Tutoring
Three-Year Results from the Accelerated Study in Associate Programs (ASAP) Ohio Demonstration
This report presents findings through three years from a replication of the City University of New York Accelerated Study in Associate Programs model at three community colleges in Ohio. The Ohio programs nearly doubled degree receipt through three years and led to an increase in transfers to four-year colleges.
The Male Student Success Initiative is a program at the Community College of Baltimore County designed to support male students of color throughout their academic journey, leading ultimately to graduation or transfers to four-year institutions. This brief describes the program and introduces MDRC’s evaluation of it.
For The Higher Education Randomized Controlled Trial project (THE-RCT), MDRC is creating the largest individual-participant database from higher education randomized controlled trials to date. THE-RCT will make standardized,...
Men of color bring a variety of strengths and assets to their college experience. However, research to date indicates that three primary hurdles inhibit college completion for many male students of color:
Inadequate social, emotional, and campus support
Insufficient college preparation and academic achievement
A Case Study of Lorain County Community College’s Comprehensive Student Success Program
In 2014, Lorain County Community College launched Students Accelerating in Learning (SAIL), a comprehensive student success program that is substantially improving persistence and graduation rates among low-income students. This brief describes the steps Lorain took to fund and institutionalize SAIL that are now making it easier to sustain the program.
Two-Year Findings from the ASAP Ohio Demonstration
The 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.
Early Findings from a CUNY Start Evaluation
To help City University of New York (CUNY) students referred to developmental (remedial) education, CUNY Start delays their enrollment in a degree program for one semester of intensive instruction. This report describes students’ progress through developmental education after one semester, and college enrollment in the semester thereafter.
Testimony of Alexander Mayer, Deputy Director, Postsecondary Education, MDRC, Before the New Jersey State Assembly Higher Education Committee
On May 7, Alex Mayer discussed the challenge of developmental education for low-income college students in New Jersey and nationwide, citing recent innovations and growing evidence about what works to overcome barriers to college success. The strongest programs integrate several strategies, combining opportunity and obligation to address multiple student barriers.
Testimony Before the California State Assembly Higher Education Committee and the Budget Subcommittee on Education Finance
On February 6, Alex Mayer, MDRC’s Deputy Director of Postsecondary Education, explained to members of two California State Assembly committees that combining and integrating evidence-based strategies to address multiple factors can be highly effective in improving completion rates among low-income college students.
Almost 42 percent of third-grade students in Philadelphia are reading at or above grade level — which means that about 58 percent are reading below that level. For elementary school students, reading proficiency is critical not only for doing well in school, but for remaining in school in the future. In response to this situation, the City of Philadelphia put forth the...
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