WWC review of this study

Bringing CUNY Accelerated Study in Associated Programs (ASAP) to Ohio: Early findings from a demonstration in three community colleges

Sommo, C. & Ratledge, A. (2016). Retrieved from MDRC website: http://www.mdrc.org/sites/default/files/ASAP_Ohio_final.pdf

  • Randomized Controlled Trial
     examining 
    921
     Students
    , grade
    PS

Reviewed: September 2017

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

Full time enrollment

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

1 Semester

First two cohorts (Spring 2015 and Fall 2015);
921 students

0.85

0.67

Yes

 
 
23
 
More Outcomes

Enrolled - first semester

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

1 Semester

First two cohorts (Spring 2015 and Fall 2015);
921 students

0.94

0.91

Yes

 
 
11
 
Credit accumulation and persistence outcomes—Statistically significant positive effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
Evidence
tier

Full time enrollment status (2nd semester)

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

2 Semesters

First two cohorts (Spring 2015 and Fall 2015);
921 students

0.73

0.48

Yes

 
 
23
 
More Outcomes

Enrolled (2nd semester)

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

2 Semesters

First two cohorts (Spring 2015 and Fall 2015);
921 students

0.82

0.70

Yes

 
 
16
 

Characteristics of study sample as reported by study author.


  • Female: 64%
    Male: 36%

  • Suburban, Urban
    • B
    • A
    • C
    • D
    • E
    • F
    • G
    • I
    • H
    • J
    • K
    • L
    • P
    • M
    • N
    • O
    • Q
    • R
    • S
    • V
    • U
    • T
    • W
    • X
    • Z
    • Y
    • a
    • h
    • i
    • b
    • d
    • e
    • f
    • c
    • g
    • j
    • k
    • l
    • m
    • n
    • o
    • p
    • q
    • r
    • s
    • t
    • u
    • x
    • w
    • y

    Ohio
  • Race
    Black
    35%
    Other or unknown
    10%
    White
    46%
  • Ethnicity
    Hispanic    
    10%

Setting

The study was conducted at three community colleges in Ohio. Little additional information is provided about the study setting.

Study sample

The study reports sample characteristics for the full sample (all three cohorts) combined, but analytic sample is was only based on the first two cohorts (Spring 2015 and Fall 2015). Requirements for participation in the study were being low income (as defined by eligibility for Pell grants) and in need of developmental education courses. Within the full sample of participating students, 45.9% identified as White, 34.8% identified as Black, 63.9% identified as Female, and 33.9% were the first person in their family to attend college.

Intervention Group

This is a study of the effectiveness of the Accelerated Study in Associate Programs (ASAP) model. The ASAP model has been implemented in New York community colleges and this study aims to expand those findings by bringing the program to other states. The ASAP program is a program for students in community colleges who are required to take developmental coursework. The program provides comprehensive services and support such as high-touch advisement, career development, and tutoring.

Comparison Group

The comparison condition was business-as-usual. Participants were able to access their college’s usual services, but were not provided with any additional resources developed specifically for the ASAP program.

Support for implementation

The program was supported by education grants from a variety of sources, which will gradually be replaced by funding from the college. The study reports the annual incremental costs of the program to be estimated at “less than $3,000 per student” (p. 4). City University of New York provided technical assistance in the first year of operation, the Ohio Department of Higher Education coordinated knowledge sharing between the three colleges participating in the program.

 

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