Promising Early Effects of Accelerated study In Associate programs (ASAP) - 2013 Strengthening...

8/13/2019 Promising Early Effects of Accelerated study In Associate programs (ASAP) - 2013 Strengthening Student Success Conference

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Strengthening Student SuccessSan Francisco, California

October 9, 2013

Evan Weissman, MDRCDaniela Boykin, City University of New York

PROMISING EARLY EFFECTS OF

ACCELERATED STUDY INASSOCIATE PROGRAMS (ASAP)


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Session Outline

Context and importance of AcceleratedStudy in Associate Programs (ASAP)

ASAPs history, goals, and model

Early effects for students

Whats next

Q & A


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Context

Only about 1/3 of community collegestudents get a certificate or degree within5 years

Recent unprecedented national focus onthe importance of increasing graduationrates for community college students

Many reforms have been tried


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Past MDRC Research

Studied several reforms, including enhancedacademic advising, student success courses,learning communities, performance-based

scholarships In general, programs can improve academic

outcomes, but effects typically modest andshort-lived

College completion rates remain stubbornlylow and field still seeking reforms that cansubstantially help students


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Why Look at ASAP?

The City University of New Yorks(CUNYs) Accelerated Study in AssociatePrograms (ASAP) is multi-faceted and

long-lasting Brings together many promising reforms

Provides services for three years

One of the most ambitious efforts in thecountry to boost graduation rates for at-risk community college students


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CUNY ASAP:

Who We Are


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CUNY Community College Students

79%

In need of remediation

66%

Re-enroll after a year

13%

Graduatein 3 years

Source: CUNY Office of Institutional Research 2011


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Address barriers and streamline

student experience

Students are poorlyprepared

Education is oftencompeting for their

time

Colleges are largewith manydepartments,

majors andprocedures

Minimize students uncertainty to increase engagement.Chancellor Mathew Goldstein


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ASAP History

Goal: At least 50% of students will

complete an Associates degreewithin three years

2007: CUNY funded by Mayors

Center for Economic

Opportunity (CEO) at $6.5million annual budget for threeyears

ASAP launched 1,132 fully skillsproficient students* across six

CUNY community colleges

*28% of fall 2007 ASAP students had some developmental needs when recruited andaddressed over summer.


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ASAP History Fall 2009:

ASAP begins to admit studentswith developmental needs

Spring 2010:

ASAPexceeds 3-year graduationgoal with fall 2007 cohort

ASAP funding now a permanentallocation to CUNY

Fall 2011:

Fall 2009 cohort 2-yeargraduation rate four times higherthan comparison group

CUNY Chancellor announcesplans to expand ASAP


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ASAP Today

Recruited 1,800+ new

students in fall 2013

Serve 3,200+ studentsacross 6 campuses

Expanding to 4,000+students by fall 2014

20%

In 2014, ASAP will serve

of first-time full-time degree seeking students


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Play Video Here


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ASAP STAFFING COLLEGE

STRUCTURE

ASAP

Central

ASAP Bronx

Community

College

ASAP BMCC

ASAP Hostos

ASAP

Kingsborough

ASAP LaGuardia

ASAP

Queensborough

Under Vice President for AcademicAffairs:

College Director

3-6 Advisors

Career EmploymentSpecialist

Administrative support

Tutors

Central Office College Programs


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ASAP PROGRAM ELEMENTS

1. Remove financial barriers to full time study Tuition waivers

Free use of textbooks

Free Monthly Metrocards

2. Build relationships early and create a connectedcommunity

Dedicated full-time staff

Summer engagement

Intentional mandatory advisement

ASAP Seminar


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3. Help students gain and maintain academic momentumthrough structured pathways Consolidated full-time course schedules Limited number of majors Cohort design by major

Blocked classes in first year Immediate and continuous enrollment in developmentalcourses

Winter and summer courses

4. Provide comprehensive and relevant support services Tutoring Career development

5. Rigorous evaluation and use data

ASAP PROGRAM ELEMENTS


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MDRCs ASAP

Evaluation


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The Evaluation

MDRC is studying the implementation ofASAP and its impacts on studentsacademic outcomes

Study is taking place at three of CUNYssix community colleges: Kingsborough,Borough of Manhattan, and LaGuardia

Study began in 2009 and will continuethrough 2014


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Random Assignment Research

Design

Target

Targeted population invited to participate in

study

Consent &

Data

Participants give consent

Baseline data collected

Random

Assignment

Program groupStudents can enroll in ASAP

Control groupStudents can receive standard

college services


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Students in the Study

Low-income students who needed one ortwo developmental courses and werewilling to attend school full time

About 900 students randomly assigned in2010

Almost 2/3 women

Most relatively young

Racially diverse


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Early impacts are verypromising


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Increased Full-Time Enrollment in

First Semester

*p .10 ***p .01

2.5*

10.6***96.4 95.894.085.2

020406080

100

Enrolled Enrolled Full-timeProgram group Control group

Enrollmen

t(%)


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Increased Average Credits

Earned in First Semester

Program

group

Control

group Difference

Total credits earned

College-level

Developmental

11.4

8.5

2.9

9.3

7.6

1.7

2.1***

0.9***

1.1***


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Helped Students CompleteDevelopmental Courses in First Semester

14.7***

***p .01

46.6

0

20

40

60

80

100

Comple

teddevelopmentalrequirements(%)

Program group Control group

31.9


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Increased Enrollment in SecondSemester

9.8***

20.6***

***p .01

90.380.580.4

59.8

020406080

100

Enrolled Enrolled Full-time

Enrollment(%)

Program group Control group


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Comparing Impacts on CreditsEarned in First Semester Across Studies

0.0

0.51.01.52.02.5

ASAP

EstimatedIm

pact

Impacts on credits earned in MDRC's higher education

experimental evaluations


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Conclusions and Whats Next

Early findings very promising

Too early to speculate about longer-termoutcomes like graduation

Future reports will present two- andthree-year impacts, including graduationrates, and full implementation story


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ASAP Scaling & Expansion

Core program elements recommended for considerationacross CUNY to improve retention, movement throughdevelopmental education, and graduation: structured degree pathways

immediate and continuous developmental course taking

mandatory advisement

Citywide outreach & marketing campaign

Partnerships with CBOs and high schools

Additional funding to be raised by CUNY Academic Affairs


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Questions

andDiscussion


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Evan Weissman

[email protected]

Daniela Boykin

[email protected]

Contact Information

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