INSIDE A RESOURCE GUIDE - ON PROGRAM STRUCTURE, COMPONENTS, AND MANAGEMENT - The City University ...
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INSIDE A RESOURCE GUIDE ON PROGRAM STRUCTURE, COMPONENTS, AND MANAGEMENT FALL 2020
The City University of New York Office of Academic Affairs November 2020 Original Guide prepared in 2015 by Daniela Boykin and Amy Prince with support from Complete College America. Design by: Carrie Chatterson Studio Photography by: Shannon Taggart Copyright© 2020 by Office of Academic Affairs, The City University of New York. All rights reserved. ASAP® is a registered trademark of The City University of New York.
INSIDE A RESOURCE GUIDE ON PROGRAM STRUCTURE, COMPONENTS, AND MANAGEMENT FALL 2020
ACKNOWLEDGMENTS
Thank you to Complete College America for their support in developing this resource guide in 2015. Thanks
also to the following individuals in the City University of New York (CUNY) Office of Academic Affairs (OAA)
who helped draft the original guide: Daniela Boykin, Kara Heffernan, Zineta Kolenovic, Donna Linderman,
Amy Prince, Diana Strumbos, and Daniel Voloch. The revision of the guide in 2020 was possible because of
the efforts of the following members of CUNY OAA: Christine Brongniart, Clara Chen, Mary Hiebert, Zineta
Kolenovic, Lesley Leppert, Donna Linderman, Francis Mosquito, Amy Prince, Shaun Rasmussen, Richard
Suarez, Diana Strumbos, Alex Tavares, Theresa Williams, and Ryan Yeung.
Special thanks to the dedicated CUNY ASAP directors, advisors, career specialists, and other program staff
at all of CUNY ASAP’s partner colleges: Borough of Manhattan Community College, Bronx Community
College, College of Staten Island, Hostos Community College, Kingsborough Community College, LaGuardia
Community College, Medgar Evers College, New York City College of Technology, and Queensborough
Community College. They are responsible for making ASAP such a success year in and year out.
We are especially grateful to our ASAP students and graduates, who are the heart of this program, and whose
voices make this guide come alive.
FROM THE MAYOR’S OFFICE FOR ECONOMIC OPPORTUNITY
(NYC OPPORTUNITY)
When NYC Opportunity (formerly the New York City Center for Economic Opportunity) first invested in CUNY
ASAP in 2007, it was funding a program that had a sound and comprehensive model, strong University and
campus leadership, and a data-driven approach. These were qualities that NYC Opportunity believed would
make ASAP successful and help more low-income New Yorkers earn a valuable college degree and improve
their future economic prospects. ASAP is one of New York City’s most successful programs to date — with its
impressive graduation rates, broad expansion at CUNY, and impact on the local and national dialogue on
improving college completion rates.
As ASAP’s national visibility has grown, NYC Opportunity has been delighted to see widespread interest in the
program from colleges across the country. This resource guide was developed by CUNY with them in mind.
The CUNY team has distilled the core components of the ASAP model, and provided comprehensive guidance
for colleges and others interested in learning more about ASAP’s fundamental framework.
Everyone at NYC Opportunity hopes that you find the guide useful, and for those colleges that are considering
an ASAP replication, we hope that your program becomes as wildly successful as CUNY ASAP has proven to be.
ii INSIDE ASAP
PREFACE In 2007, the City University of New York (CUNY) set out to rethink how we could dramatically improve our community college graduation rates. With a pilot of 1,132 students across all of CUNY’s (then) six community colleges, Accelerated Study in Associate Programs (ASAP) was born. It was an ambitious undertaking that set out to demonstrate that with the right mix of supports and resources, our students could earn their associate degrees in a timely manner. The program set a goal of graduating 50% of its participants within three years — twice the rate at which similar CUNY community college students were graduating at that time. ASAP has not only met, but consistently exceeded that ambitious goal. Across ten cohorts, ASAP has an average three-year graduation rate of 53% vs. 25% for a historically matched comparison group. Additionally, analysis of the first five cohorts shows that all subgroups of students benefit from the program, and that ASAP narrows existing graduation gaps for black and Hispanic males (Strumbos & Kolenovic, 2016). Based on these types of dramatic program impacts, documented through rigorous evaluation, ASAP has been expanded to serve additional students both in and out of CUNY. Thanks to generous support from the City and State of New York, ASAP has scaled to now serve 25,000 students per academic year across nine CUNY partner colleges. ASAP has been adapted to the baccalaureate space at two CUNY senior colleges as Accelerate, Complete and Engage (ACE). The ASAP model has also been replicated in five states to date: Ohio, California, New York State (Westchester County), Tennessee, and West Virginia. Most recently, affirming the program as a national model, Harvard University’s Kennedy School of Government Ash Center for Democratic Governance and Innovation selected ASAP as the 2020 recipient of its Innovations in American Government Award. The program’s success is the result of many dedicated and talented individuals. First, tremendous thanks to our college leadership, who have made ASAP a priority at their institutions. We also thank the dedicated college program staff and CUNY Office of Academic Affairs ASAP team who have been unwavering in their commitment to implementing a top-quality program. We are also grateful to our funders, specifically the City of New York, through the Mayor’s Office of Economic Opportunity (NYC Opportunity), the State of New York, as well as ASAP’s early philanthropic funders, including Robin Hood, the Helmsley Charitable Trust, and the Stella and Charles Guttman Foundation. Finally, we want to recognize the most important members of the ASAP family: our talented and tenacious students. It is a privilege to support them in their educational journeys and to see them succeed in such impressive ways. CUNY is a better place because of each and every one of them. We are pleased to share this resource guide with policy makers, higher education practitioners, and other interested constituents across the country. It is our sincere hope that this guide provides organizational and operational program detail and lessons learned from ASAP to inform your own efforts to improve the completion rates of your students. José Luis Cruz Executive Vice Chancellor and University Provost City University of New York INSIDE ASAP iii
TABLE OF CONTENTS
About this Resource Guide................................... 1
ASAP Beginnings and the
Theory Behind the Action.................................... 3
Chapter 1: Program Structure............................. 6
Enrollment Targets and Eligibility.................. 7
Financial Resources...................................... 9
ASAP College Staffing................................. 10
College Integration...................................... 11
ASAP Central Office/College Partnership..... 12
Program Costs............................................ 14
