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WIOA adult and dislocated worker training options and service access
Summary ETA explains the range of training and other services that WIOA Adult and Dislocated Worker programs may offer. It asks workforce boards and agencies to review local needs and enrollment data, adjust training options where appropriate, and report spending and outcomes. The letter discusses evidence on training approaches while recognizing that different approaches may fit different participants.
Document
Federal guidance
Agency
U.S. Department of Labor, Employment and Training Administration (ETA)
Document number
TEGL No. 21-22
Date issued
June 9, 2023
Status
Active
ETA lists this advisory as active. It prints an expiration date of Continuing and no rescissions.
Status last verified October 24, 2026
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CLASSIFICATION
WIOA – Adult and Dislocated
EMPLOYMENT AND TRAINING ADMINISTRATION Worker Training
ADVISORY SYSTEM CORRESPONDENCE SYMBOL
U.S. DEPARTMENT OF LABOR OWI
Washington, D.C. 20210 DATE
June 9, 2023
ADVISORY: TRAINING AND EMPLOYMENT GUIDANCE LETTER NO. 21-22
TO: STATE WORKFORCE AGENCIES
STATE WORKFORCE ADMINISTRATORS
STATE WORKFORCE LIAISONS
STATE AND LOCAL WORKFORCE BOARD CHAIRS AND DIRECTORS
STATE LABOR COMMISSIONERS
AMERICAN JOB CENTERS
STATE APPRENTICESHIP AGENCIES
STATE DIRECTORS OF THE OFFICE OF APPRENTICESHIP
FROM: BRENT PARTON
Acting Assistant Secretary
SUBJECT: Increasing Equitable Service Access and Employment Outcomes for All
Jobseekers in Workforce Innovation and Opportunity Act Adult and Dislocated
Worker Programs
1. Purpose. This guidance clarifies and compares the variety of training and other services
available to states and local workforce areas under the Workforce Innovation and
Opportunity Act (WIOA) with the goal of improving training outcomes across all
populations served, particularly those with barriers to employment and underserved
populations. The guidance also addresses operational questions related to implementing
certain types of training.
2. Action Requested. State and Local Workforce Development Boards (WDBs) and State
Workforce Agencies should: 1) analyze labor market information and service enrollment
data to assess community need for and equitable access to public workforce development
system services and training, 2) adjust and enhance the variety of WIOA-funded training
types and other services offered, particularly where evidence supports promising training
approaches and strategies, and 3) provide accurate quarterly updates on expenditures for
WIOA training programs, as well as quarterly performance reports.
RESCISSIONS EXPIRATION DATE
None Continuing
3. Summary and Background.
a. Summary – WIOA permits funding several service and training strategies for adults and
dislocated workers, described previously in Training and Employment Guidance Letter
(TEGL) No. 19-16 and TEGL No. 08-19. This guidance builds on those TEGLs to share
insights into what national WIOA data suggests regarding system implementation of
adult and dislocated programs for all populations and expands on how different training
and service approaches may be deployed for individual customer circumstances. This
guidance shares where existing evidence supports the effectiveness of a particular service
or training approach, which state and local areas should consider incorporating into the
implementation of WIOA-funded training programs.
The Department of Labor’s (DOL) Employment and Training Administration (ETA)
analyzed WIOA participant and outcomes data for Program Years (PY) 2018, 2019, and
2020, a highlight of which is available in Appendix II. The Department as well as other
entities have also conducted evaluations of the workforce system. The Department’s
WIOA data analysis, along with a portfolio of evidence from evaluations on training
programs suggests that completing a training program aligned with particular strategies
and approaches that have an empirical basis and may increase wage and employment
outcomes for participants, when compared to outcomes of individuals who enroll in a
training program that is not based on evidence-based practices.
However, different approaches may not work for all groups and in all contexts.
Deploying a variety of effective outreach, service, and training strategies permitted (or
even required) by WIOA to meet different community and individual needs is of
particular importance as the workforce system aims to better serve marginalized and
historically underserved and underrepresented populations, at a time when multiple
sectors are growing from public investment in transportation, clean energy, and
broadband. A state and local service portfolio can include more than one service and
training strategy available for customers, especially if resources are largely devoted to
those that have the most evidence for improving employment.
b. Background – On January 20, 2021, President Biden issued the Executive Order On
Advancing Racial Equity and Support for Underserved Communities Through the
Federal Government (EO 13985), which directed agencies to allocate resources to
advance fairness and opportunity and to promote equitable delivery of government
benefits and equitable opportunities for underserved communities, including Black,
Latino, and Indigenous and Native American persons, Asian Americans and Pacific
Islanders and other persons of color; members of religious minorities; lesbian, gay,
bisexual, transgender, and queer (LGBTQ+) persons; persons with disabilities; persons
who live in rural areas; and persons otherwise adversely affected by persistent poverty or
inequality.1 In support of this EO, ETA analyzed WIOA performance data to determine
how Federal resources allocated to the states and local areas for the Adult and Dislocated
Worker (DW) programs are used to provide access to services and lead to increased
employment, credentials and increased earnings, and whether there are meaningful
differences among populations in access and outcomes.
While WIOA performance data analyzed alone cannot show causation or exclude
intervening variables, the data suggests that workforce system participants (individuals
who received any training or individualized services) who completed training programs
funded through WIOA were observed to have higher rates of employment and wages
than those who enrolled in training funded through WIOA but did not complete training.2
This analysis was completed by aggregating data from various years of WIOA
performance and calculating averages. Similarly, other studies have found that strategies
designed to improve adult completion of non-degree credentials, including career
pathways and comprehensive student supports, can have positive impacts on non-degree
credential completion.3 Overall, in Program Years (PYs) 2018-2020, exiters from the
Adult program who completed training earned, on average, wages of $2,125 more than
the average for Adult program participants who enrolled in training programs but did not
complete. Trained exiters from the DW program earned, on average, wages of $1,119
more than the average for DW program participants who enrolled in training but did not
complete. For both Adult and DW programs, exiters who completed training also had
higher employment rates than those who did not complete training, both in Q2 and Q4
after exit. These higher wages and employment rates are consistent across demographic
groups.4 However, completion rates sometimes differ by demographic group, as reflected
in the data analysis in Attachment II, Table 1 and Table 4; we encourage state and local
boards to review and complete a similar analysis for their region.5
Where program completion varies by race or ethnicity, such differences can have impacts
on economic outcomes and exacerbate inequities. It is exceptionally important that
quality training opportunities are available for individuals of all races, genders, and
members of other populations protected from discrimination by WIOA Section 188,6 as
well as from all other demographic backgrounds. Further, it is important that, regardless
1
Executive Order 13985 Advancing Racial Equity and Support for Underserved Communities Through the Federal Government,
https://www.federalregister.gov/documents/2021/01/25/2021-01753/advancing-racial-equity-and-support-for-underserved-communities-through-the-federal-government.
2 WIOA Performance Data, PY 2018, PY 2019, PY 2020, U.S. Department of Labor,
https://www.dol.gov/agencies/eta/performance/results.
3 McKay et al. 2019, Miller et al. 2020
4 WIOA Performance Data, PY 2018, PY 2019, PY 2020, U.S. Department of Labor,
https://www.dol.gov/agencies/eta/performance/results.
5 In addition, State Governors are required as part of their annual monitoring responsibilities to conduct statistical or other
quantifiable analyses of records and demographic data by particular protected categories, and to investigate any significant
differences to determine whether they appear to have been caused by discrimination. See 29 CFR 38.51(b)(1).
6 WIOA Section 188 and its implementing regulations prohibit discrimination on the bases of race, color, religion, sex, national
origin, age, disability, or political affiliation or belief, or, for beneficiaries, applicants, and participants only, on the basis of
citizenship or participation in any WIOA Title I-financially-assisted program or activity. See 29 CFR 38.5.
of the race, disability status, sex, or other protected status of the participants, all WIOA
DW and Adult program participants have access to training for top growth occupations
and occupations with higher salaries. National information about growth occupations and
WIOA occupational training data examined by race/ethnicity and sex shows that Black,
Hispanic, and White men in Adult and DW training programs were less likely to be
trained in high-growth occupations, particularly in nursing and medical occupations, than
were Black, Hispanic, and White women.7 However, men had a higher average hourly
wage ($36.75 for DW and $31.66 for Adult) than did women ($25.52 for DW and $28.90
for Adult), as of October 2022.8 This national-level analysis, which may mask important
local-specific variations, indicates gaps where workforce programs have an opportunity
to examine whether program design results in discrimination or impedes earnings equity,
and whether workforce programs can do more to help women and other underserved
populations overcome external forces such as pay discrimination in the larger labor
market. More information on national wage differentials can be found in the Department
of Labor’s Women’s Bureau Earnings and Ratios tool.9 Occupational segregation for
different underserved populations may impact the occupations for which individuals are
trained. Attachment III includes the data tables that show the occupations for which
different demographic groups are generally trained.
4. Using WIOA investments to improve access to training and entry into quality jobs.
a. Funding Mechanisms for WIOA Training Strategies. Participants’ individual service
needs vary, as do the employment sectors most prevalent in a local area, so it is
important to tailor training options to meet the needs of the local community and learner.
A successful local area can use multiple types of training approaches that address the in-
demand competencies and skill needs identified through state and local sector initiatives.
When determining which sectors and occupations to focus training efforts on, states and
local areas should also focus resources on training that prepares jobseekers for higher-
paying quality jobs in local growth industries, such as jobs with benefits, where workers
have voice and opportunities for career advancement. More information about Job
Quality can be found in the Department of Commerce and Department of Labor Good
Jobs Principles10 and in TEGL 07-22, “Increasing Employer and Workforce System
Customer Access to High Quality Jobs.”
WIOA allows states and local areas to fund training through a variety of approaches.
Most local areas tend to use individual training accounts (ITAs), but ETA encourages
the use of other funding mechanisms when appropriate. Table 1 below provides a
7 Training Data (2022), U.S. Department of Labor); data included is an aggregate of several years of data.
8Training Data (2022) U.S. Department of Labor; data included is an aggregate of several years of data.
9 “Earnings and Ratios,” Women’s Bureau, U.S. Department of Labor, https://www.dol.gov/agencies/wb/data/earnings.
