Transcript Document
Replicating Success:
CUNY’s Accelerated Study
In Associate Programs
(ASAP)
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Presenters
Donna Linderman, University Dean
for Student Success Initiatives,
Office of Academic Affairs, City
University of New York
Susan Scrivener, Senior
Associate, MDRC
Brett Visger, Associate Vice Chancellor,
Institutional Collaboration & Completion,
Ohio Board of Regents
Comprehensive Supports to Improve Graduation Rates:
CUNY Accelerated Study in Associate Programs (ASAP)
Donna Linderman
University Dean for Student Success Initiatives and ASAP Executive Director
CUNY Office of Academic Affairs
American Youth Policy Forum Webinar
March 19, 2015
ASAP THEORY OF ACTION
Remove financial barriers to full-time study
Provide structured degree pathways and comprehensive, well-coordinated
support services
Establish clear expectations for all students
Build community through early engagement and a cohort model
More fully engaged students who graduate in a timely manner
Goal: At least 50% of students earn an associate degree within three years
ASAP INCEPTION
2007:
CUNY funded by Mayor’s
Center for Economic
Opportunity (CEO) for
three-year pilot
ASAP launched with 1,132
fully skills proficient
students* across six CUNY
community colleges in the
fall
* 28% of fall 2007 ASAP students had some developmental needs when recruited that were addressed over summer.
ASAP Total Enrollment by Semester
Fall 2007 to Fall 2014
4,500
4,238
4,000
3,500
3,205
3,000
Fall 2012: First
expansion begins
2,500
2,204
2,000
Fall 2011: Funding
‘baselined’ by CEO
1,500
1,250
1,132
1,000
500
909
1,286
795
Fall 2009: Began to
admit dev edu students
0
Fall 2007 Fall 2008 Fall 2009 Fall 2010 Fall 2011 Fall 2012 Fall 2013 Fall 2014
Average Graduation Rates of ASAP and CUNY-Constructed
Comparison Group Students:
Fall 2007-Fall 2012 Cohorts
60%
ASAP
Comparison Group
51.9%
50%
40%
26.1%
22.2%
30%
20%
9.0%
10%
0%
All
All
2-Year Graduates
(ASAP N=4,547; Comp N=19,087)
3-Year Graduates
(ASAP N=2,985; Comp N=15,042)
Source: CUNY Office of Institutional Research and Assessment, CUNY ASAP participating colleges, and National Student Clearinghouse.
ASAP SELECTION CRITERIA
Must be City resident and/or eligible
for in-state tuition
Agree to study full-time in an ASAPapproved major
Most majors other than nursing and allied
health are offered
Continuing/transfer students: less
than 15 credits and in good academic
standing
Be fully skills proficient or have no
more than two developmental course
needs at application
Receive some need-based financial
aid (Pell and/or TAP)
Summary Profile of Combined ASAP and CUNY Community College Students
Total Enrollment
Gender
Female
Ethnicity
American Indian/Native Alaskan
Asian/Pacific Islander
Black
Hispanic
White
Age
Admission Type
First-time Freshmen
Developmental Students
At Time of Application to ASAP/CUNY
GED Recipients
Pell Receipt
Combined
ASAP Students
(Fall 2007-Fall 2014)
CUNY Community
Colleges (Fall 2013)
N
8,670
97,751
%
58.1
56.9
%
%
%
%
%
mean
0.4
11.5
32.0
42.6
13.6
21
0.3
15.9
28.1
39.0
16.6
23
%
%
%
%
%
66.6
71.5
80.1
11.6
74.3
81.1
6.6
56.9
Source: CUNY Office of Institutional Research and Assessment (OIRA).
ASAP PROGRAM ORGANIZATION
Bronx
ASAP
ASAP
QCC
NYCCT
ASAP
(F’15)
Medgar
Evers
ASAP
Colleges:
Recruitment
Direct services to
students
Local staffing
Monitoring student
progress/engagement
Program integration at
college level
BMCC
ASAP
CUNY
Academic
Affairs
LaGuardia
ASAP
CSI
ASAP
(F’ 15)
Hostos
ASAP
Kingsborough
ASAP
CUNY OAA:
Overall program
administration
Program-wide
resource needs
Evaluation/data
management
External partnerships
Citywide outreach
ASAP CORE ELEMENTS
Financial Resources
Tuition waivers (for financial aid eligible students)
Free use of textbooks
Monthly Metrocards
Structured Pathways
Consolidated full-time course schedules (ie: am,
afternoon, evening, weekend)
Immediate/continuous developmental course taking
Winter and summer courses to build academic
momentum
ASAP CORE ELEMENTS
Comprehensive and Coordinated Supports
High-touch advisement
Embedded career development services
Tutoring resources (mandated for some students)
Referrals to campus resources (Single Stop, counseling, etc.)