Chapter 2: Program Components
and Implementation.......................................... 16
Provide Structured Pathways to
Support Academic Momentum................... 17
Recruit and Engage Students Early.............. 19
Provide Comprehensive and
Personalized Advisement............................ 23
Connect to Timely and
Relevant Supports...................................... 26
Chapter 3: Evaluation and Data Use for Program
Management and Continuous Improvement...... 30
ASAP Evaluation and
Program Management................................ 31
Student Benchmarks.................................. 31
Data Collection and Management............... 31
Internal Evaluation/
Quasi-Experimental Analysis....................... 32
External Evaluation..................................... 33
Interested in Replicating CUNY ASAP?............. 34
References........................................................ 41
ABOUT THIS RESOURCE GUIDE The City University of New York (CUNY) Accelerated Study in Associate Programs (ASAP) has informed the national discussion on how to improve community college outcomes by consistently demonstrating three-year graduation rates that are more than double those of similar students. The program has been rigorously evaluated by internal and external researchers, and increasingly hailed as a model of evidence-based practice. This success has led community colleges across the country to replicate the program, and has led higher education leaders and faculty, policy makers, and public and private funders to express interest in learning more about ASAP. This resource guide was developed with these audiences in mind, to provide an overview of the ASAP model and structure. Chapters are organized into three main areas: program structure, program components and implementation, and evaluation and program management. The guide concludes with a section for those interested in learning more about ASAP replication efforts. This section describes the assistance that the CUNY ASAP team provides to partner colleges committed to increasing graduation rates by replicating the ASAP model with a high level of fidelity. This section also details the successful outcomes from the earliest replication efforts in Ohio, maps the growth of the CUNY ASAP National Replication Collaborative, and articulates important considerations for building the foundations of a successful replication. INSIDE ASAP 1
ASAP BEGINNINGS AND THE
THEORY BEHIND THE ACTION
Community college enrollments have comprehensive program to support students
from the moment they apply through graduation.
increased dramatically in recent decades; Key program components include:
44% of undergraduates in the 2017-
• Required full-time study (at least 12 credits
2018 academic year were enrolled at per semester) in select majors;3
community colleges (Community College
• An individualized schedule so that students can
Research Center, 2020). Despite their
meet their family, work, and other responsibilities;
increasing popularity, community colleges
• Opportunities for students to register for blocked
continue to struggle with retention,
courses, or courses with fellow ASAP students;
persistence, and degree completion.
As policy makers, public and private • Full-time ASAP staff dedicated to comprehensive,
personalized advisement and career development
funders, researchers, and the general services;
public shift their focus from access
• Financial resources including an ASAP tuition
to graduation, community colleges and fee gap scholarship, textbook assistance,
must develop new ways of supporting MetroCards (to cover transportation costs), and
students through degree completion. tuition for winter and summer course-taking; and
• Special programs for ASAP students, including
tutoring, targeted workshops, and leadership
ASAP Beginnings
opportunities.
In 2007, with the support of NYC Opportunity
(formerly the New York City Center for Economic When the first cohort demonstrated a 30% two-year
Opportunity), the City University of New York (CUNY) graduation rate, versus 12% for a comparison
launched Accelerated Study in Associate Programs group, ASAP broadened its eligibility criteria to
(ASAP) in order to significantly increase the timely include students with some developmental needs.4
completion rates of community college students. In 2011, after four years of consistently strong
The program committed itself to more than doubling graduation rates for students with and without
the three-year graduation rate of similar students at developmental needs, the New York City Office of
CUNY’s six community colleges.1 In 2007, only 24% of the Mayor made ASAP funding a permanent CUNY
fully skills-proficient and 13% of all CUNY community allocation and former CUNY Chancellor Matthew
college students graduated within three years. ASAP Goldstein announced a three-year expansion plan.
pledged to realize a graduation rate of at least 50% As of fall 2019, ASAP has enrolled 25,000 students
within the same time period. per academic year, representing almost 32% of all
first-time, full-time degree-seeking community
ASAP began with 1,132 fully skills-proficient college students. The majority of students in
students.2 To help students move quickly towards ASAP (on average 80%) have some developmental
degree completion, the CUNY Office of Academic support needs.
Affairs and partner colleges developed a
1
ASAP began at Borough of Manhattan, Bronx, Hostos, Kingsborough, LaGuardia, and Queensborough Community Colleges.
2
Twenty-eight percent of fall 2007 ASAP students had some developmental needs when recruited; these needs were addressed during the summer prior to fall enrollment.
3
ASAP supports most majors.
4
ASAP now accepts students with up to two developmental support needs.
INSIDE ASAP 3
CUNY evaluation of ASAP demonstrates an average 1. Academic Momentum
cross-cohort three-year graduation rate of 53.4% Numerous researchers have identified academic
vs. 24.6% for similar cross-cohort comparison momentum and credit accumulation during a
group students. As ASAP has expanded to serve student’s first year in college as key predictors of
a larger percentage of CUNY students, the program degree attainment (Adelman, 1999, 2006; Attewell,
has contributed to an overall increase in the CUNY Heil, & Reisel, 2011; Calcagno, Crosta, Bailey, &
three-year associate system graduation rate from Jenkins, 2007; Goldrick-Rab, 2007; Swanson,
12% for the fall 2007 cohort to 24.2% for the fall 2008). ASAP works to ensure academic momentum
2016 cohort. By 2022, ASAP expansion is projected in the following ways:
to help increase the CUNY three-year associate
system graduation rate to 36%. • Full-time study in approved majors;
Rigorous external evaluation has also validated the • Individualized course schedules to help students
impact of the program and its cost effectiveness. manage competing demands;
In the final report of a five-year experimental design
study, MDRC noted ASAP’s effects as “the largest • Immediate and continuous enrollment in any
MDRC has found in any of its evaluations of required developmental supports;
community college reforms” (Scrivener, Weiss,
• Winter and summer course-taking opportunities;
Ratledge, Rudd, Sommo, & Fresques, 2015, p. ES-11).
