Annotated Bibliography: Factors in College Retention and Persistence October, 2013 Prepared by Kate Ford, Center for Innovation in Learning

This conceptual path model of the dropout process, developed prior to proliferation of online learning, defined non-traditional students as older (age 25 or over), part-time commuter students, a population overlooked by previous social integration models of student retention proffered by Spady (1970) Tinto (1975), and Pascarella (1980). The authors built on the previous models, retaining the background and academic integration variables expected to impact retention for non-traditional students. Their model addressed the greater impact of the external environment on the non-traditional student. The variables in the model were chosen for their predictive ability and include academic performance, intent to leave, high school GPA, college goals, and environmental factors. Linkages between the variables were based on behavioral theories and the previous models of student attrition.