10 Good Jobs Principles Fact Sheet (2022), U.S. Department of Labor, https://www.dol.gov/sites/dolgov/files/goodjobs/Good-
Jobs-Summit-Principles-Factsheet.pdf.
description of each allowable training type that the funding mechanisms described above
can support, as well as a highlight of some of the advantages to participants and
employers inherent in each; please note that context, curriculum, groups being served,
and local factors will impact the success of these programs. States and local areas should
consider these factors when standing up programs. Section 4(b) of this TEGL provides
more detail on how states and local areas can better design and leverage training
programs. A full description of allowable training activities can be found in TEGL Nos.
19-16 and 08-19 (and their respective Change 1s). In addition, TEGL No. 13-16 expands
on training that may be provided to support the primary components of Registered
Apprenticeship Programs (RAP). Further guidance regarding non-Eligible Training
Providers (ETP) contract training is available in Attachment I of this TEGL.
Table 1: Training Types and Advantages of Each
Training Types Description of Training Type Advantages for Participants and
Employers
Classroom or Classroom training refers to the Support for classroom training:
Online academic or technical education
Training for individuals receive through a Participants may benefit from ITAs
Individuals structured instruction. ITAs are for training and supportive services
available to cover the cost or if they remain in a training
supplement other sources of funding, program, reducing barriers to
such as grants for eligible participants enrollment and completion.
enrolled in a training program on the Classroom training appears to have
state’s ETP list. WIOA funds can also the most significant impact on
pay for supportive services employment when its completion
participants need to enroll in and allows a participant to obtain an
complete classroom training. industry-recognized credential,
particularly a credential associated
with an occupation that pays them
more than what they made before.
Classroom training should be of
sufficient depth and quality that it
allows participants to obtain an
industry-recognized credential that
can potentially provide them with a
notable increase in income.
Well-designed classroom training
benefits employers and participants
when such training is developed in
coordination with employers or
industry sector partners, preparing
workers with the skills needed by
employers.
On-the-Job OJT refers to training by an employer Paid employment while in
Training to a participant hired by the employer training:
(OJT) that provides knowledge and skills
for Individuals essential to full and adequate job Participants build skills and
performance. OJT funds provide establish employment status while
reimbursements to businesses of up to receiving a consistent paycheck.
50 percent of the wage rate of OJT OJT also provides learning
participants (in certain circumstances opportunities for those who cannot
up to 75 percent) to help defray the spend time outside of work hours
personnel training costs of new for more traditional classroom
employees. In an OJT program, the training programs.11
business is generally the entity
providing the training. This training is Employers can hire an employee
funded by a direct contract and could right away, ensure the training
exist as a stand-alone training, or as a program is specific to their hiring
portion of an integrated training type, needs, and get help offsetting
such as a RAP. training costs. Employers should
ensure that all OJT programs and
hiring are nondiscriminatory and
equitable.
Cohort Cohort training, financed through a Participants and employers
Training contract instead of an individual ITA benefit from economies of scale:
or an individual OJT contract can
cover classroom-based occupational A cohort of participants benefit
training for a group of participants from paid on-the-job learning
and/or on-the-job training for a group and/or paid occupational skills
of participants. Cohort training can training. They also benefit from
also be utilized to support both peers working through the program
primary components of a RAP, as with them, providing support and
noted below (See TEGL No. 13-16). opportunities for peer learning,
which evidence shows to be
promising for education.12
Employers as well as Local WDBs
benefit from cost and
administrative efficiencies, as well
as economies of scale.
11 What Works in Job Training: A Synthesis of the Evidence (22 July 2014), U.S. Department of Labor, U.S. Department of
Commerce, U.S. Department of Education, U.S. Department of Health and Human
Serviceshttps://www.dol.gov/sites/dolgov/files/OASP/legacy/files/jdt.pdf.
12 Drago-Severson, E., Helsing, D., Kegan, R., Popp, N., Broderick, M., Portnow, K.(2001), The Power of a Cohort and of
Collaborative Groups, Focus on Basics (5) Issue B: 15-22., https://www.ncsall.net/index.html@id=254.html.
Registered RAPs are an employer-driven, work- Paid employment while training
Apprenticeship based training strategy that combines and progressively higher wages:
Programs On-the-Job Learning, work
experience, or OJT with job-related Participants receive an income
academic instruction, resulting in a while participating in training that
Certificate of Completion. A culminates in at least one industry
Certificate of Completion is a recognized credential. There is a
nationally recognized occupational built-in career ladder for
credential that counts as a recognized apprentices who receive wage
post-secondary credential under increases associated with skills
WIOA sec. 3(52). OJT contracts can attainment.
support the On-the-Job Learning
component, and ITAs can support the Employers can benefit from a
Related Instruction component. highly trained employee right away
with good prospects for retention.13
Incumbent Under IWT, an employer selects a Retention and Advancement:
Worker training provider to increase skills for
Training current employees and pays a Participants gain skills necessary to
(IWT) significant portion of training costs, keep their jobs or advance within
often as a layoff aversion strategy or their company.
to facilitate skill upgrading. Direct
contracts can fund IWT. Employers can benefit from
retaining and promoting talent
internally, minimizing real and
institutional knowledge costs of
replacing employees.
Customized Customized training is contracted Customizable:
Training group training based on a
commitment by an employer or group Participants build skills and
of employers to hire participants upon establish employment status.
successful completion of the training. Customized training requires an
Employers pay for a significant cost employer commitment to retain the
of the training, as determined by the individual upon successful training
Local WDB. completion.
Employers can benefit from
leveraging a customized training
program to attract workers, build
workers’ skills tailored to
employers’ needs (including for
hard-to-fill vacancies), and gain a
competitive advantage with a
skilled workforce.
13TEGL 13-16, Attachment III (12 January 2017). United States Department of Labor,
https://www.dol.gov/sites/dolgov/files/ETA/advisories/TEGL/2017/TEGL_13-16_Attachment_Iii_acc.pdf
b. Designing effective and efficient training programs. It is important for the workforce
system to invest in the full suite of training options available through WIOA and align
those training options to state and local sector strategies.14 Not all potential participants
will need the same types and length of training. For example, individuals with limited
work history, such as some recently justice- impacted individuals, may benefit from
transitional employment (described below) initially, while a mid-career worker may be
better served by IWT, and both may benefit from OJT. To expand access to training for
a variety of participants with diverse needs, state and local WDBs should:
• Establish the foundation for participant success by investing in supportive
services, creating partnerships with worker or community-based organizations
for worker supports (such as local providers serving people with disabilities that
can provide information and resources) and with industry sectors for employer-
responsive training, hiring and training staff, and leveraging transitional jobs for
individuals from underserved populations. (See part i below.)
• States and localities must ensure that training complies with legal requirements
for providing program materials and technology that are accessible to and in
appropriate formats for individuals with disabilities and translated or interpreted
into appropriate languages for persons with limited English proficiency.
• Strengthen and expand the menu of available high-quality training options
aligned to in-demand occupations and sectors by expanding ITAs and ETPs to
include populations that may be proportionally underserved by these programs,
investing in pre-apprenticeship programs, and working with employer partners to
develop high-quality OJT. (See part ii below.)
• Leverage training to create partnerships designed to help employers recruit and
retain workers. (See part iii below.)
More detailed strategies can be found in the following sections. States and localities
should consider the information below to create an intentional and sustainable plan for
better leveraging training options and serving individuals from underserved communities,
including those protected from discrimination by WIOA Section 188 and those
highlighted in EO 13985, as described in the Background section of this TEGL.
Attachment V provides a compilation of program evaluations and research studies
regarding the training types, techniques, and supportive services outlined in this section
that have shown evidence of effectiveness. For more studies about the effectiveness of
various strategies, please use the Department of Labor’s Clearinghouse for Labor
Evaluation and Research to see the most up-to-date research.15
14Hendra, et al., “Encouraging Evidence on a Sector-Focused Advancement Strategy,” MDRC,
https://www.mdrc.org/sites/default/files/2016_Workadvance_Final_Web.pdf
15Clearinghouse for Labor Evaluation and Research, U.S. Department of Labor, https://clear.dol.gov/
i. Establish the Foundation for Participant Success.
Invest in supportive services as a component of increasing equitable access to
successful training programs. Any number of barriers may prevent an individual from
entering or completing training. These barriers include but are not limited to:
• Training, materials, and testing costs
• Childcare needs
• Transportation
• Financial literacy training
• Access to internet and other necessary tools to complete program
• Unstable housing
These barriers may be more pronounced for some individuals from underserved
populations and can interact to create multiple challenges. For example, a parent
searching for scarce childcare may be limited in their options if they do not have access
to a car or live in an area without easily accessible public transportation, which further
exacerbates their childcare challenge. People with disabilities, especially those unable to
drive, may face similar barriers and have similar needs. Successful states and local areas
assess and address barriers to WIOA participation when designing workforce services.16
Studies have demonstrated that providing supportive services to training participants
leads to more successful outcomes. Use of holistic supports, including financial and
social services, had a positive impact on the likelihood of adult learners attaining a
credential in health pathways.17 Program participants surveyed who received supportive
services indicated they had higher rates of meeting or being on track to meet their
completion goals.18 Supportive services have also been shown to facilitate retention in
RAPs.19
ETA strongly encourages the use of Adult and DW formula funding to provide
supportive services, such as transportation tokens or vouchers for childcare, as a method
for increasing participation in and completion of career and training services. States have
freedom to establish allowable funding amounts and policies to provide supportive
services as a component of career services and training, and local areas can further refine
16 TEN 12-21, Practitioners Guide to Supportive Services(15 October 2021), U.S. Department of Labor
https://wdr.doleta.gov/directives/corr_doc.cfm?docn=9977.
17 Bragg, Debra D., Giani, Matt S.(November 2019), “The impact of holistic student supports on credential attainment for diverse
adult learners in the Health Pathways Consortium,” Impacts of Key Community Strategies on Non-Degree Credential Completion
by Adult Learners, Lumina Foundation,) pg. 7, https://www.luminafoundation.org/wp-content/uploads/2019/11/impacts-of-key-community-college-strategies-on-non-degree-credential-completion-by-adult-learners.pdf.
18 Eyster, Lauren, et al. (December 2012), Implementation Evaluation of the Community-Based Job Training Grant (CBJTG)
Program, The Urban Institute https://www.urban.org/sites/default/files/publication/23936/412890-Implementation-Evaluation-of-the-Community-Based-Job-Training-Grant-CBJTG-Program.PDF.