Education economists Henry Levin and Emma Garcia • Required advisement, career development
(2012, 2013) found that ASAP demonstrates services, and, if needed, tutoring; and
significant cost effectiveness as well as cost
benefits to participating students and taxpayers.5 • Removal of key financial obstacles, such as
textbook, transportation, and tuition costs, which
can become stumbling blocks to degree
momentum.
Graduating ASAP students report that the program
benefits most important to their success were the 2. Integration and Belonging
financial resources and the services provided by their ASAP’s cohort model and intensive supports are
built, in part, on Vincent Tinto’s theory of integration
ASAP advisors. Ninety-five percent of students responding and student persistence (Tinto, 1994; and Tinto
to a program survey indicated that it would have been & Pusser, 2006). Tinto argues that a student’s sense
difficult to graduate within three years without the of connection to a college is critical to ensuring
continuous enrollment and degree attainment.
support of ASAP.
On commuter campuses, it can be very difficult
– ASAP Student Exit Survey, Spring 2019 for students to create relationships with their peers,
faculty, and staff. It is especially important to
develop a sense of connection early in a student’s
college career. As Bloom and Sommo (2005)
ASAP Theory of Action explain in their analysis of the impacts of learning
As cited by Kolenovic, Linderman, and Karp (2013), communities, “…many experts believe that students’
ASAP’s core components rest on three interrelated academic and social experiences during their first
beliefs: 1) the importance of academic momentum; semester of college often determine whether they
2) the essential need for students to feel integrated will persist in school over the long term. According
into college life and culture; and 3) the value of to this theory, students who develop strong initial
timely and relevant support (p. 274). Coupled with connections — with other students, with faculty and
the importance of regular and sophisticated data staff, and with the material they are studying — are
analysis for program evaluation and management, far more likely to continue and succeed” (p. 45).
the ASAP theory of action allows for student-cen-
tered continuous improvement.
5
ASAP evaluation reports are available at : www.cuny.edu/ASAP.
4 INSIDE ASAPASAP develops an intentional community of support Program Structure and Use of
and promotes students’ sense of belonging in the
Data for Continuous Evaluation
following ways:
and Improvement
• Early engagement strategies including Hallmarks of ASAP include a well-defined program
advisement meetings, workshops, and an structure and rigorous evaluation. Since inception,
ASAP Institute for incoming students; ASAP has employed specific enrollment targets,
clearly defined program policies and priorities,
• Blocked courses the first year, whereby
minimum thresholds for academic benchmarks,
students enroll in courses with fellow ASAP
and strategies to ensure ASAP integration at the
students;
campus level.
• Study groups and tutoring (required for students
Priorities and policies are established by the ASAP
in developmental or corequisite supports);
Central Office and re-visited each year with feedback
• Comprehensive and personalized advisement; and from partner colleges to support program efficacy.
The use of both qualitative and quantitative data
• Special opportunities, such as the ASAP Peer tools, such as ASAP’s live and interactive web-based
Mentor and Ambassador programs, which allow database, enables staff to monitor benchmarks in
ASAP students to develop presentation and real time, keep close track of outcomes and
leadership skills. program quality, and make data-driven adjustments
to polices and services.
3. Timely and Relevant Support Services
ASAP’s commitment to continuous improvement
As cited by Karp (2011), access to timely and relevant
is supported by regular communication between
support services is a crucial component of college
the ASAP Central Office and partner colleges,
success, especially for “academically vulnerable”
including meetings and information sharing, as
students (p.1). ASAP’s model is based on the belief
well as professional development opportunities.
that making student support services proactive,
ongoing, and multi-faceted helps to create a
coherent college experience that leads to stronger
student outcomes.
ASAP provides comprehensive and streamlined
supports including:
• A dedicated adviser who guides students from
acceptance through graduation;
• A career specialist (CS) who provides individual
employment expertise, a wide range of group
career readiness services, and connections to
industry-related events;
• Optional tutoring for all students and required
tutoring for students identified as struggling or
with developmental support needs; and
• Facilitated access to other campus services.
INSIDE ASAP 5CHAPTER 1 PROGRAM STRUCTURE
“ If I weren’t an ASAP student, I don’t know where I’d be. I was able to get to school, work, home, and more
with my MetroCard. I didn’t have to worry about books, and I had an academic advisor that I call my friend
now that I have graduated.”
– Trevor Pascal, Kingsborough Community College, class of 2019
Enrollment Targets and Eligibility
ASAP’s initial enrollment of 1,132 students in 2007 was intended to be large enough to demonstrate impact across
all six of CUNY’s existing community colleges. As a result of the program’s success, in 2011 ASAP committed to an
aggressive three-year growth model, which would increase the number of students served to 4,000 by fall 2014.
Thanks to generous support from the City of New York, ASAP underwent a second major expansion from 2015-2019.
The goal of this expansion was to serve 25,000 associate-degree students at nine CUNY colleges by the 2018-19
academic year. In addition, as part of this expansion, ASAP began to serve more Science, Technology, Engineering,
and Mathematics (STEM) majors, and embarked on a campus-wide expansion at Bronx Community College to
serve most incoming first-time, full-time freshmen.
25,623
25,477
ASAP Enrollment by Academic Year 21,514
AY 2007-2008 to AY 2019-2020
15,473
16
8,0
52
04 05 4 ,3
32 85 50 86 2, 2 3, 2
1,1 909 1,1 1, 2 1, 2
2007/08 2008/09 2009/10 2010/11 2011/12 2012/13 2013/14 2014/15 2015/16 2016/17 2017/18 2018/19 2019/20
(Premlim)
Each year, ASAP sets specific recruitment targets and each partner college commits to admitting students who
meet the criteria described below. ASAP consistently monitors enrollment targets, attrition, and graduation of
continuing students and publicly reports on enrollments throughout the year. ASAP budget allocations are tied
to meeting annual enrollment targets.
