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Youth Programs

The U.S. Department of Labor's Employment and Training Administration (ETA) supports a wide variety of programs to ensure that all youth have the skills and training they need to successfully make the transition to adulthood and careers. These programs include:

• Apprenticeship - Apprenticeship is a combination of on-the-job training and related classroom instruction in which workers learn the practical and theoretical aspects of a highly skilled occupation. Applicants for apprenticeship programs must be at least 16 years old and meet the program sponsor's qualifications.
• Job Corps - Job Corps is the nation's largest and most comprehensive residential education and job training program for at-risk youth, ages 16 through 24. Private companies, state agencies, federal agencies, and unions recruit young people to participate in Job Corps, where they can train for and be placed in jobs.
• YouthBuild - YouthBuild programs give at-risk youth ages 16-24 the opportunity to transform their lives by earning their high school diploma or state-recognized equivalency degree, learning to be community leaders, and preparing for college and other post-secondary training opportunities.
• Youth Connections - The Workforce Innovation and Opportunity Act (WIOA) of 2014 enacted a comprehensive youth employment program for serving eligible youth, ages 14-24, who face barriers to education, training, and employment.

For more information about youth grant programs, visit ETA's Division of Youth Services page.

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Is College Worth It?

1. labor market and economic trends for young adults, table of contents.

• Labor force trends and economic outcomes for young adults
• Economic outcomes for young men
• Economic outcomes for young women
• Wealth trends for households headed by a young adult
• The importance of a four-year college degree
• Getting a high-paying job without a college degree
• Do Americans think their education prepared them for the workplace?
• Is college worth the cost?
• Acknowledgments
• The American Trends Panel survey methodology
• Current Population Survey methodology
• Survey of Consumer Finances methodology

A majority of the nation’s 36 million workers ages 25 to 34 have not completed a four-year college degree. In 2023, there were 19 million young workers who had some college or less education, including those who had not finished high school.

The overall number of employed young adults has grown over the decades as more young women joined the workforce. The number of employed young adults without a college degree peaked around 1990 at 25 million and then started to fall, as more young people began finishing college .

This chapter looks at the following key labor market and economic trends separately for young men and young women by their level of education:

Labor force participation

• Individual earnings

Household income

• Net worth 1

When looking at how young adults are doing in the job market, it generally makes the most sense to analyze men and women separately. They tend to work in different occupations and have different career patterns, and their educational paths have diverged in recent decades.

In 1970, almost all young men whose highest educational attainment was a high school diploma (98%) were in the labor force, meaning they were working or looking for work. By 2013, only 88% of high school-educated young men were in the labor force. Today, that share is 87%.

Similarly, 96% of young men whose highest attainment was some college education were in the labor force in 1970. Today, the share is 89%.

By comparison, labor force participation among young men with at least a bachelor’s degree has remained relatively stable these past few decades. Today, 94% of young men with at least a bachelor’s degree are in the labor force.

The long-running decline in the labor force participation of young men without a bachelor’s degree may be due to several factors, including declining wages , the types of jobs available to this group becoming less desirable, rising incarceration rates and the opioid epidemic . 2

Looking at labor force and earnings trends over the past several decades, it’s important to keep in mind broader forces shaping the national job market.

The Great Recession officially ended in June 2009, but the national job market recovered slowly . At the beginning of the Great Recession in the fourth quarter of 2007, the national unemployment rate was 4.6%. Unemployment peaked at 10.4% in the first quarter of 2010. It was not until the fourth quarter of 2016 that unemployment finally returned to its prerecession level (4.5%).

Studies suggest that things started to look up for less-skilled workers around 2014. Among men with less education, hourly earnings began rising in 2014 after a decade of stagnation. Wage growth for low-wage workers also picked up in 2014. The tightening labor markets in the last five years of the expansion after the Great Recession improved the labor market prospects of “vulnerable workers” considerably.

The COVID-19 pandemic interrupted the tight labor market, but the COVID-19 recession and recovery were quite different from the Great Recession in their job market impact. The more recent recession was arguably more severe, as the national unemployment rate reached 12.9% in the second quarter of 2020. But it was short – officially lasting two months, compared with the 18-month Great Recession – and the labor market bounced back much quicker. Unemployment was 3.3% before the COVID-19 recession; three years later, unemployment had once again returned to that level.

Full-time, full-year employment

Since the Great Recession of 2007-09, young men without a four-year college degree have seen a significant increase in the average number of hours they work.

• Today, 77% of young workers with a high school education work full time, full year, compared with 69% in 2011.
• 83% of young workers with some college education work full time, full year, compared with 70% in 2011.

The share of young men with a college degree who work full time, year-round has remained fairly steady in recent decades – at about 80% – and hasn’t fluctuated with good or bad economic cycles.

Annual earnings

Annual earnings for young men without a college degree were on a mostly downward path from 1973 until roughly 10 years ago (with the exception of a bump in the late 1990s). 3

Earnings have been increasing modestly over the past decade for these groups.

• Young men with a high school education who are working full time, full year have median earnings of $45,000 today, up from $39,300 in 2014. (All figures are in 2022 dollars.)
• The median earnings of young men with some college education who are working full time, full year are $50,000 today, similar to their median earnings in 2014 ($49,100).

It’s important to note that median annual earnings for both groups of noncollege men remain below their 1973 levels.

Median earnings for young men with a four-year college degree have increased over the past 10 years, from $67,500 in 2014 to $77,000 today.

Unlike young men without a college degree, the earnings of college-educated young men are now above what they were in the early 1970s. The gap in median earnings between young men with and without a college degree grew significantly from the late 1970s to 2014. In 1973, the typical young man with a degree earned 23% more than his high school-educated counterpart. By 2014, it was 72% more. Today, that gap stands at 71%. 4

Household income has also trended up for young men in the past 10 years, regardless of educational attainment.

This measure takes into account the contributions of everyone in the household. For this analysis, we excluded young men who are living in their parents’ home (about 20% of 25- to 34-year-old men in 2023).

• The median household income of young men with a high school education is $75,200 today, up from $63,800 in 2014. This is slightly lower than the highpoint reached around 2019.
• The median household income of young men with some college education is $92,200 today, up from $81,100 in 2014. This is close to the 2022 peak of $93,800.

The median household income of young men with at least a bachelor’s degree has also increased from a low point of $118,700 in 2014 after the Great Recession to $145,000 today.

The gap in household income between young men with and without a college degree grew significantly between 1980 and 2014. In 1980, the median household income of young men with at least a bachelor’s degree was about 38% more than that of high school graduates. By 2014, that gap had widened to 86%.

Over the past 10 years, the income gap has fluctuated. In 2023, the typical college graduate’s household income was 93% more than that of the typical high school graduate.

The 2001 recession and Great Recession resulted in a large increase in poverty among young men without a college degree.

• In 2000, among young men living independently of their parents, 8% of those with a high school education were in poverty. Poverty peaked for this group at 17% around 2011 and has since declined to 12% in 2023.
• Among young men with some college education, poverty peaked at 12% around 2014, up from 4% in 2000. Poverty has fallen for this group since 2014 and stands at 8% as of 2023.
• Young men with a four-year college degree also experienced a slight uptick in poverty during the 2001 recession and Great Recession. In 2014, 6% of young college graduates were in poverty, up from 4% in 2000. Poverty among college graduates stands at 5% in 2023.

Labor force trends for young women are very different than for young men. There are occupational and educational differences between young women and men, and their earnings have followed different patterns.

Unlike the long-running decline for noncollege young men, young women without a college degree saw their labor force participation increase steadily from 1970 to about 1990.

By 2000, about three-quarters of young women with a high school diploma and 79% of those with some college education were in the labor force.

Labor force participation has also trended upward for college-educated young women and has consistently been higher than for those with less education.

After rising for decades, labor force participation for young women without a college degree fell during the 2001 recession and the Great Recession. Their labor force participation has increased slightly since 2014.

As of 2023, 69% of young women with a high school education were in the labor force, as were 78% of young women with some college education. Today’s level of labor force participation for young women without a college degree is slightly lower than the level seen around 2000.

The decline in labor force participation for noncollege women partly reflects the declining labor force participation for mothers with children under 18 years of age . Other research has suggested that without federal paid parental and family leave benefits for parents, some women with less education may leave the labor force after having a baby.

In contrast, labor force participation for young women with a college degree has fully recovered from the recessions of the early 2000s. Today, 87% of college-educated young women are in the labor force, the highest estimate on record.

Young women without a college degree have steadily increased their work hours over the decades. The past 10 years in particular have seen a significant increase in the share of employed noncollege women working full time, full year (with the exception of 2021).

