In this paper we discuss the results of a study of students’ academic performance in first year general education courses. Using data from 566 students who received intensive academic advising as part  of  their  enrollment  in  the  institution’s pre-major/general education program, we investigate individual student, organizational, and disciplinary factors  that  might  predict  a students’ potential  classification in an Early Warning System as well  as  factors  that  predict  improvement and decline in their academic performance. Disciplinary course type (based on Biglan’s [7] typology) was significantly related to a student’s likelihood to enter below average performance classifications. Students were the most likely to enter a classification in fields like the natural science, mathematics, and engineering in comparison to humanities courses. We attribute these disparities in academic performance to disciplinary norms around teaching and assessment. In particular, the timing of assessments played a major role in students’ ability to exit a classification. Implications for the design of Early Warning ems as well as academic course planning in higher education are offered.