Building Real Careers in Construction:

Transcription

1 Building Real Careers in Construction: An ABCD Initiative for Women in Non-Traditional Occupations April 2011 Prepared by Sonja Cove Planning Department Action for Boston Community Development Photo credit: Sura Nualpradid

2 ACKNOWLEDGEMENTS The Planning Department would like to thank BRICC staff members Sharon Miller and Brad Howard who offered a great deal of information on the program and its structure as well as access to integral data. Their dedication to the program and the success of its participants is unfaltering. Particular thanks are also extended to Mark Isenburg, Vice President for ABCD Workforce Development, who provided leadership for this and other ABCD employment programs, access to data and staff, and helpful insights into training programs for women in non-traditional trades. 2

3 CONTENTS EXECUTIVE SUMMARY 4 INTRODUCTION. 5 PROGRAM CONTEXT Workforce Development initiatives at ABCD.. 6 Construction Trades and Employment Opportunities... 5 PROGRAM STRUCTURE Vocational Training.. 9 Work Readiness and Soft Skills 10 Union and Apprenticeship Preparation. 11 Case Management. 12 Participant Characteristics 12 OUTCOMES Completion. 14 Apprenticeship Application and Enrollment. 14 Employment 14 College and Training Program Enrollment 12 CONCLUSION Program Success and Best Practices.. 15 Cost Efficiency 15 Next Steps

4 EXECUTIVE SUMMARY The Building Real Careers in Construction (BRICC) Program at Action for Boston Community Development (ABCD) was implemented in 2008 through a grant from the US Department of Labor s highly competitive Women in Apprenticeship and Nontraditional Occupations (WANTO) program. BRICC was designed to provide pre-apprenticeship training to women seeking employment in the construction trades as electricians, laborers, plumbers, bricklayers, carpenters, roofers, and more. The program s training activities, delivered in partnership with the Building Trades Training Directors Association of Massachusetts, prepared women with basic trade skills and facilitated their application for registered apprenticeships with a Massachusetts labor union. Participants also received work readiness instruction and individualized case management services to ensure program completion and remove barriers to employment often experience by low-income women. The program s goals included placing participants into registered labor union apprenticeships and ultimately for graduates to gain union membership and employment as trade professionals. In doing so, participants would not only achieve stable employment and fair wages to support their families, but contribute to the erosion of barriers facing all women struggling to enter the construction industry. Increasing female participation in building trades is the objective of WANTO funding and therefore BRICC, but also a theme of affirmative action directives put forth by local, state, and federal labor agencies. The program experienced significant success, enrolling 127 low-income women over six cycles with a completion rate of 63% and a cost of just $236 per participant. BRICC enabled acceptance into registered apprenticeships for 35%(28) of program graduates, a significant accomplishment in light of limited female labor union membership and employment in the construction trades at large, as well as the poor economic conditions that often force unions to limit apprenticeship enrollment. An additional 19 (24%) BRICC graduates enrolled in advanced training programs or college, and 16 (20%) graduates obtained employment. These outcomes evidence the efficacy of BRICC s unique program design that provides hands on training, work readiness, and supportive services. BRICC has established a successful framework for construction training initiatives targeting low income populations and especially women that should be replicated and expanded. This will require continued research into labor markets and best practices for vocational training, but also comprehensive funding structures that combine public and private supports. An increase in training and apprenticeship opportunities alone is not enough to produce true gains for women in construction, however. These expansions must be mirrored by an increase in actual employment opportunities for women in the construction trades. Collaborative partnerships between programs like BRICC, trade unions and training organizations, state and federal Departments of Labor, and contractors must be forged to ensure that trained female workers have jobs and the ability to leverage their skills. 4

