CUNY Start
A one-semester pre-enrollment program of noncredit developmental courses and support services to help entering community college students in need of academic remediation prepare for college-level coursework.
Program Outcomes
- Post Secondary Education
Program Type
- Academic Services
Program Setting
- School
Continuum of Intervention
- Selective Prevention
Age
- Adult
- Early Adulthood (19-24)
Gender
- Both
Race/Ethnicity
- All
Endorsements
Blueprints: Promising
Program Information Contact
Mia Simon
University Director, CUNY Start and Math Start
Mia.Simon@cuny.edu
Website: www.cuny.edu/cunystart
Program Developer/Owner
The City University of New York (CUNY)
Brief Description of the Program
CUNY Start is a one-semester program designed for associate degree-seeking students, assessed as having significant remedial needs in math and/or English, to help them meet the City University of New York's (CUNY) proficiency milestones and prepare for college credit courses. Students who enroll in CUNY Start defer matriculation for up to a semester to engage in time-intensive math and English developmental courses and attend advisory workshops. They pay only $75 to enroll in the program thereby saving their financial aid dollars for when they are better prepared to succeed in college.
CUNY Start is a one-semester program designed for associate degree-seeking students, assessed as having significant remedial needs in math and/or English, to help them meet the City University of New York's (CUNY) proficiency milestones and prepare for college credit courses. Students who enroll in CUNY Start defer matriculation for up to a semester to engage in time-intensive math and English developmental courses and attend advisory workshops. They pay only $75 to enroll in the program thereby saving their financial aid dollars for when they are better prepared to succeed in college. The program provides:
- Student-centered instruction led by teachers trained in an intensive hands-on, semester-long apprenticeship prior to working in the program;
- Dedicated advisors who lead weekly seminar workshops designed to support next-step matriculation and college success strategies; and
- Math tutors and writing assistants who help students inside and outside of the classroom.
The program requires a substantial time commitment from the student, with 26.5 hours of class time per week for the full-time program (focusing on both math AND English) or 13.5 hours of class time per week for the part-time program (focusing on either math OR English). Students enter as part of a cohort group and take all their classes together.
CUNY Start provides a well-defined next-step pathway to CUNY's Accelerated Study in Associate Programs (ASAP), which is certified as Model Plus by Blueprints. Weiss et al. (2021) evaluated CUNY Start within the context of the availability of ASAP to the students as they matriculated into college. It may be that CUNY Start works best for students who also participate in the ASAP program. CUNY Start operates at nine CUNY colleges.
Outcomes
Study 1
Weiss et al. (2021) found that, relative to the usual-services control students, the intervention students had significantly more
- college-ready subject areas,
- rates of certificate completion,
- college enrollment.
Brief Evaluation Methodology
Study 1
Weiss et al. (2021) evaluated the program with a randomized controlled trial. Students entering four City University of New York (CUNY) colleges with remedial academic needs were assigned to either the intervention condition (n = 2,997) or a usual-services control group (n = 838). Data on course readiness, credit completion, and certificate/degree received were collected over the following three years.
Study 1
Weiss, M. J., Scrivener, S., Slaughter, A., & Cohen, B. (2021). An on-ramp to student success: A randomized controlled trial evaluation of a developmental education reform at the City University of New York. MDRC.
Race/Ethnicity/Gender Details
Subgroup analyses found few differences in program effects across race and ethnic groups.
CUNY Start offers college administrators and faculty an opportunity to visit and explore ways to implement the program at their own institutions.
A TASTE OF CUNY START
A Taste of CUNY Start is a three-and-half-hour session that provides an overview of CUNY Start's unique program model, including the English, math and advisory curriculum. Participants are provided with an overview of CUNY Start and the program's role in CUNY's broader developmental education reform efforts, various program implementation models (i.e., Math Start and English Start), as well as opportunities to speak with a range of program staff including professional developers, advisors and program administrators. This session can be scheduled either in person or virtually.
DESIGN STUDIO
CUNY Start's Design Studio is a one-and-a-half-day event that invites attendees to observe various elements of the CUNY Start program in-person. From program administration to curriculum and instruction, participants have the opportunity to visit English and math classes, learn more about advisement sessions, and interact with members of the CUNY Start professional development team, central office and campus administrators, teachers, advisors, and students.
SUMMER INSTITUTE
The CUNY Start Summer Institute is a four-day intensive training for institutions preparing to implement elements of CUNY Start within six months to a year of their Design Studio visit. Participants spend time unpacking the curriculum and pedagogy of CUNY Start, learning more about how the program operates within a college, exploring how data is used to inform program management and evaluation, and meeting with a range of administrators and staff.
Source: Washington State Institute for Public Policy
All benefit-cost ratios are the most recent estimates published by The Washington State Institute for Public Policy for Blueprint programs implemented in Washington State. These ratios are based on a) meta-analysis estimates of effect size and b) monetized benefits and calculated costs for programs as delivered in the State of Washington. Caution is recommended in applying these estimates of the benefit-cost ratio to any other state or local area. They are provided as an illustration of the benefit-cost ratio found in one specific state. When feasible, local costs and monetized benefits should be used to calculate expected local benefit-cost ratios. The formula for this calculation can be found on the WSIPP website.
