Issues concerning the collection and uses of data about college student retention are considered. Some of the documented findings about student retention in U.S. colleges is summarized, with attention to both national data and data for colleges belonging to the United Negro College Fund. Difficulties in obtaining useful retention data are identified, including imprecision in defining the retention standard being used, the tendency to mix all incoming students (new freshmen and transfer students) into a common pool, and the lack of good comparative statistics for various kinds of colleges. A simple paper and pencil system for retention data collection and analysis is suggested that would indicate such important data as: aptitude test scores, number of remedial courses or hours, grade point average, college major, and date of graduation and kind of degree obtained. Examples of uses of retention studies are cited, including: the percentage of incoming freshmen that complete their first year and each succeeding year, the percentage of incoming freshmen that graduate in 4 years or less, and the relationship between retention and scholastic potential as measured by the Scholastic Aptitude Test. (SW)