About MDRC
With over two decades of experience in postsecondary education research, Sommo co-manages the Postsecondary Education policy area and leads several research projects. She is skilled in strategic planning, project management, and program development. Sommo currently serves as the project director for Scaling Up College Completion Efforts for Student Success (SUCCESS); SUCCESS partners with colleges in many states, providing in-depth technical assistance to design, implement, and evaluate comprehensive student support programs that are designed to be cost-effective and capable of being sustained and expanded to a large scale. Sommo also leads two evaluations related to the City University of New York (CUNY) Accelerated Study in Associate Programs (ASAP), including the randomized controlled trial at Westchester Community College and a long-term follow-up study of the ASAP Ohio demonstration project. Sommo has extensive knowledge of designing and implementing multi-site impact studies and leading effective teams. She has coauthored numerous MDRC reports and holds a master’s degree in education from Mercy College.
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MDRC Publications
BriefSix-Year Findings from the ASAP Ohio Demonstration
April, 2023U.S. community colleges—which disproportionately serve students from low-income backgrounds—have very low graduation rates. In response, three Ohio community colleges implemented programs based on the City University of New York’s successful Accelerated Study in Associate Programs. After six years, the programs had a positive impact on graduation and earnings.
BriefPromising Interim Findings from the Viking ROADS Randomized Controlled Trial
November, 2022In community colleges nationwide, underrepresented students and students from families with low incomes face many barriers to academic success. In 2018, Westchester Community College in New York State launched Viking ROADS to help students overcome those obstacles. Despite the pandemic, the program had positive effects on enrollment and credits earned.
BriefEarly Lessons from SUCCESS
January, 2022MDRC’s Scaling Up College Completion Efforts for Student Success (SUCCESS) aims to help more low-income students and students of color graduate by combining proven components into an integrated three-year program. This brief describes the model, the study, and adaptations to the COVID-19 pandemic, and offers some early findings.
ReportThree Years of the Detroit Promise Path Program for Community College Students
March, 2021This program combines a tuition-free scholarship with additional forms of support, such as a campus coach and personalized communications, to keep students on track to graduate. A three-year evaluation shows that the program helped students stay enrolled in school and earn more credits, but had no impact on degrees earned.
Issue FocusProviding Remote Support Services to College Students
April, 2020SUCCESS, a comprehensive coaching program designed to improve college graduation rates among low-income students, has quickly transitioned during the pandemic. It is offering virtual advising appointments, adapting meeting topics to include tips for distance learning, and connecting students with local resources including food, health care, and emergency financial aid.
BriefTwo-Year Findings from the ASAP Ohio Demonstration
December, 2018The highly successful Accelerated Study in Associate Programs (ASAP), developed by the City University of New York, has been shown to nearly double graduation rates after three years. This brief presents results after two years from a replication of ASAP at three community colleges in Ohio.
BriefEarly Findings from a Demonstration in Three Community Colleges
September, 2016CUNY ASAP has proved exceptionally effective at increasing community college graduation rates. This demonstration tests the viability and effects of programs modeled on ASAP in different types of colleges, including those serving many nontraditional students. Early findings show increases in full-time enrollment, credits earned, and persistence into the second semester.
ReportThree-Year Effects of CUNY’s Accelerated Study in Associate Programs (ASAP) for Developmental Education Students
February, 2015The City University of New York’s comprehensive ASAP program nearly doubles the three-year graduation rate for developmental education students in community college – at a lower cost per degree than regular services. ASAP also increases rates of transfer to four-year colleges.
ReportPerformance-Based Scholarships, Student Services, and Developmental Math at Hillsborough Community College
October, 2014This program provides an incentive for developmental math students to take their math courses early and consecutively, get help in an on-campus Math Lab, and strive for passing grades or better, in exchange for a modest performance-based scholarship. Compared with standard services, the program’s effects are modest but positive.
Working PaperSeven Years Later
March, 2014This paper presents the long-term effects of a learning communities program. The program’s positive effect on credit accumulation was maintained for seven years, and there is some evidence that graduation rates increased. Economic outcomes are examined, and sobering reflections on detecting effects on economic outcomes in higher education interventions are presented.
ReportSix-Year Effects of a Freshman Learning Community Program at Kingsborough Community College
July, 2012Students who participated in a one-semester learning community, in which small groups of student took three linked classes together and received other extra services, were more likely to have graduated six years later. The program also proved to be cost-effective.
ReportEarly Results from an Evaluation of Accelerated Study in Associate Programs (ASAP) for Developmental Education Students
June, 2012The City University of New York’s ASAP program requires full-time attendance and offers comprehensive supports to community college students for three full years. Early results from a random assignment study show that ASAP increases credits earned, full-time enrollment, and completion of developmental (or remedial) coursework.
ReportFour-Year Findings from Chaffey College’s Opening Doors Program
November, 2011This program included a “College Success” course and offered enhanced counseling. A change from optional to required services led to increased program participation, and the new program decreased the percentage on academic probation after the two program semesters. Nevertheless, after four years, the program had no discernible effect on academic outcomes.
ReportEarly Impacts from the Performance-Based Scholarship Demonstration in New York
May, 2011Low-income adults needing remediation received a scholarship if they maintained at least part-time enrollment and met attendance and grade point average benchmarks. Early results show that the program modestly increased full-time enrollment and, among students who were eligible for summer funding, summer registration.
BriefAn Introduction to the Performance-Based Scholarship Demonstration
October, 2009This policy brief describes a demonstration launched by MDRC in four states in 2008 to evaluate whether performance-based scholarships — paid contingent on attaining academic benchmarks — are an effective way to improve persistence and academic success among low-income college students. The demonstration builds on positive results from an earlier MDRC study in Louisiana.
