Impact of On-Campus Employment on Retention 
The combined Fall 2010 to Fall 2011 return/graduation rate for 214 degree students working part-time (for at least two weeks during the 2010-11 school year) at LaGuardia and enrolled in Fall 2010 semester at the College was 86%. A control group of similar students not employed on campus had a Fall 2010 to Fall 2011 return/graduation rate of 77%.

The Impact of API Sessions on the Pass Rate in Math 096 
This research demonstrates that first-semester Math 096 students who have earned fewer than six credits and who have a cumulative GPA coming into the semester lower than a 2.00 must use API services, and probably should be mandated to use these services at least three times during the semester.

The Student View of Advising—Fall 2014 
To students advising is basically choosing courses, but optimal course choice turns out to be a challenging task. Students seek a load that they can handle and courses they can pass in a way that leads to an on-time degree and, for many, courses that can transfer to a four-year college, minimizing their time and expense at the next institution as well. When choosing the right courses within a suitable load structure, students must grapple with a broad set of constraining challenges: they must understand the LaGuardia system; they must understand their own capabilities; they must meet the challenges that life throws at them; they must understand the educational requirements of their next institution; and they must pay for their time at LaGuardia and for their lives outside of college. Those that seek help in overcoming these challenges expect that advisors and faculty have the ideas and information they need. Nevertheless, each advising session is an exercise in communication and, to be successful, trust is necessary between parties. The subjective markers of a successful communication are an increase in confidence by the student that he or she is doing the right thing and that the information received is helpful. A more objective marker is the actual movement toward a degree that is timely and uninterrupted.

The Impact on Retention & Graduation of LaGuardia Foundation Scholarships 
This paper compares students who received foundation scholarships in two semesters, Fall 2013 and Fall 2014, against students matching on four characteristics who applied for but were denied scholarships. In general, students receiving scholarships attempted and earned slightly more credits, but had the same GPA in the semester in which the scholarships were given. Scholarship students were also slightly more likely to graduate. None of these differences were statistically significant. Even in the best case, Fall 2014 graduations, there is a one-in-four chance that the higher number of scholarship graduations is due to random variation. Significance is usually defined as less a than one-in-twenty chance of random outcome.

Road to Success (RTS) Actual vs. Expected Return Rates 
The RTS interventions were most effective, in general, with low to moderate-low risk students, regardless of the student’s tier. Increased advising opportunities appear to best benefit only those who partake of them, who are also already well invested in their education (low risk). Thus, voluntary advising activities are not reaching those who are going to drop out and who could make a difference in the graduation rate, and advising as an intervention is not strong enough to affect high risk students.

Return Rate of Students Attending Spring 2011 Orientation 
Students who attended orientation were more likely to return after their first semester. Nevertheless, the cause could be either the characteristics of these students or the impact of orientation or both.