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EARLIER PUBLICATIONS ON CUNY’S ACCELERATED STUDY INASSOCIATE PROGRAMS (ASAP)More Graduates: Two-Year Results from an Evaluation of Accelerated Study in AssociatePrograms (ASAP) for Developmental Education Students2013. Susan Scrivener and Michael J. WeissWhat Can a Multifaceted Program Do for Community College Students? Early Results froman Evaluation of Accelerated Study in Associate Programs (ASAP) for DevelopmentalEducation Students2012. Susan Scrivener, Michael J. Weiss, and Colleen Sommo____________________________NOTE: A complete publications list is available from MDRC and on its website (www.mdrc.org),from which copies of reports can also be downloaded.128
About MDRCMDRC is a nonprofit, nonpartisan social and education policy research organizationdedicated to learning what works to improve the well-being of low-income people.Through its research and the active communication of its findings, MDRC seeks toenhance the effectiveness of social and education policies and programs.Founded in 1974 and located in New York City and Oakland, California, MDRC isbest known for mounting rigorous, large-scale, real-world tests of new and existingpolicies and programs. Its projects are a mix of demonstrations (field tests ofpromising new program approaches) and evaluations of ongoing government andcommunity initiatives. MDRC’s staff bring an unusual combination of research andorganizational experience to their work, providing expertise on the latest in qualitativeand quantitative methods and on program design, development, implementation, andmanagement. MDRC seeks to learn not just whether a program is effective but alsohow and why the program’s effects occur. In addition, it tries to place each project’sfindings in the broader context of related research — in order to build knowledgeabout what works across the social and education policy fields. MDRC’s findings,lessons, and best practices are proactively shared with a broad audience in the policyand practitioner community as well as with the general public and the media.Over the years, MDRC has brought its unique approach to an ever-growing rangeof policy areas and target populations. Once known primarily for evaluationsof state welfare-to-work programs, today MDRC is also studying public schoolreforms, employment programs for ex-offenders and people with disabilities, andprograms to help low-income students succeed in college. MDRC’s projects areorganized into five areas:• Promoting Family Well-Being and Children’s Development• Improving Public Education• Raising Academic Achievement and Persistence in College• Supporting Low-Wage Workers and Communities• Overcoming Barriers to EmploymentWorking in almost every state, all of the nation’s largest cities, and Canada and theUnited Kingdom, MDRC conducts its projects in partnership with national, state, andlocal governments, public school systems, community organizations, and numerousprivate philanthropies.
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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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Looking to the Next ChapterOverall,
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52Enrollment rate (%)10090807060504
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ASAP consistently increased student
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(See Table 4.3 for more details.) A
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cohort (spring or fall). 16 A forma
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ASAP has had a dramatic effect on t
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$16,284 of additional investment in
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• Career and employment services
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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 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: Rutschow, Elizabeth Zachry, and Emi
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