CUNY ASAP Program Boosts Degrees, Not Earnings

The City University of New York's (CUNY) Accelerated Study in Associate Programs (ASAP) has successfully increased the rate at which students earn associate degrees, but a comprehensive 14-year study indicates these additional degrees have not translated into higher post-graduation earnings. This outcome presents a puzzle, as associate degrees typically correlate with increased annual income, with New York state data suggesting an additional $10,000 to $14,000 per year for degree holders compared to those without. The ASAP program, established in 2007, aims to address the high dropout rates and poor employment prospects common among community college students. It provides intensive support services, including mandatory academic advising and tutoring, alongside financial assistance for textbooks and transportation.

In 2010, CUNY conducted a randomized controlled trial to evaluate ASAP's effectiveness. This study involved approximately 900 low-income students enrolled full-time across three CUNY community colleges. Participants were randomly assigned to either the ASAP program or the standard CUNY curriculum. After three years, the results showed a substantial difference: 40 percent of ASAP students had obtained an associate degree, compared to only 22 percent in the control group, representing an 18-percentage-point increase. These findings were further validated by independent randomized evaluations of similar programs in Ohio and Westchester County, New York, demonstrating the program's efficacy across different student demographics and geographic settings. The success of these initial evaluations led to the widespread adoption of the ASAP model, with over 90 colleges in 11 states implementing similar initiatives, and numerous other unconfirmed copycat programs emerging nationwide.

Despite the program's proven ability to boost degree completion, the recent 14-year study highlights a disconnect between academic achievement and financial outcomes. The research, which tracked students over an extended period, found no significant difference in earnings between ASAP graduates and their peers who completed degrees through traditional pathways. This suggests that while ASAP effectively removes barriers to graduation, it may not adequately prepare students for higher-paying jobs or connect them with employment opportunities that leverage their newly acquired credentials. The study's findings raise important questions about the broader impact of community college degrees on career trajectories and the potential need for complementary career development and placement services within such support programs.

The implications of this study are significant for community college reform efforts across the country. While ASAP's success in increasing graduation rates is undeniable and has served as a model for many institutions, the lack of a corresponding increase in earnings challenges the assumption that degree attainment alone guarantees improved economic mobility. Future research and program development may need to focus on integrating robust career services, industry partnerships, and skills-based training to ensure that increased educational attainment translates into tangible financial benefits for students. The CUNY ASAP program, a flagship initiative in community college support, now faces the challenge of demonstrating not only academic success but also measurable economic impact for its participants.