Techniques that describe the use of covariance when heterogeneity of slopes exists are severely limited. Although a few procedures for model selection have been recommended, none, except the hierarchical approach, is straightforward and usable with present computer programs. The hierarchical subset selection procedure presented in this paper is based on the proposition that heterogeneity may be present only for certain terms in the model. After hierarchical selection, those terms which do not involve heterogeneity are interpreted as in the usual analysis for covariance. The interpretations of those terms which do involve heterogeneity are modified with respect to significance tests performed at various values of the covariate. The hierarchical subset selection method allows one to investigate heterogeneity of slopes in covariance models as functions of the classification variables present in the design.

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Institutions must renew their emphasis on serving the needs of the individual. They should devote equal enthusiasm and resources to both recruitment and retention. Students are not likely to persist at an institution that does not seek to understand and fulfill individual student needs. Though students may be successfully recruited, those who lack awareness of institutional expectations and services, those who lack adequate preparation for college work, and, those who attend college only to fulfill the expectations of others, are likely to leave the institution if it fails to assist them during the early transitional period of their association. However, students who believe in the quality and responsiveness of the institution are far more likely to persist. Generally, retention research exists in two forms. Either the study is designed to measure the effectiveness of retention programs implemented, or it seeks to establish cause and effect relationships between one or several variables and leaving school. This study presents the results of research which concentrated on the latter. It also sought to determine the differences between “persisters” and “leavers” in relation to their goals of attending college, and the effects of social and academic integration, associated with institutional commitment. Subpopulations including freshmen, transfer, continuing, graduated and former non- graduated students were studied. Implications of the research for student services are presented.

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