In response to low graduation and transfer rates among degree-seeking students, Prince George's Community College (PGCC), in Maryland, established a campus-wide retention committee to develop recommendations to improve student achievement. A significant source of information for the committee was a longitudinal student tracking system and a student outcomes typology developed by PGCC's Office of Institutional Research. The typology classifies students as achievers if they receive an award and transfer, transfer only, receive an award only, or have sophomore status in good standing. It further classifies students as persisters if they have fewer than 30 credits earned but are still enrolled, as non-achievers if they are no longer enrolled, and as special motive students if they have short-term and non-degree goals. Using the typology, outcomes as of spring 1994 were determined for 2,386 students who entered PGCC in fall 1990, revealing that nearly 15% (n=351) had earned an award or transferred to a 4-year public college in Maryland, another 13% had achieved sophomore status, and 65% were classified as non-achievers. Based on findings from the analysis, the retention committee developed recommendations related to improving developmental student success, providing support for mathematics instruction, improving departmental retention programs, expanding early intervention initiatives, providing financial support to part-time students, and improving orientation. Contains 17 references. Data tables are appended. (TGI)