No information is available
No information is available
Program Developer/Owner
The City University of New York (CUNY)New York, New York United States
Program Outcomes
- Post Secondary Education
Program Specifics
Program Type
- Academic Services
Program Setting
- School
Continuum of Intervention
- Selective Prevention
Program Goals
A one-semester pre-enrollment program of noncredit developmental courses and support services to help entering community college students in need of academic remediation prepare for college-level coursework.
Population Demographics
Students entering college with academic remediation needs and often from disadvantaged backgrounds.
Target Population
Age
- Adult
- Early Adulthood (19-24)
Gender
- Both
Race/Ethnicity
- All
Race/Ethnicity/Gender Details
Subgroup analyses found few differences in program effects across race and ethnic groups.
Other Risk and Protective Factors
Gaps in academic preparation for college
Risk/Protective Factor Domain
- Individual
Risk/Protective Factors
Risk Factors
Protective Factors
*Risk/Protective Factor was significantly impacted by the program
Brief Description of the Program
CUNY Start is a one-semester program designed for associate degree-seeking students, assessed as having significant remedial needs in math and/or English, to help them meet the City University of New York's (CUNY) proficiency milestones and prepare for college credit courses. Students who enroll in CUNY Start defer matriculation for up to a semester to engage in time-intensive math and English developmental courses and attend advisory workshops. They pay only $75 to enroll in the program thereby saving their financial aid dollars for when they are better prepared to succeed in college.
Description of the Program
CUNY Start is a one-semester program designed for associate degree-seeking students, assessed as having significant remedial needs in math and/or English, to help them meet the City University of New York's (CUNY) proficiency milestones and prepare for college credit courses. Students who enroll in CUNY Start defer matriculation for up to a semester to engage in time-intensive math and English developmental courses and attend advisory workshops. They pay only $75 to enroll in the program thereby saving their financial aid dollars for when they are better prepared to succeed in college. The program provides:
- Student-centered instruction led by teachers trained in an intensive hands-on, semester-long apprenticeship prior to working in the program;
- Dedicated advisors who lead weekly seminar workshops designed to support next-step matriculation and college success strategies; and
- Math tutors and writing assistants who help students inside and outside of the classroom.
The program requires a substantial time commitment from the student, with 26.5 hours of class time per week for the full-time program (focusing on both math AND English) or 13.5 hours of class time per week for the part-time program (focusing on either math OR English). Students enter as part of a cohort group and take all their classes together.
CUNY Start provides a well-defined next-step pathway to CUNY's Accelerated Study in Associate Programs (ASAP), which is certified as Model Plus by Blueprints. Weiss et al. (2021) evaluated CUNY Start within the context of the availability of ASAP to the students as they matriculated into college. It may be that CUNY Start works best for students who also participate in the ASAP program. CUNY Start operates at nine CUNY colleges.
Theoretical Rationale
CUNY Start's theory of change posits that students with substantial developmental education requirements are best served through a time-intensive effort to build academic preparedness and college skills before entering college. It is designed to build academic preparedness and college skills before matriculation. The program is intended to make students more engaged in their coursework, help them view themselves as learners, help them make greater connections with their peers, give them the support they need to succeed, and prepare them for college-level work. The program's low cost to students is expected to make it easier for them to participate, and the fact that the program is provided before students' matriculate allows them to preserve their financial aid for future courses.
Theoretical Orientation
- Skill Oriented
Brief Evaluation Methodology
Study 1
Weiss et al. (2021) evaluated the program with a randomized controlled trial. Students entering four City University of New York (CUNY) colleges with remedial academic needs were assigned to either the intervention condition (n = 2,997) or a usual-services control group (n = 838). Data on course readiness, credit completion, and certificate/degree received were collected over the following three years.
Outcomes (Brief, over all studies)
Study 1
Weiss et al. (2021) found that the intervention group students had significantly more college-ready subject areas, rates of certificate completion, and college enrollment than the usual-services control students.
Outcomes
Study 1
Weiss et al. (2021) found that, relative to the usual-services control students, the intervention students had significantly more
- college-ready subject areas,
- rates of certificate completion,
- college enrollment.
Mediating Effects
A partial analysis of mediation found that higher participation of the intervention group than the control group in another program, ASAP, accounted for most of the relationship between CUNY Start and the key outcomes.
Effect Size
Not presented.
Generalizability
The sample was limited to the unique context of CUNY colleges and the diverse services the colleges offered.
Potential Limitations
- RCT but possible confound with another CUNY program (that can also be seen as a mediator)
- Limited generalizability due to the unique context of CUNY colleges
Endorsements
Blueprints: Promising
Program Information Contact
Mia Simon
University Director, CUNY Start and Math Start
Mia.Simon@cuny.edu
Website: www.cuny.edu/cunystart
References
Study 1
Certified
Weiss, M. J., Scrivener, S., Slaughter, A., & Cohen, B. (2021). An on-ramp to student success: A randomized controlled trial evaluation of a developmental education reform at the City University of New York. MDRC.
