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ContentsOverviewList of ExhibitsPrefaceAcknowledgmentsExecutive SummaryiiiviiixxiES-1Chapter1 Introduction 1ASAP Context Within CUNY 3MDRC’s Evaluation of ASAP 6Summary of Findings 72 Sites, Evaluation Sample, and Data Sources 9Colleges in the Evaluation 9Random Assignment Process and the Sample Members 10Data Sources 143 How Was ASAP Implemented and How Does ASAP Comparewith Usual College Services? 17Summary of Findings 17ASAP Staffing, Administration, and Internal Evaluation 19Requirements and Messages 21Student Services 24Course Enrollment 34Financial Supports 38Experiences in College 45Looking to the Next Chapter 484 Effects on Educational Outcomes 49Summary of Findings 49Overall Program Effects on Academic Outcomes 51Subgroup Analyses 63Acceleration and Control Group Catch-Up 65v
Page 1: DOUBLINGGRADUATIONRATESThree-Year E
Page 4 and 5: The ASAP evaluation is supported by
Page 8 and 9: 5 Cost-Effectiveness of ASAP 71Summ
Page 10 and 11: A.1 Selected Characteristics of Sam
Page 13 and 14: AcknowledgmentsThe City University
Page 15 and 16: Executive SummaryCommunity colleges
Page 17 and 18: • ASAP was well implemented durin
Page 19 and 20: Evaluation of Accelerated Study in
Page 21 and 22: The effects described above represe
Page 23 and 24: • Requiring full-time enrollment
Page 25: While ASAP’s three-year effects a
Page 28 and 29: created by the City University of N
Page 30 and 31: problems before they drop out of sc
Page 32 and 33: MDRC’s Evaluation of ASAPCUNY con
Page 35 and 36: Chapter 2Sites, Evaluation Sample,
Page 37 and 38: the full package of ASAP services i
Page 39 and 40: Table 2.1 (continued)SOURCES: MDRC
Page 41 and 42: information on the operation of the
Page 43 and 44: Chapter 3How Was ASAP Implemented a
Page 45 and 46: individual component. Such a rich m
Page 47 and 48: emedies. CUNY Central also conducte
Page 49 and 50: Box 3.1How Advising and Intersessio
Page 51 and 52: Box 3.2How to Understand the Tables
Page 53 and 54: Evaluation of Accelerated Study in
Page 55 and 56: Box 3.3Michelle Takes Advantage of
Page 57 and 58:
focused on short-term goals, helpin
Page 59 and 60:
only 39 percent of control group su
Page 61 and 62:
are available on the proportion of
Page 63 and 64:
that they wanted, then selected all
Page 65 and 66:
available for ASAP advisers at that
Page 67 and 68:
Evaluation of Accelerated Study in
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Student FinancesASAP’s tuition wa
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Table 3.8 (continued)SOURCE: MDRC c
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As the first row of Table 3.9 shows
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Chapter 4Effects on Educational Out
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program. Moreover, 28 percent of th
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Box 4.1Timing of Academic Semesters
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This study found that ASAP’s comb
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Table 4.2 (continued)Program Contro
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59Total credits earned50.045.040.03
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Degree Receipt and Transfer to Four
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needed to graduate. Moreover, ASAP
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Page 93 and 94:
Page 95 and 96:
Page 97 and 98:
Chapter 5Cost-Effectiveness of ASAP
Page 99 and 100:
Box 5.1Key Cost TermsThe following
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Student services accounted for $2,9
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the three-year follow-up period, wh
Page 105 and 106:
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Cost-Effectiveness AnalysisA cost-e
Page 109 and 110:
Cost-effectiveness analyses only hi
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Chapter 6Implications of the Findin
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tunity and obligation appears to be
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Although the study did not isolate
Page 117 and 118:
and graduation rates, performance-b
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sustained focus on maintaining stro
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Appendix AAdditional Baseline Infor
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OutcomeAppendix Table A.1 (continue
Page 127:
Appendix BMDRC Student Survey Docum
Page 130 and 131:
the survey — these results provid
Page 132 and 133:
Page 134 and 135:
Page 136 and 137:
deviations below the mean, indicati
Page 139:
Appendix CAdditional Impact Tables
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Appendix Table C.1 (continued)SOURC
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Appendix Table C.2 (continued)Progr
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Appendix Table C.3 (continued)Progr
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Page 150 and 151:
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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