Starting to Succeed: The Impact of CUNY Start on Academic Momentum: A research brief by CUNY Research, Evaluation and Program Support (REPS) finds CUNY Start students are much more likely to enroll in and pass gateway courses in their first year than matched comparison group students; impacts are especially strong in math and for students who entered with the greatest remedial needs.
MCRC Report, Becoming College-Ready: Early Findings from a CUNY Start Evaluation (July, 2018): Details first and second semester outcomes for the study groups who were randomly assigned to either CUNY Start or CUNY’s matriculated student pathway. Early findings indicate that CUNY Start students are making substantially more progress than the control group in passing developmental courses and, after matriculation, in college. CUNY Start is part of a five-year research study that is funded by the US DOE Institute of Education Sciences and being lead by MDRC in partnership with the Community College Research Center at Teachers College, Columbia University (CCRC), and CUNY.
CUNY Start Program Snapshot – Fall 2009 through Spring 2017 provides a two-page summary of CUNY Start’s enrollment, program completion, and proficiency gains in basic skills areas of reading, writing, and math for students enrolled in CUNY Start between Fall 2009 and Spring 2017. Proficiency gains are broken out by number of developmental needs pre- and post-program and by pass rates in each basic skills area.
CUNY Start Demographic Snapshot – Fall 2009 through Spring 2017 is a one-page profile highlighting demographics and background characteristics for students enrolled in CUNY Start between Fall 2009 and Spring 2017. The summary includes data on gender, race and ethnicity, and age.
CUNY Start: Analysis of Student Outcomes is a comprehensive evaluation of proficiency gains, matriculation rates, and post-secondary outcomes of CUNY Start students as compared to similar students who enrolled directly in a CUNY degree program. The findings indicate that CUNY Start students are more likely to gain proficiency in all of the basic skills areas (reading, writing, and mathematics) and have stronger persistence, GPA and retention outcomes once they enter a degree program.