5 INTRODUCTION Unemployment among low-income women is often influenced by barriers including cost of childcare, inadequate housing, and limited access to transportation. Further, many women lack the educational attainment or professional training necessary to find and keep a job with familysupporting wages and critical benefits. Through its array of workforce development services, Action for Boston Community Development (ABCD) responds to these issues, providing access to the training low-income individuals need to obtain and keep good jobs in growing industries, as well as the supportive services that keep families stable. To ensure that innovative programs translate into real jobs for participants, ABCD s vocational training initiatives respond to labor market trends and policy directives. These practices lead to the implementation of the Building Real Careers in Construction (BRICC) program, which combined hands-on building trades training, job readiness instruction, and case management to prepare women for registered union apprenticeships and subsequent employment in the construction industry, which offers high wages and job security. BRICC was launched in 2008 after ABCD receiving a highly competitive grant from the US Department of Labor s Women in Apprenticeship and Nontraditional Occupations (WANTO) initiative. In alignment with federal Department of Labor affirmative action directives to increase female participation in the construction trades, WANTO provides funding for organizations seeking to establish training programs that will increase women s employment in maledominated sectors. BRICC provided vocational training and job readiness skills to women seeking employment in the construction trades as electricians, laborers, plumbers, bricklayers, carpenters, roofers, and more. ABCD partnered with the Building Trades Training Directors Association of Massachusetts to design and implement a training curriculum that provided basic construction skills and facilitated participants application for registered apprenticeships with Massachusetts labor unions. Hands-on skills training was augmented by job readiness instruction and individualized case management services to ensure program completion and remove barriers to employment often experience by low-income women. The program s goals were to place participants into registered apprenticeship programs and ultimately for graduates to gain union membership and employment as trade professionals. BRICC s curriculum focused specifically on union engagement because of the many benefits that organized employees enjoy, as well as the high quality of training that union apprenticeships provide. By providing access to union apprenticeships, BRICC therefore aimed to position women in ideal positions to complete their apprenticeships and gain subsequent employment in construction trades, employment in many of which is projected to grow at higher than average rates in comparison to employment overall. Increasing female participation in building trades is also a theme of affirmative action directives put forth by local, state, and federal labor agencies. 5

6 PROGRAM CONTEXT Workforce Development Initiatives at ABCD ABCD s mission is to promote self-help for low-income people and neighborhoods by enabling them to move forward through education and skill development. 1 Programs providing adult education and training, as well as youth career services, have therefore always been foundational to the agency. ABCD s programming includes a range of youth and adult career preparation initiatives that combine classroom education, hands-on experience, and social service supports. They also represent specific career fields and areas of staff expertise, and support necessary infrastructure development. Adult Learning and Employment. ABCD provides adult education and training services through LearningWorks, a multi-service center in downtown Boston. LearningWorks offers GED preparation and other basic adult education resources. The center also provides vocational training initiatives similar to BRICC, which characteristically offer wrap-around supportive services for participants and their families. Many of these supportive resources are available directly through ABCD and its network of 13 neighborhood-based service centers. ABCD s partnership with JobNet, Boston s one-stop career center, provides additional job search and placement services to program participants. Youth Education and Employment ABCD also prepares low-income youth for success in work and school. SummerWorks, the agency s summer employment program, and Career Explorations, a school-year youth employment program, provide case management, academic support, and job placement services for low-income youth age ABCD also operates two alternative high schools: Ostiguy High School, a recovery school for youth with histories of substance abuse, and University High School, a Community-Based Organization school serving at-risk teens who struggle in traditional public school settings. Focus on Support Services ABCD recognizes that low-income clients face many barriers to employment, and therefore ensures that programs are designed to address multiple needs to prevent program withdrawal and maximize achievement of goals related to school and work. Construction Trades and Employment Opportunities ABCD designed and implemented BRICC to provide access to construction training and jobs for low-income women in need of a path to stable employment and family-sustaining wages. The construction trades provide potential for job growth, favorable wages that increase in accordance with training and experience, and accessibility for individuals lacking high levels of academic achievement. 1 Action for Boston Community Development, About ABCD, Mission, (2009). 6

7 Projections Data from the US Department of Labor indicates that many construction occupations will experience job growth through 2018, and that employment in some trades will grow faster than the rate of overall US employment 2. Further, construction is ranked among the top 30 employment sectors in terms of weekly median earnings for women working full time, with wages of $1, In Massachusetts, the construction trades will experience significant employee turnover between , as baby boomers retire or move on to less physically demanding positions. Related replacement needs will make about 24,000 positions available for new workers 4. This potential for employment was a major consideration in BRICC s development, its specialized training curriculum, and the access to apprenticeship it enables. The breadth of on-the-job skills and professional certifications BRICC provides positions women to work in a variety of fields and compete for high-paying jobs with benefits. Women in construction Construction and building trades are not fields with high rates of female workers, or fields where women are present at an equal rate to male workers. The City of Boston s most recent Construction Compliance Report shows that between July 2009 and March 2011, only 4.2% of workers on construction sites throughout the city were female 5. Nationally, about 10% of 2 US Department of Labor, Bureau of Labor Statistics, Occupational Outlook Handbook, Edition, 3 US Department of Labor, Women s Bureau, Women in the Labor Force in 2010, (2010). 4 Commonwealth of Massachusetts, Executive Office of Labor and Workforce Development, Commonwealth of Massachusetts Employment Projections, (p. 25), (2006). 5 Boston Redevelopment Authority, Boston Residents Job Policy Compliance Report, Detailed Project Report 7/1/09-3/25/11, (2011). 7