ASAP Eligibility Criteria 2020–21. Students must:
• Have applied and been accepted to a CUNY college that offers ASAP.
• Be eligible for New York City resident tuition (at the community colleges) or New York State resident tuition
(at all other colleges).
• Agree to enroll in a full-time associate degree program in an ASAP-approved major.
• Be proficient in math and/or English OR require no more than two developmental supports.
— Students with deep developmental need are encouraged to join CUNY Start or Math Start, pre-matriculation
programs which help students eliminate or reduce developmental course needs. CUNY Start and Math Start
provide a pathway into ASAP, and the programs partner to ensure that eligible students transition smoothly.
• Complete the Free Application for Federal Student Aid (FAFSA) and the New York State Tuition Assistance
Program (TAP) application.
— Students under the New York State Dream Act may be eligible to receive aid from New York State.
• If a continuing or transfer student, have no more than 15 college credits at the point of application and entry,
and a minimum GPA of 2.0.
INSIDE ASAP 7Profile of ASAP Students: Fall 2007 to Fall 2019 Cohorts1
Total Enrollment2 N 59,120
Gender
Male % 43.1
Female % 56.9
Ethnicity
American Indian/Native Alaskan % 0.4
Asian/Pacific Islander % 12.2
Black % 32.6
Hispanic % 44.1
White % 10.7
Age Group
18 or younger % 47.3
19 % 16.0
20 to 22 % 18.2
23 to 29 % 11.8
30 or older % 6.7
Mean Age Mean 20.6
Admission Type
First-time Freshman % 66.8
Transfer Students % 8.3
Continuing Students % 24.9
Developmental Students 3
Initial Remedial Need4 % 74.2
At Time of Entry into ASAP % 42.3
College Admissions Average5 mean 75.1
GED Recipients % 6.2
Pell or TAP Receipt6 % 86.4
1
Includes ASAP students admitted in fall 2007 through fall 2019. Medgar Evers College joined in fall 2014 and NYC College of Technology and College of Staten Island joined in fall 2015.
2
Data for the fall 2019 cohort not yet reflected in the profile. Also, excludes a small percentage of students from other cohorts whose data were not available.
3
Students who required developmental coursework. Developmental need data comes from CUNY’s Administrative Data Warehouse. Includes students from cohort 1 who were required
to address all developmental needs prior to entering ASAP. Data for cohorts 11 and 12 are not yet available and therefore excluded from the average.
4
Initial remediation need is based on first CUNY Skills Assessment test taken and/or test exemption.
5
Data is not available for all students; Data is missing for most transfer students and students who applied as direct admits to the college.
6
Students who received either a Federal Pell Grant and/or a New York State Tuition Assistance Program Grant. Based on a preliminary data source.
8 INSIDE ASAP“ Our students come to us determined to succeed and create better opportunities for their futures and families.
Despite access to financial aid, they still face financial challenges that can derail their dream of a college education.
The financial supports that ASAP provides bridge the financial gap, eliminate the need to add a job, and provide
the freedom to focus on learning.”
– Carey A. Manifold, Ed.D., Director, ASAP, Kingsborough Community College
Financial Resources
Research has shown that part-time enrollment and excessive work hours significantly increase the risk that
students will drop out before completing a degree. Community college students from families with the lowest
incomes have thousands of dollars in unmet need each year, when considering the full cost of college attendance
(Orozco & Cauthen, 2009; Nichols, Anthony, & Schak, 2019). According to the Community College Research
Center (2020), approximately 80% of community college students work, and over 60% enroll in college part time.
ASAP provides a number of financial supports to help ensure that students are able to enroll full time each semester
and devote sufficient time to their studies.
Tuition and Fee Gap Scholarship
ASAP students who receive need-based financial aid, and have a gap between their award amount and tuition and
fees, have the remaining balance covered. Because the majority of ASAP students are eligible for a federal
Pell grant, most students receive enough federal and state aid to cover their tuition and fees.
Textbook Assistance
Students receive an average of $600 in textbook assistance every year. ASAP works with each
campus bookstore to set up an account that allows students to purchase books and materials
for required courses while they are enrolled in the program. To keep textbook costs down,
ASAP encourages students to rent or purchase used books when available. Students
can also return books at the end of each semester and use any buy-back credits
toward future textbook needs.
MetroCards
ASAP students are eligible to receive an unlimited Metropolitan Transit Authority
(MTA) MetroCard that can be used for all of their public transportation needs.
In the initial years of ASAP, students received a monthly MetroCard; now, ASAP
students receive a semester-based MetroCard. According to student surveys, of
all the benefits and services that ASAP provides, the MetroCard is one of the most
important. To receive a MetroCard, students must meet all program requirements,
including attending regular advisement sessions.
Summer/Winter Tuition
Students are strongly encouraged to enroll in winter and summer sessions in order
to retake failed courses, complete remaining developmental supports, or accelerate
credit accumulation. ASAP funds winter and summer course-taking for eligible students
whose financial aid does not cover the cost of enrollment. ASAP winter and summer
course-taking is consistently high. In recent years, approximately 45% of ASAP students
attempted at least one intersession course during their first two years in the program.
INSIDE ASAP 9“ Having the CUNY ASAP family behind me, guiding me to where I can go next, means the world to me.”
– Lorie Agosto, Bronx Community College, class of 2019
ASAP College Staffing ASAP Career Specialists
ASAP requires a fully dedicated college staff to The career specialist is the main point of contact
deliver its high-touch support and comprehensive and provides expertise at each ASAP partner
programming. ASAP college staff are employees college for career-related content. Led by the career
of their respective colleges and typically work specialist and using an integrated approach, ASAP
under the Vice President for Academic Affairs.7 staff offer career-related materials and activities to
help students learn how their chosen major aligns
Each ASAP college team includes, at a minimum, with career and professional goals. Throughout the
a director, enough advisors to support a caseload of program, students have opportunities to develop
up to 150 students per advisor, a career specialist, career skills that align with current National
as well as data and administrative support. Key ASAP Association of Colleges and Employers (NACE)
college staff positions are described below. core competencies, in an effort to ensure that they
graduate with skills and abilities that employers
ASAP Directors are looking for.
