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.

在2011年至2012年开始攻读大学的2年制和4年制本科生中，有三分之一在入学的前三年改变了专业。但是，很少有研究检查主要转换对学生成绩的影响，特别是在社区学院。专业转换可能会因过多的学分积累而延迟或阻碍大学结业，或者由于更好的学术匹配而可能增加结业的可能性。使用州行政数据和倾向得分匹配，我们发现专业转换可以提高社区大学针对已宣布专业的学生的学士学位完成率，但会适度降低其获得学位的可能性。我们建议机构不要阻止重大的转换，而应将转换整合到计划规划中。常见课程排序等政策，