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.
Incremental Delivery of Financial Aid to Promote College Success
This infographic explains MDRC’s large-scale test of whether an innovative approach to distributing financial aid – through bi-weekly payments, like a paycheck, instead of one or two lump-sum payments – can improve academic outcomes for low-income college students.
Final Report on the Performance-Based Scholarship Demonstration
Performance-based scholarships are designed to give students more money for college and to provide incentives for academic progress. This report analyzes data from rigorous evaluations of six different programs, in six states, with more than 12,000 students. The scholarship programs improved academic progress, including modest effects on degree completion.
A Program That Almost Doubles Three-Year Graduation Rates
This infographic explains the City University of New York’s innovative ASAP program and the problems it addresses, summarizes MDRC’s study findings, and depicts the timeline for a replication effort at three Ohio community colleges.
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.
Interim Findings from the Performance-Based Scholarship Demonstration in California
This report presents early findings from a random assignment evaluation of performance-based scholarships targeting college-bound high school seniors in California. The scholarships were completely portable, meaning that a student could use them at any accredited, degree-granting college or university.
MDRC’s Aid Like A Paycheck evaluation is testing whether the distribution of financial aid to students in biweekly payments over the course of a term — like a paycheck — can improve academic and financial outcomes for low-income community college students. Here are answers to some frequently asked questions about the project.
This random assignment study examines the long-term impacts of a community college program offering financial aid that is contingent on academic performance. Focusing on low-income parents, mostly mothers, it finds that the program decreased the time it took students to earn a degree but did not increase employment or earnings.
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.