19 Kelly, Maura and Wilkinson, Lindsey, "2020 Evaluation of the Highway Construction Workforce Development Program"
(2020). Sociology Faculty Publications and Presentations. 151.
https://archives.pdx.edu/ds/psu/34307.
both their local policies and menu of such services. See 20 CFR 680.900 for a list of
allowable supportive services under WIOA. Please note this list is not exhaustive; states
and localities may choose among these and/or identify other supportive services
necessary to remove barriers and improve training and employment outcomes. ETA
encourages partnerships with other programs and organizations to provide supports. It
also is important to note that there is no cap on supportive services under WIOA or its
programmatic and nondiscrimination regulations.
Create partnerships with existing community groups and education providers that
serve underserved communities. WIOA requires outreach as a key responsibility of
state and local WDBs (20 CFR 679.130; 29 CFR 38.40). To better share information with
and to provide services to members of the various groups protected from discrimination
by WIOA Section 188 and its implementing regulations, state and local WDBs and other
recipients are required by those regulations to engage with community groups and
education providers that serve members of those groups. Similarly, local WDBs should
engage with community groups and education providers in underserved communities,
particularly those that are led by and devoted to communities underrepresented in WIOA
programs. Community-based nonprofits, schools including community schools, labor
unions, worker organizations, disability-focused and faith-based organizations that are
well-known in underserved communities are key partners in this work as trusted conduits
of information to local jobseekers, and they are valuable sources of feedback to the
workforce system. High-performing state and local boards invite these organizations to
share concerns and needs with boards to ensure services and programs are responsive to
community needs, and budget funds to pay for such expertise if information requests are
more than nominal. Community-based organizations are also well-placed to share
information about American Job Centers (AJC) and training programs directly with
community members and can follow up with those individuals to support them as they
navigate the process. Community-based partners may also be able to help AJC programs
recruit bilingual staff fluent in the languages used by the local community to provide
services within WIOA and AJC programs, and identify qualified interpreters and
translators to perform those specific tasks in the relevant languages.20 Many WDBs
already coordinate with K-12 schools and community colleges, and such partnerships can
help connect individuals with supportive services and job search assistance as they work
to complete secondary or postsecondary education and move along a career pathway.
Even WDBs with strong connections to education partners should examine which
education institutions are part of communities underrepresented in WIOA programs, such
as minority-serving institutions, and seek to establish and/or strengthen partnerships with
such institutions. High school and community college career technical education
programs also provide opportunities for developing lifelong learning opportunities for
learners and workers and workforce pipeline development for employers. WIOA-funded
staff may present information to, partner with, develop cohort training with, and seek
20 See definition of “qualified interpreter” at 29 CFR 38.4(xx)(2).
feedback from sessions regarding WIOA training opportunities to local high schools, out-
of-school-time programs, community colleges, and four-year institutions including
minority-serving institutions. Staff hours to perform outreach to workers, community
organizations, education partners, and employers is an allowable program cost under
WIOA.
WDBs should track participant success among its training programs and share the
outcome information with partners, with a focus on wage and employment data, and
highlight the positive impact these programs can have on local individuals and
communities. At the same time, training programs that do not demonstrate value for
participants should be reevaluated as an available option. Outreach and communications
are legally required and necessary for building partnerships and for informing jobseekers
in the community about available services. To reiterate, outreach and recruitment is an
allowable cost of WIOA funds, per 2 CFR 200.421. More information about allowable
outreach is available in TEGL 23-14, and in the October 2022 webinar Outreach and
Marketing with WIOA: Exploring the Possibilities.
Train existing staff and recruit new front-line staff and career counselors at AJCs to
welcome individuals from all walks of life, including individuals from underserved
communities who may be using AJC services for the first time. Career counselors help
potential program participants identify their short- and long-term career goals; understand
local and regional labor market information to choose a career path; help navigate testing
or licensing; and develop individual plans to provide the best recommendations to
customers. While states and local areas differ in levels of career counseling they deliver,
evidence shows that, on average, individuals with more intensive career counseling at the
onset have higher wages long-term.21 For example, case managers in jail-based AJCs
with direct linkages to community-based AJCs were viewed by participants as the
strongest influence on their likelihood of career success after release from jail.22 See
Attachment IV for some resources available to career counselors.
Core training topics should include how to comply with the nondiscrimination
requirements of WIOA Section 188 and its implementing regulations as well as
overcoming unconscious bias, anti-racism, anti-sexism, disability awareness and
nondiscrimination, reasonable accommodations, cultural sensitivity, gender identity, and
other topics relevant to the local community. For instance, workforce development
practitioners should ensure that women are presented with all employment and training
options, including in non-traditional sectors for women that could be higher paying and
offer them growth opportunities. The same is true for members of other underrepresented
communities. There are many Diversity, Equity, Inclusion, and Accessibility training
21 Perez-Johnson, Irma. Moore, Quinn. Santillano, Robert (October 2011), Improving the Effectiveness of Individual Training
Accounts: Long-Term Findings from an Experimental Evaluation of Three Service Delivery Models, Mathematica,
https://www.mathematica.org/publications/improving-the-effectiveness-of-individual-training-accounts-longterm-findings-appendices.
22 Bellotti, Jeanne, et al. (4 September 2018), https://www.dol.gov/sites/dolgov/files/OASP/legacy/files/LEAP-Final-Report.pdf.
programs and curricula that the workforce system can leverage to best respond to local
needs. See Attachment IV for some available resources. Further, AJCs should recruit
staff members who reflect the local community and have lived experiences that help them
understand, relate to, and effectively serve AJC customers.
For instance, the workforce system should hire front-line staff who speak the languages
most spoken in the community and contract with interpretation and translation services to
ensure that qualified interpreters/translators are available for a wide range of other
languages. Per the WIOA nondiscrimination regulations at 29 CFR 38.9, AJC programs
are responsible for providing information and resources in appropriate languages to
individuals who are limited English proficient [LEP]. AJC programs must determine
which languages are used by a significant number or portion of the population eligible to
be served, or likely to be encountered, by the program, and translate all vital
information23 into those languages. They must also collect information about the LEP
status and preferred language of every applicant, registrant, participant, and trainee,24 and
provide vital information to LEP participants in their preferred languages, as specified in
29 CFR 38.9. To enable meaningful access to training for LEP individuals and other
individuals with a preferred language other than English, local areas can take steps such
as providing training materials in the preferred language of participants (either written
translation or by oral interpretation or summarization) and providing oral training content
in the preferred language through in-person translation or phone translation.
As a general rule, AJC programs must take reasonable steps “to ensure meaningful access
to each…LEP individual served or encountered so that LEP individuals are effectively
informed about and/or able to participate in the program or activity.” Such steps
minimize confusion and frustration for potential participants.
In addition, as required by 29 CFR 38.15, it is essential to ensure that equally effective
communication supports are provided upon request to job seekers and their companions
who are deaf or hard-of-hearing, or who have other communication-related disabilities,
including those who also have language access needs (such as Spanish sign language
interpretation).
Furthermore, AJC programs should review the documentation commonly collected at
intake so as not to delay access to services with extensive document reviews. WIOA-
funded programs should limit such documentation to that required for eligibility and use
the flexibilities already available in data validation guidance to accept self-attestation
where needed to facilitate timely access to services for individuals. See TEGL 23-19,
Change 1. Please note, WIOA-funded programs should not turn away jobseekers who
decline to provide an SSN. Further, there is no circumstance in which SSNs of family
23 As defined in 29 CFR 38.4(ttt).
24 As defined in 29 CFR 38.4(c), (aaa), (oo), and (nnn), respectively. These definitions are likely to differ from the common
understanding of the terms.
members should be collected; this is not necessary for any WIOA-funded program
eligibility.
Utilize transitional jobs for those with minimal job experience. Transitional jobs
allow individuals to strengthen their work history while earning a wage in a short-term
job. Transitional jobs are considered career services and are particularly suitable for
participants with inconsistent work history or who are long-term unemployed. Studies
have found that transitional jobs have a positive impact on participants' employment and
earnings outcomes, with the gains concentrated during the period of the transitional job
placement.25 The findings also included increased likelihood of employment and
decreased use of public benefits after job placement. A demonstration project that tested
transitional jobs among individuals recently released from prison and low-income parents
that had fallen behind on child support found increased earnings among participants and
higher total earnings compared to a control group at the point of follow-up.26 A recently
completed synthesis of studies of 13 subsidized employment models found nearly all
programs that provided subsidized employment or traditional transitional jobs produced
larger impacts among those who had more barriers to employment.27 State and local
boards using transitional jobs must adopt relevant policies, including:
• Provisions on employer reimbursement amounts, up to 100 percent of wages
• Limits on job duration;
• Supportive services to be offered;
• Methods to identify individuals who are chronically unemployed or have
inconsistent work history who may serve as program participants; and
• The decision to what degree job readiness training will be provided in
combination with the transitional job.
WIOA regulations at 20 CFR 680.195 state that transitional jobs must be combined with
relevant supportive services for participants, who are often at high-risk of incompletion
for a variety of reasons.28 To best achieve this, states can consider working with
Temporary Assistance for Needy Families (TANF) programs to identify individuals who
need assistance finding a job and would benefit from work experience, but for whom
TANF cannot fund such work experience. TANF and the Supplemental Nutrition
Assistance Program (SNAP) already serve individuals with the highest need in
communities; supporting transitional job training with WIOA funding for SNAP or
TANF participants who need work experience allows individuals to get important job
25CLEAR, Rapid Evidence Review Strategies from the Great Recession to Support Employment(March 2021), Mathematica
https://clear.dol.gov/sites/default/files/documents/files/CLEAR_GreatRecessionRR_Synth_202107.pdf.
26 Barden, Bret, Juras, Randall, Redcross, Cindy, Farrell, Mary, and Bloom, Dan,(May 2018), The Enhanced Transitional Jobs
Demonstration, New Perspectives on Creating Jobs, Final Impacts of the Next Generation of Subsidized Employment Programs,
MDRChttps://www.mdrc.org/sites/default/files/ETJD_STED_Final_Impact_Report_2018_508Compliant_v2.pdf.
27 Can Subsidized Employment Programs Help Disadvantaged Job Seekers? (February 2020), U.S. Department of Health and
Human Services, https://www.mdrc.org/sites/default/files/sted_final_synthesis_report_feb_2020.pdf.