Early Engagement and Connected Community
Summer developmental course taking and advisor contact
ASAP Summer Institute
First-year blocked courses
ASAP EVALUATION
INTERNAL EVALUATION
Ongoing quasi-experimental analysis (using official CUNY data)
Web-based data management system
Annual student surveys and focus groups
Data reviewed regularly to assess impact, measure movement
towards goals, and improve program practice
EXTERNAL EVALUATION
Cost-benefit study by the Center for Benefit Cost Studies in Education
(CBCSE), Teachers College, Columbia University led Dr. Henry Levin
Five-year random assignment study by MDRC
ASAP GROWTH & REPLICATION
Expand to 13,000 students by 2017
supported by the Mayor’s Office ($35m):
Focus on serving more STEM majors
Addition of College of Staten Island
and New York City College of
Technology in fall 2015
ASAP pilot at John Jay College in fall 2015
(with support from Robin Hood
Foundation)
Replication demonstration project in Ohio
with MDRC, Ohio Board of Regents, Great
Lakes Higher Education Corporation, and
three colleges
Donna Linderman
University Dean for Student Success Initiatives and ASAP Executive Director
[email protected]
www.cuny.edu/asap
Audience Q&A
• To submit
questions,
please use the
“Questions”
box on the
control panel
Evaluation of CUNY ASAP
Sue Scrivener, Senior Associate
AYPF Webinar
March 19, 2015
Why Look at ASAP?
CUNY’s ASAP is comprehensive and long-lasting
• Brings together many promising reforms
• Provides services for three years
One of the most ambitious efforts in the country to
boost graduation rates for community college students
The Evaluation
MDRC studied the implementation and cost of ASAP,
and its impacts on students’ academic outcomes over
three years
Study took place at three of CUNY’s community
colleges: Borough of Manhattan, Kingsborough, and
LaGuardia
Random Assignment Research Design
Target
Consent &
Data
Random
Assignment
• Targeted students invited to participate in
study
• Participants give consent
• Baseline data collected
• Program group – Students can enroll in ASAP
• Control group – Students can receive standard
college services
Evaluation Target Group
Family income at or below 200% of federal poverty level
or Pell-eligible
Needed one or two developmental courses
ASAP also serves college-ready students but they were not
included in the MDRC study
Incoming freshman or continuing student with 12 or
fewer credits and 2.0+ GPA
Willing to attend school full time
Characteristics of Students at Start of the Evaluation
900 students randomly assigned in 2010
62% women
Average age 21.5
Racially diverse
6% married, 15% had a child
31% employed
ASAP Provided Much More Intensive Student Supports
Average reported
meetings in first year
with:
Program group
students
Control group
students
Advisor
38
6
Career services
9
2
Tutoring
24
7
ASAP Affected Course Enrollment
Most program group students took an ASAP seminar for
three semesters – a course with exclusively ASAP
students that covered topics such as goal-setting, study
skills, and academic planning
Most program group students took at least one
additional course with a concentration of ASAP students
ASAP’s Financial Benefits Were Well Implemented
Most students received monthly MetroCards, and text
books
ASAP provided a tuition waiver to students who needed
it
3 – 11 percent of program group, depending on semester
ASAP Increased Enrollment
In most semesters, a higher proportion of program
group members than control group members enrolled in
college
Increases were particularly large during winter and
summer “intersessions”
ASAP Increased Credit Accumulation
ASAP consistently increased the number of credits
students earned
By the end of three years, program group students
earned an average of about 9 credits more than control
group students
ASAP Almost Doubled Graduation Rates
40.1 percent of program group earned a degree after
three years, compared with 21.8 percent of control
group
Biggest increase in graduation – by far – MDRC has
found
Program group also more likely to be enrolled in fouryear school at end of study
ASAP Cost-Effective at Three-Year Point
Cost per graduate was lower in ASAP, despite the
substantial investment required for the program,
because ASAP led so many more students to graduate
than usual college services
What Have We Learned?
Comprehensive, long-term program can substantially
boost students’ success
Pairing a full-time requirement with a wide array of
supports was central to improving and accelerating
students’ progress
What Have We Learned?
Monitoring students’ program participation and
providing a meaningful benefit to those who participate
can substantially increase engagement
Developmental education students’ outcomes can be
markedly improved without changing what happens in
the classroom
Key Remaining Research Questions
What are CUNY ASAP’s longer-term effects on
graduation?
MDRC hopes to raise money to continue tracking study
students
Can other colleges operate ASAP-like programs and
achieve substantial effects for students?
MDRC and CUNY working with Ohio Board of Regents to
replicate ASAP at three colleges
MDRC exploring other options to replicate or adapt ASAP
For Additional Information
See www.mdrc.org for
reports from the ASAP
evaluation
Questions? Email
[email protected].
Audience Q&A
• To submit
questions,
please use the
“Questions”
box on the
control panel
Replication Efforts in Ohio
Brett Visger
Associate Vice Chancellor, Institutional
Collaboration & Completion
Ohio Board of Regents
What is Ohio’s Interest in ASAP?
•
•
•
•
•
Outcomes-based funding
Completion agenda
Assist institutions
Inform policy context
Collaborate on research
Participating Ohio Colleges
• Cincinnati State & Technical College
– C-State Accelerate
• Cuyahoga Community College (Tri-C)
– D3 (Degree in 3)
• Lorain County Community College
– SAIL (Students Accelerating in Learning)
Opportunities in Ohio
• Maintain fidelity to ASAP model within Ohio context.
• Identify possible policy levers and/or barriers.
– OCOG eligibility example
• What does scale look like?
Audience Q&A
• To submit
questions,
please use the
“Questions”
box on the
control panel
Questions for Today’s Presenters
Donna Linderman, University Dean
for Student Success Initiatives,
Office of Academic Affairs, City
University of New York
Susan Scrivener, Senior
Associate, MDRC
Brett Visger, Associate Vice Chancellor,
Institutional Collaboration & Completion,
Ohio Board of Regents
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