Program overview
Intensive approach to remedial education at community colleges: CUNY Start is a low-cost, one-semester program for incoming City University of New York (CUNY) students referred to developmental education in math, reading, or writing. The program allows students to complete all of their developmental education requirements in one semester and build college-relevant skills prior to matriculation.
One semester, full- or part-time program: Students in CUNY Start defer their community college matriculation for one semester and participate in the program either full-time or part-time. The full-time program offers instruction in math, reading, and writing; consists of 25 hours of class time per week; and costs $75. The part-time program offers instruction in either math or reading and writing, and consists of 12 hours of class time per week. The low cost of these programs is intended to allow students to save their financial aid for only credit-bearing courses.
Academic instruction geared toward active learning: CUNY Start classes are taught by teachers who are trained in the CUNY Start curriculum and pedagogical approach. Classes consist of a combination of whole-class, individual, and small-group work rather than lectures. The goal is for students to be actively engaged in their learning, consequently increasing engagement.
Offering access to additional support services: CUNY Start students also have access to advising and tutoring outside of the classroom and participate in a weekly seminar focused on college success skills. CUNY Start advisors intentionally have small caseloads (approximately 75 students) to enable them to more fully support students and help them plan for matriculation.
One study with a rigorous design demonstrates that CUNY Start is a well-supported strategy for improving college readiness.
- A 2021 randomized controlled trial found that CUNY Start increased the proportion of students who were college ready by 16 percentage points.
Recruit and engage students early: To maximize the reach of CUNY Start, it is important to seek out and engage eligible students prior to their college enrollment. Community colleges should build relationships with high schools and GED programs in order to identify eligible students. Community colleges may also use academic data, such as standardized test scores, grades, and course enrollment, to identify applicants that may benefit from beginning their postsecondary education in the CUNY Start program.
Emphasize the cohort model: CUNY Start structures its courses so that the same group of students co-enrolls in math, reading, and writing courses and in the college success seminar. This helps to foster stronger connections among students and between students and instructors, and can help to provide students with a social support system when they transition into college-level coursework in their second semester.
Hire intentionally and invest in training for instructors: CUNY Start prioritizes hiring instructors with extensive pedagogical knowledge, teaching experience, and an openness to the CUNY Start curriculum and approach. These instructors then spend an entire semester participating in apprenticeship and training, consisting of assignment to the classroom of an experienced instructor where they observe and later assist in instruction. After this onboarding semester, instructors continue to receive ongoing training, observations, and feedback from experienced instructors.
Encourage students to take advantage of campus resources: CUNY Start students are eligible to utilize campus resources such as academic and career counseling, job fairs, athletic facilities, and libraries. Program participants should be encouraged to utilize these opportunities in order to increase their familiarity with college resources and help them build relationships on-campus before starting their community college career.