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October 17, 2017 Co-sponsored by MDRC

This presentation explores the history, core elements, and evaluation of CUNY's Accelerated Study in Associate Programs (ASAP) and discusses its expansion, costs, and potential replication.

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October 17, 2017 Co-sponsored by MDRC

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  1. Expanding a Successful Reform for Increasing Graduation Rates:The Continuing Story of CUNY’s Accelerated Study in Associate Programs (ASAP) October 17, 2017 Co-sponsored by MDRC @aypf_tweets #aypfevents

  2. Presenters #aypfevents Donna Linderman, University Associate Dean for Student Success Initiatives, CUNY Sue Scrivener, Senior Associate, MDRC LoukmanLamany, Bronx ASAP grad and Baruch College graduate

  3. Improving Student Retention and Graduation American Youth Policy Forum Washington DC October 17, 2014 CUNY Accelerated Study in Associate Programs (ASAP) Comprehensive Supports and Assessments #aypfevents

  4. barriers To Success • Students are poorly prepared • Education is often competing for their time • Colleges are large with many departments, majors and procedures “Minimize students’ uncertainty to increase engagement.” Former CUNY Chancellor Mathew Goldstein #aypfevents

  5. CUNY COMMUNITY COLLEGE STUDENTS Source: CUNY Office of Institutional Research 2014

  6. aSAP Theory of Action • Remove financial barriers to full-time study • Provide structured degree pathways and comprehensive, well-coordinated support services • Establish clear expectations for all students • Build community through early engagement and cohort model • Better engaged students who graduate in a timely manner • Goal: At least 50% of students will complete an associate degree within three years #aypfevents

  7. ASAP History 2007: • CUNY funded by Mayor’s Center for Economic Opportunity (CEO) for three-year pilot • ASAP launched with 1,132 fully skills proficient students* across six CUNY community colleges in the fall * 28% of fall 2007 ASAP students had some developmental needs when recruited that were addressed over summer. #aypfevents

  8. Asap history 2009: • Two-year graduation (cohort 1): 30% ASAP vs. 11% comparison group • ASAP begins to admit students with some developmental needs* 2010: • Three-year graduation (cohort 1): 55% ASAP vs. 24% comparison group • ASAP funding “baselined” to CUNY by CEO 2011/2012: • Three-year graduation (cohort 2): 56% ASAP vs. 23% comparison group • CUNY Chancellor announces ASAP expansion plans *One to two developmental course needs based on CUNY Assessment Test scores at time of application.

  9. ASAP Today Major expansion over past three years: • Fall 2012: 2,259 students • Fall 2013: 3,200 students • Fall 2014: 4,300 students of first-time full-time CUNY community college students #aypfevents

  10. ASAP Selection Criteria • Must be a New York City resident • Agree to study full-time in an ASAP-approved major • Continuing/transfer students: no morethan 15 credits and good academic standing • Have no more than two developmental course needs • Receive some need-based financial aid (Pell and/or TAP) #aypfevents

  11. ASAP Core elements • Financial Resources • Tuition waivers • Free use of textbooks • Monthly Metrocards • Structured Pathways • Consolidated full-time course schedules • First-year blocked courses • Immediate/continuous developmental course taking • Winter and summer courses • Comprehensive Supports • High-touch advisement • Embedded career development • Mandated tutoring for some students • ASAP Summer Institute • ASAP College Success Seminar #aypfevents

  12. ASAP Program Organization #aypfevents

  13. ASAP EVALUATION INTERNAL EVALUATION • Ongoing quasi-experimental analysis • Web-based data management system • Annual student surveys and focus groups • Data reviewed regularly to assess impact, measure movement towards goals, and constantly improve program practice EXTERNAL EVALUATION • Five-year random assignment study by MDRC • Cost-benefit study by the Center for Benefit-Cost Studies in Education (CBCSE), Teachers College, Columbia University led Dr. Henry Levin #aypfevents

  14. Source: CUNY Institutional Research Database

  15. Source: CUNY Office of Institutional Research and Assessment, CUNY ASAP participating colleges, and National Student Clearinghouse. October 9, 2014

  16. ASAP Cost-benefit study BY LEVIN and Garcia Cost Effectiveness Report (September 2012): • ASAP saves $6,500 per graduate vs. comparison group • Analysis suggests ASAP is a wise up-front investment Cost Benefits Report (May 2013): • Increased lifetime earnings and tax revenues and savings to public assistance, criminal justice, and public health • Total net benefit for 1,000 enrolled ASAP students=$46.5 million higher than for 1,000 comparison group students Source: Center for Benefit-Cost Studies in Education (CBCSE) #aypfevents

