Why Did Only 55% of Fall 2010 Students with 45 or More Earned Credits Graduate in Two Semesters 
In this report we examine the disposition of the 45% of students who began the Fall 2010 semester with at least 45 earned credits and did not graduate within two semesters. Slow rates of earning credits (part-time status) meant that many of these students are still attending. Nevertheless, 14% who began with at least 45 credits transferred to another college during the year, while 10% stopped attending.

Six-year Graduation Rate of Students Testing into Developmental Education 
The six-year graduation rate of new students (freshmen and transfer-in students) for Fall 2005 is 27.2%. Students who tested out of basic skill requirements graduated at a 36.6% rate, while those requiring basic skills coursework graduated at a 23.1% rate. We also discuss a failed attempt to find comparable national data.

Update on the Proportions of Students with GEDs and GED Graduation Rates 
This report notes the declining proportion of students who come to LaGuardia with a GED. This report also notes that students with GEDs are less likely to graduate than students with a high school diploma, although that gap may be decreasing. The study indicates that inferior math preparation is the cause of the gap and that GED math preparation may be improving.

Presentation on Graduation Goals at LaGuardia -- Part I 
This video presents statistics on graduation rates for students in a cohort and then the rates for this cohort split into two groups : those who end their LaGuardia career with a 2.00 GPA or better and those who end with a GPA under 2.00. It ends with a look at how these graduation rates would have to change to move LaGuardia toward a goal of a 50% improvement (4 1/2 minutes).

Presentation on Graduation Goals at LaGuardia -- Part II 
This video presents statistics on graduation rates for students in a cohort and then the rates for this cohort split into two groups : those who end their LaGuardia career with a 2.00 GPA or better and those who end with a GPA under 2.00. It presents the numbers of students by semester of enrollment who must be helped to stay in college in order to meet this goal (2 1/2 minutes).

Full Graduation Rate of the Fall 2005 New Student Cohort 
Using semester by semester reports from the National Clearinghouse on the Fall 2005 new student cohort, we determined whether members of the cohort were enrolled and whether they had graduated. Besides the 28% who graduated from LaGuardia, another 8% had graduated from other institutions without having graduated from LaGuardia first. Although eight years have gone by, 10% of that cohort is still enrolled without degrees. The potential graduation rate is therefore 46%, if all those still enrolled graduate.

Changing Majors and Time to Graduation 
Enrollment and GPA data on 1,452 Spring 2014 graduates was used to measure time to graduation. Students who changed major outside of their original major Council (a group of similar majors, grouped together for advising purposes) required 1.5 more active semesters to graduate for each major change. Students with lower GPA's also tended to change majors more often. Students majoring in the Health Sciences tended to take longer to reach graduation, regardless of the number of major changes.

ESL Students Who Have Graduated from US High Schools Much Less Likely to Graduate from LaGuardia 
Students from the Fall 2009 ESL cohort who graduated from US high schools had a lower six-year graduation rate than students in that ESL cohort who came with a foreign diploma, especially those on a student visa. The placement of these students into ESL levels was similar.

Graduation Rate and Changing Major 
In this study we look at the graduation rate of students who began as first-time, full-time students, stayed for at least three semesters, and never changed major after the third semester. Although earlier research showed a longer time to graduation for those who change majors, the actual graduation rate among this group was higher for those who changed majors twice in three semesters and lowest for those who never changed. Changing majors may signal that a student is actively seeking a successful path to graduation.

Persistence and Transformation: The Other Factors in Reaching Graduation 
In this paper we show that although the majority of LaGuardia graduates “start fast and run hard,” 30% of the 2015-16 LaGuardia graduates either began part-time, began with a first-semester GPA below 2.00 or took more than six years to graduate. If these students represent a successful transformation against the odds, then we begin with about half our new students needing a transformation and succeed with about one in five.

Analysis of Fall 2011 and Fall 2012 Three Year Graduation Rates 
In this paper we show that the one-year increase in the LaGuardia three-year graduation rate of students who began as first-time, full-time was largely a result of the increase in ASAP and CUNYStart populations in the Fall 2012 cohort, compared to Fall 2011. The ASAP cohort has a much higher three-year graduation rate, while CUNYStart’s effect seems to be the removal of students from the cohort who would have left after one semester had they directly entered a degree-seeking cohort. (While CUNYStart’s effect appears slightly positive on those who matriculate, see “Using a Uniform Retention Assessment Methodology on Interventions and Other Identifiable Groups,” p. 2, the program has not been in existence long enough with enough students enrolled to show up in graduation rate statistics.)