For community college reform advocates, the objective has always been clear: enhance degree attainment and expedite graduation for students. The City University of New York’s Accelerated Study in Associate Programs (ASAP) has garnered significant acclaim for its ability to achieve these goals; however, a recent long-term study unveils a perplexing scenario: more degrees have not translated into higher earnings for graduates.
Typically, one expects that obtaining a degree correlates with better financial outcomes. In New York, even two-year degree holders usually earn between $10,000 and $14,000 more annually compared to non-graduates. This raises an important question: why hasn’t the surge in degrees from the ASAP program yielded increased incomes?
Established in 2007, ASAP was designed to address dropout rates that plague community colleges; many students leave without a degree and often carry debts with little hope of better employment. The program adopts an intensive approach by offering academic support, mandatory advising, tutoring services, and financial assistance for costs related to textbooks and transit.
In 2010, CUNY initiated a rigorous evaluation of ASAP through a randomized controlled trial, involving approximately 900 low-income students across three community colleges. Remarkably, the trial found that 40% of students enrolled in ASAP obtained their degrees, contrasting sharply with only 22% of those in the control group—an 18-percentage-point differential.
The strong performance of ASAP prompted its expansion, influencing over 90 colleges across 11 states to implement similar frameworks, along with numerous unofficial versions inspired by its success.
However, in the most recent follow-up study released last month—which tracked participants up until 2024—the advantage in degree attainment connected to ASAP diminished slightly, as a growing number of non-ASAP students also earned their degrees. Yet, the ASAP group still showed a significant difference, with 58% of them attaining at least a two-year degree versus 50% from the control group.
When MDRC, an independent research organization, assessed earnings over the 14-year period, the anticipated financial advantage evaporated. Even when combining ASAP graduates and dropouts, their average income was approximately equal to that of the control group, hovering around $37,000 annually. This average is skewed by the inclusion of students who are either unemployed or earning outside New York.
A likely contributing factor to these stagnant earnings is the market value of the degrees being conferred. While ASAP produced a notable number of additional degrees, many were in the liberal arts, a field less likely to yield high-paying job opportunities. Consequently, students who left without degrees might have rapidly ascended to better-paying roles through work experience in positions like retail management.
While liberal arts degrees can serve as pathways to advanced studies, the research did not indicate that ASAP substantially influenced the completion of bachelor's degrees among participants. The program did facilitate the acceleration of bachelor’s completion for a small subset—approximately 3%—of students.
Some community colleges adopting ASAP have reacted by focusing on programs aligned with high-demand job markets, choosing to steer clear of liberal arts. For instance, in North Carolina, the program is strategically designed to concentrate on workforce-relevant majors.
Contrastingly, Christine Brongniart, the executive director of CUNY’s ASAP, champions the program’s comprehensive approach, emphasizing support for all full-time students, irrespective of their field of study. Her assertion is that the goal remains to bolster degree completion regardless of future earnings.
CUNY maintains that the core mission of ASAP transcends mere income optimization; it encompasses a broader spectrum of personal and social benefits tied to degree attainment that earnings do not fully capture. However, as taxpayers invest tens of millions into this intensive program, the financial outcomes remain a relevant metric for evaluation.
The operational cost per student has decreased significantly, from $6,000 in 2010 to $3,400 currently, benefiting from increased advisor caseloads. The program has rapidly expanded, now supporting over 22,000 students, with a city budget exceeding $76 million annually.
CUNY has implemented updates since the program’s inception, introducing a strengthened career development component. Advisors actively guide students to utilize career resources like job fairs and help them identify alternative pathways in lucrative fields rather than defaulting to liberal arts if their original plans falter. This strategic pivot could lead to improved earnings for new cohorts of ASAP students.
Notably, a contrasting evaluation from Ohio revealed meaningful earnings gains six to eight years post-enrollment in ASAP, attributed to serving a different demographic, including older students, in a less densely populated job market.
This inconsistency in results has not deterred supporters, such as Arnold Ventures, a philanthropic organization invested in ASAP’s growth. They recognize that while graduation rates in New York have not led to increased cumulative earnings, the positive outcomes observed in Ohio present a strong case for ongoing research. As stated by the foundation, “Single studies rarely provide complete answers.”
CUNY’s experience with the ASAP program underscores a vital takeaway: While achieving graduation is a commendable victory, it’s essential to acknowledge that this alone does not guarantee a straightforward transition to a stable middle-class lifestyle.
Contact staff writer Jill Barshay at 212-678-3595, jillbarshay.35 on Signal, or [email protected].
This article about CUNY’s ASAP program was produced by The Hechinger Report, a nonprofit, independent news organization that covers education. Sign up for Proof Points and other Hechinger newsletters.
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