Increasing Community College Graduation Rates: A Synthesis of Findings on the ASAP Model from Six Colleges across Two States

Autor/inn/en	Miller, Cynthia; Weiss, Michael J.
Titel	Increasing Community College Graduation Rates: A Synthesis of Findings on the ASAP Model from Six Colleges across Two States
Quelle	(2021), (24 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Community Colleges; Program Effectiveness; Associate Degrees; Bachelors Degrees; College Transfer Students; Student Characteristics; Institutional Characteristics; Time to Degree; Academic Support Services; At Risk Students; Barriers; Academic Advising; Intervention; Student Financial Aid; Student Personnel Services; Enrollment; Management Information Systems; Scheduling; Enrollment Rate; Tutoring; Student Attitudes; Educational Attainment; Graduation Rate; New York (New York); Ohio + Suchen Sie Ihr Suchwort? Community college; Community College; 'Bachelor''s degrees'; Bachelor-Studiengang; Hochschulwechsel; Schulwechsel; Studienortwechsel; Akademischer Rat; Finanzielle Beihilfe; Studienfinanzierung; Studienförderung; Einschulung; Managementinformationssystem; Disposition; Förderkonzept; Nachhilfeunterricht; Schülerverhalten; Bildungsabschluss; Bildungsgut
Abstract	This paper presents new estimates of the effects of the City University of New York's (CUNY's) Accelerated Study in Associate Programs (ASAP) model, evaluated using a randomized controlled trial first in New York and later through a replication in Ohio. It presents longer-term effects of CUNY ASAP in New York, showing that the program's effect on associate's degree receipt persisted through 8 years and likely represents a permanent increase in degree receipt. It also presents an analysis from the pooled study samples in New York and Ohio. The findings indicate that the program had consistent effects on degree receipt across the two states but also for somewhat different levels of service contrast, such as the number of additional advising visits. [This is the online version of an article published in "Educational Evaluation and Policy Analysis."] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01