exits from HUD-VASH.

The drive to work: The relationship between transportation access, housing assistance, and employment among participants in the Welfare to Work Voucher Program

Individual Author: 
Blumenberg, Evelyn
Pierce, Gregory

Transportation enables low-income individuals to find and travel to employment. This article analyzes the relationship between access to automobiles and public transit and employment outcomes of low-income households. We use longitudinal survey data from participants in the Welfare to Work Voucher Program, which was conducted in five US metropolitan areas between 1999 and 2005. Multinomial logistic regression shows that baseline access to automobiles has a strong positive relationship to follow-up employment but public transit access and receipt of housing assistance do not.

But do lower-wage jobs follow? Comparing wage-based outcomes of light rail transit to control corridors

Individual Author: 
Nelson, Arthur C.
Miller, Matt
Eskic, Dejan
Ganning, Joanna P.
Liu, Jenny H.
Ewing, Reid

Literature suggests that rail transit improvements should be associated with more jobs and perhaps increasing share of jobs in a metropolitan area. Literature and some research also suggest that such improvements should increase the number of lower-wage jobs accessible to transit. In this paper, we assess both in the context of all 11 light rail transit systems built in metropolitan areas of fewer than eight million residents in the nation since 1981.

Transportation access, residential location, and economic opportunity: Evidence from two housing voucher experiments

Individual Author: 
Blumenberg, Evelyn
Pierce, Gregory
Smart, Michael

Access to automobiles may be particularly important to housing voucher recipients, who are more likely than residents of public housing to live in suburban neighborhoods where transit service is often limited. Access to high-quality public transit is more likely to benefit low-income households who live in dense central-city neighborhoods in close proximity to employment.

Evolution of the Welfare to Work Voucher Program: Interim report on quantitative research

Individual Author: 
Orr, Larry
Patterson, Rhiannon
Kaul, Bulbul
Mills, Gregory
Sullivan, Steven
Chakrabarti, Pronita

This report presents findings from the quantitative research activities conducted thus far under the Evaluation of the Welfare to Work Voucher Program. The report focuses primarily on the activities completed during the current project phase (Task Order 1), covering the period June 2001 through September 2002. The report also discusses subsequent work, including upcoming impact analyses (starting in October 2002 under Task Order 2) to be based on administrative data and Census data.

Intersection between TANF and refugee cash assistance

Individual Author: 
Farrell, Mary

This powerpoint presentation from the 2015 NAWRS conference describes an evaluation of Refugee Social Services (RSS) and Targeted Assistance Grant (TAG) programs. These programs are designed to help refugees achieve economic self-sufficiency and social adjustment. The presentation concludes by introducing a new study focusing on the integration of TANF, Refugee Cash Assistance, and associated services. (Presentation summary)

Child well-being and the intergenerational effects of undocumented immigrant status

Individual Author: 
Kanaiaupuni, Shawn Malia

Immigrant status carries considerable challenges to survival and mobility in U.S. society. As an emerging dimension of social stratification, legal status further complicates the situation, influencing not only immigrants but also their children. Using data collected in Houston and San Diego, this study examines the intergenerational health consequences of undocumented status for child well-being.

Getting ready for college: An implementation and early impacts study of eight Texas developmental summer bridge programs

Individual Author: 
Wathington, Heather
Barnett, Elisabeth A.
Weissman, Evan
Teres, Jedediah
Pretlow, Joshua
Nakanishi, Aki
Zeidenberg, Matthew
Weiss, Madeline Joy
Black, Alison
Mitchell, Claire
Wachen, John

In 2007, the Texas Higher Education Coordinating Board (THECB) funded 22 colleges to establish developmental summer bridge programs. Aimed at providing an alternative to traditional developmental education, these programs involve intensive remedial instruction in math, reading, and/or writing and college preparation content for students entering college with low basic skills.