ASAP directors are responsible for implementing
the program at their college. Directors manage Additional ASAP Staff Positions
effective delivery of all ASAP services, use data As ASAP expanded to serve 25,000 students across
to evaluate the program, cultivate and maintain nine CUNY campuses, new staff positions were created
relationships with all college units, ensure to ensure that the program could continue to provide
enrollment of new ASAP students, and communicate individualized support to increasing numbers of
program priorities to ASAP staff. Directors also students. When ASAP partner college programs grew
work closely with college leadership and the to over 700 students each, associate directors were
ASAP Central Office to maintain program quality. hired to supervise the work of the ASAP advisement
team, oversee recruitment, coordinate retention and
ASAP Advisors engagement initiatives, and assist the director in
The close relationship between ASAP advisors key administrative areas such as reporting and
and their students is the heart and soul of ASAP. collaboration with other college units. Other full-time
Students work with the same advisor from entry positions added at ASAP partner colleges include:
through graduation, with many students remaining recruitment specialists, who collaborate with the
in touch with their advisors after they leave the admissions office, promote ASAP in the local
program. Each advisor works with a caseload of up community, and guide students through the enrollment
to 150 students. Advisors review student progress, process; financial aid specialists, who liaise with
track student use of academic support services, the financial aid office, help students complete aid
conduct outreach to faculty and other college staff, applications, and support the administration of the
refer students to campus resources, and support ASAP tuition and fee gap scholarship; and engagement
the recruitment of new students. While ASAP specialists, who host student events, lead special
advisors are not expected to be trained counselors initiatives, or provide additional support to vulnerable
or social workers, they must have the background student populations.
and skills necessary to build rapport and trust with
students. This bond ensures that students feel
comfortable discussing both academic and personal
challenges. ASAP actively recruits candidates
with strong youth development, advisement,
and school counseling experience.
7
For more information on ASAP staff and careers with ASAP, visit www.cuny.edu/asap.
10 INSIDE ASAP“ When I came to college, I felt completely lost. I was not ready at all. I believe if I were not an ASAP student,
my grades would have severely reflected my hardships. If it weren’t for ASAP, I wouldn’t have had the immense
support to study something that is my passion and things that interest me.”
– Gina Rodriguez, Bronx Community College, class of 2017
“ While ASAP has its own unique identity and model on campus, we work in concert with our campus partners to
provide students with the best possible support and learning environment. The success of our students, as well as
ASAP, cannot be achieved in isolation — it takes an entire campus, a coordinated system, and true collaborative spirit.”
– Ivan-Scott Lee, Ed.D., Director, ASAP, College of Staten Island
College Integration
ASAP relies on the strong support of college leadership, specifically presidents and chief academic officers, to
ensure successful integration at the campus level. Critical decisions and support include: selection of a highly
capable ASAP director and hiring of fully dedicated staff; identification of appropriate work space for program
success, taking into account the highly personalized and intensive nature of ASAP services; and facilitating
collaboration between ASAP, academic departments and other key college units.
Working with Academic Departments
Although ASAP is not directly involved with curriculum or instruction, academic departments
are essential partners in ASAP student success. ASAP directors work closely with academic
departments to:
• Reserve sections for first-year ASAP blocked courses, so that ASAP students can
take courses together;
• Identify faculty for ASAP blocked courses; and
• Ensure there are faculty feedback mechanisms and strategies for engaging with
faculty to support student success.
Effective faculty feedback loops provide ASAP staff with early indicators of students’
class attendance, participation, and performance — all of which inform academic
and career advisement. The timeliness of faculty feedback is crucial, so that ASAP
advisors are aware of students’ challenges as early as possible and can support them
accordingly. Each ASAP director develops a system to make it easy for faculty
teaching blocked courses to provide regular feedback on student performance.
This system may include online, email, phone, and in-person options to ensure that
faculty have multiple ways to communicate with ASAP advisors.
ASAP advisors also coach students to help them become more comfortable reaching
out to faculty. Regular communication among advisors, faculty, and students helps ASAP
staff understand, and support their students to address, common academic challenges.
INSIDE ASAP 11“ With the guidance of my brilliant CUNY ASAP advisor, amazing career specialist, and spectacular ASAP staff, I was
able to tap into my hidden potential. Realizing that I can push myself past set limits, achieve success in and outside
of campus, and light a path for other students to follow. ASAP accelerates more than just the college experience!”
– Mark Pollock, College of Staten Island, B.S., class of 2019
Working with Non-Academic Departments
The ASAP director also cultivates relationships with non-academic departments that are critical to the program’s
success. The admissions, testing, financial aid, and information technology offices play important roles in
supporting recruitment and determining students’ eligibility. The registrar and bursar help to coordinate early
course registration and ensure that students receive appropriate ASAP tuition and fee gap scholarships and
their MetroCards. Learning centers are key for ensuring that students have access to quality academic support
services, and the textbook vendor helps to coordinate students’ textbook needs each semester.
ASAP Central Office/College Partnership
ASAP’s management structure is an essential part of the program’s success. This structure includes collaboration
between the ASAP Central Office and a set of partner colleges. A clear division of roles and responsibilities, and
regular communication among all stakeholders, has allowed the program to operate at a high level of efficiency.
ASAP staff at partner colleges are responsible for implementing the program at their campuses.
This includes program recruitment and enrollment, coordinating provision of financial benefits,
providing all program services to students, tracking student data to monitor engagement and
progress towards graduation, and building relationships with campus colleagues to
ensure that ASAP is fully integrated into the college.
The ASAP Central Office is responsible for overall program administration,
program-wide evaluation and data management, fiscal oversight and reporting,
cultivation of external partnerships and funding, management of common
resource needs (e.g., MetroCards, textbooks, and promotional materials),
and citywide outreach for program awareness.
