replicating success: cuny’s accelerated study in associate programs (asap) @aypf_tweets
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Replicating Success: CUNY’s Accelerated Study
In Associate Programs (ASAP)
@aypf_tweets
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Presenters
Susan Scrivener, Senior Associate, MDRC
Brett Visger, Associate Vice Chancellor, Institutional Collaboration & Completion, Ohio Board of Regents
Donna Linderman, University Dean for Student Success Initiatives, Office of Academic Affairs, City University of New York
Comprehensive Supports to Improve Graduation Rates:CUNY Accelerated Study in Associate Programs (ASAP)
Donna LindermanUniversity Dean for Student Success Initiatives and ASAP Executive Director
CUNY Office of Academic Affairs
American Youth Policy Forum WebinarMarch 19, 2015
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 a cohort model
More fully engaged students who graduate in a timely manner
Goal: At least 50% of students earn an associate degree within three years
ASAP INCEPTION
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.
Fall 2007 Fall 2008 Fall 2009 Fall 2010 Fall 2011 Fall 2012 Fall 2013 Fall 20140
500
1,000
1,500
2,000
2,500
3,000
3,500
4,000
4,500
1,132 909
795
1,250 1,286
2,204
3,205
4,238
ASAP Total Enrollment by SemesterFall 2007 to Fall 2014
Fall 2009: Began to ad-mit dev edu students
Fall 2011: Funding ‘baselined’ by CEO
Fall 2012: First expansion begins
0%
10%
20%
30%
40%
50%
60%
All Dev EduNeed
FullyProficient
All Dev EduNeed
FullyProficient
All Dev EduNeed
FullyProficient
2-Year Graduates(ASAP N=4,547; Comp N=19,087)
2.5-Year Graduates(ASAP N=2,985; Comp N=15,042)
3-Year Graduates(ASAP N=2,985; Comp N=15,042)
26.1%
19.0%
37.9%
40.8%
35.7%
50.6%51.9%
48.0%
58.7%
9.0%6.5%
13.2%14.8%
12.6%
19.8%
22.2%
20.0%
27.4%
Average Graduation Rates of ASAP and Comparison Group Students: Fall 2007-Fall 2012 Cohorts1
ASAP Comparison Group
1Students who have officially graduated throughsummer 2014. The 2.5 -year and 3-year rates Include fall 2007, fall 2009, spring 2010, fall 2010, and fall 2011 ASAP cohorts and their comparison groups. The 2-year rates also include the fall 2012 ASAP cohort and comparison group. Overall graduation ratesare calculated by averaging the individual cohort graduation rates. Developmental education need or skills proficiency is based on status at time of entry.Source: CUNY Officeof Institutional Research and Assessment, CUNY ASAP participating colleges, and National Student Clearinghouse. October 9, 2014
0%
10%
20%
30%
40%
50%
60%
All Dev EduNeed
FullyProficient
All Dev EduNeed
FullyProficient
All Dev EduNeed
FullyProficient
2-Year Graduates(ASAP N=4,547; Comp N=19,087)
2.5-Year Graduates(ASAP N=2,985; Comp N=15,042)
3-Year Graduates(ASAP N=2,985; Comp N=15,042)
26.1%
19.0%
37.9%
40.8%
35.7%
50.6%51.9%
48.0%
58.7%
9.0%6.5%
13.2%14.8%
12.6%
19.8%
22.2%
20.0%
27.4%
Average Graduation Rates of ASAP and Comparison Group Students: Fall 2007-Fall 2012 Cohorts1
ASAP Comparison Group
1Students who have officially graduated throughsummer 2014. The 2.5 -year and 3-year rates Include fall 2007, fall 2009, spring 2010, fall 2010, and fall 2011 ASAP cohorts and their comparison groups. The 2-year rates also include the fall 2012 ASAP cohort and comparison group. Overall graduation ratesare calculated by averaging the individual cohort graduation rates. Developmental education need or skills proficiency is based on status at time of entry.Source: CUNY Officeof Institutional Research and Assessment, CUNY ASAP participating colleges, and National Student Clearinghouse. October 9, 2014
