Local governments can invest in this strategy using State and Local Fiscal Recovery Funds (SLFRF) from the American Rescue Plan Act (ARPA).

  • This strategy can help address educational disparities. The U.S. Department of Treasury has indicated that strategies that help achieve this outcome are eligible for the use of Fiscal Recovery Funds.
  • Investments in this strategy are SLFRF-eligible as long as they are made in qualified census tracts or are designed to assist populations or communities disproportionately impacted by COVID-19.

Program overview

  • Boosting timely graduation rates: The Accelerated Study in Associate Programs (ASAP) is a student success program for community college students that provides participants with personal, academic, and financial supports. The program aims to increase the proportion of community college students graduating within three years.

  • Recruitment and eligibility: The ASAP program is designed to be run by community colleges and integrated into their everyday operations. Depending on the institution, all students may be enrolled into ASAP or the program may be targeted at specific groups, like low-income or non-traditional students. Typically, students are required to be enrolled full-time, pursue a major that can be completed in three years, and file for federal financial aid.

  • Meeting personal and academic needs: As part of ASAP, students receive a range of services to promote their personal and academic success. These include one-on-one advising and tutoring, developmental education courses, career development services, and access to community-building events. During their first year, ASAP students take certain developmental courses and a student success seminar (e.g., covering topics like study skills) as a cohort.

  • Addressing financial barriers: To reduce financial barriers to completing community college, ASAP programs offer multiple forms of financial assistance. These include a tuition waiver to cover any gap between a student’s financial aid and the cost of tuition and fees, a stipend for textbook costs, and a transportation subsidy.

Cost per Participant
$3,440 per student per year

Multiple studies with rigorous designs demonstrate the Accelerated Study in Associate Programs is a well-supported strategy for improving academic outcomes for community college students.

  • A 2020 randomized controlled trial of ASAP programs at three Ohio community colleges found that, after three years, compared to members of a control group, ASAP participants had earned an average of 8.5 more credits, were 16 percentage points more likely to have graduated, and were 6 percentage points more likely to have enrolled in a four-year college or university.

  • A 2015 randomized controlled trial of ASAP programs at three New York City community colleges found that, after three years, compared to members of a control group, ASAP participants had earned an average of 9 more credits, were 18 percentage points more likely to have graduate, and were 8 percentage points more likely to have enrolled in a four-year college or university.

  • Begin recruitment early: To ensure a broad applicant pool, community colleges should begin communicating with eligible students about ASAP before and during the college application process. Developing partnerships with high schools and community-based organizations may also increase applicants’ awareness of ASAP.

  • Maintain small caseloads: As part of the ASAP model, students receive regular and personalized support from an advisor. To provide this level of individualized support, community colleges should maintain student to advisor ratios of 150 to 1 or less.

  • Secure buy-in from college leadership: Implementing the ASAP model requires community colleges to adjust operations across a range of departments, including admissions and financial aid, academic affairs, and student services. To cultivate buy-in across these departments, college leadership should vocally support and articulate the reasons for implementing ASAP.

  • Leverage program data: The ASAP model encourages data-informed decision-making. As such, community colleges should collect data on student academic outcomes (e.g., credit accumulation) and program engagement (e.g., participation in advising sessions). These data can build support for the program by demonstrating its effectiveness, but also inform service delivery (e.g., advisors can use data on academic performance to identify students in need of additional support).