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A third of the 2- and 4-year undergraduates beginning college in 2011–2012 changed their major in the first 3 years of enrollment. Yet, few studies have examined the effects of major switching on student outcomes, particularly in community colleges. Major switching can delay or impede college completion through excess credit accumulation, or it can increase the probability of completion due to a better academic match. Using state administrative data and propensity score matching, we find that major switching increases certificate completion rates but moderately decreases the probability of bachelor's degree completion in community colleges for students who started with a declared major. We suggest that instead of discouraging major switching, institutions should integrate switching into program planning. Policies like common course-sequencing, cross-discipline introductory courses and flexible application of credits can allow students to revise their interests and goals without losing much time, credits, or tuition dollars. [ABSTRACT FROM AUTHOR]

Using data on over 41,000 students in one state who entered community college before transferring to a 4-year institution, this study examines the following question: Are community college students who earn an associate degree before transferring to a 4-year college more likely to earn a bachelor's degree? Due to the causal nature surrounding this question we employ several strategies to minimize selection bias, including the use of propensity score matching. Analysis reveals large, positive apparent impacts of earning the transfer-oriented associate degrees (i.e., Associate in Arts and Associate in Science) on the probability of earning a bachelor's degree within 6 years. We do not find any apparent impacts associated with earning one of the workforce-oriented degrees (i.e., Associate in Applied Science) that are awarded by programs typically designed for direct labor market entry. This is an important distinction, as all associate degrees are not equal in their potential impacts on future baccalaureate completion. [ABSTRACT FROM AUTHOR]