By Edwin Melendez
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Extra resources for Communities And Workforce Development
The degree of ﬂexibility of state guidelines regarding the type of job training activities that contribute to program participants’ job readiness is particularly important to community colleges’ ability to design training programs. The study also ﬁnds that the extent to which community colleges have responded to the new policy initiatives has been determined primarily by internal factors such as the college leadership’s commitment to a comprehensive mission for the college, the existence of programs and prior experiences serving the disadvantaged, faculty and staff attitudes toward non-degree programs, and ongoing relations and collaborations with local labor, businesses, industries, and social service agencies.
1997. ” New England Journal of Public Policy 13(1): 175–186. Meléndez, Edwin, Luis Falcón, and Josh Bivens. 2003. ” Community College Journal of Research and Practice 27(3): 203–223. Meléndez, Edwin, and Bennett Harrison. 1997. ” Economic Development Quarterly 12(1): 3–11. Michalopoulos, Charles, Christine Schwartz, and Diana Adams-Ciardullo. 2000. What Works Best for Whom: Impacts of 20 Welfare-to-Work Programs by Subgroup. S. Department of Health and Human Services series on National Evaluation of Welfare-to-Work Strategies (NEWWS).
Under PRWORA, each state is granted ﬂexibility in determining the mix of education, training, and workfare activities that it will allow. New York City’s state and local policy environments focus on workfare rather than education. Through case study research of the city’s community colleges, McCormick ﬁnds that, overall, the policy environment has had a chilling effect on new programming for welfare recipients. Nevertheless, some exemplary programs have emerged. The paper concludes that there are strong policy “entrepreneurs” outside of government whose responses inﬂuence government policies.