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.
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.
A Background Paper
Interest in learning communities at colleges and universities is growing, as is early evidence of their impact on student success. This paper reviews the history, theory, and research on learning communities, describes how they operate, and proposes a multicollege demonstration project to build more conclusive evidence of their effectiveness.
The Opening Doors Demonstration
The Opening Doors Demonstration is designed to show how community colleges can help more low-income students remain in school and improve other outcomes, including degree attainment, labor market success, and personal and social well-being.
Early Results from the Opening Doors Demonstration at Kingsborough Community College
Opening Doors Learning Communities, a program serving mostly low-income freshmen at Kingsborough Community College in Brooklyn, NY, improved course and test pass rates, particularly in English.
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.