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Table 4.2 (continued)SOURCE: MDRC calculations from CUNY Institutional Research Database (IRDB) data.NOTES: Rounding may cause slight discrepancies in sums and differences.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 cohort.aMeasures of cumulative credits earned exclude courses that are passed more than once.However, measures of cumulative credits earned in main sessions or intersessions do notexclude courses passed more than once.In terms of total (developmental and college-level) credits earned, ASAP had a positiveeffect on marginal credits earned during each of the first eight sessions (two years) of follow-up.In other words, during each session, program group students earned on average more creditsthan control group students. Cumulatively after three years, students offered ASAP earned 8.7more credits than their control group counterparts. 11 Program group members earned on average47.7 credits; control group members earned on average 39.0 credits. ASAP students earned onaverage 22 percent more credits than their control group counterparts. Most college courses areworth three or four credits. Thus students in ASAP completed on average around two to threemore courses than their control group counterparts.Linking these findings back to the enrollment results, around 28 percent of the estimatedimpact on cumulative total credits earned occurred during intersessions, highlighting theimportance of these often overlooked sessions.During the first two semesters of study, ASAP had large effects on progress in developmentalcoursework. (See developmental credit measures in Table 4.2). This finding mayreflect ASAP’s emphasis on taking developmental courses early, and ASAP’s requirement forstudents to see tutors for their developmental courses. Starting in the fourth semester, controlgroup students began to catch up with respect to developmental credit accumulation. Thisfinding is largely due to the fact that many ASAP students had completed their developmentalcoursework. Nonetheless, after three years, ASAP students earned 1.0 developmental creditmore than their control group counterparts.Moreover, after three years, 74 percent of program group members had completed theirdevelopmental education requirements, compared with 55 percent of control group members.11 A 95 percent confidence interval on this estimated effect spans the range of 4.8 to 12.5 total cumulativecredits earned. In terms of an effect size, the impact on cumulative credits earned is 0.29 in effect size units.58
59Total credits earned50.045.040.035.030.025.020.015.010.05.00.01.5***2.1***Evaluation of Accelerated Study in Associate Programs (ASAP) forDevelopmental Education StudentsProgram group3.5***Figure 4.2Three-Year Total Credits Earned at CUNY CollegesControl group4.3***Three-Year Impacts Report5.6***6.0***7.2***7.6***8.1*** 8.2***8.6*** 8.7***Main Inter Main Inter Main Inter Main Inter Main Inter Main InterSemester 1 Semester 2 Semester 3 Semester 4 Semester 5 Semester 6Year 1 Year 2 Year 3SOURCE: MDRC calculations from CUNY Institutional Research Database (IRDB) data.NOTES: A two-tailed t-test was applied to differences between research groups. Statistical significance levels are indicated as: *** = 1 percent;** = 5 percent; * = 10 percent.Estimates are adjusted by site and research cohort."Main" represents the main session for the semester. "Inter" represents the intersession for the semester.
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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
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 44 and 45: Evaluation of Accelerated Study in
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 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
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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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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