  17. ASAP Expansion, Costs and Replication • Expanded to 4,300 students in fall 2014 • Will expand to 13,000 students by 2016/17 • Costs* are Dropping: • Pre-expansion annual cost per student=$6,000 • FY15 annual cost per student =$3,900 • ASAP replication demonstration project in Ohio • In partnership with MDRC, Ohio Board of Regents, Great Lakes Higher Education Corporation, and three community colleges *ASAP costa are above usual CUNY community college FTE allocations. #aypfevents

  18. Evaluation of CUNY ASAP Sue ScrivenerSenior Associate #aypfevents

  19. Why Look at ASAP? • CUNY’s ASAP is comprehensive and long-lasting • Brings together many promising reforms • Provides services for three years • One of the most ambitious efforts in the country to boost graduation rates for community college students #aypfevents

  20. The Evaluation • MDRC studied the implementation and cost of ASAP, and its impacts on students’ academic outcomes over three years • Study took place at three of CUNY’s community colleges: Borough of Manhattan, Kingsborough, and LaGuardia #aypfevents

  21. Random Assignment Research Design #aypfevents

  22. Evaluation Target Group • Family income at or below 200% of federal poverty level or Pell-eligible • Needed one or two developmental courses • ASAP also serves college-ready students but they were not included in the MDRC study • Incoming freshman or continuing student with 12 or fewer credits and 2.0+ GPA • Willing to attend school full time #aypfevents

  23. Characteristics of Students at Start of the Evaluation • 900 students randomly assigned in 2010 • 62% women • Average age 21.5 • Racially diverse • 6% married, 15% had a child • 31% employed #aypfevents

  24. ASAP Provided Much More Intensive Student Supports Average reported meetings in first year with: Advisor Career services Tutoring #aypfevents

  25. ASAP Affected Course Enrollment • Most program group students took an ASAP seminar for three semesters • Most program group students took at least one additional course with a concentration of ASAP students #aypfevents

  26. ASAP’s Financial Benefits Were Well Implemented • Most students received monthly MetroCards, and text books • ASAP provided a tuition waiver to students who needed it • 3 – 11 percent of program group, depending on semester #aypfevents

  27. ASAP Increased Enrollment

  28. ASAP Increased Credit Accumulation

  29. ASAP Almost Doubled Graduation Rates • 40.1 percent of program group earned a degree after three years, compared with 21.8 percent of control group • Biggest increase in graduation – by far – MDRC has found • Program group also more likely to be enrolled in four-year school at end of study #aypfevents

  30. Conclusions and Lessons • Comprehensive, long-term program can substantially boost students’ success • Pairing a full-time requirement with an array of supports was central to improving and accelerating students’ progress • Monitoring students’ program participation and providing a meaningful benefit to those who participate can increase engagement #aypfevents

  31. Conclusions and Lessons • Developmental education students’ outcomes can be markedly improved without changing what happens in the classroom • Encouraging or requiring students to take developmental courses early can hasten and increase completion of those courses #aypfevents

  32. For Additional Information See www.mdrc.org for reports from the ASAP evaluation #aypfevents

  33. Student Perspective #aypfevents LoukmanLamany Bronx ASAP grad and Baruch College graduate

  34. Audience Questions #aypfevents Donna Linderman, University Associate Dean for Student Success Initiatives, CUNY Sue Scrivener, Senior Associate, MDRC LoukmanLamany, Bronx ASAP grad and Baruch College graduate

  35. Panel Discussants #aypfevents Amy Ellen Duke-Benfield, Senior Policy Analyst, Center for Law and Social Policy (CLASP) AjitaMenon, Senior Policy Advisor for Higher Education at the White House Domestic Policy Council Dr. Belinda Miles, Executive Vice President and Provost, Cuyahoga Community College Brett Visger, Associate Vice Chancellor, Institutional Collaboration & Completion, Ohio Board of Regents

  36. Audience Questions #aypfevents Amy Ellen Duke-Benfield, Senior Policy Analyst, Center for Law and Social Policy (CLASP) AjitaMenon, Senior Policy Advisor for Higher Education at the White House Domestic Policy Council Dr. Belinda Miles, Executive Vice President and Provost, Cuyahoga Community College Brett Visger, Associate Vice Chancellor, Institutional Collaboration & Completion, Ohio Board of Regents

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