This document compares two approaches to improving community college outcomes — CUNY ASAP, a specific program model, and guided pathways, a framework for institutional reform — and discusses how they might be integrated to improve structure, coherence, and support for students.
Early Findings from a Demonstration in Three Community Colleges
CUNY 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.
Two-Year Results from an Evaluation of Accelerated Study in Associate Programs (ASAP) for Developmental Education Students
This policy brief presents results from an evaluation of a program designed to increase the graduation rates of low-income community college students. The initiative requires full-time attendance and offers comprehensive supports and financial incentives for three full years. The program boosted two-year graduation rates substantially — by 66 percent.
Early Findings from the Performance-Based Scholarship Demonstration in Arizona
College graduation rates for Latino students, especially Latino male students, are lower than the national average. This report presents findings from a study of performance-based scholarships paired with a robust set of student services designed to help low-income Latino men succeed.
Interim Findings from the PBS Demonstration
Interim results suggest that performance-based scholarships improve students’ academic performance and increase the number of credits they earn. In some sites, the scholarships also appear to reduce student debt. In the one location for which data are available so far, the program increased the proportion of students earning a degree.
Too many community college students arrive on campus unprepared, get placed into developmental (or remedial) courses, and never complete a credential, graduate, or transfer to a four-year institution. Part of our “Looking Forward” series, this policy memo calls for bolder action to learn what works to improve developmental education.