8 individuals working in the construction industry were female 6. Still, many federal, state, and local measures to increase women s participation in registered apprenticeship programs and subsequent employment in construction trades have been implemented. The MA State Plan for Equal Employment Opportunity in Apprenticeship and Training, released by the MA Department of Workforce Development Division of Apprentice Training, is aimed at improving access to training opportunities among non-traditional populations, including and especially women. The plan dictates that each registered apprenticeship program in Massachusetts must implement its own affirmative action plan and commit to equal opportunity in recruitment, selection, training, and employment of apprentices. 7 Federal regulations also require good faith affirmative action on behalf of construction contractors, and maintain a goal of 6.9% female labor forces for all federal construction contractors, not only at the federallyfunded construction site, but for all of a contractor s sites 8. Federal affirmative action regulations also encourage contractors and labor unions to actively recruit women. In Boston, the Boston Residents Job Policy was developed to increase employment opportunities for women on cityfunded construction projects, and requires that an awarded contractor strive to create a crew that is at least 10% women 9. Further, many private contractors and construction companies are increasing their recruitment of women in order to build a labor force that is more diverse, and establish a company profile that is attractive to public agencies awarding contracts in accordance with affirmative action goals. Apprenticeships Research shows that in Massachusetts, union apprenticeships are completed at a higher rate than non-union apprenticeship programs overall, and that union apprenticeships enroll and graduate a higher rate of non-traditional populations than non-union apprenticeships 10. These trends make union apprenticeship preferable for women, and influenced BRICC s orientation towards organized labor. Union apprenticeship programs are highly competitive and have limited enrollment capacity, which is often constrained further by the sort of poor economic conditions of the past few years. When unemployment among existing apprentices or journeymen is high, unions will often reduce or postpone new enrollment because apprentices will not be able to amass the supervised, on-the-job work hours that are usually required for apprenticeship completion. 6 US Department of Labor, Women s Bureau, Women in the Labor force: A Databook, (December 2010). 7 Commonwealth of Massachusetts Department of Labor and Workforce Development, Division of Apprentice Training, State Plan for Equal Employment Opportunity in Apprenticeship and Training, p.5. 8 US Department of Labor, Office of Federal Contract Compliance programs, Facts on Executive Order Affirmative Action, 9 City of Boston, Boston Residents Job Policy, An Ordinance Amending the Boston Employment Commission, 10 Argyres, Anneta and Moir, Susan, Building Trades Apprentice Programs in Massachusetts: An Analysis of Union and non-union Programs, , University of Massachusetts, Boston Labor Resource Center (2008). 8

9 PROGRAM STRUCTURE BRICC s 8-week curriculum combined hands-on training and work readiness through a variety of activities including workshops, presentations, and site visits to labor unions and training centers. Participants were exposed to a diverse set of construction trades and therefore developed basic skills in many disciplines, which prepared them to identify apprenticeships most appropriate for their talents and interests. To ensure program completion and ability to enter a registered apprenticeship, BRICC participants also received case management and supportive services to remove or reduce their barriers to employment. Vocational Training Foundational components of the BRICC curriculum were hands-on training in the building trades and exposure to union practices, including apprenticeship application and enrollment. Many of the training opportunities offered through BRICC were a result of the program s partnership with the Building Trades Training Director s Association (BTTDA), a group of union training managers that facilitates sharing of resources between labor unions and liaises between employers and training programs to recruit under-represented populations of workers. BTTDA worked with BRICC staff to arrange site visits to numerous union training centers, where participants received instruction and presentations from trade professionals on commonly used tools, work practices and regulations, and career paths. Hands-On Training Training center visits enabled participants to use tools and create products similar to what trade professionals make regularly, and gain an understanding of the skills and safety issues involved in construction work. While most of these hands-on training opportunities enabled participants to use tools and machinery, others required the use of computers and technology systems, such as the blueprint design program participants used during a site visit to Local 6 office of the Heat and Frost Insulators and Asbestos Workers Union. BRICC participants completed site visits to the following unions: International Brotherhood of Electrical Workers Training Center, Local 103 Heat and Frost Insulators and Asbestos Workers Union, Local 6* Bricklayers Training Center, Local 3* New England Laborers Training Center* Operating Engineers Training Center, Local 4* Sheet Metal Workers Training Center, Local 17* New England Carpenters Training Center* Plumbers Union, Local 12* Pipefitters Union, Local 537 Boston Plasterers and Cement Masons Training Center Ironworkers Union, Local 7* Painters and Allied Trades Union, District 35 * denotes hands-on training opportunity In addition to union offices and training centers, BRICC participants visited active construction sites such as the Massachusetts Mental Health center being built at 74 Fenwood Road in 9

