This paper summarizes ASAP’s long-term effects and the educational investment in students associated with its services. The program helped students graduate faster, boosted graduation rates by 30 percent, and increased the financial aid students received.
Learning from CUNY Start
This paper describes the professional development model used in CUNY Start, a program developed at the City University of New York to support entering students identified as academically underprepared in literacy and mathematics.
How CUNY Start Reshaped Instruction for Students Referred to Developmental Mathematics
Using data from interviews, classroom observations, an instructor survey, and curricular materials, this paper describes four key features of the CUNY Start mathematics instructional approach, paying particular attention to how these features differ from traditional developmental education.
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.
Testimony Before the New York City Council Committee on Higher Education
In the City University of New York’s innovative program, CUNY’s least prepared students delay matriculation, beginning instead with noncredit, time-intensive instruction aimed at eliminating developmental needs after one semester, preparing participants for college courses, and improving academic outcomes. An independent evaluation will help determine CUNY Start’s effect on academic success.
Submitted to the U.S. Senate Committee on Health, Education, Labor, and Pensions
Following up on testimony delivered before the Senate Health, Education, Labor, and Pensions Committee on August 5, 2015, Lashawn Richburg-Hayes submitted additional information on opportunities for innovation in financial aid and student support services in the reauthorization of the Higher Education Act.
Presented Before the U.S. Senate Committee on Health, Education, Labor, and Pensions
On August 5, Lashawn Richburg-Hayes testified before the U.S. Senate Committee on Health, Education, Labor, and Pensions on what research evidence suggests about the best ways to improve the academic success of low-income college students.
Results from a Performance-Based Scholarship Experiment
This random assignment study examines the long-term impacts of a program at The University of New Mexico offering low-income first-year students enhanced academic advising and financial aid that is contingent on performance. It finds that the program increased credit hour accumulation during the first two years and graduation rates after five years.
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.