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college, the results will shed light on the kinds of colleges and students that ASAP wouldbenefit most.Overall, MDRC’s evaluation found that CUNY developed and successfully implementeda program that generated large, meaningful changes for low-income students with developmentaleducation needs at three urban community colleges. With an investment in the rightcombination of enhanced services, requirements, and messages, community college studentscan succeed at far higher rates than usual. The ASAP model offers a promising strategy tomarkedly increase graduation rates and build human capital among disadvantaged populations.94
Appendix AAdditional Baseline Information
Page 1:
DOUBLINGGRADUATIONRATESThree-Year E
Page 4 and 5:
The ASAP evaluation is supported by
Page 7 and 8:
ContentsOverviewList of ExhibitsPre
Page 9 and 10:
List of ExhibitsTableES.1 Key Diffe
Page 11:
PrefaceCommunity colleges provide r
Page 14 and 15:
ing students. Several ASAP staff wo
Page 16 and 17:
• Financial supports: Students re
Page 18 and 19:
Evaluation of Accelerated Study in
Page 20 and 21:
Page 22 and 23:
ed. ASAP provides enhanced student
Page 24 and 25:
public transportation. By the end o
Page 27 and 28:
Chapter 1IntroductionPostsecondary
Page 29 and 30:
lation and graduation rates of any
Page 31 and 32:
The same may be said about the ASAP
Page 33:
Finally, MDRC examined the costs of
Page 36 and 37:
Random Assignment Process and the S
Page 38 and 39:
CharacteristicEvaluation of Acceler
Page 40 and 41:
tal courses, the characteristics of
Page 42 and 43:
the program. Transcript data prior
Page 44 and 45:
Page 46 and 47:
included the ASAP Assistant Directo
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Advisers discussed both full-time e
Page 50 and 51:
Page 52 and 53:
participating in the program: conta
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Table 3.3 (continued)SOURCE: MDRC c
Page 56 and 57:
survey respondents, 49 percent comp
Page 58 and 59:
Page 60 and 61:
Other Student ServicesASAP offered
Page 62 and 63:
equired to work with academic depar
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Service contrast: In general, non-A
Page 66 and 67:
The average tuition waiver among pr
Page 68 and 69:
Box 3.4Javier and the Value of the
Page 70 and 71: Evaluation of Accelerated Study in
Page 74 and 75: Looking to the Next ChapterOverall,
Page 78 and 79: 52Enrollment rate (%)10090807060504
Page 80 and 81: ASAP consistently increased student
Page 84 and 85: Table 4.2 (continued)SOURCE: MDRC c
Page 86 and 87: (See Table 4.3 for more details.) A
Page 90 and 91: cohort (spring or fall). 16 A forma
Page 96 and 97: ASAP has had a dramatic effect on t
Page 98 and 99: $16,284 of additional investment in
Page 102 and 103: • Career and employment services
Page 104 and 105: college, which is not the case. 8 F
Page 106 and 107: cost is equal to the average cost p
Page 110 and 111: program group is $13,423 (11.4 perc
Page 112 and 113: credits than control group students
Page 114 and 115: Students in CUNY’s focus groups a
Page 116 and 117: tion’s Finish Faster initiative,
Page 118 and 119: least 6 percent were married. 11 AS
Page 125: Evaluation of Accelerated Study in
Page 129 and 130: This appendix addresses two aspects
Page 133 and 134: and among survey respondents would
Page 135 and 136: 2. Creation of Survey ScalesThis se
Page 137: A scale is created as the unweighte
Page 151 and 152: ReferencesAdelman, Clifford. 2005.
Page 153 and 154: Rutschow, Elizabeth Zachry, and Emi
Page 155: About MDRCMDRC is a nonprofit, nonp
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