10 Boston s Longwood Medical Area. These site visits allowed participants to see how skills they were learning would be applied in the building trades, and provided opportunities for women to speak with contractors and union workers themselves. Academic Preparation Hands-on training experiences were reinforced by the basic math and computer systems instruction participants received during the classroom component delivered by BRICC. This dual focus on manual and mental job skills ensured that participants would have foundational experience necessary to submit competitive registered apprenticeship applications, and have the diverse skill set necessary to apply for and immediately undertake a variety of entry-level construction trade jobs. Certifications BRICC also provided the US Occupational Safety and Health Administration (OSHA) 10-hour training, completion of which is required to work on a publicly funded construction projects in Massachusetts 11. Completion of this course ensured that all BRICC participants obtained their OSHA 10 certification, and were therefore more attractive applicants to registered apprenticeship programs and other construction employers. Work Readiness and Soft Skills Job Search and Application In addition to vocational training and hands-on skill development, BRICC s curriculum ensured that participants gained basic understanding of job search and application processes related to labor unions and construction trades at large. BRICC staff facilitated workshops on resume and cover letter preparation, and each participant created a resume that highlighted their BRICC experience and any related certifications gained or held, including the OSHA 10-hour training completion. Presentations on the Boston Job Bank and the Boston Residents Job Policy also framed participants understanding of resources for work opportunities, and their rights as construction employees and/or union members. Because apprenticeship acceptance is not guaranteed and can vary greatly based on work availability and a union s funding, BRICC staff prepared participants to search for work through other venues, including JobNet, Boston s one-stop career center with which ABCD has an established referral partnership. Participants were also provided with resource information on advanced training programs and college. Work Responsibilities and Expectations Preparation for regimented work schedule and training requirements was essential to participants completion of the BRICC program and ultimately their acceptance into a registered apprenticeship. Participants were familiarized with the general structure and guidelines of union apprenticeship and training programs, including processes for securing work within an apprenticeship and as a journeyman. Presentations given by representatives of individual unions 11 MA Office of the Attorney General, Advisory on the OSHA 10 Act, &sid=cago&b=terminalcontent&f=workplace_osha10_advisory&csid=cago (2011). 10

11 provided more information on each trade s specific training guidelines and professional responsibilities, including common tasks and processes undertaken by members. Basic overview of acceptable workplace behavior and standards was also delivered by BRICC staff. Special Workshops BRICC offered several workshops on special topics relating to sexual harassment and workers rights, negotiation, substance abuse, union membership and the military and financial education and management. Many of these workshops were developed to be responsive to the unique needs and experiences of women in the construction trades, and to ensure that BRICC participants were aware of and able to respond to issues they may face in the workplace. Other special workshops focused on life-skill development in support of job preparation and obtainment, and to give participants helpful information and resources to better manage and leverage assets and skills. Union and Apprenticeship Preparation Labor History and Structure Participants learned about the structure and function of labor unions in Massachusetts, as well as labor laws and fair labor standards at the local, state, and national levels. Presenters from both the Massachusetts and Federal Departments of Labor addressed participants on various labor topics and regulations, and staff from the University of Massachusetts Boston s Labor Resource Center provided an overview of the history of labor unions. Of particular importance was the instruction participants received about public contracts and working on a publicly-funded worksite, which are often subject to more stringent training and affirmative action regulations. Union Employment Information on career paths, training requirements, and job opportunities in a number of specific construction trade fields were offered to all participants through presentations and workshops offered by BRICC staff or guest speakers from unions. Union office and training center site visits often incorporated employment overview and outlook discussions with labor professionals, some of whom included information specific to women hoping to enroll in a registered apprenticeship program. Registered Apprenticeship Preparation Basic orientation to organized labor and construction regulations was augmented by significant preparation for registered apprenticeship application process and subsequent assessments and interviews to be completed before an applicant is officially accepted in an apprenticeship program. Participants were familiarized with the varying application schedules and requirements of trade unions in and around Boston, and each participant completed a portfolio of all necessary documentation for application. This portfolio, crafted based on each participant s individual application plans, ensured that they would have all certifications and information necessary to submit a complete and thorough application to the unions(s) of their choice. Initial submission of a complete application greatly increases an applicant s eligibility and can help streamline the interview and assessment processes that preclude acceptance into a registered apprenticeship program. 11