0%
10%
20%
30%
40%
50%
60%
All Dev EduNeed
FullyProficient
All Dev EduNeed
FullyProficient
All Dev EduNeed
FullyProficient
2-Year Graduates(ASAP N=4,547; Comp N=19,087)
2.5-Year Graduates(ASAP N=2,985; Comp N=15,042)
3-Year Graduates(ASAP N=2,985; Comp N=15,042)
26.1%
19.0%
37.9%
40.8%
35.7%
50.6%51.9%
48.0%
58.7%
9.0%6.5%
13.2%14.8%
12.6%
19.8%
22.2%
20.0%
27.4%
Average Graduation Rates of ASAP and Comparison Group Students: Fall 2007-Fall 2012 Cohorts1
ASAP Comparison Group
1Students who have officially graduated throughsummer 2014. The 2.5 -year and 3-year rates Include fall 2007, fall 2009, spring 2010, fall 2010, and fall 2011 ASAP cohorts and their comparison groups. The 2-year rates also include the fall 2012 ASAP cohort and comparison group. Overall graduation ratesare calculated by averaging the individual cohort graduation rates. Developmental education need or skills proficiency is based on status at time of entry.Source: CUNY Officeof Institutional Research and Assessment, CUNY ASAP participating colleges, and National Student Clearinghouse. October 9, 2014
All All2-Year Graduates
(ASAP N=4,547; Comp N=19,087)3-Year Graduates
(ASAP N=2,985; Comp N=15,042)
0%
10%
20%
30%
40%
50%
60%
26.1%
51.9%
9.0%
22.2%
Average Graduation Rates of ASAP and CUNY-Constructed Compar-ison Group Students:
Fall 2007-Fall 2012 Cohorts
ASAP Comparison Group
Source: CUNY Office of Institutional Research and Assessment, CUNY ASAP participating colleges, and National Student Clearinghouse.
ASAP SELECTION CRITERIA
Must be City resident and/or eligible for in-state tuition
Agree to study full-time in an ASAP-approved major
Most majors other than nursing and allied health are offered
Continuing/transfer students: less than 15 credits and in good academic standing
Be fully skills proficient or have no more than two developmental course needs at application
Receive some need-based financial aid (Pell and/or TAP)
Summary Profile of Combined ASAP and CUNY Community College Students
Combined
ASAP Students (Fall 2007-Fall 2014)
CUNY Community Colleges (Fall 2013)
Total Enrollment N 8,670 97,751Gender Female % 58.1 56.9
Ethnicity American Indian/Native Alaskan % 0.4 0.3Asian/Pacific Islander % 11.5 15.9Black % 32.0 28.1Hispanic % 42.6 39.0White % 13.6 16.6
Age mean 21 23Admission Type First-time Freshmen % 66.6 71.5
Developmental Students % At Time of Application to ASAP/CUNY % 80.1 81.1
GED Recipients % 11.6 6.6Pell Receipt % 74.3 56.9Source: CUNY Office of Institutional Research and Assessment (OIRA).
ASAP PROGRAM ORGANIZATION
CUNY Academic Affairs
Bronx ASAP BMCC
ASAP
CSI
ASAP (F’ 15)
Hostos ASAP
KingsboroughASAP
NYCCTASAP(F’15)
LaGuardiaASAP
Medgar EversASAP
ASAPQCC
Colleges: Recruitment Direct services to
students Local staffing
Monitoring student progress/engagement
Program integration at college level
CUNY OAA: Overall program
administration Program-wide
resource needs Evaluation/data
management External partnerships Citywide outreach
ASAP CORE ELEMENTS Financial Resources
Tuition waivers (for financial aid eligible students)
Free use of textbooks
Monthly Metrocards
Structured Pathways
Consolidated full-time course schedules (ie: am, afternoon, evening, weekend)
Immediate/continuous developmental course taking
Winter and summer courses to build academic momentum
ASAP CORE ELEMENTS Comprehensive and Coordinated Supports
High-touch advisement
Embedded career development services
Tutoring resources (mandated for some students)
Referrals to campus resources (Single Stop, counseling, etc.)