• In 2023, 69% of employed young women with a high school education worked full time, full year, up from 56% in 2014. This share is the highest it’s ever been.
• In 2023, 65% of employed women with some college worked full time, full year, up from 58% in 2014. This is among the highest levels ever.

The trend in the share working full time, full year has been similar for young women with college degrees. By 2023, 78% of these women worked full time, full year, the highest share it’s ever been.

Unlike young men, young women without a college education did not see their earnings fall between 1970 and 2000.

The 2001 recession and Great Recession also did not significantly impact the earnings of noncollege young women. In the past 10 years, their median earnings have trended upward.

• For young women with a high school diploma, median earnings reached $36,000 in 2023, up from $30,900 in 2014.
• For those with some college, median earnings rose to $40,000 in 2023 from $37,700 in 2014.

For young women with a college degree, median earnings rose steadily from the mid-1980s until the early 2000s. By 2003, they reached $62,100, but this declined to $55,200 by 2014. In the past 10 years, the median earnings of college-educated young women have risen, reaching $65,000 in 2023.

In the mid-1980s, the typical young woman with a college degree earned about 48% more than her counterpart with a high school diploma. The pay gap among women has widened since then, and by 2014, the typical college graduate earned 79% more than the typical high school graduate. The gap has changed little over the past 10 years.

Noncollege young women living independently from their parents have experienced large household income gains over the past 10 years, measured at the median.

• In 2023, young women with a high school diploma had a median household income of $61,600, up from $48,100 in 2014.
• The pattern is similar for young women with some college education. Their median income rose to $75,200 in 2023 from $64,600 in 2014.

The median household income for young women with a four-year college degree is significantly higher than it is for their counterparts without a degree. College-educated young women have made substantial gains in the past 10 years.

The income gap between young women with and without a college degree has widened over the decades. In 1980, the median household income of young women with a college degree was 50% higher than that of high school-educated women. By 2014, the income gap had grown to 139%. Today, the household income advantage of college-educated women stands at 121% ($136,000 vs. $61,600).

Poverty trends for young women mirror those for young men, although young women are overall more likely to be in poverty than young men. The past 10 years have resulted in a steep reduction in the share of noncollege women in poverty.

• Today, 21% of young women with a high school diploma are living in poverty. This is down from 31% in 2014.
• 15% of young women with some college education live in poverty, compared with 21% in 2014.
• Young women with a college degree are consistently far less likely than either group to be living in poverty (5% in 2023).

Along with young adults’ rising incomes over the past 10 years, there’s been a substantial increase in their wealth. This part of our analysis does not look at men and women separately due to limitations in sample size.

In 2022, households headed by a young high school graduate had a median net worth of $30,700, up from $12,700 in 2013. Those headed by a young adult with some college education had a median net worth of $52,900, up from $15,700 in 2013.

The typical wealth level of households headed by a young college graduate was $120,200 in 2022, up from $46,600 in 2013.

There has not been any significant narrowing of the wealth gap between young high school graduate and young college graduate households since 2013.

Wealth increased for Americans across age groups over this period due to several factors. Many were able to save money during the pandemic lockdowns. In addition, home values increased, and the stock market surged.

• Most of the analysis in this chapter is based on the Annual Social and Economic Supplement collected by the U.S. Census Bureau. Information on net worth is based on a Federal Reserve survey, which interviews fewer households. Due to this smaller sample size, the net worth of households headed by a young adult cannot be broken out by gender and education. ↩
• Bureau of Labor Statistics data indicates that the labor force participation rate for men ages 25 to 54 has been declining since 1953. ↩
• This analysis looks at the earnings of employed adults working full time, full year. This measure of earnings is not uncommon. For example, the National Center for Education Statistics publishes a series on the annual earnings of 25- to 34-year-olds working full time, full year. ↩
• Other studies using hourly wages rather than annual earnings find that the college wage premium has narrowed. For example, researchers at the San Francisco Federal Reserve report that the college wage gap peaked in the mid-2010s but declined by just 4 percentage points to about 75% in 2022. ↩

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• Career Exploration for Students & Young… Career Exploration for Students & Young Adults

Career Exploration for Students & Young Adults

Browse our guide to career exploration for students and young adults. Find free resources for resume support, starting your career, and more!

Starting your career journey? Wondering how to get where you want to go? Explore our collection of career resources designed to help young people and students kickstart their careers.

Career Exploration Resources

Before you can chart a course, you need to choose your destination. Where do you want your career to take you? Which industries align with your goals and values? With SkillUp’s career exploration resources, you can discover new opportunities, learn more about which jobs match your work style , and make a plan for job satisfaction and success.

• Explore careers for young adults : You deserve a career that works for you. Browse SkillUp’s collection of growing careers that take less than 1 year of affordable or FREE training.
• Consider apprenticeships : Interested in a new career, but need training first? An apprenticeship program may be the answer you’re looking for.
• Get career advice : In such a chaotic job market, how do young job seekers in particular stand out from the crowd? Explore our career advice for young adults.
• Discover skill-based opportunities : Degrees aren’t always the key. Find jobs for young adults that hire based on skills, not just your level of education.

Resume Support

Make a stellar first impression with our resume support resources. Learn how to craft a concise resume that will grab recruiters’ attention.

• Download our resume template : Create a clean, professional resume with our free downloadable template.
• Update your resume : Is your old resume collecting dust? Give it a spring cleaning with these tips before sending it out for your next job opportunity.

Skill-Building for Students

Students and young people are often short on experience, but skill-building can fill those gaps on your resume and communicate your competence.

• Teach your tech skills : Many young people forget that their proficiency with technology is a learned skill. Consider teaching what you know to seniors.
• Build skills that pay the bills : Invest in the soft skills (e.g., effective communication) and hard skills (e.g., bookkeeping) that promise the brightest futures.

Interview Support

Interviews can be nerve-wracking, especially if you’ve never experienced one before. SkillUp provides interview support so you can feel confident that you’re putting your best foot forward for every job opportunity.

• Free interview coaching session : Learn from our “Ace the Interview” career coaching session to prepare for your next opportunity.
• Virtual interview tips : Is your next interview taking place over Zoom? Check out our video so you can project confidence from the tiny screen.
• Practice common interview questions : Prepare compelling answers for those tried-and-true questions that are bound to come up in your next interview.

Job Training Programs for Young Adults

Know which career you’re interested in, but need training to achieve your goals? Youth job programs offer training opportunities for the next generation with the promise of employment at the end.

• Earn-and-learn programs : Get paid to train for the job of your dreams with earn-and-learn programs.
• Student discounts & financial support : Many companies want to invest in students who are pursuing higher job qualifications. Be sure to ask about available student discounts, tuition reimbursement, or financial aid programs to get the support you need to succeed.

How SkillUp Can Help

SkillUp is dedicated to helping young people secure high-opportunity employment. Whether you’re a recent graduate struggling with a volatile job market or a young person forging their own career path, SkillUp provides resources to young job seekers regardless of their degree-holding status. The careers we promote and help young people train for promise a living wage and high growth potential. Hear from young people just like you who were able to break into their dream careers with the help of SkillUp.

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Remote work can provide essential work/life balance. Explore jobs for young adults and training programs offered nationally for remote workers.

Frequently Asked Questions (FAQ)

What is career exploration.

Career exploration is the process of finding employment that aligns with your skills, goals, values, and preferences. Instead of simply considering job titles, career exploration involves digging into your motivations, interests, and capabilities, as well as what’s available on the current job market.

What Is Skill Development?

Skill development involves acquiring or enhancing your abilities. You may earn certifications or titles depending on which skills you choose to develop. Workers often invest time in skill development at the outset of their careers or when they’re considering a career transition. Many young people seek degrees to develop their skills, but several different opportunities can facilitate skill development, including:

• Job programs for young adults
• Trade school
• Apprenticeships
• Online modules

What Skills Are Essential to Secure Your First Job?

Different careers require specific hard skills for entry-level workers. However, many soft skills can prepare first-time workers for careers in any industry, including:

• Effective communication
• Adaptability/flexibility
• Being a team player
• Organization
• Teachability
• Collaboration

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U.S. Department of Education

U.S. Department of Education Launches New Initiative to Support Career-Connected Learning and Increase Job Pathways for Young Americans

Today, the U.S. Department of Education (Department) announced the launch of Raise the Bar: Unlocking Career Success, a new Biden-Harris Administration initiative supported by the Departments of Commerce and Labor to increase and expand access to high-quality training programs to help young Americans pursue jobs in today’s in-demand fields, and be prepared for careers of the future.

