Use the tools at left to search for and filter publications.
Use the tools at bottom to search for and filter publications.
This paper, originally published in Evaluation Review, provides researchers with new information about the values of the key design parameters needed for planning randomized controlled trial evaluations of interventions in community colleges.
A Synthesis of Findings on the ASAP Model from Six Colleges Across Two States
This paper presents new estimates of the effects of the City University of New York (CUNY) Accelerated Study in Associate Programs (ASAP) model, evaluated first in New York and later in Ohio. It shows long-term effects in New York on degrees earned and consistent effects in both states.
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.
This paper reports outcomes for community college students who took modularized, self-paced, computer-assisted, remedial math courses with outcomes of students who took “traditional” (that is, mostly lecture-based) classes. Modularized courses were no more (or less) effective than traditional courses at helping students complete their developmental math requirements.
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.
Relying on 427 classroom observations conducted over a three-year period, this study traces changes in teachers’ instructional practices in the First Things First schools.
Get the latest info on MDRC publications, projects, and other news. We send email updates a couple of times each month.
