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Accelerated Study in Associate Programs (ASAP)

Higher Education
  Literature review updated October 2017.

Accelerated Study in Associate Programs (ASAP) is a program intended to increase graduation rates among community college students. ASAP includes (1) mandatory full-time study; (2) financial support; (3) frequent, intensive advising; (4) learning communities; and (5) condensed, blocked course schedules. The target population is low-income, first-time freshman students who intend to study full time. Students can remain in ASAP until they leave college.
 
ALL
META-ANALYSIS
CITATIONS

Meta-analysis is a statistical method to combine the results from separate studies on a program, policy, or topic to estimate its effect on an outcome. WSIPP systematically evaluates all credible evaluations we can locate on each topic. The outcomes measured are the program impacts measured in the research literature (for example, impacts on crime or educational attainment). Treatment N represents the total number of individuals or units in the treatment group across the included studies.

An effect size (ES) is a standard metric that summarizes the degree to which a program or policy affects a measured outcome. If the effect size is positive, the outcome increases. If the effect size is negative, the outcome decreases. See Estimating Program Effects Using Effect Sizes for additional information on how we estimate effect sizes.

The effect size may be adjusted from the unadjusted effect size estimated in the meta-analysis. Historically, WSIPP adjusted effect sizes to some programs based on the methodological characteristics of the study. For programs reviewed in 2024 or later, we do not make additional adjustments, and we use the unadjusted effect size whenever we run a benefit-cost analysis.

Research shows the magnitude of effects may change over time. For those effect sizes, we estimate outcome-based adjustments, which we apply between the first time ES is estimated and the second time ES is estimated. More details about these adjustments can be found in our Technical Documentation.

Meta-Analysis of Program Effects
Outcomes measured No. of effect sizes Treatment N Effect sizes (ES) and standard errors (SE) Unadjusted effect size (random effects model)
ES SE Age ES p-value
Remedial credits earned
Course credit earned in courses that are below college level. Also called developmental credits or basic skills credits, these often do not count toward graduation requirements.
 21 1 451 0.237 0.067 24 0.237 0.001
Graduate with 4-year degree
Graduate with a degree from a 4-year higher education institution.
 21 1 1001 0.164 0.262 27 0.309 0.226
College grade point average
Grade point average in a higher education institution.
 21 2 3717 0.030 0.023 23 0.056 0.018
Persistence within 1st year
Persistence from enrollment through the end of the first year of higher education in a 2- or 4-year institution.
 21 1 460 0.402 0.095 23 0.402 0.001
Graduate with 2-year degree
Graduate with a degree from a 2-year higher education institution.
 21 3 4786 0.382 0.100 24 0.660 0.001
Transfer from 2- to 4-year college
Enroll in a 4-year higher education institution.
 21 2 1452 0.183 0.077 25 0.247 0.001
Persistence into 2nd year
Completion of the first year and re-enrollment in the second year of higher education in a 2- or 4-year institution.
 21 3 4786 0.198 0.044 23 0.332 0.001

Citations Used in the Meta-Analysis

Kolenovic, Z., Linderman, D., & Karp, M.M. (2013). Improving student outcomes via comprehensive supports: three-year outcomes from CUNY's Accelerated Study in Associate Programs (ASAP). Community College Review, 41(4), 271-291.

Scrivener, S., Weiss, M.J., Ratledge, A., Rudd, T., Sommo, C., & Fresques, H. (2015). Doubling graduation rates: Three-year effects of CUNY's Accelerated Study in Associate Programs (ASAP) for developmental education students. New York, NY: Manpower Demonstration Research Corporation.

Sommo, C., & Ratledge, A. (2016). Bringing CUNY Accelerated Study in Associate Programs (ASAP) to Ohio: Early findings from a demonstration in three community colleges. Policy brief. MDRC.

Strumbos, D., & Kolenovic, Z. (2017). Six-year outcomes of ASAP students: transfer and degree attainment (ASAP evaluation brief). New York City, NY: The City University of New York.

Strumbos, D., Kolenovic, Z., & Tavares, A.L. (2016). CUNY Accelerated Study in Associate Programs (ASAP): Evidence from six cohorts and lessons for expansion. In S. Whalen (Ed.), Proceedings of the 12th National Symposium on Student Retention, Norfolk, Virginia. Norman, OK: The University of Oklahoma.