The ASAP Central Office team is overseen by a CUNY Associate Vice
Chancellor for Academic Affairs, led by the ASAP Executive Director, and
includes staff who focus on the following areas: program management
and staff development, fiscal administration, external engagement, data
systems, research and evaluation, foster care initiatives, STEM initiatives,
and replication.
The ASAP Central Office communicates regularly with partner
colleges to discuss program priorities and policies and to support
ASAP implementation at the campus level. The ASAP Central Office and
partner colleges communicate using a variety of methods, including
monthly administrative emails with key deliverables and important program
information, monthly directors’ meetings, regular gatherings and professional
development sessions for advisors and career specialists, and an annual policy
memo outlining essential ASAP policies and program priorities. Communication
across the colleges is encouraged through resources such as a listserv and a shared
drive, so that expertise and best practices can be shared.
12 INSIDE ASAPSPOTLIGHT: PROFESSIONAL AND STAFF DEVELOPMENT As part of the strategic, programmatic and policy support that the Central Office provides to all campus sites, the ASAP program management team offers a variety of professional development opportunities to partner college staff. One of these is a standardized onboarding series for advisors, developed during a wave of expansion that brought dozens of new advisors into the program during a short period of time. It became necessary to design a foundational training that gave all new advisors the information, knowledge, and program background to begin their work on campuses. The training series includes: a comprehensive overview of the ASAP program elements, services, and benefits; an introduction to the advisement model, with practice determining students’ support level groups using case studies; a discussion of the building blocks of effective advising sessions; time management best practices; equity in advisement, and more. This training series continues to evolve, including the development of online modules and training webinars. In addition to this training for new advisors, the team conducts regular needs assessments with ASAP directors, associate directors, advisors, career specialists, and other staff to ascertain their interests around specific topics and skills. The team uses this information to develop workshops, working groups, presentations, and projects that reflect staff’s needs and desires. Some of these trainings are led by Central Office staff. In other cases, industry experts are brought in to facilitate sessions. Sample professional development offerings have included: • The integration of career and academic advisement • Diversity, equity, and anti-racism in advisement • Counseling skills • Stress management and avoiding burnout • Working with special populations • Facilitation and workshop curriculum development • Best practices in supervision • Conflict resolution and having difficult conversations The Central Office also works with ASAP campus staff to develop and lead workshops for their peers, and supports them, when possible, in designing conference presentations, writing pieces for publication, and pursuing other professional development as it relates to their work with ASAP. INSIDE ASAP 13
“ For both taxpayer and students, the benefits far exceed the investment costs.”
– Henry M. Levin and Emma Garcia in “Benefit-Cost Analysis of Accelerated Study in Associate Programs (ASAP) of the
City University of New York (CUNY),” 2013.
Program Costs On ASAP cost benefits to students and the
taxpayer, Levin and Garcia (2013) find:
Due to the comprehensive nature of the program
model, ASAP has greater overall costs than the “From the comparison of benefits over a lifetime we
traditional community college pathway. The annual can conclude that, for both taxpayer and students,
ASAP cost per student (above usual CUNY full-time the benefits far exceed the investment costs. For
equivalent, or FTE, allocations) has declined with each dollar of investment in ASAP by taxpayers, the
expansion and is, as of 2020, approximately $3,440 return was between three and four dollars. For each
per student. The ASAP budget covers all program dollar of investment by students, the return was
personnel (including fringe benefits) and other than much more, even when including student foregone
personnel services (OTPS) costs required to run earnings as the major component of student costs.
the program. Approximately 37% of the budget is Using available data on which public constituencies
allocated for personnel, 59% for student financial receive the benefits — federal, New York State, and
resources (including MetroCards, textbook assistance, New York City governments — we believe that all
and tuition and fee gap scholarships), and remaining constituencies receive benefits that exceed their
funds cover additional program-related costs. cost contributions to the investment” (p. 9).
In 2012, leading education economist Henry Levin
at the Center for Benefit-Cost Studies in Education
(CBCSE) at Teachers College, Columbia University,
conducted a comprehensive cost-benefit study of
ASAP. Dr. Levin and his coauthor, Dr. Emma Garcia,
concluded that despite higher costs, ASAP is a wise
upfront investment when considering the cost per
graduate and lifetime benefits to students and
taxpayers, rather than solely the short-term cost
of supporting enrolled students.
Please visit the CUNY ASAP
On the cost effectiveness of ASAP, Levin and
Garcia (2012) state:
replication webpage for
“Without question ASAP has shown that it provides additional information
an investment that not only raises the number of
completed associate degrees, but also reduces regarding program costs.
the cost per degree, on average, because its
proportionately added effectiveness in degree
production exceeds the added costs. If CUNY
plans to expand the number of students who
graduate within three years through an ASAP
expansion, the added cost of ASAP services is
more than compensated for by a higher production
of degrees. The larger investment will result in a
lower cost per degree and large aggregated savings
of degree production for CUNY community
colleges” (p. 21).
14 INSIDE ASAPCHAPTER 2 PROGRAM COMPONENTS AND IMPLEMENTATION
“ I’m gradually gravitating towards my dream, and ASAP made it happen.”
– Obed Gyedu Larbi, Bronx Community College, class of 2019
Provide Structured Pathways to
Support Academic Momentum
ASAP students are required to study full time in an approved major that can be completed within three years.
(Most majors are supported; see the ASAP college websites for a list of current ASAP majors.) Students work with
their advisors to create their class schedules and often take several blocked courses, or courses with other ASAP
students, in their first year. Students are required to address any developmental support needs as early as possible,
and are encouraged to enroll during winter and summer sessions in order to build academic momentum.
Approved Majors and Academic Maps
ASAP offers a broad range of degree options that have common general education requirements, allow students
to take blocked courses in their first year, and can be completed within four to six semesters. Students may
change majors as long as they can complete their degree within three years.
Advisors work in consultation with academic departments to map out each approved major over four to six
semesters, including developmental supports (if any), general education requirements, and degree
courses. Advisors then work with students during initial intake meetings and at the start of each
semester to create course schedules that will keep students on track for graduation.
Blocked Courses and Individualized Course Scheduling
ASAP offers the opportunity for first-year students to take blocked courses when possible.