Study 1
Evaluation Methodology
Design:
Recruitment: The sample came from four large CUNY colleges in New York City that had at least two years experience with the program and sufficient program infrastructure to continue its operation. Eligible student participants had remedial educational needs for college and volunteered for the program. A total of 4,434 students applied, and 3,873 students agreed to participate and could be randomly assigned (excluding the 13% of applicants who, for a variety of reasons, were guaranteed a spot in program). Three cohorts of students took part in the study, starting in spring 2015, fall 2015, or spring 2016 semesters.
Assignment: The study randomly assigned the 3,873 students to the program or a usual-services control group within blocks defined by cohort, intended college, and intended program (full- or part-time). Assignment was done in real time via a web portal controlled by the research team. The probability of being assigned to the program group was 78%, on average. The uneven random assignment ratio was, by design, chosen to help staff fill all program slots. After assignment, 38 participants were dropped (0.8% of program group students and 1.6% of control group students) because they asked to withdraw or did not submit signed informed consent forms. The analytic sample thus consisted of 3,835 students, including 2,997 program group students and 838 control group students.
However, the authors emphasized that CUNY had another program, Accelerated Study in Associate Programs, or ASAP (a model plus Blueprints program), that made it hard to isolate the effects of CUNY Start and may be seen as both a confound and a mediator.
Assessments/Attrition: Data were available for up to three years or six semesters, from spring 2015 (the program semester for the first cohort) through winter 2019 (three years after the third cohort's program semester). After the end of the one semester program, the follow-up period lasted three years. The analysis sample of 3,835 students meant a completion rate of 99%. However, Table A-2 shows that up to 35% of the sample had missing data on baseline measures.
Sample:
The analytic sample included more women than men and was divided almost equally between students aged 19 or younger and students aged 20 or older. Black (36%) and Hispanic (26%) students made up most of the sample, and a substantial proportion (37%) of the sample had a native language other than English. The proportion of students in the sample who were not the first in their family to attend college was almost double the proportion of students who were.
Measures:
The outcome measures came from administrative records of CUNY and the National Student Clearinghouse. The three confirmatory outcomes were measured for the full period and, when appropriate, for each semester: 1) college readiness as the number of college-ready subject areas based on standardized test scores or passing courses (available only for CUNY students and missing for about 3.7% of the sample), 2) academic progress as the cumulative college-level credits earned (available only for CUNY students), and 3) completion of a degree or certificate credential (available for all students from CUNY or the National Student Clearinghouse). Other measures included enrollment, developmental and college-level courses passed, and completion of gateway courses. The single-item measures lacked details on reliability and validity but appear suitable for the study and were independently gathered.
Analysis:
The analysis used regression models with controls for assignment blocks, baseline measures, and missing data indicators. Significance tests used robust (Huber-White) standard errors.
Intent-to-Treat: The analysis included nearly all participants and examined the effect of receiving a program offer rather than participating in the program.
Outcomes
Implementation Fidelity:
The authors reported without quantitative figures that the program was implemented with fidelity. Around 81% of program group members participated in CUNY Start and less than 1% of the control group participated.
Baseline Equivalence:
The tests for baseline equivalence used the analysis sample, which differed from the randomized sample by only 1%. There were no significant differences between program and control group members on any of the 13 baseline characteristics shown in Table 1 or any of the 17 baseline characteristics shown in Table A-2. Furthermore, an omnibus F-test showed that students' baseline characteristics were not jointly predictive of the condition (p = .885).
Differential Attrition:
Attrition was minimal (1%). Data were missing for baseline measures but, given nearly complete data for the outcomes, did not affect the final sample size.
Posttest and Long-Term:
The key results covering six semesters span both the posttest and long-term. The confirmatory results in Table 3 indicated significant program effects on two of three outcomes. The intervention group had significantly more college-ready subject areas and rates of certificate completion (14.5% versus 11.4%). Cumulative credits earned did not differ across conditions. Results presented separately by semester showed that the intervention group had significantly greater enrollment rates in the first three semesters but not the last three. The number of college-ready subject areas differed significantly in all six semesters, while credential completion differed only in semester six. Subgroup analyses suggested that the program most benefitted triple-remedial students but gave little evidence of any other moderation.
However, the authors stated that the one-semester CUNY Start model by itself did not appear to "meaningfully increase college-level credit accumulation or graduation rates in the absence of ASAP or something similar." In support of this point, a mediation analysis found that participation in ASAP accounted for most of the effect of CUNY Start on college-ready subject areas and credential completion. The authors note that CUNY Start enabled more treatment group students to become eligible for and participate in CUNY's Accelerated Study in Associate Programs (ASAP), a separate and highly effective three-year program. Since the control group had lower participation in ASAP, the effects of the two programs appear to be confounded.