promising early effects of accelerated study in associate programs (asap) - 2013 strengthening...
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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
Daniela Boykin
Contact Information