What's working in student retention at the undergraduate level? To find out, Noel-Levitz conducted a 71-item, Web-based poll in May of 2011 as part of the firm's continuing series of benchmark polls for higher education. Highlights from the findings: (1) The highest-ranked practices in 2011--across public and private, two-year and four-year campuses--included widely-used practices such as academic support and first-year-student programs as well as a few practices that were only used by about half or less of respondents; (2) Honors programs and mandatory advising were among the top-ranked practices across institution types; (3) Up to 55 percent of private college respondents, up to 73 percent of public university respondents, and up to 64 percent of two-year public college respondents reported using practices that the majority of respondents in their sector judged to be "minimally effective"; (4) Programs specifically designed for retaining online learners ranked among the least-used practices for four-year private and public institutions, despite the fact that 84 percent of respondents from four-year private institutions and 60 percent of respondents from four-year public institutions rated these programs "very effective" or "somewhat effective"; (5) Just over half of respondents reported that they identify effective practices primarily based on outcomes measures, with the rest reporting that they primarily use student feedback or informal feedback; (6) Less than half of respondents reported having a current, written retention plan that they felt good about and less than half of respondents reported having a campuswide committee for student retention that they felt good about; (7) The general trend in cohort graduation rates over the past three years showed stable or slightly increasing rates for the majority of institutions; and (8) Among the most significant retention issues facing colleges and universities across sectors, as identified by a final open-ended question on the poll, were: 1) underprepared or unmotivated students; and 2) respondents' desire for greater collaboration and agreement among faculty, staff, and senior administration regarding retention concerns. Appended are: (1) Complete findings by institution type; (2) Responding institutions; and (3) About Noel-Levitz.