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Evaluation of Accelerated Study in Associate Programs (ASAP) forDevelopmental Education StudentsTable 3.8Students' First-Year Experiences: Student FinancesThree-Year Impacts ReportSample Program ControlOutcome Size Group Group Difference P-ValueFunding sources for college (%)ASAP financial resources 730 83.0 8.2 74.8 *** 0.0000External financial aid a 730 90.4 87.3 3.2 0.1766Student loans b 730 5.8 9.7 -3.8 * 0.0528Parents, relatives, partners, or friends 730 17.0 28.3 -11.4 *** 0.0002Employment 730 19.9 24.1 -4.2 0.1674Credit cards 730 5.0 5.7 -0.7 0.6878Personal savings 730 15.4 17.6 -2.2 0.4351Other 730 0.8 0.9 -0.1 0.9275Chose not to register for college full timebecause could not afford to (%) 718 5.7 20.8 -15.2 *** 0.0000Often or very often didn't buy textbooksbecause of the cost (%) 727 11.1 23.1 -12.0 *** 0.0000Missed class often or very often becauseneeded to work (%) 727 5.8 5.4 0.4 0.8152Missed class often or very often becausecouldn't pay for transportation (%) 729 3.7 5.7 -2.0 0.2130Had few or no concerns about ability to payfor college (%) 714 49.4 36.1 13.4 *** 0.0003Had a job (%)First semester 716 48.8 53.7 -4.9 0.1931Second semester 714 49.9 53.1 -3.2 0.3950Among those who worked,average hours worked per weekFirst semester 359 27.0 28.2Second semester 364 25.4 28.5Among those who enrolled, average hours perweek spent preparing for classFirst semester 685 13.1 13.8Second semester 595 13.9 13.7Survey sample size 742 384 358(continued)44
Table 3.8 (continued)SOURCE: MDRC calculations from the MDRC student survey.NOTES: Rounding may cause slight discrepancies in sums and differences.A two-tailed t-test was applied to differences between research groups. Statistical significance levelsare indicated as: *** = 1 percent; ** = 5 percent; * = 10 percent.Estimates are adjusted by site and cohort.Italic type indicates nonexperimental data. Significance tests are not calculated for nonexperimentaldata.aThis category includes federal Pell Grants, New York State Tuition Program, Discovery financialresources, educational grants, and private grants.bThis category includes Perkins Loans, Federal Direct Loans, and private bank loans.The proportion of program group and control group students who reported working inthe first and second semesters was similar — roughly half of each group — and, among thosewho worked, the average number of hours worked was similar for the two groups. The proportionof students in the program group and control group who said they missed class often orvery often because they needed to work was also similar. Although it seems ASAP’s financialbenefits would reduce students’ need to work and reduce their likelihood of missing classbecause of work, the survey responses suggest otherwise for the evaluation sample. It may bethat because the students in the evaluation sample had relatively low incomes, some students inboth research groups needed to work to support themselves and their families.Overall, the MDRC student survey revealed some notable differences between the tworesearch groups on financial issues. Important, ASAP altered how students financed theireducation and reduced the likelihood students chose not to register full time or buy textbooksbecause of the cost. The results suggest that ASAP’s financial resources made a big differencefor students. In CUNY’s periodic student surveys and focus groups, as well in the MDRCstudent survey, students said that the program’s financial resources were one of the most helpfulprogram components. 12Experiences in CollegeAs this chapter has explained, ASAP differed from the usual college services in many ways.Each previous section examined a particular component of the program. This section examinessome aspects of students’ overall experiences in college.12 Linderman and Kolenovic (2012).45
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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
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
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Page 42 and 43: the program. Transcript data prior
Page 46 and 47: included the ASAP Assistant Directo
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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 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
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Page 114 and 115: Students in CUNY’s focus groups a
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Page 118 and 119: 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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