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5 Cost-Effectiveness of ASAP 71Summary of Findings 71Methodology 72Direct Cost 72Base Cost 77Indirect Cost 78Net Cost 80Cost-Effectiveness Analysis 81Conclusion 836 Implications of the Findings and the Future of ASAP 85Speculation on Why ASAP Worked and Lessons for Other Colleges 85Implications of the Findings 89What’s Next? 92AppendixA Additional Baseline Information 95B MDRC Student Survey Documentation and Analyses 101C Additional Impact Tables 113References 125Earlier Publications on CUNY’s Accelerated Study inAssociate Programs (ASAP) 128vi
List of ExhibitsTableES.1 Key Differences Between ASAP and Usual College Services ES-4ES.2Three-Year Summary of Credits Earned, Degrees Earned, and Enrollment in aFour-Year CollegeES-62.1 Selected Characteristics of MDRC ASAP Evaluation Sample Compared withthe College Population 123.1 Key Differences between ASAP and Usual College Services 183.2 Students’ First-Year Experiences: Messages Received 243.3 Students’ First-Year Experiences: Advising 273.4 Students’ First-Year Experiences: Career Services 323.5 Students’ First-Year Experiences: Tutoring 333.6 Three-Year Tuition Waiver Receipt Among ASAP Students 393.7 Students’ First-Year Experiences: Financial Supports 413.8 Students’ First-Year Experiences: Student Finances 443.9 Students’ First-Year Experiences: Engagement in College 464.1 Three-Year Summary Table 504.2 Three-Year Credits Earned 564.3 Three-Year Completion of Developmental Requirements 604.4 Three-Year Degree and Transfer to Any Four-Year College 624.5 Total Credits Earned After Three Years: Variation in Effects by StudentCharacteristics 654.6 Degrees Earned at Any College After Three Years: Variation in Effects byStudent Characteristics 674.7 Status at Three Years 695.1 Direct Cost of ASAP per Sample Member 745.2 Net Cost of Education per Sample Member 795.3 Cost-Effectiveness Values 82vii
Page 1: DOUBLINGGRADUATIONRATESThree-Year E
Page 4 and 5: The ASAP evaluation is supported by
Page 7: ContentsOverviewList of ExhibitsPre
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 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
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Evaluation of Accelerated Study in
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Other Student ServicesASAP offered
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equired to work with academic depar
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Service contrast: In general, non-A
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The average tuition waiver among pr
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Box 3.4Javier and the Value of the
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Looking to the Next ChapterOverall,
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52Enrollment rate (%)10090807060504
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ASAP consistently increased student
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Table 4.2 (continued)SOURCE: MDRC c
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(See Table 4.3 for more details.) A
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cohort (spring or fall). 16 A forma
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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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• 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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