28 Supportive Services Desk Reference(August 2021), U.S. Department of Labor,
https://ion.workforcegps.org/resources/2017/07/14/09/22/Supportive_Services_Desk_Reference.
experience while also using the strengths of both programs to support their path to
employment.
ii. Strengthen and Expand the Menu of Available Training Options and Strategies
Some training programs have evidence supporting their efficacy, such as training that
provides learning in a work context, including Registered Apprenticeship and well-
structured on-the-job training, as well as training that prepares learners for work in a
particular sector; evidence on their efficacy can be found in Attachment V to this TEGL.
Leverage ITAs and create an intentional list of ETPs to help participants access
high quality programs. Participants that would benefit from classroom training and
want a more traditional approach to education with the flexibility to choose their
programs may prefer using an ITA to access training from approved providers. Most
WIOA-funded training takes place via ITAs; 84 percent of individuals enrolled in
occupational skills training used an ITA in Program Year (PY) 2020.
State and local WDBs should review ITA policies at the state and local level to assess
whether per-person funding caps enable participants to truly access training that leads to
credentials for occupations with career ladders and salary progression. Policies should not
unintentionally cause participants to choose shorter-term training with more limited
career prospects. State and local WDBs should also review and reconsider policies that
prohibit individuals from receiving training more than once. Career pathway programs
offer training in discrete, stackable credentials, so that learners and workers can continue
to work while taking training that prepares them to move up multiple steps along a career
pathway. Among the findings of a meta-analysis of career pathways evaluations, some
programs that target longer-term, more advanced training from the outset, have had larger
and more sustained impacts on earnings.29 Programs might also improve earnings results
by using labor market information to target occupations and industries that have high
potential for advancement. Some programs that target other industry sectors, such as
information technology (IT) or financial services, have had large and sustained impacts
on earnings.30
State WDBs should continue to review and update the state list of ETPs with a focus on
finding providers that are convenient for and available to underserved communities, and
that serve those communities effectively. The process of reviewing and updating should
also ensure that the providers do not discriminate on any basis prohibited by WIOA
Section 188, and in particular that they comply with legal requirements for serving LEP
individuals and individuals with disabilities. As remote and online training options have
expanded in recent years, state WDBs should also assess whether the state’s ETP list
29A meta-analysis of 46 career pathways impact evaluations. (December 2021). Abt Associates. U.S. Department of Labor.
https://www.dol.gov/sites/dolgov/files/OASP/evaluation/pdf/A%20Meta-Analysis%20of%2046%20Career%20Pathways%20Impact%20Evaluations_final%20report.pdf.
30 Peck, L.R., Schwartz, D., Strawn, J., Weiss, C. C., Juras, R., de la Rosa, S. M., Greenstein, N., Morris, T., Durham, G., Lloyd,
C.Abt Associates. A Meta-Analysis Of 46 Career Pathways Impact Evaluations: Final Report. Chief Evaluation Office, U.S.
Department of Labor https://www.abtassociates.com/insights/publications/report/meta-analysis-of-46-career-pathways-impact-evaluations.
adequately reflects such training options. More detail on program quality can be found in
TEGL No. 08-19, which describes requirements states and local areas must implement to
approve ETPs, including the placement of RAPs on state ETPs.
States and local areas must regularly review those ETPs, ensuring program providers
continue to provide quality programs that lead to an industry recognized post-secondary
credential in an in-demand field that will lead to a quality job, while providing for
consumer choice. States and local areas should also ensure program providers comply
with applicable nondiscrimination requirements.
Prepare individuals for high-value RAPs, including investing in pre-apprenticeship.
State and Local WDBs should work with apprenticeship providers to ensure RAPs are
accessible for all populations, including underserved and underrepresented communities.
This includes ensuring that their application process, training materials, and worksites are
fully compliant with applicable disability-related requirements, including any that apply
to electronic and information technology or physical accessibility. Providers can also
scale up pre-apprenticeship programs for individuals interested in pursuing a RAP, which
often have high school equivalency or other skill-specific requirements to enter. Quality
pre-apprenticeship programs help individuals learn the skills they need to be successful in
their chosen occupation, including soft and basic academic skills.
To be considered a quality pre-apprenticeship program, such a program must be
connected to a RAP and designed to develop specific skills needed for a would-be
apprentice to succeed in an established RAP, which provides high-quality training
opportunities for participants. Quality pre-apprenticeship programs also incorporate
strategies that increase Registered Apprenticeship opportunities from underrepresented or
underserved populations facing significant barriers to employment in the Registered
Apprenticeship labor force. For instance, the US Department of Labor Women’s Bureau
awards grants yearly to many community-based organizations that work to recruit and
retain more women into RAPs through training focused on women. The average wage for
a RAP completer is $77,000 per year, and 93.0 percent of completers retain
employment.31 In a study that measured net effects of apprenticeships for participants, it
was found that over a career, the estimated earnings of RAP participants were an average
of $300,000 more than similar nonparticipants.32
WIOA Title I training funds can be used in the following ways to support RAPs and pre-
apprenticeship programs:
• ITA Funds: Apprentices who are eligible for WIOA can use an ITA to support the
related technical/classroom instruction component for eligible apprentices and
pre-apprentices if those RAPs are on the state ETP. ITAs can be used to support
31 Explore Registered Apprenticeship (August 2022), U.S. Department of Labor,
https://www.apprenticeship.gov/sites/default/files/dol-industry-factsheet-apprenticeship101-v10.pdf.
32 Office of Apprenticeship. U.S. Department of Labor.
https://www.apprenticeship.gov/?utm_source=dol_gov_agencies_eta_apprenticeship&utm_medium=text&utm_campaign=appre
nticeship_homepage.
placing participants in registered apprenticeship through pre-apprenticeship
training and training services provided under the RAP.
• Contracted Classes for Related Instruction: In certain circumstances (outlined in
the OJT section below), a Local WDB may choose to contract with a training
provider to train a cohort of apprentices in an in-demand industry sector or
occupation. A workforce system may choose to use a contract as a vehicle for
training an apprenticeship cohort in the Related Instruction component, provided
the apprentices meet the Adult or DW eligibility requirements, per section
134(c)3(G)(ii)(V) of WIOA. More information about contracting can be found in
Attachment I.
• Customized Training: State and Local WDBs can create customized training
agreements to support RAP sponsors, per the customized training guidance below.
More details on registered apprenticeship and pre-apprenticeship can be found in TEGL
No. 13-16 and TEN No. 13-12, respectively.
Partner with employers to develop and expand flexible OJT programs. Evaluations
have found that on-the-job training has positive impacts on employment and earnings
outcomes.33 Potential participants may prefer OJT if they need an earn-and-learn option
and may not be able to attend a classroom program. OJT is a good option for states and
local areas looking to expand access for individuals who need income or who are
balancing multiple priorities. Successful OJT programs involve coordination with
employers offering high quality jobs, training providers, and WDBs to monitor quality
and ensure program participants are learning relevant skills for their chosen career path.34
In successful OJT programs, employers regularly continue to employ and advance those
that have completed an OJT program in their organization; employers that regularly end
employment of OJT participants should no longer receive OJT funding, per 20 CFR
680.700. Employers receiving publicly funded wage reimbursement in an OJT benefit
from the workforce system, and local boards should consider which employers are the
best investment. Employers offering higher wages and high-quality jobs with benefits,
retention, and career advancement are stronger candidates for successful OJT that build
talent pipelines and advance worker mobility.
Local boards can set limits on training length or employer reimbursement levels based on
job complexity. Most local boards limit the training to no fewer than 4 weeks and no
more than 26 weeks to ensure efficiency and effectiveness of programs. The workforce
system should also consider program participant needs when determining program
length; some participants will need more program flexibility than others. These length
and complexity limitations are to be included in the OJT contract. States may choose to
submit a waiver to ETA to increase OJT reimbursement up to 90 percent for small
33 Kleinman, Liu, Mastri, Reed, Reed, Sattar, & Ziegler (2012). An Effectiveness Assessment and Cost-Benefit Analysis of
Registered Apprenticeship in 10 States. Mathematica Policy Research. Prepared for the U.S. Department of Labor, Employment
and Training Administration.
34 On-the-Job Training (OJT) Toolkit (2020). U.S. Department of Labor,
https://ion.workforcegps.org/resources/2017/12/01/11/19/On-the-Job-Training-Toolkit.
businesses; states and localities may use this reimbursement as motivation for small
businesses in underserved communities to start OJT programs for local residents. For
more information on OJT program implementation, see the Department’s OJT Toolkit.35
iii. Create Training Opportunities that are Responsive to Local Economic Needs
Leverage Incumbent Worker Training (IWT) as an effective layoff aversion and
retention strategy. In a period of rapid turnover, employers may need to adapt their
operations and train employees to build a more resilient workforce. In a survey conducted
by SHRM in 2016 with 2,048 respondents, the findings show that the reported cost to
hire a new employee is $4,129 on average,36 and employers lose important institutional
knowledge when employees are laid off or quit before training their replacements. For
entry level employees, IWT is a tool to obtain training that participants may need to
advance along a career pathway. Further, employers can use IWTs to break up any
occupational segregation within their firm and provide employees from one occupation
the training necessary to advance to higher-paid positions within the firm, a hallmark of
job quality. Though evidence is still in progress for IWT, an evidence scan from
Mathematica identified studies that suggest potential benefits for employees and
employers. In one study, at-work training hours for incumbent workers were positively
correlated with promotion frequency over a two-year period. Another study in California
observed positive impacts for employers, including improved firm size, after they
launched a state funded IWT program.37
State and Local WDBs should align IWT eligibility requirements with local needs. The
most effective IWTs are built in partnership with employers and workers. As part of a
sector strategy, the development of a career pathway, or as a standalone business service,
WDBs can engage with a major local and regional employer and workers to identify why
they are seeing turnover, and the skills most valuable for employees to climb the ladder at
their organization. Employers and workers can together identify ways for IWT to
strengthen the employer’s workforce and the workers' employment.
Develop customized training programs to respond to emerging local economic
needs. Customized training programs give an employer the opportunity to train
employees for jobs that are well-defined, guaranteed, and not seasonal. Business should,
when possible, contract with external instructors who can provide participants with
industry recognized credentials as a component of this training. It is important for the
workforce system to prioritize training that leads to portable, industry-recognized
credentials which allow for career advancement, rather than simply one-off training for a
35On-the-Job Training (OJT) Toolkit (2020). U.S. Department of Labor,
https://ion.workforcegps.org/resources/2017/12/01/11/19/On-the-Job-Training-Toolkit.
