Doubling Graduation Rates in a New State: Two-Year Findings from the ASAP Ohio Demonstration. Policy Brief

Autor/inn/en	Sommo, Colleen; Cullinan, Dan; Manno, Michelle
Institution	MDRC
Titel	Doubling Graduation Rates in a New State: Two-Year Findings from the ASAP Ohio Demonstration. Policy Brief
Quelle	(2018), (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Graduation Rate; Community Colleges; Two Year College Students; Low Income Students; Academic Achievement; Acceleration (Education); Associate Degrees; Demonstration Programs; Outcomes of Education; Program Evaluation; Program Implementation; Costs; College Programs; Ohio + Suchen Sie Ihr Suchwort? Community college; Community College; Schulleistung; Acceleration; Beschleunigung; Lernleistung; Schulerfolg; Programme evaluation; Programmevaluation; Cost; Kosten; Studienprogramm
Abstract	While the United States has made strides in increasing college access among low-income students, college completion has remained low. Graduation rates are particularly low at the nation's community colleges, which enroll a disproportionate percentage of low-income and nontraditional college students. Seeking to address this problem, in 2014 three community colleges in Ohio -- Cincinnati State Technical and Community College, Cuyahoga Community College, and Lorain County Community College -- undertook a new strategy to help more of their lowest-performing students succeed academically. The highly successful Accelerated Study in Associate Programs (ASAP) developed by the City University of New York (CUNY) provided a model. ASAP is a comprehensive program that provides students with up to three years of financial and academic support and other support services to address multiple barriers to student success, with the goal of helping more students graduate within three years. This brief presents two-year impact, implementation, and cost findings for the pooled, full study sample in the ASAP Ohio demonstration. The findings show that students in the program group clearly outperformed the control group with respect to persistence in school, credit accumulation, and graduation. Graduation rates more than doubled: 19 percent of the program group earned a degree or credential after two years compared with 8 percent of the control group. The brief also presents some findings from analyses of the programs' implementation and costs. [This report was written with Sean Blake and Erick Alonzo.] (ERIC).
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	2020/1/01