This new effort unites key agencies of the Biden-Harris Administration to strengthen the connection between K-12 education, postsecondary education, and workforce programs. With the support of the $120 billion dollars dedicated to K-12 education in the American Rescue Plan (ARP) and Perkins funding , the Administration is ensuring the next generation is building the skills necessary to fill high-paying jobs like those created by the Bipartisan Infrastructure Law and CHIPS and Science Act . This includes expanding access to skills-based learning and training pathways, like Registered Apprenticeships in key industries such as advanced manufacturing, automotive, and cybersecurity.

As part of today’s launch, the Department is announcing $5.6 million dollars in Perkins funding for a new program to expand work-based learning opportunities for students and this morning will issue new guidance on how federal funds can be used to develop and expand career pathway programs, including Registered Apprenticeships. As part of this new initiative, the Department will host regional summits with students, educators, employers, and other stakeholders to learn about practices that have led to success and challenges that must be addressed.

“It’s time we bridge the divide between our K-12 systems and our college, career, and industry preparation programs, which leave too many students behind and perpetuate inequities in our most diverse, underserved, and rural communities,” said U.S. Secretary of Education Miguel Cardona . “An education system reimagined for the 21st century engages youth of all ages in the power of career-connected learning and provides every student with the opportunity to gain real-life work experience, earn college credits, and make progress towards an industry credential before they graduate high school. Today, the Biden-Harris team is raising the bar with new investments and resources to support intentional collaboration between schools, colleges, workforce development agencies and industry partners and build clearer pathways for students to rewarding careers and lifelong success.”

In support of today’s launch, the First Lady Jill Biden, Secretary Miguel Cardona, U.S. Secretary of Commerce Gina Raimondo, and U.S. Secretary of Labor Marty Walsh will travel to northwest suburban Chicago, Illinois to meet with students enrolled in a career-connected learning program at Rolling Meadows High School. The Secretaries and the First Lady will also visit Aon’s Chicago facility hosted by the Chicago Apprenticeship Network to highlight the value of Registered Apprenticeship, particularly in non-traditional industries and corporate careers with a focus on underrepresented populations and communities in key sectors of technology, finance, insurance, and banking. The visits coincide with the first day of National Apprenticeship Week, marking the 85th Anniversary of the National Apprenticeship Act.

“America is home to some of the world’s brightest and most ambitious students, and we owe it to them to set them up for success,” said U.S. Secretary of Commerce Gina Raimondo. “Career-connected education programs are essential to the success of the American economy and will spur a new generation of researchers, engineers, and manufacturers in critical industries. In launching this initiative, these programs and their graduates will enable us to continue outcompeting and out-innovating the rest of the world.”

“During National Apprenticeship Week, the Biden-Harris administration is highlighting Registered Apprenticeship as a proven and industry-driven training model to address some of our nation’s most pressing workforce challenges,” said U.S. Secretary of Labor Marty Walsh. “The federal initiative announced today will further support private-public partnerships that help youth across the country access a college education, good-paying jobs, and strong pathways to the middle class.”

Today’s announcements include:

Investing $5.6 million in Perkins funding for schools to expand work-based learning opportunities

The Department announced that it will launch the “Career Z Challenge: Expanding Work-Based Learning Opportunities” competition in Spring 2023. The competition will foster multi-sector partnerships and expand work-based learning opportunities for students. Semi-finalists and finalists will be eligible to receive targeted technical assistance including professional development support, webinars and training, as well as a portion of a prize pool.

Providing new guidance to schools on using American Rescue Plan funds to expand career pathways for students to pursue in-demand jobs and support Registered Apprenticeships

The Department will publish a Dear Colleague Letter that provides information on how schools can use ARP funds to develop and expand career pathway programs and help more students pursue careers in in-demand fields.

This initiative builds on President Biden’s FY 2023 Budget proposal, which invests $200 million in Career-Connected High Schools and supports competitive grants to grow and build models of this bold vision. Funding would also support partnerships between local educational agencies, institutions of higher education—including community colleges—and employers, to encourage earning college credit while in high school through dual enrollment in core content and career and technical coursework; work-based learning opportunities; and academic and career counseling. President Biden’s FY 2023 Budget proposal also includes $1.4 billion for Career and Technical Education (CTE) programs. This includes an increase of $20 million for CTE state grants that would expand access to career-connected programs for more students.

For more information on work the Department is doing to strengthen college and career pathways sign up for our newsletter here.

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Interested in national security? The Department of Homeland Security (DHS) Careers webpage features information on employee benefits, how to apply for jobs with DHS, and a job search function.

Interested in grants through the Department of Health and Human Services (HHS)? This site presents information on managing the grant process, HHS contracts, and small business programs.

If you are considering a career in health, you can explore training opportunities through the Department of Health and Human Services (HHS). Within HHS, multiple agencies offer student programs.

Use this tool to search careers by industry, skills, and salary. You can also browse articles on how to find a job, build a network, and polish your resume, cover letter and job interview.

This site can help you explore your job, education, and financial aid options. Try out helpful tools like an interest assessment, college scorecards, financial aid, and college cost comparisons.

The CCRS Center houses resources on college and career readiness programs, measures, and research. Browse blog posts, implementation tools, and publications on a wide array of subtopics.

This page explains career pathways programs. These programs help make sure people have the right skills and training for their desired career. Check out their detailed framework and educational video!

Trying to plan your career and education path? Consider using this tool! The Career Clusters Framework for Career Technical Education (CTE) Programs features 16 Career Clusters and 79 Career Pathways.

OYSI gives service experience to youth who face a variety of challenges. During their service, youth can fulfill high school requirements, gain job skills, and more! Explore programs across the U.S.

This resource offers information about career pathways with an emphasis on racial and socioeconomic equity. Here you can browse news articles and briefs on career pathways research and policy.

This site features various internship, leadership, and volunteer programs - both domestic and international. Check out the “Recent Posts” section to the right of the page for more opportunities.

This page helps to spread information about youth summer work experiences. Check out IWGYP’s resource list, a STEM Occupations fact sheet, a Youth Tip Sheet, and many other resources!

This page allows you to explore the different types of jobs, internships, and fellowships U.S. Agency for International Development (USAID) offers. It also includes current job openings and a video entitled “Why I Work for USAID.”

This resource lists employment opportunities at the U.S. Department of State. For students, click on the “Student Programs” link to learn about internships and other valuable professional experiences.

The Department of Transportation (DOT) Careers in Motion Website allows you to learn about the organization’s pay, benefits, job openings, application process, and internship programs for students.

This page describes the types of jobs available at the National Science Foundation (NSF). These include administrative, managerial, science/engineering/education, and business operations positions.

This page has information about many types of government benefits, grants, and loans. Topics include affordable rental housing, food and unemployment assistance, and financial aid for students.

This page provides information on all levels of education, including college and higher education. There are also sections on applying for financial student aid and managing student loans.

This page houses resources for individuals who are looking for jobs. Here you can learn information about different careers, tips for the job search, unemployment help, and employment laws.

The Department of the Interior (DOI) conserves America’s natural resources and cultural heritage. This page includes information about jobs, volunteering, and pathways programs for students to get involved.

Careers at the Consumer Financial Protection Bureau (CFPB) provides information about the organization’s mission, job application process, and opportunities for students and recent graduates.

Youth employment programs can increase young adults’ money management skills and access to financial tools. This webpage provides resources for youth employment programs’ staff, partners and funders.

Managing finances can be confusing and stressful. The CFPB’s Consumer Tools page provides answers to financial questions as well as guides for financial decisions such as paying for college.

The Corporation for National and Community Service (CNCS) leads service in the United States. CNCS’s Careers page features current open positions (“Current Vacancies”) and internship information.

Want to learn more about the Federal Deposit Insurance Corporation (FDIC)? This page explains the FDIC’s history, mission, and work. It also describes benefits of working for the FDIC, recruitment, how to apply, and current job openings.

The U.S. Department of Agriculture's (USDA) website has useful information to learn more about the organization’s work. The USDA Pathways Programs link explains internship opportunities for students and recent graduates.

This guide directs high schools and community partners in designing and implementing their apprenticeship programs. It addresses elements of successful programs, partnerships, and leadership.

Workforce GPS’ Occupational Skills Training program teaches youth specific skills that will prepare them for their target career. The site has webinars, toolkits, and sector-specific resources.

Here you can find explanations of four strategies for finding a job, provided by job seekers with disabilities. Within each strategy, there are stories from individuals and links to helpful resources.

This site provides a thorough list of resources to help students with disabilities prepare for and thrive in college. This includes educational, financial, and disability services information.

YouthRules spreads information to youth, parents, and employers about federal and state laws that affect young workers. Visit this page to become informed on policies like minimum wage and overtime.

