Few words have dominated the vocabulary of college retention as has the word "persistence." Many institutions still struggle to engage faculty and administrators in building campuswide retention efforts, to find the organizational levers that translate the abstractions and complexities of retention theory into scalable and durable initiatives, and to demonstrate the effectiveness of those initiatives in terms of outcomes in general and degree completion in particular. Indeed, one of the core arguments of this book is that a 4 Ps perspective helps direct institutional attention to such challenges. It may be that the concept of persistence itself is part of the problem. Certainly, it has informed much good work on college campuses. But in directing its focus on what is the most visible marker of student retention--showing up from year to year--it has helped to shape a tradition of research that tends more to the descriptive than the analytical and has directed attention more toward interventions to minimize student departure than the policies and structures that might hinder or facilitate student success and degree completion. The second "P" within a 4 Ps framework of student retention--"progress"--focuses on ensuring that students are making satisfactory academic progress, rather than just persisting, toward degree completion. (Contains 1 table.)