Community colleges should be drivers of economic mobility, employment, and dynamism in local communities. Unlike four-year institutions, many of which are highly selective and pose significant barriers to entry, two-year colleges are intended to serve people from a wide range of life circumstances. In theory, they are highly egalitarian institutions that enable underserved individuals to access learning, jobs, and opportunities that would otherwise not be available to them.....

.....One successful intervention that bundles together many of these practices is the Accelerated Study in Associate Programs (ASAP), developed in the City University of New York (CUNY) and eventually expanded to three Ohio community colleges. The ASAP study, a randomized  control trial of 896 students at CUNY and 1,501 students in Ohio, provided tuition assistance and wraparound supports such as tutoring, career services, and textbook vouchers. 

The program delivered outstanding results: 55% of CUNY students graduated with a two-year or four-year degree versus 44% of the control group. The Ohio results were even more compelling, with the ASAP program improving two-year graduation rates by 15.6% and four-year registrations by 5.7% at a 0.01 significance level.....

.....Designed correctly, community colleges can be fonts of economic opportunity, especially for individuals from underserved backgrounds whose primary goal is to enter into a well-paying role upon program completion. By collecting high-quality data, focusing on degrees with strong outcomes, providing quality work-based training, and funding wraparound supports and tuition assistance, community colleges can be much stronger, more effective engines for students and local communities. While these reforms will take time and energy from public policymakers, community college leaders, and employers, they have the potential to deliver compelling outcomes and are worth the investment.

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