These National Center for Children in Poverty policy briefs provide a two-generation view of current policies affecting children from birth to age eight, nationally and state-by-state, in the areas of health and nutrition, early care and education, and parenting and economic supports. The profiles are updated and expanded regularly.

This policy debate on employer engagement in workforce development programs, hosted by the Urban Institute, discusses the implications of WIOA on engaging employers. Effective employer engagement has been a challenge for workforce systems and programs; this discussion aims to pinpoint what is needed to support effective policy and practice.

In this presentation, Stephanie M. Jones, Marie and Max Kargman Associate Professor in Human Development and Urban Education at the Harvard Graduate School of Education, describes a new intervention that links the science of brain development with supports for adults and children. The intervention focuses on building executive function skills in children, teachers, and parents by interrupting the stress cycle and putting the front of the brain back in control.

The Administration for Children and Families (ACF) issued a Final Rule to make changes to the TANF program regulations to require states to maintain policies and practices that prevent TANF funded assistance from being used in any electronic benefit transfer (EBT) transaction in any liquor store; any casino, gambling casino, or gaming establishment; or any retail establishment that provides adult-oriented entertainment. Provisions become effective immediately.

These podcasts were produced in partnership between U.S. Department of Labor, Employment & Training Administration and U.S. Department of Health and Human Services, Family and Youth Services Bureau (FYSB). They share information on providing resources and support for job seekers who are homeless youth, pregnant and parenting youth, or victims of domestic violence.

Since the beginning of the Great Recession, rates of student homelessness have risen rapidly in urban, suburban, and rural school districts throughout the United States. Approximately one million students were identified as homeless during the 2009 to 2010 school year. Since homelessness has been associated with an array of negative school outcomes including low attendance rates, poor grades and attendance scores, and social stigmatization, this represents a significant challenge for schools. One clear finding that has emerged from Institute for Research on Poverty (IRP) studies of homeless and highly mobile students is that schools and community-based organizations have important roles in connecting students and families to a variety of education-related opportunities.

For low-income families, wages may only fulfill basic needs like food, clothing, and housing that may just be temporary. This financial instability leaves the future uncertain. To help children reach their full potential, families may consider savings and assets. These assets include emergency savings, college funds, home ownership, and more. This brief from the Annie E. Casey Foundation examines the persistently wide gap in savings and assets between white families and families of color, as well as outlines practical federal policy changes that could help low-income families build savings and assets so they can move toward self-sufficiency.

Approximately 6.7 million young adults in America are out of school and out of work. In order to answer questions about assistance to help young adults access employment and opportunities that service providers can leverage, this report from the Aspen Institute documents the results of a survey in which hundreds of service providers described their experiences serving this population. The service providers gave insight into strategies and challenges for connecting young adults aged 18-29 to employment and explained what they consider to be good employment outcomes.

The implementation of the Workforce Innovation and Opportunity Act (WIOA), signed into law in 2014, presents an extraordinary opportunity for the publicly-funded workforce development system. The system can now demonstrate its ability to improve job and career options for our workers, job-seekers, and youth, including those with disabilities and other barriers to employment, through an integrated, job-driven network that links diverse talent to businesses and supports the development of strong regional economies. In January 2016, collaborative teams from across the United States and its territories met in Washington, D.C., for a national convening entitled, “One Team, One Vision, One Conversation.”

A college education can provide a path out of poverty, but low-income students face many obstacles along the way. Many face difficulty selecting the best college for them, and some have trouble navigating financial aid options. While overall college graduation rates are rising, the gap between the top and bottom income groups has widened considerably over the past four decades. This article reviews research on policies that could help increase college completion for low-income students, such as interventions to increase college preparedness and providing on-campus support to help students stay on track and eventually graduate.