The percentage of students who completed developmental education requirements at each semester of the tracking period
Students enrolled during spring 2010 or fall 2010 at three City University of New York (CUNY) community colleges who were in need of developmental education, among other eligibility requirements. Students were randomly assigned to either the ASAP group or the control group.
After three years, about 75 percent students participating in ASAP completed their developmental requirements, compared to 57 percent of students who did not participate in the program. The difference in developmental completion was largest in students' first two semesters.
Most beginning community college students must complete at least one developmental education course in mathematics or English (reading, writing, or both), and many must complete multiple courses in one or more subjects. Completing the highest-level developmental course in a subject is the final precollege milestone and is often required to transfer to a four-year institution or to earn a certificate or associate degree.
The Accelerated Study in Associate Programs (ASAP) is a program operated by CUNY that is designed to help more students graduate and graduate more quickly, by providing them with student services, financial supports, and other services for up to three years. These data come from an evaluation study of the program conducted by MDRC. Students were randomly assigned to the program group or the control group in two cohorts: one just before the spring 2010 semester and one before the fall 2010 semester. Their outcomes were tracked for three years afterward.
The three CUNY community colleges included in the study were Borough of Manhattan Community College, Kingsborough Community College, and LaGuardia Community College.
Eligibility requirements for the study: students who had family income below 200 percent of the federal poverty level or were eligible for a Pell Grant (or both), needed one or two developmental courses (for math, reading, or writing), had previously earned 12 credits or fewer, were New York City residents, were willing to attend college full time, and were in an ASAP-eligible major.
ASAP requires treatment group students to attend college full time and encourages them to take developmental courses early and to graduate within three years. It also provides many other resources including advisement, career services, tutoring, linked courses, goal-setting and study skills, tuition waivers, MetroCards and use of textbooks.
Scrivener, S., Weiss, M.J., Ratledge, A., Rudd, T., Sommo, C., and Fresques, H. (2015, February). Doubling Graduation Rates: Three-Year Effects of CUNY's Accelerated Study in Associate Programs (ASAP) for Developmental Education Students. New York: MDRC.