1dOprzL

Recommendations

Info

Evaluation of Accelerated Study in Associate Programs (ASAP) forDevelopmental Education StudentsTable ES.1Key Differences Between ASAP and Usual College ServicesThree-Year Impacts ReportASAP• Full-time enrollment: Required• Taking developmental courses early:Encouraged consistently and strongly• Graduating within three years: Encouragedconsistently and strongly• Advising: Student-to-adviser ratio between60:1 and 80:1; 95 percent of students met withan adviser during first year and students metwith an adviser an average of 38 times inthat period• Career services: 80 percent of students metwith career and employment services staffduring first year and students met with suchstaff an average of 9 times in that period• Tutoring: 74 percent of students receivedtutoring outside of class during first year andstudents met with a tutor an average of 24times in that period• Blocked or linked courses: Available for firstyear; few students took complete block ofcourses, but most students took at least 1 classwith a concentration of ASAP students• ASAP seminar: Most students took an ASAPseminar for 3 semesters• Tuition waiver: 3-11 percent of studentsreceived waiver, depending on semester• Free MetroCards: Most students received freeMetroCards for use on public transportation,contingent on participation in the program• Free use of textbooks: Most or all studentsreceived textbooksRequirements and MessagesStudent ServicesCourse EnrollmentFinancial SupportsSOURCE: MDRC field research data and MDRC student survey.Usual College Services• Full-time enrollment: Not required• Taking developmental courses early:Encouraged often but not strongly• Graduating within three years: Not typicallyencouraged• Advising: Student-to-adviser ratio between600:1 and 1,500:1; 80 percent of students metwith an adviser during first year and studentsmet with an adviser an average of 6 times inthat period• Career services: 29 percent of students metwith career and employment services staff duringfirst year and students met with such staffan average of 2 times in that period• Tutoring: 39 percent of students receivedtutoring outside of class during first year andstudents met with a tutor an average of 7 timesin that period• Blocked or linked courses: Available at 2colleges during first semester; participation inblocked or linked courses unknown• Support seminars: Some students took afreshman seminar or student success courseduring first year• Tuition waiver: Not available• Free MetroCards: Not available• Free use of textbooks: Not availableES-4
Evaluation of Accelerated Study in Associate Programs (ASAP) forDevelopmental Education StudentsFigure ES.1Three-Year Enrollment at CUNY CollegesEnrollment rate (%)1009080706050403020100* ***Program group*****Control group**************Main Inter Main Inter Main Inter Main Inter Main Inter Main InterSem 1 Sem 2 Sem 3 Sem 4 Sem 5 Sem 6Year 1 Year 2 Year 3SOURCE: MDRC calculations from CUNY Institutional Research Database data.NOTES: A two-tailed t-test was applied to differences between research groups. Statisticalsignificance levels are indicated as: *** = 1 percent; ** = 5 percent; * = 10 percent.Estimates are adjusted by site and research cohort.Enrollment is based on courses in which students are still enrolled as of the end of the add/dropperiod."Main" represents the main session for the semester. "Inter" represents the intersession for thesemester.the figure shows the semesters’ main sessions and intersessions separately. ASAP increased theproportion of students who enrolled in college during most sessions of the follow-up period.The effects are especially large during the intersessions. For example, during the intersession ofthe second semester, 54 percent of the program group enrolled, compared with only 29 percentof the control group. Because control group students enrolled at relatively low rates duringintersessions, they left much room for improvement, and ASAP advisers encouraged students totake classes during intersessions to achieve full-time status and to continue accumulatingcredits. Not shown in the figure, ASAP increased full-time enrollment throughout the follow-upperiod. ASAP also substantially increased the average number of credits students earned. AsTable ES.2 shows, program group members earned an average of approximately 48 credits overthree years, about 9 credits more than their control group counterparts.ES-5
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 20 and 21: Evaluation of Accelerated Study in
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 46 and 47: included the ASAP Assistant Directo
Page 48 and 49: Advisers discussed both full-time e
Page 52 and 53: participating in the program: conta
Page 54 and 55: Table 3.3 (continued)SOURCE: MDRC c
Page 56 and 57: survey respondents, 49 percent comp
Page 60 and 61: Other Student ServicesASAP offered
Page 62 and 63: equired to work with academic depar
Page 64 and 65: 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 72 and 73:
Page 74 and 75:
Looking to the Next ChapterOverall,
Page 76 and 77:
Page 78 and 79:
52Enrollment rate (%)10090807060504
Page 80 and 81:
ASAP consistently increased student
Page 82 and 83:
Page 84 and 85:
Table 4.2 (continued)SOURCE: MDRC c
Page 86 and 87:
(See Table 4.3 for more details.) A
Page 88 and 89:
Page 90 and 91:
cohort (spring or fall). 16 A forma
Page 92 and 93:
Page 94 and 95:
Page 96 and 97:
ASAP has had a dramatic effect on t
Page 98 and 99:
$16,284 of additional investment in
Page 100 and 101:
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 108 and 109:
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 123 and 124:
Page 125:
Page 129 and 130:
This appendix addresses two aspects
Page 131 and 132:
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 141 and 142:
Page 143 and 144:
Page 145 and 146:
Page 147 and 148:
Page 149 and 150:
Page 151 and 152:
ReferencesAdelman, Clifford. 2005.
Page 153 and 154:
Rutschow, Elizabeth Zachry, and Emi
Page 155:
About MDRCMDRC is a nonprofit, nonp
show all

1dOprzL

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?