This tool allows you to find which youth and family programs have received federal funding in your community. After searching by keyword or location, click on the map to learn more about the programs.

This guide provides information for youth who are homeless, were homeless, or are at-risk of homelessness. It answers questions about applying to and paying for college and also lists other resources.

This resource page provides information on different aspects of Career and Technical Education (CTE). It includes CTE research, organizations, and current programs like JJREP and LINCS CoP. 

CAREERwise helps you explore careers, jobs, and education programs at Minnesota State. It provides guidance in many areas such as defining your skills, applying for college, and creating a resume. 

Mapping Your Future helps students, families, and schools navigate the higher education and student loan processes by providing career, college, and financial aid counseling and resources.

This site presents a detailed, eight-step guide to creating a career plan. Its tips for identifying your options, prioritizing, and setting goals are a great place to start planning your career.

This tool helps students (currently in CO, TN and TX) calculate the return on investment of degrees and certificates from public colleges, community colleges, and technical schools. 

This program helps eligible youth ages 16-24 complete their high school education, provides career training, and explore job opportunities.

The National Endowment for the Arts offers grants to help fund your education and give you experience in creative writing or translation. Click “Grants for Individuals” to view these opportunities.

O*Net is a free, online database that contains hundreds of definitions and descriptions of occupations to help students, job seekers, and businesses understand today's world of work in the U.S.

On USAJOBS, you can search and apply for federal jobs online. You can also learn more about unique hiring paths for students and graduates, individuals with disabilities, veterans, and more. 

Interested in an artistic career but not sure where to start? The National Endowment for the Arts website includes information on 20 different artistic fields. Click on each field to learn more.

Education materials, training, and information about Federal Reserve notes, brought to you by the U.S. Currency Education Program of the Federal Reserve in cooperation with the Bureau of Engraving and Printing and the U.S. Secret Service.

This site has many money managing resources and tools with a section with resources for youth that has information, games, and fun activities about money, saving, and planning for the future.

How do I find the right college or career school for me? This site helps research possible colleges and career schools to help identify what schools are right for you and lets you compare options.

4-H is a youth development program delivered by Cooperative Extension – a group of 100+ public universities. Visit this site for more information about 4-H, find your local 4-H office, and enroll.

Learn more about this youth-driven organization working to change systems by uniting voices of people who have lived experience in systems of mental health, juvenile justice, education, and welfare.

This article describes how youth can demonstrate self-determined behavior and promote skill-building to help with education and career planning for success in school, jobs, and their future.

Check out this site to learn more about becoming an apprentice, finding an apprenticeship, launching your career with an apprenticeship program, and searching the American Job Center database.

Grants and scholarships are a type of financial aid that’s “free money” to help pay for college or career school. Visit this site to find out more about this option that doesn’t need to be repaid.

This tool from the Bureau of Labor Statistics shows maps that display economic information, including data on monthly and annual employment and unemployment at the state level.

Are you ready to start exploring career options? This fun, interactive tool lets you look at different careers by selecting your areas of interest and find additional information on many jobs.

Transitioning from youth to adulthood is challenging, particularly for young adults with disabilities. The “Guiding Your Success Tool” is a companion workbook to the “Guideposts for Success” framework.

The Bureau of Labor Statistics produces the Economy at a Glance tool, which displays current economic information at the metropolitan area, state, regional, and national levels.

Transitioning from youth to adulthood is challenging, particularly for young adults with disabilities. “Guideposts for Success” has useful information and advice along with a companion workbook.

This article helps students think about career planning and steps to take before graduation. It helps explore your interests to learn more about what you enjoy doing to help find the right job.

Resources on health and well-being for teens and young adults with special health care needs, physical and developmental disabilities, and chronic illness as they transition to adulthood.

Information on employment-related policies and practices for persons with disabilities. Visit this site for many resources and links to create a good career path while having special needs.

This blog series provides information for young people with disabilities moving from school into the workforce to help find an internship or job experience to find work you enjoy and find rewarding.

This guide provides transition from school to post-school information so students and youth with disabilities are equipped with the skills and knowledge to join the workforce and plan for the future.

This guide provides apprenticeship information for students/youth with disabilities. Explore the opportunity to earn a salary while learning skills in the classroom and on-the-job for career success.

This database provides a list of accredited postsecondary institutions and programs. You can search for schools knowing that they meet or exceed acceptable levels of quality.

Interested in learning more about apprenticeships to further your career? Check out this series of videos to learn more about apprenticeships for students and youth with special needs.

Learn more about Schedule A, a path where youth and young adults with disabilities can begin a career in the federal government. Review this tip sheet for helpful advice on how to find a federal job.

This article outlines different options for paying off student loans and provides information, including a repayment estimator tool, to help you decide on which repayment plan to use.

This article provides information on scholarship and financial aid scams. Avoid being tricked by unscrupulous companies by being cautious and learning more about the tell-tale signs.

You must submit the Free Application for Federal Student Aid (FAFSA) if you want to apply for federal and state financial aid. However, make sure you don’t make one of these 12 common mistakes!

This brief presents information to prepare youth to transition out of the child welfare system by graduating from high school, preparing for post-secondary education, or joining the workforce.

An online network of historically black colleges and universities (HBCUs) that provides a platform for networking, education information, professional opportunities, and connections to organizations.

This blog highlights a few female researchers from the Centers for Disease Control and Prevention (CDC) pursuing work in the science, technology, engineering, and math (STEM) fields at NIOSH. Read their inspiring stories to find out more about the STEM field!

This blog provides advice on what to do if you’ve received your financial aid package but need to fill in the gap between what it covers and what you owe. Read more to see what options are available!

This blog provides information about the Public Service Loan Forgiveness program. Read more to find out about the program and see if you could qualify to have your federal student loans forgiven.

To help plan for college, this resource provides information and checklists to use starting in elementary through high school to prepare academically and financially for higher education.

The FDIC’s Youth Employment Resource Center provides resources so youth can support their financial education and access safe, affordable insured accounts while participating in employment programs. 

What should you do if you aren’t able to pay back your student loans? This blog provides information and 3 options to consider if you can’t afford your student loan payments.

More than 100 youth contributed to this resource that provides information on “soft” workplace skills, such as teamwork and communication, which help make employees more effective and successful.

College Board is an organization that helps connect students to colleges. This search tool helps plan and search for schools by location, major, test scores, type of school, and more. 

College Board is an organization that helps connect students to colleges. This site has a search tool that helps plan and search for schools by location, major, test scores, type of school, and more. 

This article provides information on internships for college students and new graduates. It outlines the employer requirements by law for properly providing paid and unpaid internships.

This webpage has tools to help with building a resume, writing a cover letter, applying for jobs, and providing references. There are also resume and cover letter samples and templates for your use. 

This webpage provides information on the fastest-growing and highest-paying industries and those with declining employment from 2016-2026. You can also select an industry to learn more about it.

This site has many tools and resources to find a career that’s right for you! You can explore careers, find out about training and education programs, look up your career match, and search for jobs.

Are you thinking about opening your own small business? Need some additional guidance? Visit this site to find out more about planning, launching, managing, and growing your business.

Want to find a job that matches the skills you already have? Check out the self-assessment section on the CareerOneStop site to find a career that fits you and your abilities best. 

STEM (science, technology, engineering, and mathematics) occupations are a growing field of work. This site has taken the periodic table of chemical elements and replaced the elements with STEM occupations so that you can explore career options. 

This tool helps job seekers and students learn about careers. The site provides tasks, skills, and salary information. You can search careers with key words to find jobs that match your interests. 

This site provides information on the different types of training and education programs available so that you can find the option that best fits your needs.

This site provides suggestions on how to pay for training and education, as many programs can be more affordable with the right planning, budgeting, and funding support.

This site is an online source for tools and resources for job seekers, students, workers, and employers. Learn about careers, find employment opportunities, and manage your pathway for career success.

IPEDS collects annual data from over 7,500 colleges and also provides resources to help plan, prepare, and graduate from college. This site lets you search for colleges and explore career options.

This handbook helps you find career information for hundreds of occupations and provides a list of jobs by occupation groups, pay, growth and more. There are also additional job resources.

This tool helps find the right college for you. You can search by location, programs/majors, degree level, institution type, and more. You can build a list of schools and do a side-by-side comparison.

There are lots of options out there to help pay for college. This forecaster tool will estimate your eligibility for federal financial aid and gives you a “College Cost Worksheet”.

School cost is an important factor in your college search process. This site provides information about what is included in the cost of school, ways to reduce costs, and financial aid options.

This site has information about financial aid to help pay for college or career education and ways to lower your school costs. There are resources and videos to help learn how to fund your education.

This site helps sort, find, and compare colleges by type of program/degree, location, size, cost, and other variables. It’s a helpful tool to find information about the types of institutions.

Education Policy

Building back better: a national plan for youth employment, prioritizing young people for an equitable recovery.

Photo Credit: Artem Podrez (via Pexels)

Brent parton, taylor white, may 18, 2021.

More than half of all Americans are millennials, Gen Z, or younger. These are the most racially diverse generations in the history of the nation. Our economic viability depends on their access to early work experience, civic engagement opportunities, educational pathways, and jobs that allow them to earn an income while they learn and build careers. In contrast, low wages, insufficient hours, and involuntary disconnection from work drive high poverty rates that dampen young people’s prospects and harm the whole country. Moreover, disconnection from school and work increases after high school – the problem does not naturally resolve itself. One analysis found that one percent of 18-year-olds, were disconnected, rising to 5% at age 20 and 12% at age 26.

• According to the Brookings Institution’s 2019 report Meet the Low-Wage Workforce , people ages 18–24 account for 24 percent of all low-wage workers. More specifically, 7 million of these workers are not in school and do not have a post-secondary degree, leaving them with very limited job prospects. They have median hourly wages of $8.55 and median annual earnings of $12,700. Many young people rely on these low wages to meet their own basic needs, support their families, or pay for their education.
• In 2019, prior to the COVID-19 pandemic, the poverty rate for youth ages 18–24 was 13.3 percent —well above the rate of 10.5 percent among all adults.
• Among young people who were unemployed in July 2020, over half were out of work due to the pandemic.
• Millions of young adults carry overwhelming education debt, which threatens their economic stability far into their futures. Disparities in student debt load also perpetuate long-standing racial wealth gaps.
• Freshmen enrollment in higher education declined 13.1 percent in fall 2020, driven by an unprecedented 21 percent decline at public two-year colleges.
• As of July 2020, young people of color were suffering unemployment rates over 45 percent. Experts estimate that the number of opportunity youth (those ages 16–24 who are not working or in school) will top six million as a result of the pandemic.

Ages 16 through 24 are critical development years when young people begin to take on adult responsibilities. Employment is an important part of youth development, and early exposure to the world of work through summer and year-round employment, internships, and service opportunities is a key predictor of consistent employment in adulthood. High rates of youth unemployment have plunged many into financial crisis and presage long-term challenges to economic security. Unemployment rates are even higher among youth of color, deepening existing racial inequities that will require significant, targeted investments to reverse.

Source: https://www.clasp.org/why-we-cant-wait-economic-justice

Federal investments in workforce development have plummeted over the last 20 years, leaving millions of people without resources to connect or reconnect to the workforce or advance their careers. In today’s economy, careers with family-sustaining wages require more education and higher-level skills than ever before, yet federal investments reach only a fraction of youth and young adults seeking economic opportunity.

To support youth and their communities in recovering from the COVID-19 crisis, Congress must consider the loss of connection to critical work experiences and income over this past year and its long-term impacts. Congressional response in the Great Recession understandably focused on quick wins but failed to seize the opportunity to address the long-standing challenges youth have faced as they try to gain a foothold in a rapidly changing economy. The inadequate federal response had brutal and lasting consequences for young adults and the economy as a whole. Due to the economic effects of the COVID-19 pandemic, our country is once again at risk of losing the professional and economic potential of an entire generation. In this recovery, we can and must do better.

Lessons from Federal Youth Investment in the Great Recession

Inadequate funding to level of need: In the Great Recession, a $1.2 billion investment in youth services included in the American Recovery and Reinvestment Act (ARRA) served 355,000 young adults through summer employment. To date, however, there is no evidence that the employment effects for participants were long lasting. Drawing lessons from ARRA implementation , future efforts should not only increase funding levels for young people, but also broaden the scope of services and tools that can mobilize additional public and private investment in youth beyond summer employment programs.

Disconnect between youth employment strategies and educational advancement and attainment: While ARRA offered funds for young people to access paid work experience, those experiences did not offer a platform for further classroom education and on-the-job training to prepare for a career. Furthermore, investments in education and training, particularly in community colleges, were not adequately targeted to youth or connected to the labor market. Future efforts must focus on paid work as an initial reconnection strategy, but long-term success depends on linking paid work experiences to investments in structured education and training opportunities. This will ensure the response serves as a building block to future education and career goals.

Lack of vision and coordination across government: Without a clear national strategy and interagency coordination, our country missed opportunities to leverage youth stimulus dollars with other discretionary federal education and workforce resources. To meet young people’s near- and long-term needs, future efforts must include a clear national plan for expanding strategies that effectively blend paid work experience with the attainment of postsecondary credentials.

Principles of a Comprehensive Federal Youth Employment Strategy

For better results, we need a national plan for meeting young people’s immediate needs, while also taking steps to clear their paths to success in the economy of the future. A national strategy should articulate a set of clear policy goals that center race and gender equity in a whole-of-government approach to mobilizing leadership and resources. The strategy should provide relief for young people today, promote an equitable national recovery, and reimagine how we support transitions from education to employment and integrate youth into the labor market. To that end, we have organized the following recommendations into three focus areas: relief, recovery, and reimagining education-to-employment transitions.

Policies and programs across these areas must address race explicitly by prioritizing people of color for services, actively remove structural barriers to participation and access, collect data to support analysis and accountability for equity measures, and be informed and driven by the people they are designed to support. We believe federal investment and action for youth must be guided by the following principles:

• Expand opportunities for historically oppressed communities and those that have experienced systemic underinvestment: Policies must prioritize young adults facing the greatest barriers to employment, adopt performance measures that encourage serving these young people, and reflect our understanding of the effects of trauma and opportunities for healing.
• Ensure community-driven and data-informed solutions: Investments should support community-based solutions, capacity-building for local systems and programs, and local decision-making. Solutions should build on the wisdom and experience of communities that have developed effective interventions and innovations that can be expanded. Funding should provide resources to support strong local conveners or intermediaries, thriving local service ecosystems, and a healthy workforce of youth-serving professionals.
• Enhance interagency and cross-system alignment at the federal level: Better federal coordination is necessary to help state and local jurisdictions carry out effective strategies and service delivery models that meet the full range of youth needs.
• Engage young people through co-design: Youth voice and leadership are at the heart of positive youth workforce development. Effective programs recognize youth as assets and listen to their experiences to understand what they need. With opportunities, training, support, and financial compensation, young people can be invaluable contributors to the design of programs and policies at the federal level.

Recommendations for Relief

The American Rescue Plan (ARP) included several provisions that are critical to many youth, including:

• Increasing and expanding the Earned Income Tax Credit (EITC) , which will help keep young workers (including non-custodial parents and those without children) out of poverty. This is a fitting form of pandemic relief for youth, since cashiers, home health aides, delivery people, and other essential workers are more likely to be youth and young adults.
• Extending unemployment insurance enhancements from the Coronavirus Aid, Relief, and Economic Security (CARES) Act so youth and young adults, including working high school and college students, can access unemployment relief.
• Removing harmful provisions in the Supplemental Nutrition Assistance Program (SNAP) , so young people will not lose these basic benefits.

Despite this progress, however, the ARP did not succeed in raising the minimum wage, eliminating the subminimum wage for youth and those with disabilities, or improving the federal financial aid system to better support low-income students—all issues that affect young people’s ability to achieve economic security.

