Guided Pathways: How Early Major Declaration Impacts Student Graduation Rates

Abstract

Increasing graduation rates continues to be a high priority for administrators at community colleges nationwide. While several factors affect graduation rates, many researchers focus on how a student’s status as declared or undecided may impact their likelihood of graduating. This study aims to examine the potential relationship between matriculating with or without a major declared and degree completion. There exists a perception that an early decision about a major is a critical step in ensuring students graduate. Many institutions require or strongly encourage students to declare a major before enrolling in their first semester. Previous research about undeclared students and degree completion is lacking and dated. Conceptually framed within Astin’s (1993) input–environment–output model, logistic regression analyses will be conducted using institutional records and National Student Clearinghouse data for the Fall 2016 cohort at a community college in Oklahoma.

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