PROMISING EARLY EFFECTS OF ACCELERATED STUDY IN ASSOCIATE PROGRAMS (ASAP)

Strengthening Student Success San Francisco, California

October 9, 2013 Evan Weissman, MDRC Daniela Boykin, City University of New York

Session Outline
Context and importance of Accelerated Study in Associate Programs (ASAP) ASAPs history, goals, and model Early effects for students Whats next Q &A

Context
Only about 1/3 of community college students get a certificate or degree within 5 years Recent unprecedented national focus on the importance of increasing graduation rates for community college students Many reforms have been tried
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Past MDRC Research

Studied several reforms, including enhanced academic advising, student success courses, learning communities, performance-based scholarships In general, programs can improve academic outcomes, but effects typically modest and short-lived College completion rates remain stubbornly low and field still seeking reforms that can substantially help students
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Why Look at ASAP?

The City University of New Yorks (CUNYs) Accelerated Study in Associate Programs (ASAP) is multi-faceted and long-lasting
Brings together many promising reforms Provides services for three years

One of the most ambitious efforts in the country to boost graduation rates for atrisk community college students
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CUNY ASAP: Who We Are

CUNY Community College Students

In need of remediation

79%

Re-enroll after a year

66%

Graduate in 3 years
13%

Source: CUNY Office of Institutional Research 2011

Address barriers and streamline student experience

Students are poorly prepared Education is often competing for their time Colleges are large with many departments, majors and procedures Minimize students uncertainty to increase engagement.
Chancellor Mathew Goldstein 8

ASAP History
Goal: At least 50% of students will complete an Associates degree within three years 2007: CUNY funded by Mayors Center for Economic Opportunity (CEO) at $6.5 million annual budget for three years ASAP launched 1,132 fully skills proficient students* across six CUNY community colleges
*28% of fall 2007 ASAP students had some developmental needs when recruited and addressed over summer.

ASAP History
Fall 2009: ASAP begins to admit students with developmental needs Spring 2010: ASAP exceeds 3-year graduation goal with fall 2007 cohort ASAP funding now a permanent allocation to CUNY Fall 2011: Fall 2009 cohort 2-year graduation rate four times higher than comparison group CUNY Chancellor announces plans to expand ASAP

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ASAP Today
Recruited 1,800+ new students in fall 2013

Serve 3,200+ students across 6 campuses

Expanding to 4,000+ students by fall 2014

In 2014, ASAP will serve

20%

of first-time full-time degree seeking students

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Play Video Here

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ASAP STAFFING COLLEGE STRUCTURE

Central Office
ASAP Bronx Community College

College Programs
Under Vice President for Academic Affairs:
ASAP BMCC

ASAP Queensborough

College Director 3-6 Advisors Career Employment Specialist

ASAP Central
ASAP LaGuardia ASAP Hostos ASAP Kingsborough

Administrative support

Tutors

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ASAP PROGRAM ELEMENTS

1. Remove financial barriers to full time study
Tuition waivers Free use of textbooks Free Monthly Metrocards

2. Build relationships early and create a connected

community
Dedicated full-time staff Summer engagement Intentional mandatory advisement ASAP Seminar
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ASAP PROGRAM ELEMENTS

3. Help students gain and maintain academic momentum through structured pathways
Consolidated full-time course schedules Limited number of majors Cohort design by major Blocked classes in first year Immediate and continuous enrollment in developmental courses Winter and summer courses

4. Provide comprehensive and relevant support services

Tutoring Career development

5. Rigorous evaluation and use data

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MDRCs ASAP Evaluation

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The Evaluation
MDRC is studying the implementation of ASAP and its impacts on students academic outcomes Study is taking place at three of CUNYs six community colleges: Kingsborough, Borough of Manhattan, and LaGuardia Study began in 2009 and will continue through 2014
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Random Assignment Research Design

Target

Targeted population invited to participate in study

Consent & Data

Participants give consent Baseline data collected

Random Assignment

Program group Students can enroll in ASAP Control group Students can receive standard college services

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Students in the Study

Low-income students who needed one or two developmental courses and were willing to attend school full time About 900 students randomly assigned in 2010
Almost 2/3 women Most relatively young Racially diverse
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Early impacts are very promising

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Increased Full-Time Enrollment in First Semester

100
96.4 2.5* 94.0 95.8 10.6***

80

85.2

Enrollment (% )

60 40

20
0 Enrolled Program group
*p

Enrolled Full-time Control group

***p

.10

.01

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Increased Average Credits Earned in First Semester

Program group 11.4 8.5 2.9 Control group Difference 9.3 2.1*** 7.6 0.9*** 1.7 1.1***

Total credits earned College-level Developmental

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Helped Students Complete Developmental Courses in First Semester

Completed developmental requirements (%)
100

80

60

40

46.6 31.9

14.7***

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Program group
***p

Control group 23

.01

Increased Enrollment in Second Semester

100 80 Enrollment (%) 60 40 20 0 Enrolled Program group
***p

90.3 80.4

9.8***
80.5

20.6***
59.8

Enrolled Full-time Control group

.01

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Comparing Impacts on Credits Earned in First Semester Across Studies

2.5 2.0

Estimated Impact

1.5 1.0 0.5 0.0

Impacts on credits earned in MDRC's higher education experimental evaluations

ASAP 25

Conclusions and Whats Next

Early findings very promising Too early to speculate about longer-term outcomes like graduation Future reports will present two- and three-year impacts, including graduation rates, and full implementation story

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ASAP Scaling & Expansion

Core program elements recommended for consideration across CUNY to improve retention, movement through developmental education, and graduation:
structured degree pathways immediate and continuous developmental course taking mandatory advisement

Citywide outreach & marketing campaign Partnerships with CBOs and high schools Additional funding to be raised by CUNY Academic Affairs

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Questions and Discussion

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Contact Information
Evan Weissman evan.weissman@mdrc.org Daniela Boykin daniela.boykin@mail.cuny.edu

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