Recommendations for Recovery

To avoid a repeat of the painfully slow national recovery from the Great Recession, the federal government must leverage all of its powers as an investor, purchaser, and employer to support the employment of workers in high-quality, well-paid jobs. Federal recovery efforts directed at job creation must prioritize youth through targeted investments and new federal policies that support their connections to work and learning. These policy actions should include the following:

• Connect young people to work through a new, federal subsidized jobs program . Access to paid work is critical for national recovery and as a building block for long-term economic success, particularly for young adults from low-income backgrounds . Congress must work with the Biden-Harris administration to advance the American Jobs Plan and enact an equity-centered national subsidized employment program in any recovery legislation. Congress must prioritize and target investments to youth and young adults, and should also support capacity-building for localities and organizations to improve program design, operations, and assessment.
• Include young people in pathways to careers and infrastructure investments proposed in the American Jobs Plan. The U.S. Departments of Energy and Transportation, in coordination with the Domestic Policy Council and the U.S. Departments of Education and Labor, should identify job roles necessary to support transit infrastructure and climate change mitigation, and develop quality career pathways to prepare youth for those jobs. Further, they must ensure that these pathways emphasize integrated education and training and subsidized employment and prioritize youth and young adults who have been historically excluded from economic opportunity. The Connecting Youth to Jobs Act  recently introduced Reps. Jesús “Chuy” Garcia and Marcy Kaptur provides a good starting point for structure and implementation.
• Establish a national youth on-the-job learning initiative. Congress should develop and fund a dedicated on-the-job training (OJT) initiative that reimburses employers for up to 75 percent of wages paid for up to 12 months for hiring youth who are also participating in an eligible education and training program. Under the Workforce Innovation and Opportunity Act (WIOA), Governors and local workforce development boards are permitted (but not required) to use a portion of their funding to offer wage reimbursements of up to 75 percent for OJT contracts that target eligible youth WIOA participants. Additionally, while the U.S. Department of Labor's discretionary National Dislocated Worker Grants can be used to support OJT, youth without an employment history are not the target population. Congress can improve youth access to OJT by providing dedicated funds to incentivize private, for-profit, not-for-profit, and public sector employers to hire young people and reconnect them to work and learning. Wage subsidies should be available only for jobs that pay at least $15 an hour and which include opportunities to earn college credit or industry credentials at no cost to the worker. Hazardous occupations as defined under the Fair Labor Standards Act should be ineligible for wage subsidies for workers under 18 years of age, and employers receiving subsidies should be forbidden from laying off existing workers.
• Fund state and local intermediary organizations to coordinate dramatic expansion of paid work experience aligned to postsecondary education and training pathways. Studies of youth employment programs indicate that intermediary organizations and community-based partnerships can be key to connecting more youth to meaningful employment experiences and supporting their success. Even without Congressional action, the Biden-Harris administration can guide new and existing investments in intermediaries by setting new baseline standards for employment program quality, including paid work experience that is aligned with postsecondary education and training. Investments in state and local intermediaries, including community colleges, could be targeted to organizations coordinating paid work experiences for youth in critical fields such as IT, manufacturing, energy, and the care economy.
• Increase aid for youth services. State and local governments need additional support for youth services offered in partnership with community-based organizations, educational institutions, and other programs. While many young people were eligible for earlier stimulus payments, they have faced difficulties navigating overwhelmed and overburdened public systems. In fact, according to data analysis by CLASP, during the pandemic more than 90 percent of unemployed young people were unable to access any income . Community-based organizations and educational institutions often step in to help them access available resources, without additional funding to do so.
• Clear definitions for program outcomes in key areas such as employment, industry-recognized credentials, Registered Apprenticeship and pre-apprenticeship, and youth entrepreneurship.
• A full summary of federally supported youth employment programs that state and local governments should integrate into recovery strategies.
• Analysis of how workforce programs across agencies (including DOL, DOT, ED, DOI, HHS, and HUD, for example) can and should integrate pathways for youth to advance equity.
• Clarification on use of WIOA, Federal Work-Study, and TANF funds to subsidize wages for young people.
• Guidance on how states and regions can blend and braid existing federal resources and additional funding made available through COVID relief and recovery investments to support innovative programming for youth.
• Identification of administrative, regulatory, and legislative changes, similar to those made available through the Performance Partnership Pilots for Disconnected Youth (P3), that more effectively align federal investments in support of high-quality youth programs.

Recommendations for Reimagining Education-to-Employment Transitions

Government and the private sector have failed to respond to labor market changes that have made it more difficult to secure stable, well-paid jobs with only a high school diploma. It is time to reset public expectations about what we owe our young people to prepare them to thrive in a 21st-century economy. Across the U.S., state and local leaders are developing and implementing strategies to reimagine the design of the traditional high school, strengthen career and technical education, and expand access to apprenticeship and other earn-and-learn opportunities. These efforts, cutting across industry, K–12, and higher education, share the goal of providing young people affordable postsecondary options. A coherent national investment strategy should:

• Provide funding through community leads (local education agencies, community colleges, municipal agencies, or other intermediaries) to strengthen the local bridging ecosystem.
• Use flexible funding that includes access to college and career readiness programs and supports evidence-based counseling and retention supports.
• Include support for a range of bridging programs, including those focused on in-school youth , those focused on reengaging youth who left school without a diploma , those focused on workforce strategies such as youth apprenticeship and pre-apprenticeship, and blended programs such as the federal GEAR UP program .
• Include a range of workforce, skills-building, and career pathways strategies.
• Strengthen provisions for education and employment pathways to better serve opportunity youth .
• Support interventions that mitigate the employment consequences of incarceration for youth and young adults.
• Provide for services that help young people navigate education and workforce opportunities available to them.
• Eliminate barriers to participation for undocumented immigrant youth.
• Invest $100 million over four years in state career and technical education (CTE) systems to support innovation in credit for work-based learning. To support long-term success and mobility for students, particularly in fields where a college degree remains a prerequisite for career advancement (e.g., in health care, IT, education, engineering, or business and finance), the Biden-Harris administration should build on DOL’s Registered Apprenticeship-College Consortium and launch a major national initiative to support college credit for Registered Apprenticeship and other work-based learning. If apprentices could acquire credit for rigorous learning in the workplace, credential completion and employment could be accelerated dramatically. Innovations are piecemeal across the U.S., but the Biden-Harris administration can support broad-based innovation by dedicating use of CTE National Activities Fund to provide grants to state and local CTE systems that develop credit-bearing Registered Apprenticeship programs, in partnership with education and industry partners. The Department of Education can use specialized accreditation authority to support innovations in postsecondary accreditation. A multi-year grant program could generate data to explore broader policy and investment implications for federal financial aid.
• Outline critical entry-level job roles with prospects for advancement, and core competencies and credential requirements to enter these roles.
• Develop national competency standards for youth-focused apprenticeship programs and register them with the U.S. Department of Labor.
• With support from the U.S. Department of Education, engage relevant accreditors to support college credit through on-the-job learning.
• Updated joint guidance from the Departments of Labor and Education and support for interagency activities aimed at developing high-quality youth apprenticeships and pre-apprenticeships. (The Partnership to Advance Youth Apprenticeship identifies a high-quality youth apprenticeship as one that is career-oriented, equitable, portable, adaptable, and accountable.)
• A requirement that at least 20 percent of the NAA’s proposed $3 billion in Congressional appropriations over five years for Registered Apprenticeship intermediary activities be set aside for intermediary partnerships focused on expanding youth apprenticeships and pre-apprenticeships.
• A national pre-apprenticeship registration system, mirroring the system used for Registered Apprenticeships, to provide quality controls and monitor programs’ success at deliverable equitable outcomes.
• Awarding 48-month grants to states to bring education, workforce, and industry leaders together to develop priority opportunity pathways that provide paid work experiences for high school and community college students.
• Identifying and incentivizing clear intermediary strategies that connect employers and education partners to grow and expand Registered Apprenticeship and work-based learning opportunities.
• Developing and implementing articulation agreements that provide high school and college credit for on-the-job learning and Registered Apprenticeship programs.
• Improving cross-system data quality to link education and labor market outcomes.

The COVID-19 pandemic has exacerbated persistent inequities in our systems of education and work with significant and far-reaching consequences for young people. Without dramatic action, our country risks losing the professional and economic potential of our most diverse generations yet. We must act now to provide immediate relief, expand federal rescue efforts, and reimagine a coherent national approach to supporting equitable, effective education-to-employment transitions for youth.

Endorsements

• Kimberly A. Green , Advance CTE*
• Annelies M. Goger and Martha Ross , Brookings Institution*
• Sarah Miller , Center for Workforce and Economic Opportunity, Federal Reserve Bank of Atlanta*
• Kisha Bird , Duy Pham and Noel Tieszen , CLASP*
• Larry Good and Jeannine La Prad , Corporation for a Skilled Workforce
• Alexander Afranie , Jobs For the Future (JFF)*
• Carl Van Horn , John J. Heldrich Center for Workforce Development at Rutgers University
• Amanda Cage , National Fund for Workforce Solutions
• Thomas Showalter , National Youth Employment Coalition*
• Brent Parton and Taylor White , New America*
• Kaya Ceci and James Haynes , OIC of America*
• Lashon Amado and Kimberly Pham , Opportunity Youth United*
• Jeremy Ly , Urban Alliance*
• Jane Oates , Working Nation
• Jesse Barba , Young Invincibles*
• Doug Ierley , YouthBuild USA* *Indicates Member of the BETS Youth Workgroup Individual endorsements are not indicative of organizational endorsements.

