A Broader Look at Five-Year PMP Trends and LaGuardia’s Performance 
This paper tests whether the University, CUNY community colleges and LaGuardia improved their performance over time as measured by the PMP (Performance Management Program). If producing and publicizing these measures was a reasonable way of managing a university, then we would expect to see broad improvement. The paper shows that 40% of the measures at all three levels from LaGuardia up to the university demonstrated improvement. Given the heavy emphasis on year-to-year improvement, 40% seems reasonable. Nevertheless, there is so much uniformity among the trends that LaGuardia did not appear to "improve" any more than the average community college.

Relationship between Pct of Full time Faculty and Quality 
This presentation attempts to use the CUNY PMP (Performance Management Process) indicators to chart the relationship between a general decrease in the proportion of student course hours taught by full-time faculty and other indicators of quality. No relationships were noted. Enrollment increase was clearly a driving factor. Turning the PMP indicators into indexes allowed aggregation of similar indicators to smooth trends.

Differences in Salaries among Fall 2005 LaGuardia Freshman by Outcome and Council 
In this study we gathered quarterly wage data on the cohort of new students who entered LaGuardia in Fall 2005. The New York State Unemployment data does not include wages earned out of state or under the table. We found that the highest average wages belonged to students the year after graduating with a baccalaureate. These students more than tripled their pre-college earnings in the year after graduation. The second highest average wages belonged to students in the year after earning an associate’s without going on to receive a baccalaureate. The year after graduation these students made more than five times what they made in the year before initial matriculation. The students with the highest average wages in the year before Fall 2005 were the students who did not graduate. Those with the lowest pre-college earnings went on to get baccalaureates. Students who are still attending without a degree have made more, on average, while attending college than the other groups. Among groups of majors, STEM baccalaureate graduates had the highest average wages.

The Impact of Enrollment Restrictions on Hybrid Course Pass Rates 
In this report we tested whether restrictions to enrollment in online courses should remain by examining course failure rates of matched courses during Fall 13 and Spring 14. Online courses are restricted to students who are not in their first semester, have a GPA at or above a 2.00, who have completed all developmental requirements and not taking other online courses. Because many students enrolled in these courses in violation of the restrictions, there was enough data for hybrid courses but not for fully online courses to draw conclusions. Students taking more than one hybrid course did not perform worse than students taking more than one. Students who violated the other restrictions, however, performed significantly worse in hybrid courses than non-hybrid courses.

A Comparison of Student Grades in Math 096 Between Two Online Software Platforms 
Eight sections of Math 096 taught by full-time faculty provided 469 student records. Of these 200 students used the ALEKS platform and the remainder used EDUCO. No significant difference in GPA performance was found between the two groups of students using the different platforms. A similar test was made with 1,637 students taught be both full-time and part-time faculty. Again, no significant difference in student GPA performance was found.

An Overview of Pre-requisites and Co-requisites Course Requirements 
In this study we examine the structure of pre- and co-requisite rules as maintained in tables that prevent students from registering incorrectly. Based on a preliminary look, we find that the tables may need updating and revision, and that high rates of exceptions are needed for what appear to be ordinary registration situations. Many hours appear to be spent by students, faculty and staff manually making exceptions to the rules.

Focus Group Final Report, part I, Credit Student Success Framework 
This report uses students’ own words to describe encounters at LaGuardia within the structure of the Credit Student Success Framework. Each encounter is analyzed in terms of the information available as perceived by the student, policies that frame the encounter, decisions, behaviors and emotions of the student, and implications for future behavior (feedback). The CSS framework divides the encounters into several arenas: the academic path, support communities, measuring progress, college feasibility, career services, and learning support.

Focus Group Final Report, part II, Credit Student Success Framework 
This report places relevant quotations from students into the structure of the Credit Student Success Framework. Students discuss accelerators and barriers to momentum along their academic path, the importance of connecting to the college, the challenges of financing their education, and the ways they have used technology to navigate and gain academic assistance at the college.

Adjunct Teaching Levels Fall 2015 and Spring 2016 
In this report we tabulate the proportion of classes and student credit hours taught by adjunct faculty. The tabulations are by semester and session, level and department (also by level).