Bringing CUNY Accelerated Study in Associate Programs (ASAP) to Ohio: Early Findings from a Demonstration in Three Community Colleges. Policy Brief

Autor/inn/en	Sommo, Colleen; Ratledge, Alyssa
Institution	MDRC
Titel	Bringing CUNY Accelerated Study in Associate Programs (ASAP) to Ohio: Early Findings from a Demonstration in Three Community Colleges. Policy Brief
Quelle	(2016), (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Community Colleges; Acceleration (Education); Associate Degrees; Two Year College Students; Low Income Students; Student Needs; Demonstration Programs; Program Evaluation; Enrollment Rate; College Credits; Academic Persistence; Outcomes of Education; Educational Attainment; Academic Degrees; Graduation Rate; Comparative Analysis; Cohort Analysis; Student Characteristics; New York; Ohio + Suchen Sie Ihr Suchwort? Community college; Community College; Acceleration; Beschleunigung; Programme evaluation; Programmevaluation; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Lernleistung; Schulerfolg; Bildungsabschluss; Bildungsgut; Degree; Degrees; Academic level graduation; Akademischer Grad; Hochschulabschluss; Kohortenanalyse
Abstract	Nationally, community college graduation rates remain stubbornly low, despite strides made in access--and they are particularly so for low-income students, nontraditional students, and students who need to take developmental (remedial) courses. In 2014, three schools in Ohio--Cincinnati State Technical and Community College, Cuyahoga Community College, and Lorain County Community College--set out to address their low-income students' needs thoughtfully and comprehensively, turning to a proven-effective program: CUNY ASAP, developed by the City University of New York. ASAP requires students to enroll full time and provides comprehensive financial, academic, and support services. This brief describes the ASAP demonstration in Ohio and the programs implemented by the three schools. Early findings from the random assignment evaluation show that the Ohio programs substantially increased full-time enrollment and credit accumulation during the first semester, as well as persistence and full-time enrollment in the second semester. The study will eventually report whether there are significant effects on degree attainment. (As Provided).
Anmerkungen	MDRC. 16 East 34th Street 19th Floor, New York, NY 10016-4326. Tel: 212-532-3200; Fax: 212-684-0832; e-mail: publications@mdrc.org; Web site: http://www.mdrc.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11