About the BETS Taskforce

The Better Employment and Training Strategies Taskforce (BETS) is a coalition of more than 40 leading practitioners and experts working to modernize the United States' outdated patchwork of workforce policies. The five BETS workgroups were convened in November 2020 to develop recommendations aimed at informing the incoming Biden-Harris administration and the 117th Congress on issues and policy options related to unemployment insurance, workforce development, job quality, youth employment, and federal jobs initiatives.

The BETS Taskforce was convened by Prof. Stephen Crawford of the George Washington Institute of Public Policy , Stuart Andreason of the Federal Reserve Bank of Atlanta , and Larry Good of Corporation for a Skilled Workforce .

The above document is the final product of the youth employment workgroup chaired by Kisha Bird , of the Center for Law and Social Policy , and Taylor White and Brent Parton of the Center on Education & Labor at New America (CELNA).

OECD Education and Skills Today

Global perspectives on education and skills

Preparing youth for work: What really works in career guidance?

By Catalina Covacevich

Analyst, OECD Directorate for Education and Skills

Key points :

– New OECD analysis highlights 11 confirmed indicators of teenage career readiness. – Career guidance that incorporates these indicators can lead to better employment outcomes for young people. – During the COVID recovery, effective career guidance will play a central role in helping young people navigate the turbulent labour market.

As young people stay in education and training longer, more of the decisions they make will have long-term consequences when they seek to find desirable work as adults. Young people turn to their families for support, but families are inevitably limited in the extent of the help they can provide. This is where schools come in.

Students vary considerably in the extent to which they are able to visualise and plan their futures, with the most disadvantaged at greatest risk. Schools can democratise access to the information and experiences that can help students as they navigate their paths through education systems.

Students are not receiving the career guidance they need

Some students are fortunate enough to receive a lot of support from their schools. However, many young people complain they did not receive enough – or any – guidance from their schools. We found this when we interviewed young adults as part of the OECD’s Career Readiness project:

“My school didn’t even have a guidance counsellor, so I had to seek that guidance elsewhere.” (Chile)

“I went to an elite private international school… My school would teach us how to recite seven poems in five different languages, but didn’t prepare us sufficiently for life after education…  I left not understanding anything about the world of work.” (Spain)

“I’d have loved it if at school one day a week we’d heard from people doing different professions… to tell us about what their job was all about, what you need to do to get into it, how the work is, what sort of life you can expect.” (Ireland)

“I learned how to write a CV on my own, picking up tips from the Internet, and using a template. It all ended up ok for me, but I would’ve liked to have someone to walk me through what to do.” (New Zealand)

Modern societies expect individuals to navigate choices and manage their own careers, but international assessment of 15-year-old students, PISA showed in 2018 that students in many countries are poorly prepared to develop the agency needed for their transitions. By age 15, on average across OECD countries, just 50% of students had spoken to a guidance advisor in school. Only 4 in 10 students across OECD countries reported having participated in job shadowing or a workplace visit.

Even under normal economic circumstances, young people face difficulties in their transitions into the world of work, often struggling to compete for available employment. These difficulties have increased during the COVID-19 emergency, with young people finding themselves more affected than other workers by uncertainty, lay-offs and recruitment freezes – and now needing to make decisions of long-term importance in face of a turbulent labour market.

Career readiness during COVID

How do we know what really works in career guidance? The OECD’s Career Readiness project draws on the best available international evidence to understand how schools can reduce student risk of unemployment and poor school-to-work transitions, bringing relevant evidence of ‘what works’ to the attention of practitioners and policy makers during this period of global economic turbulence.

The project does this by looking at evidence found in national longitudinal studies which follow the same cohort of people from school to early adulthood. We first assessed the existing literature , then undertook new analysis of 12 datasets from 10 countries (in our papers Indicators of teenage career readiness and Thinking about the future ) looking at career guidance-related attitudes and experiences at ages 14-16, and identifying relationships with better outcomes in employment 10-15 years later.

We can now be confident about the characteristics of more effective career guidance

We identified and explored 14 possible indicators of career readiness. Of these, we determined that 11 are confirmed indicators of career readiness, using as a criterion that there must be evidence of an association with positive labour outcomes in at least three countries. Falling into three broad categories, these indicators are:

Exploring the future

• Career conversations
• Engaging with people in work through career talks or job fairs
• Workplace visits or job shadowing
• Application and interview skills development activities
• Occupationally-focused short programmes

Experiencing the future

• Part-time work
• Volunteering

Thinking about the future

• Career certainty
• Career ambition
• Career alignment
• Instrumental motivation towards school

What this means in practice is that teenagers who took part in such activities and exhibited more mature career thinking can very often be expected to experience lower rates of unemployment, higher wages and greater job satisfaction as young adults. They can be seen as gaining access to the tools and resources that make it easier for them to navigate their school to work transitions. 

While the data is limited and results concentrated in a small number of countries, the Career Readiness study adds substantial new evidence that better adult employment outcomes can often be associated with teenage indicators of career readiness. Secondary school students who explore, experience and think about their futures in work frequently experience lower levels of unemployment, receive higher wages and are happier in their careers as adults.

Read the report How youth explore, experience and think about their future: A new look at effective career guidance

• The OECD’s work on career readiness
• Paper | Career readiness in the pandemic: A summary of project findings
• Paper | Career Readiness in the Pandemic: Insights from new international research for secondary schools
• Paper | Getting the most out of employer engagement in career guidance
• Paper | Getting a job: How schools can help students in the competition for employment after education
• Paper | Career conversations: Why it is important for students to talk about their futures in work with teachers, family and friends
• Paper | Indicators of teenage career readiness: An analysis of longitudinal data from eight countries
• Paper | Thinking about the future: Career readiness insights from national longitudinal surveys and from practice
• Paper | Experiencing the workplace: The importance and benefits for teenagers
• Paper | Career ready? How schools can better prepare young people for working life in the era of COVID-19
• Report | Dream Jobs? Teenagers’ Career Aspirations and the Future of Work
• Blog | Looking for green engineers – Insights from PISA 2018
• Blog | Career Ready? Helping young people navigate the pandemic job market
• Blog | School-to-work transitions during coronavirus: Lessons from the 2008 Global Financial Crisis

Image: © OECD 2021

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To “build back better,” we must connect young people to jobs and education

Subscribe to the brookings metro update, martha ross , martha ross senior fellow - brookings metro alicia sasser modestino , alicia sasser modestino nonresident fellow - brookings metro sarah soroui , and sarah soroui workforce and policy manager - mayor’s office of workforce development, city of boston rashad cope rashad cope director of youth engagement and employment - city of boston.

May 20, 2021

This analysis is part of the American Rescue Plan: Strategies for Local Leaders series, a feature of the COVID-19 Metro Recovery Watch.

In cities and counties across the country, summer youth employment programs (SYEPs) stand out as some of the largest and most high-profile youth workforce development initiatives around. At least, they did before COVID-19. Like so many other aspects of life, SYEPs were thrown into disarray last year by the social distancing measures that began in March 2020. SYEPs typically place youth ages 14 to 24 in community-based or private sector jobs for 20-25 hours per week for about six weeks in the summer months. But the onset of stay-at-home orders last spring and drastically reduced business activity made a normal SYEP impossible.

As we approach our second summer shaped by the pandemic, we should take the Biden administration’s “build back better” as inspiration and think more broadly about SYEPs as youth development opportunities and critical touchpoints in the lives of young people. This is especially crucial after a year of remote schooling and isolation and when education and labor markets have been so disrupted. As of April, unemployment rates were higher and rising among Black (18.9 percent) and Latino or Hispanic (17.0) teens compared to their white (11.1 percent) peers.

How one SYEP pivoted: Lessons from Boston

Boston, like other cities, faced unprecedented uncertainty last spring just when it would normally be deep in the SYEP planning process and about to ramp up operations. Some cities chose to cancel their SYEPs, while others rapidly adapted their format and/or reduced their enrollment goals. Common adaptations included virtual internships, engaging youth as crisis responders, and relying heavily on online platforms to build a sense of community as well as provide education and training.

Under the leadership of Mayor Marty Walsh (now the U.S. Secretary of Labor), Boston directed an additional $4.1M of CARES Act funding toward the 2020 SYEP, and committed to serving the same number of youth, for the same number of hours, at the same rate of pay.

Among the revised offerings in Boston’s 2020 SYEP were two new tracks:

• Earn and Learn: To boost post-secondary aspirations after a difficult school year, Boston negotiated agreements to enroll 500 youth in college courses to earn credit and certifications such as Google’s IT Support Professional certificate while getting paid for their experiences.
• Virtual Internships:   To help support companies and community-based organizations transition their summer jobs online, Boston partnered with Northeastern University to provide a platform with ready-made projects, collaboration supports, and a quality assurance and management dashboard to engage 500 youth under the guidance of a manager or mentor.

