Increasing Community College Completion Rates: Policy and Expansion From Accelerated Study in Associate Programs

• In Event: Roundtable Session 8
  In Roundtable Session: Increasing Community College Completion Rates Through Policy Change, Structured Resources, and Alternate Spending

Abstract

1) Objectives and Purpose:
This paper summarizes the ASAP evaluation and three-year findings for the fall 2007 and fall 2009 cohorts using a quasi-experimental design. The paper delves into successful program practices and how they have informed policy at the CUNY institutional level and how these policies can be replicated and expanded system-wide.

2) Perspectives and Theoretical Framework:
ASAP is designed to improve the degree attainment and future economic prospects of its participants. Nationally, community college graduation rates are shockingly low. According to data from the Institutional Postsecondary Educational Data System (IPEDS), only 16% of urban community college students earn a degree within three years. ASAP has the goal of raising this graduation rate to 50% of students within three years, and in doing so set participants up for greater success. The program design includes essential elements that have been found to have a positive impact on student completion rates, including full-time study, structured and mandatory academic advisement, financial resources, consolidated schedule, and cohorts organized by major, among others.


3) Methods:
This evaluation compared participants in ASAP against propensity score matched comparison groups. Propensity score matching was used to match the most similar comparison group students to ASAP students on observable variables to one another in order to obtain less biased group difference outcomes. Once matched, student outcomes were compared using regression analyses.

4) Data Sources:
This paper draws on data from the internal evaluation efforts, and includes administrative student data from the Office of Institutional Research and Assessment (OIRA) as well as data collected from all ASAP college programs. Specific data that was analyzed for this paper includes cumulative third semester credits, cumulative third semester GPA, one-year retention, and three-year graduation.

5) Results:
Results from the ASAP evaluation show large positive effects of the ASAP program. ASAP students outperform propensity score matched comparison group students on all measures except cumulative GPA. For the most important outcome, three-year graduation, ASAP has an average 25-percentage point higher graduation rate than comparison group students.

6) Significance:
This study provides a thorough analysis of ASAP’s first two cohorts and their positive results using a quasi-experimental design. The study further relates these findings and draws on policies and structures that have led to the program’s success and provides possible next steps in replication and expansion of the program to continue to increase the low completion rate at community colleges.

Authors

• Donna Linderman, City University of New York

• Zineta Kolenovic, City University of New York