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the program. Transcript data prior to random assignment are used in oneanalysis in Chapter 4.• Student records from the National Student Clearinghouse (NSC): TheNSC, a nonprofit organization, collects and distributes enrollment, degree,and certificate data from more than 3,500 colleges that combined enroll morethan 98 percent of the nation’s college students. 11 NSC data are available forthree years for all sample members. The data are used in Chapter 4 to examineenrollment and degree receipt at non-CUNY colleges and in Chapter 5 toexamine cost-effectiveness.• Cost data: The CUNY Central ASAP office provided expenditure data forthe three colleges that were part of the study. To help estimate control groupcosts, MDRC obtained operating budgets and annual credit hours attemptedfor the colleges from the Integrated Postsecondary Education Data System(IPEDS). IPEDS is a system of interrelated surveys conducted annually bythe U.S. Department of Education’s National Center for Education Statisticsthat gathers information from every college, university, and technical andvocational institution participating in federal student financial aid programs.11 See the National Student Clearinghouse’s website (www.studentclearinghouse.org/about).16
Chapter 3How Was ASAP Implemented and How DoesASAP Compare with Usual College Services?Whereas Chapter 1 presents the ASAP model as it was designed or intended, this chapterexplains how ASAP was implemented over the three-year study period (or follow-up period) atthe three City University of New York (CUNY) colleges that participated in the evaluation:Borough of Manhattan Community College, Kingsborough Community College, and LaGuardiaCommunity College. The follow-up period was spring 2010 through summer 2013. Recallthat students in ASAP can receive program services for up to three years. 1 Although theprogram for the most part was implemented similarly at the three colleges, this chapter highlightsnotable differences. The chapter also describes the key differences between the experiencesof the program group and control group students — the service contrast — that is at theheart of the study’s random assignment design. These differing experiences are what caused theeffects on academic outcomes described in Chapter 4.The chapter is divided into several sections. In the sections that cover the program andcontrol environment, ASAP is presented first, followed by the services available to the controlgroup and the service contrast. The findings in this chapter are based on a few key data sources:MDRC field research, analysis from CUNY on program group members’ participation in keyASAP activities and tuition waiver receipt, and a survey of program group and control groupstudents about one year after they entered the study. See Chapter 2 for more details on the datasources.Summary of FindingsASAP was implemented largely as designed, with some variation by college, as is allowed forin the program model. The program provided students with a wide array of services over athree-year period, and effectively communicated various requirements and other messages.Overall, the difference between ASAP and the usual services at the colleges was substantial.Table 3.1 describes the key differences.Although Table 3.1 and most of this chapter discuss ASAP component by component,ASAP is really a package of services and supports. The research can neither determine theinteractive or complementary effects of the components, nor disentangle the effects of each1 For the most part, this chapter uses past tense to describe program implementation, although much ofwhat is discussed may be true of the current program. The program model is discussed in the present tense.17
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 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 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 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
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Table 4.5 (continued)SOURCE: MDRC c
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Table 4.6 (continued)SOURCE: MDRC c
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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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Evaluation of Accelerated Study in
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• Career and employment services
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college, which is not the case. 8 F
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cost is equal to the average cost p
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program group is $13,423 (11.4 perc
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credits than control group students
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Students in CUNY’s focus groups a
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tion’s Finish Faster initiative,
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least 6 percent were married. 11 AS
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college, the results will shed ligh
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This appendix addresses two aspects
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and among survey respondents would
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2. Creation of Survey ScalesThis se
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A scale is created as the unweighte
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ReferencesAdelman, Clifford. 2005.
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Rutschow, Elizabeth Zachry, and Emi
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About MDRCMDRC is a nonprofit, nonp
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