36 Average Cost-per-Hire for Companies is $4,129, SHRM Survey Finds (2016), SHRM, https://ima-net.org/average-cost-per-
hire-for-companies-is-4129-shrm-survey-
finds/#:~:text=42%20days%20is%20the%20average,new%20Human%20Capital%20Benchmarking%20Report.
37 Deutsch, Jonah, Allison-Clark, Katherine, Yanez, Armando (June 2021), The Workforce Innovation and Opportunity Act
(WIOA) Research Portfolio: A Research Evidence Scan of Key Strategies Related to WIOA, Mathematica,
https://www.dol.gov/sites/dolgov/files/OASP/evaluation/pdf/WIOA%20Portfolio%20Research%20Evidence%20Scan.pdf.
particular job. Still, this training method may be helpful when an employer is trying to
hire multiple individuals at once, such as when responding to new infrastructure
investments. More information highlighting evidence for this method can be found in
Attachment V.
An employer or group of employers in a local area identify an occupation(s) for which
they need trained employees. The employer can then work with the local WDB to
develop a training program with a contractor that will give potential employees the skills
they need to be successful for that particular occupation. For customized training
programs to be effective, the employer must meet the requirements listed above in the
IWT section. New positions must not lead to the displacement of or wage reduction for
incumbent workers in the business. This training type benefits participants that are
looking for training that leads to a guaranteed job with a specific employer.
Under customized training, the employer pays a significant portion of the cost of training,
as determined by the local board, considering the size of the employer and other factors.
If the customized training involves an employer located in multiple local areas across the
state, the Governor decides appropriate factors in determining how much the employer
should pay.
Reporting Training Expenditures. All Adult, DW, and Youth program grantees must
report expenditures used for training on the Training Expenditures line in the ETA-9130
reporting form. ETA’s review of training expenditures shows that numerous states are
reporting zeros for training expenditures on the ETA-9130. In preliminary expenditure
reporting for Program Year 2021, 23 states did not report total training expenditures for
their Adult programs, and 26 states did not report total training expenditures for their DW
programs. In Program Year 2020, 14 states did not report total training expenditures for
their Adult programs, and 15 states did not report total training expenditures for their DW
programs.38
All types of training should be accounted for, including OJT; Skill Upgrading;
Entrepreneurial Training; Adult Basic Education or English as a Second Language in
conjunction with other training; Customized Training; Occupational Skills Training;
Prerequisite Training; Registered Apprenticeship; other Non-Occupational Skills
Training; and Job Readiness Training in Conjunction with Other Training. Please note,
Transitional Jobs are not considered training for reporting purposes. All tuition costs,
materials, and supportive services to enable participation in training must be included.
For more information, see Training and Employment Notice (TEN) 19-22, Change 1,
TEGL 16-22, and the ETA Financial Reporting website.39
As a component of WIOA, the workforce system is required to continually evaluate the
success of its programs, per 20 CFR 682.220. The workforce system should take this
38 Program Year 2021 preliminary expenditure data (1 September 2022). U.S. Department of Labor.
39 Financial Reporting.(1 September 2022), U.S. Department of Labor,
https://www.dol.gov/agencies/eta/grants/management/reporting.
opportunity to evaluate whether the strategies they employ to support underserved
populations lead not only to providing more equitable services but also more equitable
outcomes for participants. Likewise, the Department reviews evaluations to determine the
effectiveness of workforce training programs and strategies. Some of the evaluations
reviewed as a component of this TEGL are included in Attachment V. The Department
encourages states to perform their own evaluations. Additionally, Governors are required
to monitor WIOA Title I State programs to ensure nondiscrimination and equal
opportunity, per 29 CFR 38.51.
5. Inquiries. For further information, please reach out to the appropriate ETA Regional
Office. For information about nondiscrimination requirements, please contact the
Department’s Civil Rights Center.
6. References. See Attachment VI.
7. Attachments.
• Attachment I: Frequently asked questions regarding non-ETP contract training
• Attachment II: Data on Participation and Performance by Demographic Group
• Attachment III: In-Demand Occupations vs Training Programs by Race and Sex
• Attachment IV: Resources for a Career Counseling, Credentialling, and DEIA
Training Toolkit
• Attachment V: Evidence of Effective Training Strategies and Approaches
• Attachment VI: References
Attachment I
Frequently asked questions regarding non-ETP contract training
The Department fielded several questions in the past year from states and local areas that are
working to diversify their training portfolios. This attachment seeks to answer some of the
more common questions regarding training performance requirements and procedures.
• Are all training providers subject to the ETP eligibility and data reporting
requirements at WIOA Section 122(a)-(f)?
Training providers are typically subject to the ETP eligibility and data reporting
requirements; however, WIOA allows exceptions for certain training options based on their
record of success and/or an inherent requirement for employers to hire participants. These
work-based learning strategies include OJT, IWT, RAPs, and customized training.
Additionally, WIOA allows local areas to pursue any allowable training activity through
direct contracting with providers under certain circumstances. In these cases, providers are
not responsible for satisfying ETP eligibility and performance requirements, although they
must comply with nondiscrimination requirements. These training options are designed to
meet specific employer needs and should be considered when available training programs
and/or curricula do not meet the specific training requirements of employers.
As established in 20 CFR 680.530 and TEGL No. 08-19, the Governor may establish
performance criteria for OJT, IWT, customized training, and contracted training that are
otherwise exempt from the Section 122(a) through (f) eligibility/performance requirements.
Local workforce development boards must collect this information, if required, and
determine whether the providers meet the Governor’s performance criteria before entering
into contracts with training providers that meet these criteria. AJC operators must
disseminate information identifying providers and programs that have met the Governor’s
performance criteria, along with the relevant performance information about them, through
the AJC delivery system.
• May states establish performance or general criteria for non-ITA-based training, or are
criteria only determined by the local workforce development boards?
States may not outright prohibit or otherwise limit a local area’s ability to use non-ITA-based
training. However, the state may establish policy that is not contradictory to statute,
regulation, and guidance. Local WDBs therefore, may also set policies, but those policies
must not conflict with state policy or WIOA. TEGL No. 08-19 specifically states that the
Governor may include performance criteria that must be met and reported when contracting
for training services.
• Under 20 CFR 680.320, one of the acceptable reasons for local workforce development
boards to execute contracts directly with training providers is when it determines that
there are an insufficient number of training providers within the local area. How does
a local workforce development board determine that there are an inadequate number
of providers?
WIOA and its regulations do not address the process by which the local WDB determines
that the number of training providers in the local area is insufficient. The state and/or local
area may develop such criteria. As a reminder, the local plan must describe how contracts for
training services will be procured.
One possible measure of “insufficiency” could be a situation when there is no ETP program
available for an identified (either state or local) in-demand occupation or industry and the
only way to procure the training would be through contracting directly with a provider.
Another possible measure of “insufficiency” could be the lack of training providers with
experience working with individuals with underserved populations, including individuals
with disabilities, requiring contracting directly with a provider who provides customized
employment services for youth and adults with disabilities who require such service in order
to become employed in competitive, integrated employment. It is important to understand,
however, that contracting with such providers cannot and must not replace serving
individuals with disabilities in programs that are not disability-specific, if a particular
individual with a disability is qualified for such a program and wishes to participate in it. See
29 CFR 38.12(c), (d). The non-disability-specific program retains the legal obligations to
provide physically accessible facilities (where required), equally effective communications,
and reasonable accommodations / modifications to participants with disabilities.
• Are the processes used in determining an insufficient number of training providers
described in the Local Plan annually or as modification to the plan?
Any local area that wishes to contract with providers because there are an inadequate number
of providers in the local area must provide notice of its intention to do so for a 30-day public
comment period. The local WDB board may elect to do this concurrently with, or as a part
of, the public comment period required of the local plan.
The state does not need to update the process for determining insufficiency of training
providers unless that process changes. However, consistent with the requirements at 20 CFR
679.530, the Governor could conceivably require local areas to review specific local policies
on a more frequent basis. ETA encourages states and local workforce development areas to
reexamine their policies on a regular basis for the purposes of continuous improvement.
• Is the Local Plan comment period an additional period to the 30-day comment period
for interested providers?
The regulation at 20 CFR 680.320 states that one of the circumstances in which mechanisms
other than an ITA may be used to provide training services includes when the Local WDB
determines there are an insufficient number of ETPs in the local area. The regulation also
states, “The determination process must include a public comment period for interested
providers of at least 30 days and be described in the local plan.” Because the process must be
described in the local plan, the minimum 30-day comment period under 680.320(a)(2) could
be done either concurrently with the local plan comment period described in 20 CFR
679.550(b) or it may be done separately, so long as the local plan describes the determination
process. The 30-day comment period under 680.320(a)(2) would be conducted consistent
with the process described in the local plan.
• How does the Local WDB determine program effectiveness?
WIOA and its programmatic regulations do not prescribe the criteria a local WDB must use
for determining program effectiveness for contract-based training. The local WDB must have
standard criteria in place to determine demonstrated effectiveness of a given training
program, and may include in the criteria, the list provided in 20 CFR 680.320(a)(3).
• Can the state select the criteria from above that must be used? Can the state require
additional criteria outside of what is stated above?
The WIOA programmatic regulations reserve this process for the local area, but the state may
require or encourage the use of certain criteria, including criteria that are not listed in 20 CFR
680.320(a)(3).
• In terms of non-ITA training contracts and exceptions, what is the definition of a
provider of training services? Is the term defined differently from an Eligible Training
Provider?
A training provider, as defined under WIOA, may be a local or national community-based
organization or intermediary; a community college; a university; a joint-labor management
organization; an Apprenticeship provider; a Title II provider; or another public or private
provider of training services. These non-ITA contractors are not held to the same
requirements as ETPs (with the exception of the requirement to comply with the WIOA
nondiscrimination regulations at 29 CFR part 38) but should still provide quality training
services.
Attachment II
Data on Participation and Performance by Demographic Group40
The below analysis uses ETA performance data to show outcomes for different population
groups in the Adult and Dislocated Worker programs, segmented by whether or not the
participant completed training. Across the board, exiters that completed training had higher
average median earnings and employment rate than those who did not complete training.
