Abstract
In an effort to demonstrate the complexities of accountability issues and institutional effectiveness, a 30-year review of persistence literature provides evidence of the numerous studies and emerging research on student persistence. Although Astin's (1975) groundbreaking research of access and persistence provides a framework for future researchers, Tinto is most often cited and associated with student persistence research. The origins of Tinto's student departure theory began with his collaboration with Cullen (1973) which produced a theoretical model of attrition and persistence. Through subsequent analyses and critiques by researchers, Tinto's work evolved to include persistence research at the two-year college level and the inclusion of minority groups and non-traditional students. A re-examination and revision to his research also included added to his theory that student involvement has distinct layers, in particular its relationship to institutional research and student development.
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