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Evaluation of Accelerated Study in Associate Programs (ASAP) forDevelopmental Education StudentsAppendix Table A.1Selected Characteristics of Sample Members at BaselineThree-Year Impacts ReportOutcomeFullSampleMarital status (%)Married 6.1Unmarried 78.6Missing 15.3Lives with parents (%) 73.7Parents pay more than half of expenses (%) 41.0Missing 18.0Has one or more children (%) 15.3Currently employed (%) 31.3Among those currently employed, number of hours worked per week in current job (%)1-10 hours 8.111-20 hours 34.021-30 hours 31.731-40 hours 24.7More than 40 hours 1.5Highest grade completed (%)10th grade or lower 7.311th grade 7.812th grade a 75.9Missing 9.0Diplomas/degrees earned b (%)High school diploma 73.8General Educational Development (GED) certificate 20.8Occupational/technical certificate 5.6Other 1.7None 6.0(continued)97
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DOUBLINGGRADUATIONRATESThree-Year E
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The ASAP evaluation is supported by
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ContentsOverviewList of ExhibitsPre
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List of ExhibitsTableES.1 Key Diffe
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PrefaceCommunity colleges provide r
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ing students. Several ASAP staff wo
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• Financial supports: Students re
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Evaluation of Accelerated Study in
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ed. ASAP provides enhanced student
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public transportation. By the end o
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Chapter 1IntroductionPostsecondary
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lation and graduation rates of any
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The same may be said about the ASAP
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Finally, MDRC examined the costs of
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Random Assignment Process and the S
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CharacteristicEvaluation of Acceler
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tal courses, the characteristics of
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the program. Transcript data prior
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included the ASAP Assistant Directo
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Advisers discussed both full-time e
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participating in the program: conta
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Table 3.3 (continued)SOURCE: MDRC c
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survey respondents, 49 percent comp
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Other Student ServicesASAP offered
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equired to work with academic depar
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Service contrast: In general, non-A
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The average tuition waiver among pr
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Box 3.4Javier and the Value of the
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Page 72 and 73: 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 120 and 121: college, the results will shed ligh
Page 124 and 125: OutcomeAppendix Table A.1 (continue
Page 127: Appendix BMDRC Student Survey Docum
Page 130 and 131: the survey — these results provid
Page 136 and 137: deviations below the mean, indicati
Page 139: Appendix CAdditional Impact Tables
Page 142 and 143: Appendix Table C.1 (continued)SOURC
Page 144 and 145: Appendix Table C.2 (continued)Progr
Page 146 and 147: Appendix Table C.3 (continued)Progr
Page 152 and 153: Levin, Henry M., and Emma Garcia. 2
Page 154 and 155: EARLIER PUBLICATIONS ON CUNY’S AC
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