This document compares two approaches to improving community college outcomes — CUNY ASAP, a specific program model, and guided pathways, a framework for institutional reform — and discusses how they might be integrated to improve structure, coherence, and support for students.
Improving Math Instruction in New York City
An evidence-based preschool math curriculum called Building Blocks, combined with ongoing professional development, was compared with “business as usual” pre-K programs across 69 public schools and community-based organizations. This report contains interim findings on the implementation of the model, the amount and quality of its math instruction, and children’s learning outcomes.
Early Findings from a Demonstration in Three Community Colleges
CUNY ASAP has proved exceptionally effective at increasing community college graduation rates. This demonstration tests the viability and effects of programs modeled on ASAP in different types of colleges, including those serving many nontraditional students. Early findings show increases in full-time enrollment, credits earned, and persistence into the second semester.
Interim Impact Findings from the Investing in Innovation (i3) Evaluation of Diplomas Now
The Diplomas Now whole-school reform model, including targeted interventions for students at risk of dropping out, had an impact on the percentage of students with no early warning indicators related to attendance, behavior, or course performance, and had more encouraging results in middle schools than high schools.
The Every Student Succeeds Act gives states greater responsibility for choosing strategies to improve underperforming schools. For over a decade, MDRC has rigorously evaluated school improvement strategies, collecting evidence that can help states determine which strategies are likely to work. This Issue Focus describes four of MDRC’s most recent studies.
A growing number of education and workforce programs are implementing “career pathways” strategies to help youth and adults prepare for postsecondary education and quality jobs. This Issue Brief describes the career pathways approach and profiles MDRC projects that shed light on its effectiveness and potential to improve education and career outcomes.
A Look at MDRC’s Research
How can financial aid be used to improve academic success for low-income college students? Evidence suggests that providing additional financial support to increase students’ enrollment intensity — either increasing the number of credits they take each semester or enrolling in courses during the summer — can boost credit accumulation and may help them complete degrees faster.
A Look at MDRC’s Research
Forty percent of all entering college students and over half of entering community college students must take at least one remedial course. Fewer than half make it through developmental education. This two-page Issue Focus provides an overview of new research evidence in four areas of developmental education reform.
Context, Components, and Initial Impacts on Students’ Performance and Attendance
During the first three years of implementation in six urban schools, The Talent Development Middle School model—an ongoing, whole-school reform initiative—had a positive impact on math achievement for eighth-graders but appeared to produce no systematic improvement in outcomes for seventh-graders.
Services That May Help Low-Income Students Succeed in Community College
Community colleges can pursue many strategies for enhancing student services, including offering “one-stop shopping,” which provides students with multiple services at the same time and place.