WWC review of this study

Doubling graduation rates in a new state: Two-year findings from the ASAP Ohio demonstration.

Sommo, C., Cullinan, D., & Manno, M. (2018). MDRC Policy Brief, December. Accessed at: https://www.mdrc.org/sites/default/files/ASAP_brief_2018_Final.pdf Retrieved from: https://eric.ed.gov/?id=ED592008

  • Randomized Controlled Trial
     examining 
    1,501
     Students
    , grade
    PS

Reviewed: September 2019

At least one finding shows strong evidence of effectiveness
At least one statistically significant positive finding
Meets WWC standards without reservations
Access and enrollment outcomes—Statistically significant positive effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
Evidence
tier

% Enrolled at any college

Accelerated Study in Associate Programs (ASAP) vs. Business as usual

1 Semester

Full sample;
1,501 students

95.07

91.38

Yes

 
 
14
 
More Outcomes
Show Supplemental Findings

Full time enrollment

Accelerated Study in Associate Programs (ASAP) vs. Business as usual

1 Semester

Full sample;
1,501 students

83.86

65.93

Yes

 
 
23
Attainment outcomes—Statistically significant positive effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
Evidence
tier

Earned a certificate or associate degree

Accelerated Study in Associate Programs (ASAP) vs. Business as usual

4 Semesters

Full sample;
1,501 students

19.04

7.92

Yes

 
 
23
 
More Outcomes
Show Supplemental Findings

Earned a certificate or associate degree

Accelerated Study in Associate Programs (ASAP) vs. Business as usual

3 Semesters

Full sample;
1,501 students

7.70

2.50

Yes

 
 
26

Earned a certificate or associate degree

Accelerated Study in Associate Programs (ASAP) vs. Business as usual

2 Semesters

Full sample;
1,501 students

1.60

0.70

No

--
Credit accumulation and persistence outcomes—Statistically significant positive effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
Evidence
tier

Enrolled, Semester 4

Accelerated Study in Associate Programs (ASAP) vs. Business as usual

4 Semesters

Full sample;
1,501 students

60.16

50.53

Yes

 
 
9
 
More Outcomes
Show Supplemental Findings

Full time enrollment status (third semester)

Accelerated Study in Associate Programs (ASAP) vs. Business as usual

3 Semesters

Full sample;
1,501 students

47.89

28.72

Yes

 
 
19

Full time enrollment status (2nd semester)

Accelerated Study in Associate Programs (ASAP) vs. Business as usual

2 Semesters

Full sample;
1,501 students

65.23

46.89

Yes

 
 
18

Enrolled (2nd semester)

Accelerated Study in Associate Programs (ASAP) vs. Business as usual

2 Semesters

Full sample;
1,501 students

79.91

68.34

Yes

 
 
14

Full time enrollment status (fourth semester)

Accelerated Study in Associate Programs (ASAP) vs. Business as usual

4 Semesters

Full sample;
1,501 students

34.25

23.44

Yes

 
 
13

Enrolled, Semester 3

Accelerated Study in Associate Programs (ASAP) vs. Business as usual

3 Semesters

Full sample;
1,501 students

68.36

58.08

Yes

 
 
11

Characteristics of study sample as reported by study author.


  • Female: 64%
    Male: 36%
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    Ohio
  • Race
    Black
    35%
    Other or unknown
    10%
    White
    46%
  • Ethnicity
    Hispanic    
    10%
    Not Hispanic or Latino    
    90%

Setting

The study was conducted in three community colleges in Ohio.

Study sample

Among the 1,505 students in the study sample at baseline, 36 percent were male and 64 percent were female. At baseline, 46 percent of students were White, 35 percent were Black, 10 percent were Hispanic, and 10 percent fell into the “Other” category. Moreover, 60 percent of students were employed at baseline, 9 percent were married, 27 percent had children, 47 percent were nontraditional students, and 34 percent were the first person in their family to attend college.

Intervention Group

The ASAP intervention is a three-year multi-component program that provides wraparound supports to incoming community college students, including: tutoring; advising; career and employment services; blocked or linked courses; seminars; early enrollment; tuition waivers; and free use of textbooks. This intervention model in Ohio differs from the CUNY ASAP model primarily in two ways: (1) there is no requirement or encouragement of enrollment in a winter session as none of the participating Ohio community colleges offer a winter session, and (2) program oversight is decentralized in Ohio, with each campus overseeing the program (while CUNY ASAP is overseen centrally by the CUNY Office of Academic Affairs).

Comparison Group

Unlike ASAP, students in the comparison condition were not required to enroll full time and could not participate in ASAP programs. Students in the comparison group had access to the usual college services.

Support for implementation

ASAP in Ohio was funded through a consortium set up by MDRC. The primary funder was the Great Lakes Higher Education Guaranty Corporation with additional funding provided from the Bill & Melinda Gates Foundation, the Ford Foundation, the Greater Cincinnati Foundation, Haile U.S. Bank Foundation, KnowledgeWorks, the Kresge Foundation, and the Lumina Foundation. Over time, the participating community colleges will take on an increasing share of the costs. CUNY and MDRC provided start-up technical assistance and the Ohio Department of Higher Education served as coordinator of the Ohio ASAP Network to facilitate communication and coordination across participating community colleges.

 

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