ReportEffects of a Community College Program for Probationary Students
April, 2009Rates of graduation and degree completion at community colleges remain distressingly low. This report evaluates two versions of a program designed to help probationary students at community college succeed in school. One version increased the average number of credits earned, the proportion of students who earned a grade point average of “C” or higher, and the proportion who moved off probation.
ReportTwo-Year Effects of a Freshmen Learning Community Program at Kingsborough Community College
March, 2008Freshmen in a “learning community” at Kingsborough Community College in Brooklyn, NY, moved more quickly through developmental English requirements, took and passed more courses, and earned more credits in their first semester than students in a control group. Two years later, they were also somewhat more likely to be enrolled in college.
ReportEarly Results from the Opening Doors Demonstration at Kingsborough Community College
June, 2005Opening Doors Learning Communities, a program serving mostly low-income freshmen at Kingsborough Community College in Brooklyn, NY, improved course and test pass rates, particularly in English.
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Other Publications
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Projects
Michelle Ware, Alexander Mayer, Colleen Sommo, Leigh Parise, Elena Serna-Wallender, Jálynn Castleman-Smith, Shawna Anderson, Rae Walker, Melissa Wavelet, Katie Beal, Melissa Boynton, Diane WrenThe COVID -19 pandemic has dramatically affected colleges’ operations and students’ educational experiences, severely strained budgets, and created unprecedented financial and emotional stress for students, faculty, and staff. As colleges adapt to an evolving landscape, they need immediate solutions to support and retain students, as well as to continue to focus on...
Colleen Sommo, Alexander Mayer, Alyssa Ratledge, Michelle Ware, Osvaldo Avila, Katie Beal, Melissa Wavelet, Leigh Parise, Colin Hill, Rae Walker, Austin Slaughter, Hannah Dalporto, Elena Serna-Wallender, Stanley Dai, Parker Cellura, Kayla WarnerMDRC ’s Scaling Up College Completion Efforts for Student Success ( SUCCESS ) seeks to improve graduation rates for traditionally underserved students at two- and four-year colleges, by helping states and institutions align their resources with evidence-driven practices. SUCCESS combines components from multiple programs that have proven themselves to be effective at...
Across the social sector, government agencies, educational institutions, and nonprofit organizations are all benefiting from greater access both to more detailed and frequent data and to a variety of options for increased computing power. With data-science tools and guidance in applying them, practitioners can harness multiple sources of data to gain new insights about the individuals they serve, the contexts in which they operate, their staff members, and their program features. When such tools are incorporated into daily operations in a responsible way, they can help practitioners improve their programs and the lives of those they serve.
MDRC ’s College Promise Success Initiative provided technical assistance to College Promise and Free College programs interested in promoting success in college by implementing evidence-based student support practices. Through this initiative, MDRC disseminated best practices and tools to the 300-plus College Promise and Free College programs that exist...
MDRC ’s Center for Applied Behavioral Science ( CABS ) and Postsecondary Education policy area launched The Finish Line: Graduation by Design to improve college completion rates using behavioral insights. Graduating from college is a challenge, particularly for low‐income and nontraditional students, who often face personal, institutional, and structural barriers to...
College Promise is the latest college-access movement in the United States. With more than 300 programs across the nation, College Promise is pushing forward national conversations about college access and affordability. College Promise programs typically cover college tuition and fees for students in a particular geographic area. Some programs help students from a...
Colleen Sommo, Michael J. Weiss, Michelle Ware, Melissa Boynton, Michelle S. Manno, Alyssa Ratledge, Rebekah O'Donoghue, Colin Hill, Kayla WarnerWhile the U.S. has made strides in increasing college access among low-income students, college completion has remained low. Graduation rates are particularly stagnant among our nation’s community colleges, which enroll a large number of low-income and nontraditional college students. For example, only 20 percent of full-time, first-time degree-seeking students at...
Many students enter postsecondary education underprepared academically, and the success rate for these students is low. At open access colleges (like community colleges), underprepared students are typically referred to developmental (or remedial) coursework, often in the form of multilevel, noncredit course sequences in reading, English, and math.
To help...
Colleen Sommo, Susan Scrivener, Michael J. Weiss, Michelle Ware, Michelle S. Manno, Alyssa Ratledge, Rebekah O'Donoghue, Austin Slaughter, Gilda AzurdiaNational attention is focused on increasing graduation rates at community colleges. Graduation rates are particularly low for students who come to campus underprepared for college-level work. Across the nation, between 60 and 70 percent of entering freshmen in community colleges enroll in developmental (or remedial) math, reading, or writing courses. Data show that...
Colleen Sommo, Melissa Boynton, Michelle Ware, Cynthia Miller, Amanda Grossman, Alexander Mayer, John Diamond, Alyssa Ratledge, Jedediah J. TeresFor many low-income college students, one of the biggest barriers to attendance is cost. While federal and state financial aid is available to help with tuition, fees, books, and some living expenses, students still often have unmet need, particularly if they are from the poorest families or are independent from their parents. Working while going to school is one...
Michael J. Weiss, Susan Scrivener, Colleen Sommo, Dan Cullinan, John Diamond, Alyssa Ratledge, Jedediah J. TeresCommunity colleges, which tend to be accessible and affordable, serve as a critical resource for low-income individuals striving to improve their prospects in the labor market and life. However, a variety of factors, ranging from a lack of financial aid to inadequate student services and poor developmental classes, can impede students’ progress. Many students stop...