Factors to consider when studying attrition are: (1) the academic reasons students drop out or are suspended; (2) the institutional definitions of attrition; and (3) the procedures used to monitor the successes or failures of students. A recent University of Texas study of literacy developed at the community college included a mini-study of attrition, probation, and literacy. The major findings of this mini-study are that students on scholastic probation make an inordinate number of nonproductive grades, frequently repeat courses, frequently enroll in courses without completing the prerequisites, represent the college population as a whole, overly represent the black and Hispanic student population, and report similar problems that led them to academic trouble. They frequently are not aware of their probation status and/or do not know what it means to them academically. Those students who do acknowledge their scholastic probation standing often feel that the college has let them down. An additonal finding is that students seeking counseling and accepting placement advice are uncertain about their academic future. Studying scholastic probation in order to study attrition is a legitimate alternative to studying attrition "after the fact." (EM)