Early Engagement and Connected Community
Summer developmental course taking and advisor contact
ASAP Summer Institute
First-year blocked courses
ASAP EVALUATIONINTERNAL EVALUATION
Ongoing quasi-experimental analysis (using official CUNY data)
Web-based data management system
Annual student surveys and focus groups
Data reviewed regularly to assess impact, measure movement towards goals, and improve program practice
EXTERNAL EVALUATION Cost-benefit study by the Center for Benefit Cost Studies in Education
(CBCSE), Teachers College, Columbia University led Dr. Henry Levin
Five-year random assignment study by MDRC
ASAP GROWTH & REPLICATION
Expand to 13,000 students by 2017 supported by the Mayor’s Office ($35m):
Focus on serving more STEM majors
Addition of College of Staten Island and New York City College of Technology in fall 2015
ASAP pilot at John Jay College in fall 2015 (with support from Robin Hood Foundation)
Replication demonstration project in Ohio with MDRC, Ohio Board of Regents, Great Lakes Higher Education Corporation, and three colleges
Donna LindermanUniversity Dean for Student Success Initiatives and ASAP Executive Director
www.cuny.edu/asap
Audience Q&A
• To submit questions, please use the “Questions” box on the control panel
Evaluation of CUNY ASAP
Sue Scrivener, Senior AssociateAYPF Webinar
March 19, 2015
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
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
Random Assignment Research Design
Target
•Targeted students invited to participate in study
Consent &
Data
•Participants give consent
•Baseline data collected
Random
Assignme
nt
•Program group – Students can enroll in ASAP
•Control group – Students can receive standard college services
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
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
ASAP Provided Much More Intensive Student Supports
Program group students
Control groupstudents
38 6
9 2
24 7
Advisor
Career services
Average reported meetings in first year
with:
Tutoring
ASAP Affected Course Enrollment Most program group students took an ASAP seminar for
three semesters – a course with exclusively ASAP students that covered topics such as goal-setting, study skills, and academic planning
Most program group students took at least one additional course with a concentration of ASAP students
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
ASAP Increased Enrollment In most semesters, a higher proportion of program
group members than control group members enrolled in college
Increases were particularly large during winter and summer “intersessions”
ASAP Increased Credit Accumulation ASAP consistently increased the number of credits
students earned
By the end of three years, program group students earned an average of about 9 credits more than control group students
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
ASAP Cost-Effective at Three-Year Point Cost per graduate was lower in ASAP, despite the
substantial investment required for the program, because ASAP led so many more students to graduate than usual college services
What Have We Learned? Comprehensive, long-term program can substantially
boost students’ success
Pairing a full-time requirement with a wide array of supports was central to improving and accelerating students’ progress
What Have We Learned? Monitoring students’ program participation and
providing a meaningful benefit to those who participate can substantially increase engagement
Developmental education students’ outcomes can be markedly improved without changing what happens in the classroom
Key Remaining Research Questions What are CUNY ASAP’s longer-term effects on
graduation? MDRC hopes to raise money to continue tracking study
students
Can other colleges operate ASAP-like programs and achieve substantial effects for students? MDRC and CUNY working with Ohio Board of Regents to
replicate ASAP at three colleges MDRC exploring other options to replicate or adapt ASAP
For Additional Information
See www.mdrc.org for reports from the ASAP
evaluation
Questions? Email [email protected].
Audience Q&A
• To submit questions, please use the “Questions” box on the control panel
Replication Efforts in Ohio
Brett VisgerAssociate Vice Chancellor, Institutional
Collaboration & CompletionOhio Board of Regents
What is Ohio’s Interest in ASAP?
• Outcomes-based funding• Completion agenda• Assist institutions• Inform policy context• Collaborate on research
Participating Ohio Colleges
• Cincinnati State & Technical College – C-State Accelerate
• Cuyahoga Community College (Tri-C)– D3 (Degree in 3)
• Lorain County Community College– SAIL (Students Accelerating in Learning)
Opportunities in Ohio
• Maintain fidelity to ASAP model within Ohio context.
• Identify possible policy levers and/or barriers.– OCOG eligibility example
• What does scale look like?
Audience Q&A
• To submit questions, please use the “Questions” box on the control panel
Questions for Today’s Presenters
Susan Scrivener, Senior Associate, MDRC
Brett Visger, Associate Vice Chancellor, Institutional Collaboration & Completion, Ohio Board of Regents
Donna Linderman, University Dean for Student Success Initiatives, Office of Academic Affairs, City University of New York
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