Table 1: PY 2018-2020 Average for Adult WIOA by Sex
Exiters
Enrolled in
Training That Exiters
Did Not That
Population Complete Completed
Group Measure All Exiters Training Training
% of Total Exiters 100.0% 5.4% 19.5%
Training Rate 24.9% 100.0% 100.0%
Employment Rate
70.4% 71.7% 82.8%
(ER) Q2
All
All
ER Q4 69.6% 71.3% 81.1%
Median Quarterly
Earnings Q2 $6,429 $5,640 $7,765
(Median Earnings)
% of Total Exiters 48.6% 2.5% 9.1%
Training Rate 23.8% 100.0% 100.0%
Male ER Q2 69.4% 69.7% 80.7%
ER Q4 68.1% 69.2% 78.5%
Median Earnings $7,175 $6,364 $8,611
Sex
% of Total Exiters 50.9% 2.9% 10.3%
Training Rate 25.9% 100.0% 100.0%
Female ER Q2 71.4% 73.4% 84.8%
ER Q4 71.1% 73.1% 83.4%
Median Earnings $5,820 $5,171 $7,112
40 WIOA Performance Data, PY 2018, PY 2019, PY 2020, U.S. Department of Labor,
https://www.dol.gov/agencies/eta/performance/results.
Table 2: PY 2018-2020 Average for Adult WIOA by Ethnicity and Race
Exiters
Enrolled in
Training That
Did Not Exiters That
Population Complete Completed
Group Measure All Exiters Training Training
% of Total Exiters 100.0% 5.4% 19.5%
Training Rate 24.9% 100.0% 100.0%
All
All ER Q2 70.4% 71.7% 82.8%
ER Q4 69.6% 71.3% 81.1%
Median Earnings $6,429 $5,640 $7,765
% of Total Exiters 16.5% 0.9% 3.4%
Training Rate 26.2% 100.0% 100.0%
Hispanic ER Q2 71.1% 70.4% 82.2%
ER Q4 70.2% 69.7% 80.4%
Ethnicity
Median Earnings $6,359 $5,841 $7,759
% of Total Exiters 71.4% 4.1% 14.5%
Training Rate 26.0% 100.0% 100.0%
Non-Hispanic ER Q2 71.0% 72.3% 83.3%
ER Q4 70.1% 71.8% 81.5%
Median Earnings $6,470 $5,536 $7,766
% of Total Exiters 3.1% 0.2% 0.5%
American Training Rate 21.2% 100.0% 100.0%
Indian / Alaska ER Q2 66.9% 66.9% 79.4%
Native ER Q4 65.6% 65.7% 77.2%
Median Earnings $5,755 $5,056 $7,284
% of Total Exiters 3.7% 0.1% 0.6%
Training Rate 19.6% 100.0% 100.0%
Asian ER Q2 67.7% 71.3% 78.1%
ER Q4 67.7% 66.3% 77.2%
Race
Median Earnings $7,628 $6,923 $8,564
% of Total Exiters 27.3% 2.0% 6.6%
Training Rate 31.7% 100.0% 100.0%
Black / African
ER Q2 71.9% 72.8% 81.4%
American
ER Q4 70.6% 72.5% 79.4%
Median Earnings $5,513 $5,110 $6,918
% of Total Exiters 0.9% 0.0% 0.1%
Native Training Rate 18.2% 100.0% 100.0%
Hawaiian /
ER Q2 67.7% 65.6% 79.3%
Other Pacific
Islander ER Q4 67.4% 65.4% 77.8%
Median Earnings $6,359 $5,605 $7,775
Exiters
Enrolled in
Training That
Did Not Exiters That
Population Complete Completed
Group Measure All Exiters Training Training
% of Total Exiters 54.0% 2.6% 9.7%
Training Rate 22.7% 100.0% 100.0%
White ER Q2 70.4% 71.3% 84.7%
ER Q4 69.6% 70.8% 83.0%
Median Earnings $6,823 $5,846 $8,287
% of Total Exiters 3.1% 0.2% 0.5%
Training Rate 20.5% 100.0% 100.0%
More than One
ER Q2 67.1% 66.1% 79.0%
Race
ER Q4 66.0% 64.2% 78.1%
Median Earnings $5,467 $4,554 $7,149
Table 3: PY 2018-2020 Average for Adult WIOA by Disability Status
Exiters
Enrolled in
Training That
Did Not Exiters That
Population Complete Completed
Group Measure All Exiters Training Training
% of Total Exiters 100.0% 5.4% 19.5%
Training Rate 24.9% 100.0% 100.0%
All
All ER Q2 70.4% 71.7% 82.8%
ER Q4 69.6% 71.3% 81.1%
Median Earnings $6,429 $5,640 $7,765
% of Total Exiters 7.5% 0.3% 1.0%
Individuals 17.8% 100.0% 100.0%
Training Rate
with a
ER Q2 54.6% 55.4% 70.2%
Disability Status
Reported
Disability ER Q4 52.9% 54.2% 68.7%
Median Earnings $4,794 $4,760 $6,744
% of Total Exiters 73.1% 4.8% 17.3%
Individuals Training Rate 30.2% 100.0% 100.0%
without a
ER Q2 72.4% 73.2% 83.8%
Reported
Disability ER Q4 71.4% 72.7% 82.0%
Median Earnings $6,581 $5,702 $7,838
Table 4: PY 2018-2020 Average for Dislocated Worker WIOA by Sex
Exiters
Enrolled in Exiters That
Training, Did Completed
Population Not Complete Training
Group Measure All Exiters Training
% of Total Exiters 100.0% 3.0% 11.7%
Training Rate 14.7% 100.0% 100.0%
All
All ER Q2 67.6% 74.5% 80.9%
ER Q4 69.3% 75.3% 80.6%
Median Earnings $7,762 $8,260 $9,379
% of Total Exiters 49.9% 1.6% 6.5%
Training Rate 16.2% 100.0% 100.0%
Male ER Q2 67.6% 75.1% 81.2%
ER Q4 68.9% 75.9% 80.8%
Median Earnings $8,717 $9,338 $10,501
Sex
% of Total Exiters 49.8% 1.4% 5.1%
Training Rate 13.1% 100.0% 100.0%
Female ER Q2 67.6% 73.9% 80.5%
ER Q4 69.7% 74.6% 80.3%
Median Earnings $6,944 $7,292 $8,139
Table 5: PY 2018-2020 Average for Dislocated Worker WIOA by Ethnicity and Race
Exiters Enrolled Exiters
in Training, Did That
Population Not Complete Completed
Group Measure All Exiters Training Training
% of Total Exiters 100.0% 3.0% 11.7%
Training Rate 14.7% 100.0% 100.0%
Hispanic ER Q2 67.6% 74.5% 80.9%
ER Q4 69.3% 75.3% 80.6%
Ethnicity
Median Earnings $7,762 $8,260 $9,379
% of Total Exiters 18.5% 0.6% 2.2%
Training Rate 15.1% 100.0% 100.0%
Non-Hispanic ER Q2 66.9% 73.0% 80.1%
ER Q4 69.2% 73.9% 79.8%
Median Earnings $7,236 $7,998 $8,902
% of Total Exiters 71.6% 2.1% 8.3%
American Training Rate 14.5% 100.0% 100.0%
Indian / Alaska ER Q2 68.2% 75.6% 81.7%
Native ER Q4 69.8% 76.1% 81.3%
Median Earnings $7,892 $8,329 $9,519
% of Total Exiters 2.4% 0.1% 0.2%
Training Rate 11.2% 100.0% 100.0%
Asian ER Q2 67.3% 69.1% 77.5%
ER Q4 68.0% 68.0% 76.8%
Median Earnings $6,608 $7,535 $8,475
% of Total Exiters 5.1% 0.1% 0.6%
Training Rate 13.9% 100.0% 100.0%
Race
Black / African
ER Q2 62.5% 71.2% 72.8%
American
ER Q4 65.9% 73.5% 72.9%
Median Earnings $10,340 $12,019 $12,099
% of Total Exiters 20.9% 0.7% 2.6%
Native Training Rate 15.7% 100.0% 100.0%
Hawaiian /
ER Q2 67.8% 75.4% 80.7%
Other Pacific
Islander ER Q4 70.5% 75.9% 80.4%
Median Earnings $6,635 $7,312 $8,471
% of Total Exiters 1.0% 0.0% 0.1%
Training Rate 9.3% 100.0% 100.0%
White ER Q2 66.6% 73.4% 79.2%
ER Q4 68.0% 69.1% 78.4%
Median Earnings $7,104 $7,591 $9,324
Exiters Enrolled Exiters
in Training, Did That
Population Not Complete Completed
Group Measure All Exiters Training Training
% of Total Exiters 58.8% 1.7% 6.8%
Training Rate 14.3% 100.0% 100.0%
More than One
ER Q2 68.5% 74.7% 82.3%
Race
ER Q4 69.5% 75.5% 81.9%
Median Earnings $8,143 $8,526 $9,664
Table 6: PY 2018-2020 Average for Dislocated Worker WIOA by Disability Status
Exiters
Enrolled in
Training That
Did Not Exiters That
Population Complete Completed
Group Measure All Exiters Training Training
% of Total Exiters 100.0% 5.4% 19.5%
Training Rate 24.9% 100.0% 100.0%
All
All ER Q2 70.4% 71.7% 82.8%
ER Q4 69.6% 71.3% 81.1%
Median Earnings $6,429 $5,640 $7,765
% of Total Exiters 7.5% 0.3% 1.0%
Individuals Training Rate 17.8% 100.0% 100.0%
with a Reported ER Q2 54.6% 55.4% 70.2%
Disability Status
Disability ER Q4 52.9% 54.2% 68.7%
Median Earnings $4,794 $4,760 $6,744
% of Total Exiters 73.1% 4.8% 17.3%
Individuals 30.2% 100.0% 100.0%
Training Rate
without a
ER Q2 72.4% 73.2% 83.8%
Reported
Disability ER Q4 71.4% 72.7% 82.0%
Median Earnings $6,581 $5,702 $7,838
Training rate of all above tables indicates the percentage of the total exiters that belongs to that
demographic group.
Attachment III
In-Demand Occupations vs Training Programs by Race and Sex
The information provided below is based on an examination of national labor market information
(LMI) from the Bureau of Labor Statistics. States and local areas should use local LMI to
complete a similar analysis to determine where increased investment in training will benefit
industry and workers.
