*Names in bold indicate Presenter
While descriptive analyses have demonstrated that program participation is associated with higher pass rates and significant gains in test scores on the CUNY Assessment Tests, there has not been a rigorous evaluation of the program’s effectiveness. In order to provide such an evaluation, this paper uses a matched comparison group methodology to address two research questions. First, we examine whether CUNY Start students are more likely than students in traditional CUNY degree programs to gain proficiency in reading, writing, and math. Second, we examine whether CUNY Start participation leads to better postsecondary outcomes. Using data from CUNY’s Office of Institutional Research and Assessment (OIRA) and from the CUNY Start program administrative database, we employ propensity score matching to create multiple comparison groups that were similar to CUNY Start students on all observable characteristics (e.g., prior academic performance, demographic characteristics, and initial remedial needs). After the matching and producing multiple comparison groups, we examine a variety of remedial and postsecondary outcomes for the CUNY Start and comparison group students. We find significant and large positive effects of CUNY Start participation in terms of proficiency gains, credit attainment, GPA, and CUNY system retention. We then use the estimated effects on retention to calculate the long-term effect of CUNY Start on NY State enrollment (FTE) reimbursements for community colleges within the CUNY system. Results will be informative for policies concerning new approaches towards remedial education.