MDRC’s evaluation of CUNY’s ASAP, which showed that the program is doubling the graduation rate of students who start with developmental needs, has gained a lot of attention. Here are some of the most frequently asked questions we’ve received about ASAP and the study — as well as their answers.
Three-Year Effects of CUNY’s Accelerated Study in Associate Programs (ASAP) for Developmental Education Students
The 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.
The Center for the Analysis of Postsecondary Readiness (CAPR) conducts research to document current practices in developmental English and math education across the United States and to rigorously evaluate innovative assessment and instructional practices. CAPR, led by MDRC and the Community College Research Center, is funded by the federal Institute of Education Sciences.
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.
Performance-Based Scholarships, Student Services, and Developmental Math at Hillsborough Community College
This 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.
The First Year of Implementing Diplomas Now
Three national organizations formed Diplomas Now in an effort to transform urban secondary schools so fewer students drop out. This report introduces Diplomas Now and the associated evaluation, shares first-year implementation fidelity findings, and discusses collaboration among the Diplomas Now partners and between those partners and schools.
Evidence from Promising Programs
A review of high-quality studies, this paper highlights interventions — in education, employment and training, and second-chance programs — that have demonstrated positive results for young men of color. It comes as policymakers and philanthropies focus new attention on investing more to build opportunities for these young men.
Lessons from the First Round of Achieving the Dream Community Colleges
Launched in 2004, Achieving the Dream is designed to help community colleges collect and analyze student performance data and apply the results to help students succeed. This report offers lessons from the first 26 colleges to join the national initiative, which now includes more than 200 institutions.
Educational Challenges and MDRC’s Research
MDRC hosted a recent colloquium to celebrate our 40th anniversary and the contributions of former Board Chair Robert Solow. This issue focus summarizes a panel presentation, featuring Frank Levy, Richard J. Murnane, Cecilia E. Rouse, and Ronald F. Ferguson, about current challenges in education and how MDRC’s research can help address them.
Seven Years Later
This 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.