Two outcomes that overlap but differ
Retention and success are often mentioned together, as if they were one thing. They are connected but not the same.
Persistence means a student keeps going: enrolls again, keeps attending, stays in the course. Success is about what the student achieves while there: learning, grades, progress toward a qualification, or whatever goal they set. Four combinations are possible.
- Stays and does well. The outcome most programs hope for.
- Stays but struggles. Enrolled, perhaps retaking courses, not progressing as hoped.
- Leaves while doing well. Often for reasons outside the course, such as a job, a move, or a change of direction.
- Leaves while struggling. The group that attracts most concern.
Seeing these four groups helps avoid assuming that higher retention always means a better system. A policy that keeps struggling students enrolled without helping them learn raises one number without helping the people behind it.
How the two influence each other
The relationship runs in both directions.
Success supports persistence. Students who pass early courses and feel capable tend to keep going. Early experiences matter because failure in the first weeks can persuade a student that they do not belong.
Persistence supports success. Learning builds on earlier material, so students who stay engaged accumulate knowledge. Students who drop in and out often find returning harder.
Because of this loop, early support is often thought to be worth more than late rescue. A modest problem addressed in week two is easier than a large one in week ten.
Supports commonly associated with both
The following are frequently mentioned in discussions of how to help students stay and succeed. Evidence for each ranges from reasonably consistent to limited, and results depend on the setting.
Clear structure. Syllabi with realistic workload estimates, regular deadlines and predictable routines help students plan. This matters particularly for learners studying alongside work.
Early, low-stakes feedback. Short quizzes and quick comments help students see where they stand before a major grade is at stake. Feedback loops can show both students and teachers who needs help.
Academic help. Tutoring, writing support and bridging material can address preparation gaps, which are a common source of early struggle.
Connection with others. Study groups, mentors and responsive teachers reduce isolation. In online courses, a community of fellow learners can make a difference, since otherwise absence goes unnoticed.
Practical and financial advice. Money problems, housing, caring duties and student mental health are frequent causes of withdrawal. Student support services, flexible deadlines and emergency help can matter more than any course change.
Study skills. A steady study routine and techniques such as spaced practice and self-testing help learners get more from time spent. Evidence for these is stronger than for many other teaching approaches, although they still need to be taught and practiced.
Where open materials fit
Open educational resources contribute mainly in two areas. First, they can lower one cost, since textbook costs are a recurring pressure, which may help persistence for students with the least financial slack. Second, because many open materials can be adapted, teachers can adjust them: adding examples, translating terms, creating practice questions or producing accessible formats. Teachers who can tailor text to their students may be better able to address preparation gaps.
Neither route is automatic. A free text with no practice questions, poor structure or an unfit reading level may support neither persistence nor success. A well-made one used in a well-organized course probably helps. Evidence that open materials alone improve either outcome is limited, and effects are likely to be small compared with the effect of teaching quality.
Measuring both together
Institutions that track only retention may miss the difference between healthy and unhealthy persistence. A fuller picture looks at:
- Term-to-term persistence.
- Pass rates and credits earned.
- Whether students who leave were in good standing.
- Student reports on workload and confidence.
- Differences between student groups, since averages can hide gaps.
Looking at several measures helps avoid rewarding a policy for pushing a single number.
What learners can do
For learners, the useful lesson is that staying and succeeding go together, and neither depends only on motivation. Practical steps include checking early that you have the required materials, whether free or purchased, making a realistic weekly plan, using any early feedback seriously and telling someone when things go wrong. Asking for help in the first weeks is generally easier and more effective than waiting. These steps do not guarantee any particular result, but they reduce the chance that small problems grow.
A measured conclusion
Persistence and success reinforce each other, and the supports that help one often help the other. Open materials can play a modest part, mainly by lowering one cost and allowing adaptation. The strongest results in practice usually come from combining several supports, and even then outcomes vary between students and settings. Careful measurement, and care not to confuse enrollment with learning, keeps the focus on students instead of statistics.