12 Case Management BRICC provided a full-time case manager that worked with each participant on an individual basis to identify and prioritize issues related to household stability and employment. Average caseload was 1:21, enabling highly focused and on-going assessment of progress and preparation for enrollment in a registered apprenticeship program. Approach While the Case Manager provided in-depth support, BRICC participants were required to undertake responsibilities related to stabilizing their personal lives in addition to those relating to the training program. In particular, participants were tasked with proactively identifying and addressing obstacles to apprenticeship enrollment or employment at the individual and household level. Family Supports Many participants required support services to address basic and common issues of individual and household stability related to housing, health, transportation, and childcare. Amelioration of these basic issues had direct influence on participants ability to attend the BRICC program on a full-time basis, and also upon their prospects for long-term employability. Frequent contact between participants and the case manager, as well as the team-oriented support between the case manager and other BRICC staff, enabled an in-depth understanding of participants issues and specific action steps to address and solve problems. Connection to Other ABCD Services BRICC s internal capacity for case management was augmented by the resources provided by ABCD and its network of neighborhood service centers, allowing referrals to key services related to housing, childcare, and health. Further, these agency resources allowed for continuity of service from the participant to their family. Participant Characteristics BRICC enrolled participants that were entirely female. Because the program required attendance between 8 AM and 3 PM Monday-Friday, no participants had full-time employment. In accordance with ABCD and funder requirements, all participants income was at or below 125% of the federal poverty level. In 2010, this was just $27,563 for a family of four 12. Program guidelines also required that all participants have a GED or high school diploma, be at least 18 years of age, and have a valid driver s license. 12 US Department of Health and Human Services, HHS Poverty Guidelines for Remainder of 2010, (August 2010). 12

13 Other participant demographics include 13 : 53% were African-American or Black More than a quarter (26%) were receiving TANF and 69% were receiving food stamps 51% lived below the federal poverty level 14 23% were homeless 15 55% were single parents 20% were under the age of 25, and 12% were over the age of Based on a sample of 74 client files for which complete demographic data was available. 14 Based on the 2010 federal poverty guidelines for monthly household income 15 Living in a shelter or doubled up with friends/family 13

14 OUTCOMES Completion Between 2008 and 2011, BRICC conducted 6 program cycles and enrolled a total of 127 lowincome women. Eighty (63%) participants successfully completed the program. Most attrition was a result of personal or household issues, and participants not being able or willing to commit to the demands of the program or employment in the construction trades for physical or other reasons. Apprenticeship application and enrollment Ultimately, application for and acceptance into a registered apprenticeship program at a union was the goal of the BRICC program. Accordingly, 60 (75%) participants who completed the program applied for at least one registered apprenticeship program at a building trades union; 28 (47%) of these were accepted. This is particularly impressive considering that all applicants were women and the apprenticeship programs were in building trade disciplines historically dominated by males. Overall % of % of RAP % of RAP % of Completion Enrollment Enrollment Enrollment Application Enrollment Acceptance Enrollment % 80 63% 60 47% 28 22% Employment At the time of this report, 20% of participants that completed the BRICC program obtained employment. This statistic does not reflect job obtainments for any women graduating from BRICC in March 2011, though additional obtainments from this cadre are expected in the near future. This number does include apprentices that were working as part of their training. Apprenticeship wages vary by trade and increase with experience, but are almost always higher than the MA minimum hourly wage of $ and are usually above or at least competitive with the Boston Living Wage of College and Training Program Enrollment About 24% of women who completed BRICC subsequently enrolled in a non-apprenticeship advanced training program or college. While these outcomes are not directly aligned with BRICC goals, participating in additional vocation training or obtainment of higher education credentials certainly position an individual to compete for employment in the construction trades, and to apply for a registered apprenticeship program at a later time should they choose to do so. Further, the potential to earn family sustaining wages is heightened greatly by greater educational attainment and work experience. Enrollment in a college or advanced training program is therefore in congruence with ABCD s focus on work and education and its mission of moving families out of poverty through skill development. 16 US Department of Labor, Wage and Hour Division, Minimum Wage Laws in the States-January 2011, 17 City of Boston, Jobs and Living Wage Ordinance, 14

