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OutcomeAppendix Table A.1 (continued)FullSampleDate of high school graduation/GED receipt (%)During the past year 49.4Between one and two years ago 13.3Between two and five years ago 13.1More than five years ago 13.2Has not earned a diploma/GED a 6.0Missing 5.0Highest degree student plans to attain (%)Associate's 2.8Bachelor's 31.4Master's 41.6Professional or doctorate 17.8Beyond an associate's, unspecified 6.4First person in family to attend college (%) 30.3Highest degree/diploma earned by mother (%)Not a high school graduate 19.5High school diploma or GED 21.8Some college, did not complete a degree 16.0College degree c 18.6Missing 24.1Language other than English spoken regularly in home (%) 44.7Sample size 896SOURCE: MDRC calculations using Baseline Information Form (BIF) data.NOTES: Estimates are adjusted by site and research cohort.Missing values are only included in variable distributions for characteristics with more than 5percent of the sample missing.Distributions may not add to 100 percent because of rounding.Characteristics shown in italic type are calculated for a proportion of the full sample.aThis number includes students who were enrolled in high school at study intake.bDistributions may not add to 100 percent because categories are not mutually exclusive.cA college degree includes associate's, bachelor's, master's, and doctorate degrees.98
Evaluation of Accelerated Study in Associate Programs (ASAP) forDevelopmental Education StudentsAppendix Table A.2Developmental Courses Needed at BaselineThree-Year Impacts ReportOutcome (%)FullSampleNumber of developmental courses neededNone 2.11 39.42 50.63 or more 7.9Subject of developmental needEnglish 16.8Math 53.3English and math 27.7Sample size 797SOURCE: MDRC calculations from CUNY Institutional Research Database (IRDB) data.NOTES: Students without pre-random assignment CUNY Assessment Test data in all subjectareas are excluded from this table.Rounding may cause slight discrepancies in sums and differences.Estimates are adjusted by site and cohort.99
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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 74 and 75: Looking to the Next ChapterOverall,
Page 76 and 77: Evaluation of Accelerated Study in
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
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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
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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
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Page 123: Evaluation of Accelerated Study in
Page 129 and 130: This appendix addresses two aspects
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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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