Working Poor Families with Children: Leaving Welfare Doesn't Necessarily Mean Leaving Poverty. Child Trends Research Brief.

Autor/in	Wertheimer, Richard
Institution	Child Trends, Inc., Washington, DC.
Titel	Working Poor Families with Children: Leaving Welfare Doesn't Necessarily Mean Leaving Poverty. Child Trends Research Brief.
Quelle	(2001), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Children; Economically Disadvantaged; Employed Parents; Family Characteristics; Low Income Groups; Poverty; Welfare Recipients; Working Poor + Suchen Sie Ihr Suchwort? Child; Kind; Kinder; Armut; Sozialhilfeempfänger; Sozialhilfeempfängerin
Abstract	One of a series planned by Child Trends to help inform the public debate surrounding the 2002 reauthorization of the Temporary Assistance for Needy Families (TANF) block grant, this brief updates a statistical snapshot of working poor families with children that Child Trends published 2 years ago. Findings presented in the brief include the following: (1) more poor children have parents who are working a substantial amount of time; (2) parental employment greatly reduces, but does not eliminate, poverty among children; (3) poor families not meeting the work standard are more likely to be headed by single parents or by parents who have not graduated from high school; (4) children in working poor families are less likely to have health insurance and receive public assistance; (5) working poor families are often doubly disadvantaged in their quest to escape poverty, being less likely to have two parents or to have a parent who has completed high school; and (6) home ownership and access to health care remain elusive goals for many working poor families. The brief considers implications of these data for public policy. (EV)
Anmerkungen	Child Trends, 4301 Connecticut Avenue, NW, Suite 100, Washington, DC 20008; Tel: 202-362-5580; Fax: 202-362-5533; Web Site: http://www.childtrends.org.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC