The DOI matches its Crossref record; 2 of the 2 references it cites were found in a registry or an index.
Improving Student Outcomes via Comprehensive Supports: Three-Year Outcomes From CUNY’s Accelerated Study in Associate Programs (ASAP)
Abstract
Community colleges are grappling with low rates of degree completion and transfer. The City University of New York’s (CUNY) Accelerated Study in Associate Programs (ASAP) aims to improve graduation rates by providing a range of comprehensive support services to community college students in select majors. Using student-unit record data, we employed propensity score matching to examine short-term and 3-year outcomes from ASAP’s first cohort, as well as logistic regression to identify program factors related to graduation. We found that ASAP participation was significantly positively related to retention, credit accrual, transfer, and degree attainment. Regression analyses indicated that a key influence on graduation is participation in advisement sessions. This study provides evidence that encouraging academic momentum via structured and comprehensive support can significantly improve community college graduation rates. It also provides evidence that ongoing and intrusive advisement can encourage positive academic outcomes among community college students.
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In the citing paper
“In Kolenovic and colleagues' (2013) research over the Accelerated Study in Associate Programs (ASAP) in the CUNY community college system, advising was a significant predictor of graduation.”
From Online or Face to Face? The Modality of a Learning Strategies Course and Impacts on Grades, GPA, Retention and Persistence for Developmental Students (2026) · cites this paper as Kolenovic et al., 2013
In the citing paper
“They propose three constructs to increase graduation rates: academic momentum, support services, and college belonging.”
From Online or Face to Face? The Modality of a Learning Strategies Course and Impacts on Grades, GPA, Retention and Persistence for Developmental Students (2026) · cites this paper as Kolenovic, Linderman, and Karp (2013)
Citations
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Cited by
Metadata
- Authors
- Kolenovic, Z., Linderman, D., & Karp, M. M.
- Affiliations
- City University of New York (US)
- Columbia University (US)
- ORCID
- Karp, Melinda Mechur
- Venue
- Community College Review
- Publisher
- SAGE Publications
- Published
- 2013-10
- Volume
- 41
- Issue
- 4
- Pages
- 271-291
- ISSN
- 0091-5521 (ISSN-L)
- 1940-2325
- OpenAlex
- W1971847644
- Cited by
- 47
- References
- 2
- Citations by year
- 2026: 1 · 2025: 3 · 2024: 4 · 2023: 2 · 2022: 2 · 2021: 3 · 2020: 5 · 2019: 7 · 2018: 7 · 2017: 6 · 2016: 5 · 2015: 2
- FWCI
- 12.91
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Community College Review (publishedVersion)
- Funders
- City University of New York
- Leona M. and Harry B. Helmsley Charitable Trust
- Topics
- Social Sciences › Education › Higher Education Research Studies
- Social Sciences › Education › Educational Outcomes and Influences
- Social Sciences › Education › Evasion and Academic Success Factors
- Keywords
- community college students, graduation, student retention, transfer, academic support, City University of New York
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- CoChat. (2026). Citation check: Improving Student Outcomes via Comprehensive Supports: Three-Year Outcomes From CUNY’s Accelerated Study in Associate Programs (ASAP). https://app.cochat.ai/papers/10.1177/0091552113503709
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- 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. https://doi.org/10.1177/0091552113503709