Blocked courses allow ASAP students to take courses together and to develop close and
supportive relationships with peers and faculty. Every semester ASAP directors work
with department chairs to reserve regularly scheduled course sections, or in some
cases a number of seats within a section, for ASAP students.
Making use of early registration, ASAP students also work with their advisors
to register for an individualized class schedule that allows them to balance
school, work, and family obligations.
Immediate and Continuous Enrollment in Developmental Supports
ASAP students are required to immediately and continuously enroll in any required
developmental supports. Each ASAP program determines appropriate developmental
supports for their students based on offerings at their college, including co-requisite
courses. The goal of these supports is to help students reach skills proficiency in
English and math within their first year.
Winter and Summer Courses
Winter and summer sessions are used to ensure that students stay on track for timely
graduation. As mentioned in chapter one, ASAP covers tuition and fees, and also provides
MetroCards and textbook assistance based on funding availability.
INSIDE ASAP 17“ Some students come for the MetroCard, but they stay for the advisors.
They really want you to succeed.”
– Adonis Diaz, Hostos Community College, class of 2017
SPOTLIGHT:
SUPPORTING STEM STUDENTS
ASAP’s expansion to serve more CUNY students has included a focus on Science,
Technology, Engineering and Mathematics (STEM) majors, with the goal to enroll,
retain and graduate more STEM students. Although demand for a skilled workforce
to fill STEM-related jobs has increased, the number of students entering and staying
in STEM majors at institutions of higher education has not risen to meet this demand.1
In order to support more ASAP students to enter and successfully complete degrees
in STEM majors, the program has developed a four-pronged approach: 1) expand and
strengthen the STEM pipeline into ASAP, and upon graduation from ASAP, into STEM
bachelor degree programs; 2) expand and leverage existing tutoring and academic
support services for STEM; 3) increase engagement of STEM faculty/departments
and provide opportunities for students to engage with faculty outside of class; and
4) connect students with opportunities that will provide them with the knowledge
and skills to become competitive members of the global marketplace.
A recent brief from the ASAP research and evaluation team (Kolenovic & Strumbos,
2020), which focused on a cohort of ASAP STEM students entering in fall 2015,
outlined the following findings:
• ASAP had significant and positive effects on STEM students’ early academic
outcomes, including retention, credit accumulation, and GPA.
• ASAP had a significant effect on STEM students’ re-enrollment in STEM majors
through the fourth semester.
• ASAP had a significant effect on STEM students’ first-year enrollment and pass
rate in math gateway courses.
• ASAP had a large and significant effect on STEM students’ two and three-year
graduation rate, as well as a significant effect on graduating with a STEM degree.2
1
Data show that between 2000 and 2010, STEM-related jobs in the US have increased at three times the rate of non-STEM jobs (Langdon, McKittrick, Beede, Khan, & Doms, 2011). However, not enough students
are entering and staying in STEM majors. Carnevale et al. (2011) report that 75% of high school students with strong math skills will not enter a STEM major, and of those who do, 50% will leave their STEM major.
2
See the full brief, ASAP Students in STEM Majors: Results from the Fall 2015 Cohort, on the evaluation page of the CUNY ASAP website.
18 INSIDE ASAPRecruit and Engage Students Early and current ASAP students. From Facebook to
Instagram, Twitter, and other emerging platforms,
ASAP recruits students through citywide outreach
social media meets students where they are and
led by the ASAP Central Office and through
allows the program to share information and build
campus-based recruitment efforts. Because ASAP
relationships.
is a post-admission option, the goal is to ensure
that students are identified in sufficient time to The ASAP website, embedded in the general
take advantage of early engagement activities. CUNY website, links to ASAP college webpages
and offers a comprehensive set of resources and
All students who meet ASAP eligibility and wish
information for students and general audiences.
to join the program are invited to start the
enrollment and onboarding process at their • Strategic Relationships
college of attendance. Upon completing this In addition to engaging city agencies, high schools,
process, students are involved in a range of high school equivalency (HSE) programs, and
structured activities to help them adjust to college CBOs, ASAP works in close coordination with
life and understand ASAP expectations. Starting several university programs, including CUNY
with a comprehensive intake process, ASAP staff Start and Math Start, which prepare students
identify the strengths and challenges of new for college-level coursework and to meet CUNY’s
students and use this information to connect proficiency milestones. CUNY Start and Math
students to campus-based resources. Start provide a pathway into ASAP, and staff
from all programs work together to ensure
Early engagement builds community, promotes
students transition smoothly.
campus integration, and helps students gain
academic momentum. Blocked courses, group Although ASAP has established a strong reputation
advisement, and other program components with multiple stakeholders across New York City,
continue to promote community building through a robust, multi-faceted recruitment strategy is
students’ first year. essential to meet enrollment targets. Building an
effective network of college access counselors
Citywide Outreach and advisors ensures that students have the
Led by the ASAP Central Office, citywide outreach support they need to complete all enrollment
serves to increase program visibility among steps as early as possible.
prospective students, caregivers, high school and
community-based organization (CBO) counselors,
and city agencies. ASAP provides several
opportunities for stakeholders to learn about
the benefits of ASAP and its enrollment process.
• Outreach Strategies and Workshops
Outreach strategies include an ongoing and
broad distribution of promotional resources, “ Since the early connection is extremely important for
including monthly e-newsletters, and targeted
student success, all of our recruitment experiences
text messaging to counselors, prospective
students, and city agency partners. ASAP also have been designed with that in mind, from the
offers counselor networking events to provide information session and registration through the
updates on eligibility benefits, enrollment steps, summer engagement series ... We design this process
and university systems. ASAP resources include
brochures and videos to help counselors engage to be comprehensive, easy to navigate, and fun.”
students in conversations about college and – Alexandra Pyak, Executive Director, ASAP, Queensborough
post-secondary planning. Community College
ASAP’s Central Office digital engagement efforts
are critical components of the program’s robust
citywide outreach activities. Social media is used
to recruit, engage, and connect prospective
INSIDE ASAP 19Campus-Based Recruitment
EARN YOUR COLLEGE DEGREE!