15 CONCLUSIONS Program Success and Best Practices BRICC s outcomes indicate that carefully workforce training programs can increase women s participation in registered apprenticeship programs and construction trades. BRICC s approach, which combined hands-on vocational training with work readiness and case management services, evidences the importance of supportive services and soft skills in removing barriers to employment and enabling participants to apply for and obtain apprenticeships and jobs. Further, the program s provision of information on job outlooks and career paths, as well as specialized instruction on topics that often affect women in construction proved foundational in preparing women for apprenticeships and cultivating their willingness to commit to a rigid, professional training program. The program s partnership with the BTTDA should also be considered a best practice that was integral to the hands-on training and site visits completed by BRICC participants. Cost Efficiency BRICC s outcomes show the program to be extremely cost efficient. The relatively small, three year federal WANTO grant totaling $300,000 funded 127 participants over 6 cycles at a cost of just $236 per participant. This cost rises slightly to $375 per participant when accounting for the 80 program graduates only. This cost, compared to the increase in earnings potential for graduates, and especially for those who enrolled in a registered apprenticeship program, is negligible. Further, those participants who become union members or gain employment as a result of their BRICC credentials will be returning into the economy at least the per participant cost through taxes paid and reduced public assistance expenses. This cost efficiency should position BRICC and similar programs as funding priorities for public and private agencies seeking to support innovative and successful initiatives that enable vocational skills attainment and career path creation for low-income women and minorities. Unfortunately, funding for the BRICC program ended in March Volatile federal and state funding conditions for the remainder of FY11 and FY12 put the program s re-establishment at risk, despite the clear success it has evidenced and the cost efficiency it shows. Next Steps Research and Replication Lessons learned from the BRICC program, its structure, and its outcomes can provide the foundation for innovation and improvement, but also offer a blueprint for immediate replication. Increasing vocational training opportunities in high-paying construction trades in the short term is essential to meet local, state, and national goals for female apprenticeship and diverse union participation, and creates career paths for low-income women with limited educational attainment. Longer term and ongoing research into best practices for women in construction, the creation of apprenticeship access points, and the structure of successful training programs should be undertaken to ensure that gains enabled through programs like BRICC are developed and expanded. 15

16 Women in Construction While BRICC, labor regulation agencies, and unions espouse goals of increasing female participation in apprenticeship programs and in the construction industry at large, much work to achieve significant increases remains. To start, BRICC and other women s pre-apprenticeship programs must be funded and continuously evaluated to ensure efficiency, and collaborative efforts to recruit and support participants should be undertaken by community organizations, unions, and public agencies. These partnerships should be developed to include cross-referral and employment resource exchanges. BRICC s partnership with the BTTDA provided many access points to information about registered apprenticeships and the application process, and also created linkages between BRICC, its participants, and Boston-area unions seeking female members. Partnerships such as these must be expanded to include contractors and other construction trade employers to ensure that women receive information about training and employment opportunities. Finally, research and outcomes from women s vocational training programs and preapprenticeship resources should be circulated among construction industry professionals including contractors and union management. Increasing information about the non-traditional yet skilled workforce of women seeking construction jobs is the best method by which women are recruited for, apply to, and are accepted into registered apprenticeship programs. This acceptance ultimately leads to gainful employment and the ongoing professional development opportunities that support families. Future Investment In programs like BRICC, staff capacity for training and individualized case management and employment services create competitive job seekers, and also create significant budget requirements, though program analysis shows that a relatively small investment yields great returns in terms of employment and wages and taxes re-circulated into the economy. Still, support for durable training programs requires consistent sources of funding. Philanthropic and local, state, and federal agencies should consider not only the long-term impact that successful vocational training program can have in reducing long-term dependency among low-income women, but also among their family members. The positive effects programs like BRICC have upon the delivery of quality health and childcare services have the potential to further reduce benefit and entitlement costs for entire households. To ensure support for innovate training programs like BRICC, agencies like ABCD must also cultivate diverse funding from private organizations and foundations, as well as from individuals and community partners. Local, employer-guided partnerships are needed to support experimentation with the program model and extension of enrollment and post-apprenticeship opportunities to a wider array of individuals. Moderate yet stable public funding will enable enhanced research and program development, improving the quality of vocational training programs implemented in every state. Funding will support better educational and employment outcomes, and represents an investment in long-term economic stability that will reduce public costs related to entitlements and income support for low-income populations. 16