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Increasingly, student success in college is gauged by retention and graduation rates. Understanding the factors that influence student success can assist practitioners in terms of programming and institutional investments. This study evaluated factors such as residential living, attendance programs, demographic attributes, average class size, and student academic preparation by employing longitudinal, student-level data at one midsized university in the southeastern United States from 1998 to 2004. Individual student information was analyzed, including average class size and student performance in general education courses. Probit regression models indicated that retention and graduation rates were higher for students who were academically prepared, received grants or scholarships, and were in smaller classes. These rates were not influenced by sex, race, absenteeism, or living in residence halls. This work suggests that universities could improve graduation and retention rates by investing in scholarships, smaller class sizes, and financial aid infrastructure.

International concerns about the performativity agenda in schools gives rise to concerns about the neglect of a holistic approach to teaching and learning. Whilst schools in England and Wales are legally obliged to promote the spiritual, moral, social and cultural (SMSC) development of children, little is known about how initial teacher training providers prepare trainees to do so. This project aims to address this gap in the literature. This paper details the findings of phase one of a National Survey which investigates trainers' approaches to delivery and their views on the place of SMSC in primary schools. Findings suggest that trainers value SMSC, but time devoted to it is relatively low and policy changes are perceived to threaten SMSC's security. The paper argues that it is vital that trainers empower trainees to understand the importance of holistic themes of their respective curricula, informed by critical engagement with theory, in order to avoid them being overshadowed by the performativity discourse.