Table 1: Top 10 Growth Occupations Requiring a Postsecondary Non-Degree Award;
Associates Degree Award; or Some College, No Degree41
Occupation Employment change, Typical Typical on-the-job
2021-31 (In education training needed to
Thousands) needed for entry attain competency in
the occupation
Medical Assistants 117.8 Postsecondary None
nondegree award
Heavy and Tractor-Trailer 90.9 Postsecondary Short-term on-the-job
Truck Drivers nondegree award training
Preschool Teachers, Except 72.9 Associate's degree None
Special Education
Nursing Assistants 62.7 Postsecondary None
nondegree award
Hairdressers, Hairstylists, and 60.8 Postsecondary None
Cosmetologists nondegree award
Paralegals and Legal 49.9 Associate's degree None
Assistants
Computer User Support 42.7 Some college, no Moderate-term on-the-job
Specialists degree training
Licensed Practical and 41.3 Postsecondary None
Licensed Vocational Nurses nondegree award
Manicurists and Pedicurists 36.6 Postsecondary None
nondegree award
Dental Assistants 30.1 Postsecondary None
nondegree award
41 Employment by detailed occupation, 2021 and projected 2031, U.S. Bureau of Labor Statistics, (8 September 2022),
https://www.bls.gov/emp/tables/emp-by-detailed-occupation.htm.
Table 2: Top 10 Occupation Training Programs for WIOA Dislocated Worker Program
Participants by Race and Sex42
Black Female Hispanic Female Hispanic Male
DW DW White Female DW Black Male DW DW White Male DW
Heavy and Heavy and Heavy and Heavy and
Tractor-Trailer Medical Tractor-Trailer Tractor-Trailer Tractor-Trailer
Truck Drivers Assistants Medical Assistants Truck Drivers Truck Drivers Truck Drivers
Educational Computer and Computer and
Instruction and Information Welders, Cutters, Information
Nursing Library Workers, Medical Records Systems Solderers, and Systems
Assistants All Other Specialists Managers Brazers Managers
Heating, Air Heating, Air
Conditioning, and Conditioning, and
Refrigeration Refrigeration Welders, Cutters,
Medical Medical Records Mechanics and Mechanics and Solderers, and
Assistants Specialists Nursing Assistants Installers Installers Brazers
Heating, Air
Network and Conditioning, and
Medical Bookkeeping, Computer Refrigeration
Records Nursing Accounting, and Systems Mechanics and
Specialists Assistants Auditing Clerks Administrators Security Guards Installers
Licensed
Practical and Network and
Licensed Computer User Computer Project
Vocational Office Clerks, Support Systems Management
Nurses General Registered Nurses Specialists Administrators Specialists
Computer and Computer and Network and
Information Bookkeeping, Project Information Computer
Systems Accounting, and Heavy and Tractor- Management Systems Systems
Managers Auditing Clerks Trailer Truck Drivers Specialists Managers Administrators
Project Heavy and Medical Secretaries
Management Tractor-Trailer and Administrative Managers, All Managers, All
Specialists Truck Drivers Assistants Other Electricians Other
Medical
Secretaries and Licensed Practical Welders, Cutters, Project Computer User
Managers, All Administrative and Licensed Solderers, and Management Support
Other Assistants Vocational Nurses Brazers Specialists Specialists
Registered Customer Service Office Clerks, Information Managers, All
Nurses Representatives General Security Analysts Other Animal Scientists
Licensed
Medical Practical and Executive Secretaries
Secretaries and Licensed and Executive Computer User
Administrative Vocational Administrative Support Procurement
Assistants Nurses Assistants Security Guards Specialists Clerks
*Highlighted fields indicate a growth occupation, as defined in Table 1*
42 Training Data (2022). U.S. Department of Labor.
Table 3: Top 10 Occupation Training Programs for WIOA Adult Program Participants by
Race and Sex43
Black Female Hispanic Female White Female Hispanic Male White Male
Adult Adult Adult Black Male Adult Adult Adult
Heavy and Bookkeeping, Bookkeeping, Bookkeeping,
Nursing Nursing Tractor-Trailer Accounting, and Accounting, and Accounting, and
Assistants Assistants Truck Drivers Auditing Clerks Auditing Clerks Auditing Clerks
Computer
Medical Medical Records Medical Database Network Support Database
Assistants Specialists Assistants Administrators Specialists Administrators
Heavy and
Medical Records Tractor-Trailer Nursing Computer Network Database Skincare
Specialists Truck Drivers Assistants Support Specialists Administrators Specialists
Heavy and Industrial Industrial Industrial
Tractor-Trailer Medical Medical Records Production Production Production
Truck Drivers Assistants Specialists Managers Managers Managers
Property, Real
Estate, and
Bookkeeping, Bookkeeping, Bookkeeping, Community Heavy and
Accounting, and Accounting, and Accounting, and Association Skincare Tractor-Trailer
Auditing Clerks Auditing Clerks Auditing Clerks Managers Specialists Truck Drivers
Medical Medical Aircraft Structure, Network and
Human Secretaries and Secretaries and Education Surfaces, Rigging, Computer
Resources Administrative Administrative Administrators, All and Systems Systems
Specialists Assistants Assistants Other Assemblers Administrators
Licensed Licensed
Practical and Practical and
Licensed Clinical and Licensed Network and Heavy and Assemblers and
Vocational Counseling Vocational Computer Systems Tractor-Trailer Fabricators, All
Nurses Psychologists Nurses Administrators Truck Drivers Other
Medical
Secretaries and Human Human
Administrative Resources Resources Human Resources Physical Therapist Manicurists and
Assistants Specialists Specialists Managers Assistants Pedicurists
Licensed
Computer and Practical and
Information Licensed Computer User Training and
Systems Vocational Support Development
Managers Nurses Specialists Registered Nurses Nursing Assistants Specialists
Janitors and Property, Real
Cleaners, Except Estate, and
Computer Project Project Maids and Community Loan
Network Support Management Management Housekeeping Association Interviewers and
Specialists Specialists Specialists Cleaners Managers Clerks
*Highlighted fields indicate a growth occupation, as defined in Table 1*
43 Training Data (2022), U.S. Department of Labor.
Attachment IV
Resources for a Career Counseling, Credentialling, and DEIA Training Toolkit
The below resources and training modules can be used to help AJC staff to provide quality career
counseling and training equitably across all populations.
Career Guidance Resources Available on CareerOneStop.org
• Career Advisor Portal. https://www.careeronestop.org/ResourcesFor/CareerAdvisor/career-
advisor.aspx
• Certification Finder. https://www.careeronestop.org/Toolkit/Training/find-certifications.aspx
• License Finder. https://www.careeronestop.org/Toolkit/Training/find-licenses.aspx
• Local Training Finder. https://www.careeronestop.org/Toolkit/Training/find-local-
training.aspx
All of the above CareerOneStop.org tools are integrated into the occupational profiles in
MyNextMove (https://www.mynextmove.org/) a tool individuals can use to find career and
training opportunities. The above tools are also included in O*NET Online
(https://www.onetonline.org/), which individuals can use to explore occupational information.
Career Counseling and Equity Resources
• Clawson, Stacey. (21 April 2022). Designing with Equity in Mind: An Action Toolkit. Jobs
for the Future. https://www.jff.org/resources/Designing-with-equity-in-mind-an-action-
toolkit-for-cbe/.
• Employment Coaching During the COVID-19 Pandemic: Lessons Learned. (3 June 2022).
U.S. Department of Health and Human Services.
https://www.acf.hhs.gov/opre/report/employment-coaching-during-covid-19-pandemic-
lessons-learned.
• Employment Coaching: What Do Participants Say? (29 October 2021). U.S. Department of
Health and Human Services. https://www.acf.hhs.gov/opre/report/employment-coaching-
what-do-participants-say.
• Evaluation of Employment Coaching for Temporary Assistance to Needy Families (TANF)
and Related Populations & Long-Term Follow-Up Study. U.S. Department of Health and
Human Services. https://www.acf.hhs.gov/opre/project/evaluation-employment-coaching-
tanf-and-related-populations-2016-2021.
• Helping Students Select Best Bets. (December 2013). Jobs for the Future. https://jfforg-prod-
new.s3.amazonaws.com/media/documents/CTC_onepager_COMMUNITYCOLLEGES_122
713.pdf.
• Henry-Nickie, Makada. (June 2021). Race Equity in Workforce Development: A Survey of
Attitudes. National Association of Workforce Boards. https://irp.cdn-
website.com/dc0a626e/files/uploaded/NAWB_Race_Equity_Survey-
060821%20%28002%29.pdf.
• Johnson, Melissa, et al. (13 September 2019). The Roadmap for Racial Equity. National
Skills Coalition. https://nationalskillscoalition.org/resource/publications/the-roadmap-for-
racial-equity/.
• My Skills, My Future. https://www.myskillsmyfuture.org.
• Promising Practices In Achieving Nondiscrimination and Equal Opportunity: A Section 188
Disability Reference Guide. (February 2019). LEAD Center WIOA Policy Development.
https://leadcenter.org/resources/new-promising-practices-in-achieving-nondiscrimination-
and-equal-opportunity-a-section-188-disability-reference-guide/.
• Rollins, Katie. The Potential of Motivational Interviewing. Chapin Hill and Public
Consulting Group. https://www.chapinhall.org/project/the-potential-of-motivational-
interviewing.
• Skills Engine. https://builder.skillsengine.com/.
• The YouthBuild Manual for Counseling, Case Management, and Program Culture. (20
December 2021). Workforce GPS.
https://www.workforcegps.org/resources/2015/04/07/09/18/The_YouthBuild_Manual_for_C
ounseling_Case_Management_Program_Culture:
https://strategies.workforcegps.org/announcements/2021/12/20/15/17/~/link.aspx?_id=E64E
97E7351947D7A0ED812D871B880A&_z=z.
• What is Motivational Interviewing? Head Start, Early Childhood Learning and Knowledge
Center. https://eclkc.ohs.acf.hhs.gov/mental-health/article/what-motivational-interviewing.
Attachment V
Evidence of Effective Training Strategies and Approaches
Below are several evaluations, databases, reports, and other resources that provide more detail
about effectiveness of various training programs and strategies highlighted in this guidance. Not
all of these resources were directly referenced in the TEGL itself but are included as an
additional set of resources for interested parties.
