Embedding Evaluation: Lessons from CUNY’s Accelerated Study in Associate Programs (ASAP) June 11, 2015 Lashawn Richburg-Hayes, Ph.D. Director Success from the Start: Round Four Convening Department of Labor Employment and Training Administration Conference, Washington, DC

Main Take-Aways Begin with the end in mind… Evidence from strong evaluations can be used to ensure a strong start What is measured matters; think about metrics in the beginning Continuous improvement can be done in concert with evaluation Evaluation helps your institutions and the field at large

Number of students attending college is at an all-time high Average community college graduation rate is 16% and has not changed over last 40 years High Access Low Success

We are failing students And we are losing the global 10 Million by 2020

Graduation: 22% to 40% 4-year Transfer: 17% to 25%

ASAP Boosts Enrollment Rates 7

ASAP Increases Credits Earned 8

How was this accomplished? Started with existing evidence Aimed to be comprehensive Ambitious goal: at least 50% earn degree in three years Strategic execution Data and evaluation used throughout

ASAP Integrates Four Factors Weaves research-based practice together effectively. Student Responsibility Financial Supports Student Services Course Enrollment Enroll Full-time Take Dev. Ed. Early Graduate in 3 Years Tuition Waiver MetroCards Textbooks Advising Tutoring Career Services ASAP Seminar Block- Schedule Early Registration

ASAP Eligibility Criteria  Must be City resident and/or eligible for in-state tuition  Agree to study full-time in an ASAP- approved major  Continuing/transfer students: less than 15 credits and in good academic standing  Be fully skills proficient or have no more than two developmental course needs at application  Receive some need-based financial aid (Pell and/or TAP)

ASAP EVALUATION INTERNAL EVALUATION  Ongoing quasi-experimental analysis  Web-based data management system  Annual student surveys and focus groups  Data reviewed regularly to assess impact, measure movement towards goals, and improve program practice EXTERNAL EVALUATION  Cost-benefit study by the Center for Benefit Cost Studies in Education (CBCSE), Teachers College, Columbia University led Dr. Henry Levin  Five-year random assignment study by MDRC

What’s to come? ASAP Scaling – CUNY ASAP to serve 13,000 by 2017 – Replication of ASAP in 3 Ohio colleges – MDRC & CUNY exploring opportunities to bring ASAP to other communities CUNY ASAP long-term follow-up – Effects on Bachelor’s Degrees? – Effects on labor market outcomes? 14