The problem of motivation has received a great deal of attention, and many successful approaches have been developed. However, in areas such as introductory college mathematics, students often question their own potential for success. At the first sign of trouble, their fears are confirmed and many of them drop out, formally or informally. If a method could be found to improve persistence, motivational techniques would have an opportunity to succeed. In this article, the author describes a simple method to improve persistence using assessments that are normally already in place. Data are presented indicating that the method improves persistence and achievement.