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This study was conducted to research the background of the Student Support Services Program and its capability as a retention program at a predominantly White institution. The Student Support Services Program was originally funded under Title IV of the Higher Education Act (HEA) of 1965 as Special Services for Disadvantaged Students. This name was changed to the current Student Support Services Program in 1972, when the original programs were transferred from the Office of Economic Opportunity to the Office of Higher Education Programs. Very few research studies have been conducted to ascertain why and how Student Support Services work to retain students, especially students of color, although numerous statistical data have gathered throughout the years. Therefore, this study was conducted specifically to determine if the length of time eligible students spend in the Student Support Services Program increases their persistence and graduation rates. The population of the study was comprised of 600 Student Support Services program participants who were enrolled at Iowa State University from 1983 1999. Three major findings indicate that the number of contact hours has a positive influence on (1) grade point average, (2) total credit hours attempted, and (3) the propensity to graduate from the institution in a reasonable amount of time. As an outcome of the study, a retention model is presented for future use by student support services professionals as well as researchers who are interested in conducting further study. As an outcome of this study an array of ideas will be generated and presented for future use by student support services professionals as well as researchers who are interested in conducting further study.

Student Support Services: the impact the frequency of services has on the retention and graduation rates of white and students of color