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11 Results filtered by:
Product Type Grade Level Highest Evidence Tier Name (Release Date)
Practice Guide PS 1
Effective Advising for Postsecondary Students (October 2021)
This practice guide provides four evidence-based recommendations for designing and delivering comprehensive, integrated advising to support students’ educational success.
Practice Guide PS 2
Designing and Delivering Career Pathways at Community Colleges (March 2021)
This practice guide provides community colleges with five specific recommendations for supporting occupational skills training through career pathways.
Practice Guide PS 2
Using Technology to Support Postsecondary Student Learning (May 2019)
This practice guide provides higher education instructors, instructional designers, administrators, and other staff with five recommendations for supporting learning through the effective use of technology.
Practice Guide PS 2
Strategies for Postsecondary Students in Developmental Education–A Practice Guide for College and University Administrators, Advisors, and Faculty (November 2016)
This practice guide presents six evidence-based recommendations for college and university faculty, administrators, and advisors working to improve the success of students academically underprepared for college. Each recommendation includes an overview of the practice, a summary of evidence used in support of the evidence rating, guidance on how to carry out the recommendation, and suggested approaches to overcome potential roadblocks. Each recommendation includes an implementation checklist as guidance for getting started with implementing the recommendation.
Intervention Report PS 1
Year Up (Postsecondary Career and Technical Education (CTE) Interventions) (November 2021)
Year Up provides six months of occupational and technical training in the information technology and financial service sectors followed by six-month internships, together with other supports that ensures students have strong connections to employment.
Intervention Report PS 1
Project QUEST (Postsecondary Career and Technical Education (CTE) Interventions) (November 2021)
Project QUEST (Quality Employment through Skills Training) provides comprehensive support services to help participants complete occupational training programs at local community colleges and professional training institutes, pass certification exams, and obtain well-paying jobs in targeted sectors of the local economy.
Intervention Report PS 2
Growth Mindset (Supporting Postsecondary Success) (January 2022)
Growth Mindset interventions aim to improve college persistence and academic achievement by encouraging students to view intelligence as a “malleable” characteristic that grows with effort, and to view academic challenges as temporary setbacks that they can overcome.
Intervention Report 11-PS 3
Bottom Line (Transition to College) (April 2021)
Bottom Line provides intensive advising for high school students from low-income households, most of whom are the first in their family to go to college. The advising is designed to help students apply for college and financial aid and select a high-quality affordable institution. For students who attend one of their target colleges, Bottom Line continues to provide regular support to students on campus for up to six years.
Intervention Report PS -1
Social-belonging Intervention (Supporting Postsecondary Success) (January 2022)
Social Belonging interventions for college students aim to reduce the impacts of negative stereotypes that may burden students in underrepresented groups and affect their persistence in college. Examples of such groups are racial or ethnic minority groups, women in engineering, and first-generation college students. There are different variations of Social Belonging interventions but they all have in common a goal of influencing students’ sense that they could be successful within a college setting.
Reviews of Individual Studies PS 3
Closing the social-class achievement gap: A difference-education intervention improves first-generation students academic performance and all students college transition. (2014)
Reviews of Individual Studies PS -1
Doubling Graduation Rates: Three-Year Effects of CUNY's Accelerated Study in Associate Programs (ASAP) for Developmental Education Students (2015)
Community colleges offer a pathway to the middle class for low-income individuals. Although access to college has expanded, graduation rates at community colleges remain low, especially for students who need developmental (remedial) courses to build their math, reading, or writing skills. The City University of New York's (CUNY's) Accelerated Study in Associate Programs (ASAP), launched in 2007, is an uncommonly comprehensive and long-term program designed to help more students graduate and help them graduate more quickly. This report presents results from a random assignment study of ASAP at three CUNY community colleges: Borough of Manhattan, Kingsborough, and LaGuardia. Low-income students who needed one or two developmental courses were randomly assigned either to a program group, who could participate in ASAP, or to a control group, who could receive the usual college services. Comparing the two groups' outcomes provides an estimate of ASAP's effects. Key findings from the report are included. The following are appended: (1) Additional Baseline Information; (2) MDRC Student Survey Documentation and Analyses; and (3) Additional Impact Tables. [See earlier CUNY's ASAP reports: "What Can a Multifaceted Program Do for Community College Students? Early Results from an Evaluation of Accelerated Study in Associate Programs (ASAP) for Developmental Education Students" at ED532840 and "More Graduates: Two-Year Results from an Evaluation of Accelerated Study in Associate Programs (ASAP) for Developmental Education Students" at ED546636.]

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