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 reports offer findings on the effectiveness of learning communities, a popular strategy that places small cohorts of students together in two or more thematically linked courses, usually for a single semester, with added support, such as extra advising or tutoring.
A Synthesis of Findings from Six Community Colleges
This report looks at the short-term impacts of 174 one-semester learning communities for developmental students at six community colleges. On average, the programs produced a modest impact on credits earned.
Six-Year Effects of a Freshman Learning Community Program at Kingsborough Community College
Students 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.
Early Results from an Evaluation of Accelerated Study in Associate Programs (ASAP) for Developmental Education Students
The 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.
Impact Studies at Merced College and The Community College of Baltimore County
Two colleges implemented semester-long learning communities linking developmental English with a range of other courses. At Merced, learning communities students earned more developmental English credits and passed more English courses than a control group. At CCBC, there were no meaningful impacts on students’ credit attempts or progress. Neither college’s program had an impact on persistence or on cumulative credits earned.