Data collected from an end-of-summer survey showed that participants in both tracks had positive experiences relative to the control group (youth who were not randomly selected to participate in the program). Most of the youth in the control group did not find a job and among those who did, most were engaged in informal work such as baby sitting. In comparison, SYEP participants had a structured placement with either an employer or a community college, were engaged for more hours per week, and gave their job experiences a higher satisfaction rating at the end of the summer.

As described further below, based on this initial success, the city of Boston and the state of Massachusetts plan to incorporate these program models moving forward.

Virtual internships build skills similar to in-person jobs while increasing both flexibility and equity

Boston discovered that virtual internships offered the opportunity for greater project-based learning during which students could gain knowledge and skills by working during the summer to investigate and respond to a real-world, engaging, and complex question/problem/challenge under the direction of a supervisor. As a result, participants indicated that virtual internships were better matches with their career interests than in-person job offerings. Moreover, they were equally or more likely to report developing work habits and soft skills compared to those in in-person jobs such as handing in assignments on time, asking for directions when things are unclear, working in teams, and not getting upset when others corrected their mistakes.

Virtual internships can reduce geographic and time constraints that previously were barriers to participation for youth living in low-income neighborhoods or those with extracurricular and/or caregiving activities. Moreover, using an online platform as the work environment equips youth with the technology skills needed to bridge the digital divide and better prepare them for the workplace of the future, which is likely to maintain some virtual component.

State and local leaders are intrigued by the potential of virtual internships to provide both increased flexibility and equity as well as greater integration with academic learning. During the 2020-21 school year, Boston experimented with a year-round virtual internship program integrating both academic and employment-based skills. Massachusetts is also piloting a virtual internship program to provide greater access to employment opportunities with private sector employers for academic credit during the school year.

Learn and Earn programs increase post-secondary access and aspirations  

Most Learn and Earn participants (88%) completed their courses, and 78% passed their courses for credit. Learn and Earn youth were also more likely to report that their college coaches helped with career and education goal setting and by the end of the summer were 10 percentage points more likely to say they were planning to enroll in a four year college compared to the control group. They also showed increased levels of self-regulation, self-efficacy beliefs, and intrinsic interest, which significantly predict future academic performance.

The success of the Learn and Earn program has had far-reaching implications for the workforce development landscape in Boston. As a conditional cash transfer program, it provides income to young people contingent upon their participation in educational activities. It thus addresses two key obstacles that have hampered post-secondary transitions for low-income youth. The first is eliminating or drastically reducing the financial opportunity costs associated with pursuing education so that teens did not have to choose between getting a job or going to school. Secondly, by providing a college coach who acted as a mentor and tutor, the program helped address potential problems that could have derailed their coursework.

Based on the experiences of this past summer, workforce development planers in Boston are exploring the idea of expanding conditional cash transfer models, including learn and earn, for the city’s portfolio of youth programs funded through the federal Workforce Innovation and Opportunity Act (WIOA).

How can cities use SYEP to build back better for youth?

SYEPs hold tremendous potential— multiple studies in different cities found that they have positive effects. In Boston alone, the city’s partnership with Northeastern University has produced evidence that the city’s summer jobs program improves a range of academic , behavioral , and employment outcomes , with greater impacts for youth of color and a benefit-to-cost ratio of more than 2-to-1.

But they are complex endeavors to organize, and it is easier to focus on the headline figure of the number of youth placed rather than the operational, program design, and performance details that assure quality .

We should take the positive results as a challenge to clarify what we want out of these programs and to raise a corollary question: Do they have the funding, design, and execution to fully reach their stated goals? If not, we are missing out on a tremendous opportunity to engage with young people at a moment in their lives when they are both receptive and vulnerable.

Below are keys issues to focus on:

• Learn more about how to teach and assess soft skills —these skills are absolutely vital to future success in the labor market.
• Prioritize strategies that ensure every young person has an engaged supervisor or mentor—we know from the field of youth development that positive, supportive relationships with adults are as important as any other element of program design.
• Test how to use project-based learning , either in-person or virtuall y, that could be used widely by both schools and nonprofits as a form of work-based learning not limited to the summer.
• Use SYEPS to explore the potential of conditional cash transfer programs to promote greater economic mobility by increasing incentives and support for education, training, and employment-related activities.

This is a moment for action and investment. In the past year, young people have experienced unprecedented disruptions in their education and in the job market. American Rescue Plan funds are flowing soon to states and localities including $350 billion in flexible dollars of which some portion could be directed toward youth programs. Another $22 billion will go to local education agencies to be targeted for afterschool, summer, and extended learning time activities. Using even a relatively small allocation of these dollars, state and local leaders can build a more holistic youth workforce development system that can be sustained beyond the current crisis to better set young people up for success in life and work.

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Outreach Family Support Worker

Job introduction.

Right to work within the UK – unfortunately at this time we cannot provide working visa or sponsorship for overseas workers.  

Job title:   Outreach Family Support Worker

Salary: £ 28,770 - £33,024

Location:  Belle Vale Children’s Centre  

A bit about us:  

Liverpool is home to vibrant, energetic and engaged communities, people who take real ownership of their local area and are passionate about making our city a better place. We've got ambitious targets to meet by 2025 and we need people who are driven, dynamic and ready to deliver the very best for our communities.  Public service is more important than ever, and this role represents a real opportunity to make a difference to our communities by transforming the way we work and placing our residents at the heart of everything we do.     

Working at Liverpool City Council provides an opportunity to contribute to your community and make a positive impact on the lives of residents. Our values shape how we work to deliver public services, and how we communicate with the residents we serve. We care about the best outcomes for local people, through our public services.   

We are proud of our world-famous thriving city with its rich culture, affordable housing, stunning waterfront and our beautiful green spaces – there’s really something for everyone!   

The Role:   

Working as an Outreach Family Support Worker, you will be taking responsibility to provide high quality, outreach and home based Early Help support to children and families using a whole family approach.  

Responsibilities include but are not limited to:

• Providing intensive and targeted support to vulnerable children and young people.
• Using a strength-based approach to complete Early Help Assessments with children and their families
• Keeping effective records on electronic systems, which includes the recording of plans, assessments and associated general notes
• Supporting families/carers in developing practical parenting strategies which enhance positive parent/carer-child relations
• Attending regular supervision sessions with the Consultant Social Worker
• Providing evidence that work is progressing and that plans are improving outcomes for children and young people
• Visiting children, young people and families in their home environment to provide targeted support to improve outcomes  

Our offer to you:

• 35 hour working week with hybrid working model
• At least 31 days holiday  rising to 35 after 5 years service.- option to purchase further days
• Agile working  - A “Flexibility First” approach to Agile working where flexibility is the norm rather than the exception.
• Part of the Local Government Pension scheme  – option to join the AVC scheme
• Progression  - opportunities and training through a wide range of high quality learning
• Health and Wellbeing -  offer including Employee assistance programme
• Cycle to Work and Travel Pass Schemes 
• Drive Time  – a salary sacrifice car lease scheme
• Family friendly policies with enhanced leave   
• Discounted Gym Memberships 
• Employee Volunteering Scheme 

Click on this link to view our Recruitment video and what life is like working at Liverpool city council -   https://vimeo.com/942364338

Next steps:

Closing Date is:  Monday 23 rd September 2024  

If you would like to talk to a member of the team about the role or have an informal discussion, please contact  [email protected]  

Liverpool City Council is committed to fostering a workforce representative of the communities we serve. As an Equal Opportunities Employer, we believe in appointing candidates based on their skills, experience, qualifications, and abilities. To support this commitment, we guarantee an interview to candidates from under-represented groups who meet the minimum essential criteria for the role.   

If you require any reasonable adjustments in line with the Equality Act 2010, such as an application form in a different format or additional time to complete your application, please contact us at [email protected]  

Although we advertise on Jobs go public, and other websites, your application process will be directed to our Tribepad system. Please note that all communication regarding your application for this post will be sent to the email address that you have registered on Tribepad, including your invite to interview if you are shortlisted. Please check your emails regularly, including Spam/Junk, after the closing dates for notifications.  Please ensure you complete your full profile, work and education history in Tribepad.  

We reserve the right to close vacancies earlier than the specified date should we receive sufficient applications. If interested, please complete an application as early as possible

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• Salary £28770 - £33024
• Frequency Annual
• Job Reference liverpoolcitycouncil/TP/683/259
• Contract Type Permanent Full Time
• Closing Date 23 September, 2024
• Job Category Family Support Services
• Business Unit Children & Young Peoples Services
• Location City Wide, United Kingdom
• Posted on 09 September, 2024
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