ASAP campus-based recruitment efforts are
CUNY ASAP provides students
with dedicated advisors, multi-faceted and typically begin the semester
WE’VE GOT AND YOUR AND YOUR textbooks, free unlimited
YOUR BACK. BOOKS. METROCARD. MetroCards and more. before students enroll, with each college developing
a comprehensive plan that identifies strategies to
target both new (first-time freshmen and transfer)
THE CITY UNIVERSITY OF NEW YORK
Learn how you can join: cuny.edu /asap
cunyasap cunyasap
and continuing students. ASAP staff works with
critical college units such as admissions, testing,
financial aid, and information technology to obtain
lists of eligible students. Each college offers
WE’VE GOT AND YOUR AND YOUR
cuny.edu/asap cunyasap cunyasap YOUR BACK. BOOKS. METROCARD. on-campus recruitment activities for prospective
students, such as open houses, information sessions,
and campus tours. ASAP is also present at any
regularly scheduled new student orientation.
• Identifying Eligible Students
Through collaboration with information technology
and other noted departments, ASAP staff at
STAY ON TRACK. partner colleges obtain lists of eligible students
for targeted recruitment via email, mail, phone
GRADUATE ON TIME. calls, and text messages. After an initial review
of proficiency, admissions, and financial aid
data, staff invites eligible students to begin the
enrollment process. Prospective students can
WE’VE GOT AND YOUR AND YOUR
YOUR BACK. BOOKS. METROCARD. also arrange to meet individually with an ASAP
CUNY ASAP provides students with staff member as needed.
dedicated advisors, textbooks,
free unlimited MetroCards and more. • Use of Promotional Materials and Website
Learn how you can join: cuny.edu /asap ASAP promotional materials are placed in
cunyasap cunyasap
high-traffic campus areas and are distributed
THE CITY UNIVERSITY OF NEW YORK
to potential students through targeted mailings
and email. Each ASAP college office also has
a local webpage with essential ASAP eligibility
and enrollment information.
• ASAP Student Ambassadors
ASAP capitalizes on the strength of peer messaging
by utilizing student ambassadors as a critical
WHAT IS ASAP? component of campus-based recruiting. The Student
GO FURTHER Since 2007, Accelerated Study in Ambassador Program provides opportunities for
FASTER Associate Programs (ASAP) has been
transforming the college experience students to explore and build leadership skills as
AT CSI
of CUNY students, helping thousands
to graduate in three years or less.* members of their college’s ASAP recruitment team.
Think of our team as trusted guides
who support you from the moment you Student Ambassadors participate in a series of
join to ensure that you stay on track
until you earn your degree workshops to prepare them for recruitment
AS SOON AS POSSIBLE.
WHAT ARE THE BENEFITS? activities, such as leading information sessions,
As an ASAP student, you will receive a variety of support to help you succeed: staffing tables at recruitment events, and sharing
• A dedicated ASAP advisor • A free unlimited MetroCard or campus parking decal
• Career development and academic support services • Assistance to reduce (or eliminate) the cost of textbooks their own ASAP stories with prospective students.
• Early registration options • A tuition gap waiver (for students in receipt of financial aid)
and consolidated schedules
* Students who join ASAP at College of Staten Island will have the opportunity
• Classes with fellow ASAP students to earn both an associate and bachelor’s degree within four years.
ASAP promotional materials. Student stories and videos
are available at the CUNY ASAP YouTube channel.
20 INSIDE ASAPGO FURTHER
FASTER WITH ASAP
DID YOU KNOW?
Accelerated Study in Associate Programs (ASAP) removes the financial, academic,
and personal obstacles to earning a degree.
Since 2007, ASAP has helped thousands of CUNY students to stay on track and graduate as quickly as possible.
A free unlimited Textbook assistance to A tuition gap waiver A dedicated ASAP
MetroCard reduce (or eliminate) (for students in receipt advisor to guide your
BENEFITS: the cost of textbooks of financial aid) progress from entry
to graduation*
Special registration Enhanced career Opportunities to take
options that help development and classes with fellow
you get the classes academic support ASAP students to
you need that also services foster community
fit your schedule and build your
network
Is there a catch?
There is no catch! In exchange for all of ASAP’s resources, you will need to:
• Re-apply for financial aid each year (FAFSA and TAP), • Enroll immediately and continuously in any
and accept any federal and state grant aid awarded developmental supports
(Pell, SEOG, TAP) • Meet regularly with your advisor, career
• Enroll full time each semester and maintain good specialist, and tutors, and attend any required
academic standing enrichment activities
* Students connected to Foster Care may be eligible for additional benefits. Speak with your ASAP Advisor to learn more.
You may be eligible for ASAP if you answer
YES to the following questions:
• Have you applied and been accepted to a CUNY college Check out programs like CUNY Start and MATH
that offers ASAP? Start to eliminate or reduce remedial needs.
• Are you a New York City resident and/or eligible fo
in-state tuition?
• Do you agree to enter into a full-time associate degree
program in an ASAP-approved major?
• Are you proficient in Math and/or English or require
no more than two developmental supports?
• If you are a continuing or transfer student,
do you have no more than 15 college credits
and a minimum GPA of 2.0?
STEPS TO JOIN ASAP...
STEP 1 STEP 2 STEP 3 STEP 4*
Apply to a CUNY college Complete the FAFSA Accept your offer of If you have not
that offers ASAP. (www.fafsa.gov) admission to the CUNY already heard from the
and TAP application college at which you ASAP office at the CUNY
(www.hesc.ny.gov), applied and complete all college you will attend,
www.cuny.edu/ and accept any federal admissions requirements. reach out to them to learn
admissions
and state grant aid awarded more about attending an
(Pell, SEOG, TAP). ASAP Information or
Orientation session.
* Visit your college’s ASAP website to learn about any college-specific requirements.
THE CITY UNIVERSITY OF NEW YORK
cunyasap cunyasap www.cuny.edu/asap
INSIDE ASAP 21You can also read
