We examined three large freshman cohorts from Texas State University, a Hispanic-Serving Institution (HSI), to identify risk factors that might affect academic retention. Risk factors supported by empirical studies such as first-generation, ethnicity, gender, financial aid need, high school performance, and living off campus were examined. We also determined the effectiveness of four academic interventions in achieving retention of students that were on academic probation for two consecutive semesters. Statistical analyses demonstrated that being a first-generation college student and receiving financial aid were significant risks for attrition in all cohorts. Living off-campus and being an URM student were not. Retention in two cohorts was dependent on the combinations of three peer mentoring, two academic coaching, and two to three academic advising sessions. A probation predictive model was developed. Finally, we discussed the importance of examining risk factors and interventions that are tailored to each academic institution.

我们研究了来自德克萨斯州立大学（一家西班牙裔服务机构（HSI））的三个大一新生，以确定可能影响学术保留的风险因素。检验了第一代人，族裔，性别，经济援助需求，高中表现和校外生活等实证研究支持的风险因素。我们还确定了四个学术干预措施对于连续两个学期获得学术试用的留住学生的有效性。统计分析表明，作为第一代大学生并获得经济资助是所有队列中人员流失的重大风险。不在校外生活和成为URM学生。在两个队列中的保留率取决于三个同伴指导，两个学术指导，以及两到三个学术咨询会议。建立了缓刑预测模型。最后，我们讨论了针对每个学术机构量身定制的风险因素和干预措施的重要性。