• Andersson et al. (2013). Does federally-funded job training work? Nonexperimental
estimates of WIA training impacts using longitudinal data on workers and firms.
https://clear.dol.gov/Study/Does-federally-funded-job-training-work-Nonexperimental-
estimates-WIA-training-impacts-1.
• Clearinghouse for Labor Evaluation and Research. U.S. Department of Labor.
https://clear.dol.gov/.
• Deming et al. (2023). Navigating public job training. Harvard University Project on
Workforce. https://www.pw.hks.harvard.edu/post/publicjobtraining.
• Employment coaching during the COVID-19 pandemic: lessons learned. (3 June 2022).
U.S. Department of Health and Human Services.
https://www.acf.hhs.gov/opre/report/employment-coaching-during-covid-19-pandemic-
lessons-learned.
• Heinrich, Carolyn J. Mueser, Peter R. Troske, Kenneth R. (December 2008). Workforce
Investment Act non-experimental net impact evaluation. Impaq International.
https://wdr.doleta.gov/research/FullText_Documents/Workforce%20Investment%20Act
%20Non-Experimental%20Net%20Impact%20Evaluation%20-%20Final%20Report.pdf.
• Hendra et al. (2016). Encouraging evidence on a sector-focused advancement strategy.
https://clear.dol.gov/Study/Encouraging-evidence-sector-focused-advancement-strategy-
Hendra-et-al-2016-1.
• Hollenbeck, Kevin. Schroeder, Daniel. King, Christopher T. Huang, Wei-Jang. (2005).
Net Impact estimates for services provided through the Workforce Investment Act. U.S.
Department of Labor.
https://wdr.doleta.gov/research/FullText_Documents/Net%20Impact%20Estimates%20fo
r%20Services%20Provided%20through%20the%20Workforce%20Investment%20Act-
%20Final%20Report.pdf.
• Evidence review: Employment and training, what works. (2016). Centre for Local
Economic Growth. https://whatworksgrowth.org/wp-content/uploads/16-06-
15_Employment_Training_Update-1.pdf.
• Eyster et al. (December 2012). Implementation evaluation of the Community-Based Job
Training Grant (CBJTG) Program. The Urban Institute.
https://www.urban.org/sites/default/files/publication/23936/412890-Implementation-
Evaluation-of-the-Community-Based-Job-Training-Grant-CBJTG-Program.PDF.
• Mack, Melissa and Dunham, Kate. (2021). The Workforce Innovation and Opportunity
Act (WIOA) research portfolio: A scan of key trends in the labor market and workforce
development system. Mathematica.
https://www.dol.gov/sites/dolgov/files/OASP/evaluation/pdf/WIOA%20Portfolio%20Sca
n%20Labor%20Force%20and%20Workforce%20Trends.pdf.
• Maguire et al. (2010). Tuning in to local labor markets: Findings from the Sectoral
Employment impact study. https://clear.dol.gov/Study/Tuning-local-labor-markets-
Findings-Sectoral-Employment-impact-study-Maguire-et-al-2010-3.
• Pathways to Work Evidence Clearinghouse, U.S. Department of Health and Human
Services. https://www.pathwaystowork.acf.hhs.gov/
• Peck, L.R., Schwartz, D., Strawn, J., Weiss, C. C., Juras, R., de la Rosa, S. M.,
Greenstein, N., Morris, T., Durham, G., Lloyd, C. Abt Associates. (2021) A Meta-
Analysis Of 46 Career Pathways Impact Evaluations: Final Report. Chief Evaluation
Office, U.S. Department of Labor.
https://www.abtassociates.com/insights/publications/report/meta-analysis-of-46-career-
pathways-impact-evaluations.
• Perez-Johnson, Irma. Moore, Quinn. Santillano, Robert. (October 2011). Improving the
effectiveness of Individual Training Accounts: Long-term findings from an experimental
evaluation of three service delivery models. Mathematica.
https://www.mathematica.org/publications/improving-the-effectiveness-of-individual-
training-accounts-longterm-findings-appendices.
• Reed et al. (July 2012). An Effectiveness Assessment and Cost-Benefit Analysis of
Registered Apprenticeship in 10 States. Mathematica.
https://wdr.doleta.gov/research/FullText_Documents/ETAOP_2012_10.pdf.
• Schaberg, Kelsey. (2020). Sector strategies for success. MDRC.
https://www.mdrc.org/sites/default/files/I%26E_Sector_Strategies.pdf
• What works in job training: A synthesis of the evidence. (2014). U.S. Department of
Labor. https://www.dol.gov/sites/dolgov/files/OASP/legacy/files/jdt.pdf.
• Ready to Work: Job-driven training and American opportunity. (2014). The White
House. https://obamawhitehouse.archives.gov/sites/default/files/docs/skills_report.pdf.
• Martinson, Karin. Cho, Sung-Woo. Loya, Karen. Dastrup, Samuel. (2021). Washington
State's Integrated Basic Education and Skills Training (I-BEST) program: Three-year
impact report. U.S. Department of Health and Human Services.
https://www.acf.hhs.gov/opre/report/washington-states-integrated-basic-education-and-
skills-training-i-best-program-three-0.
• Workforce Investment Act Adult and Dislocated Worker Programs Gold Standard
Evaluation. Mathematica. https://www.mathematica.org/projects/wia-gold-standard-
evaluation.
Attachment VI
References and Resources
The below resources are used in this TEGL:
• Adult and Dislocated Worker key resources- work-based learning. (2020). Department of
Labor. https://ion.workforcegps.org/resources/2017/07/14/09/08/Work-Based-Learning-
Desk-Reference.
• Anderson, T., et al. (2021). Racial and ethnic equity gaps in postsecondary career and
technical education considerations for online learning. Urban Institute.
https://www.urban.org/research/publication/racial-and-ethnic-equity-gaps-postsecondary-
career-and-technical-education.
• A meta-analysis of 46 career pathways impact evaluations. (December 2021). Abt
Associates. U.S. Department of Labor.
https://www.dol.gov/sites/dolgov/files/OASP/evaluation/pdf/A%20Meta-
Analysis%20of%2046%20Career%20Pathways%20Impact%20Evaluations_final%20report.
pdf.
• Average cost-per-hire for companies is $4,129, SHRM survey finds. (2016). SHRM,
https://ima-net.org/average-cost-per-hire-for-companies-is-4129-shrm-survey-
finds/#:~:text=42%20days%20is%20the%20average,new%20Human%20Capital%20Bench
marking%20Report.
• Barden, Bret’. Juras, Randall. Redcross, Cindy. Farrell, Mary. Bloom, Dan. (May 2018). The
enhanced transitional jobs demonstration, new perspectives on creating jobs, final impacts of
the next generation of subsidized employment programs. MDRC.
https://www.mdrc.org/publication/new-perspectives-creating-jobs/file-full.
• Bellotti, Jeanne, et al. (4 September 2018). Developing American Job Centers in jails:
anImplementation of the Linking to Employment Activities Pre-Release (LEAP) Grants.
Mathematica Policy Research.
https://www.dol.gov/sites/dolgov/files/OASP/legacy/files/LEAP-Final-Report.pdf.
• Bragg, Debra D. Giani, Matt S. (November 2019). “The impact of holistic student supports
on credential attainment for diverse adult learners in the Health Pathways Consortium.”
Impacts of Key Community Strategies on Non-Degree Credential Completion by Adult
Learners, Lumina Foundation. pg. 7. https://www.luminafoundation.org/wp-
content/uploads/2019/11/impacts-of-key-community-college-strategies-on-non-degree-
credential-completion-by-adult-learners.pdf.
• Can subsidized employment programs help disadvantaged job seekers?(February 2020). U.S.
Department of Health and Human Services.
https://www.mdrc.org/sites/default/files/sted_final_synthesis_report_feb_2020.pdf.
• Drago-Severson E. Helsing, D. Kegan, R. Popp, N.,Broderick, M.,Portnow, K. (2001). The
Power of a Cohort and of Collaborative Groups. Focus on Basics (5). Issue B: 15-22.
https://www.ncsall.net/index.html@id=254.html
• “Earnings and Ratios.” Women’s Bureau. U.S. Department of Labor.
https://www.dol.gov/agencies/wb/data/earnings.
• Employment by detailed occupation, 2021 and projected 2031. (8 September 2022). U.S.
Bureau of Labor Statistics. https://www.bls.gov/emp/tables/emp-by-detailed-occupation.htm.
• Executive Order 13985 Advancing Racial Equity and Support for Underserved Communities
Through the Federal Government.(20 January 2021).
https://www.federalregister.gov/documents/2021/01/25/2021-01753/advancing-racial-equity-
and-support-for-underserved-communities-through-the-federal-government.
• Explore Registered Apprenticeship. (September 2020). U.S. Department of Labor.
https://www.apprenticeship.gov/sites/default/files/dol-industry-factsheet-apprenticeship101-
v10.pdf.
• Eyster, Lauren, et al. (December 2012). Implementation Evaluation of the Community-Based
Job Training Grant (CBJTG) Program. The Urban Institute.
https://www.urban.org/sites/default/files/publication/23936/412890-Implementation-
Evaluation-of-the-Community-Based-Job-Training-Grant-CBJTG-Program.PDF.
• Financial Reporting. (1 September 2022). U.S. Department of Labor.
https://www.dol.gov/agencies/eta/grants/management/reporting..
• Glasmeier, Amy K. (2021). Living Wage Calculator. The Massachusetts Institute for
Technology. https://livingwage.mit.edu/.
• Good Jobs Principles Fact Sheet. (2022). U.S. Department of Labor.
https://www.dol.gov/sites/dolgov/files/goodjobs/Good-Jobs-Summit-Principles-
Factsheet.pdf.
• Hoops, J. (2010). A Working Model for Student Success: The Tennessee Technology Centers.
Complete College America. https://eric.ed.gov/?id=ED536826.
• Impacts of Key Community College Strategies on Non-Degree Credential Completion by
Adult Learners. (November 2021). Lumina Foundation.
https://www.luminafoundation.org/wp-content/uploads/2019/11/impacts-of-key-community-
college-strategies-on-non-degree-credential-completion-by-adult-learners.pdf.
• Implementation of the Nondiscrimination and Equal Opportunity Provisions of the
Workforce Innovation and Opportunity Act, 29 C.F.R. part 38.
• Occupational Employment and Wage Statistics. (May 2021). U.S. Bureau of Labor
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