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.
Overview
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
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
Cites
Characterizing Selection Bias Using Experimental Data
Heckman, J., Ichimura, H., Smith, J., & Todd, P. (1998) · Econometrica · doi:10.2307/2999630 · Cited by 2,286
The Homecoming of American College Women: The Reversal of the College Gender Gap
Goldin, C., Katz, L. F., & Kuziemko, I. (2006) · Journal of Economic Perspectives · doi:10.1257/jep.20.4.133 · Cited by 1,010
Research works printed but not linked: 35
- Adelman C., 1999, Answers in the tool box: Academic intensity, attendance patterns, and bachelor’s degree attainment
- Adelman C., 2006, The tool box revisited: Paths to completion from high school to college
- 10.3102/0162373711421958 · DOI
- Aud S., 2010, The condition of education 2010
- 10.1353/book.3282 · DOI
- Baum S., 2010, Education pays: The benefits of higher education for individuals and society
- 10.1177/0091552110395575 · DOI
- 10.1353/rhe.2007.0032 · DOI
- 10.1515/9781400831463 · DOI
- 10.1007/s11162-007-9053-8 · DOI
- Cook B. J., 2007, Minorities in higher education twenty-second annual status report: 2007 supplement
- 10.1353/jhe.2011.0006 · DOI
- Engle J., 2008, Demography is not destiny: Increasing graduation rates of low-income college students at large public universities
- Engstrom C. M., 2008, Opportunity Matters, 1, 5
- Goldrick-Rab S., 2007, Promoting academic momentum at community colleges: Challenges and opportunities
- Grubb W. N., 2006, Defending the community college equity agenda, 195
- 10.1007/s11162-005-6933-7 · DOI
- Karp M. M., 2011, Towards a new understanding of non-academic support: Four mechanisms for encouraging positive student outcomes in the community college
- 10.2190/CS.12.1.e · DOI
- Karp M. M., 2008, Do support services at community colleges encourage success or reproduce advantage? An exploratory study of students in two community colleges
- Linderman D., 2009, Early outcomes report for City of New York (CUNY) Accelerated Studies in Associate Programs (ASAP)
- 10.3102/00028312026003422 · DOI
- 10.1007/BF01191156 · DOI
- Rosenbaum J. E., 2006, After admission: From college access to college success
- 10.2307/2335942 · DOI
- Rouse C. E., 2007, The price we pay: Economic and social consequences of an inadequate education, 99
- Scott-Clayton J., 2011, The shapeless river: Does a lack of structure inhibit students’ progress at community colleges?
- Scrivener S., 2007, Enhancing student services at Lorain county community college: Early results from the opening doors demonstration in Ohio
- Scrivener S., 2008, A good start: Two-year effects of a learning community program at Kingsborough Community College
- Scrivener S., 2009, More guidance, better results? Three-year effects of an enhanced student services program at two community colleges
- 10.2139/ssrn.286297 · DOI
- Tinto V., 1993, Leaving college: Rethinking the causes and cures of student attrition
- 10.2307/2959965 · DOI
- Visher M. G., 2010, Guiding developmental math students to campus services: An impact evaluation of the Beacon program at South Texas college
- Weiss M., 2011, Serving community college students on probation: Four-year findings from Chaffey college’s opening doors program
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
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
