How Many Students Change Major and When 
In this paper we examine the number and timing of major changes by the new student cohort from Fall 2005 over their first six years at LaGuardia. Students in this cohort had on average 1.4 majors during the six years. Only 13% changed major after the start of the second semester. Liberal Arts majors did not dominate the “change out” statistics among student major changes.

Ranking Majors on Progress Toward Degree: Fall 2010 and Spring 2011 
This paper combines the results of two other papers detailing progress-toward-degree measures (also shown in this section of the IR&A website). A simple scoring mechanism was used in this paper to rank the success of various academic majors in moving students toward their degree. The measures include average rates of student graduation within a year, retention to the next year and earned credit accumulation.

Graduation or Return/Graduation Rates by Major: Fall 2010 to Fall 2011 
This paper shows the success of various academic majors in graduating or retaining students during the academic year 2010-11. Students were grouped according to credits earned at the start of the year. The measure for students beginning with 45 or more credits was graduation within the year. Retention to Fall 2011 was added for students in brackets with beginning earned credit levels below 45.

Two-Semester Average Credits Earned by Major by Starting Credits Earned Level: Fall 2010 and Spring 2011 
This paper gives the average rate of credit accumulation over two semesters by major. To make comparisons among majors more relevant, students who began within certain credits-earned levels were examined separately. For the categories below 30 credits, credit accumulation measures included equated credits, allowing the inclusion in the comparison of students making progress against developmental requirements in the two lower brackets.

Getting to the Degree: LaGCC 2009-10 Graduates and Credits Attempted & Transferred 
In this report we show the average number of credits, including developmental and failed credits, a graduate attempts and earns by major, as well as the number of credits earned by the average graduate at other institutions. The graduates in some majors take larger numbers of developmental courses. The number of credits lost to failure also varies by major.

45 Credit initiative -- Graduation Tracking Graphs 
A goal of the Tortora Silcox Family Foundation grant of scholarship funding for students approaching graduation who face potential financial barriers is to raise graduation rates of students within 15 credits of graduation and to assist in building advising teams made up of faculty and advisors to these students. These tables show the history of cumulative graduation rates by council (the guiding group for a collection of teams for each major) for each cohort that enters the "within 15 credits of graduation" realm.

Two-semester Return Goal Setting 
In this presentation we discuss how we developed a formula to predict the probability that any group of students will return or graduate in two semesters. We used three semester cohorts of students and stepwise logistic regression to develop the predictive model. We then used the model to demonstrate the effectiveness of interventions by area and by advising teams focused on particular majors. In many cases the work of the intervention had a positive effect and the Fall 2014 students returned to Fall 2015 at rates higher than predicted. We are also using the model to set targets for advising teams and other intervention projects with Fall 2015 degree students.