This biennial report from Ruffalo Noel Levitz allows colleges and universities to compare persistence, progression, and retention rates for several high-priority student populations. The report is based on a web-based poll of campus officials in the fall of 2014 in which respondents reported official census data from the 2013-14 academic year and fall 2014. The report begins with term-to-term persistence rates for the first two years of college, followed by progression rates such as the number of credit hours completed vs. attempted in terms one and two. Also included are retention rates for three groups: FTIC, second-year students, and conditionally-admitted students. Highlights from the findings include: (1) Persistence from term one to term two--the first benchmark in this study--was 91 percent at the median for four-year private institutions, 90 percent for four-year public institutions, and 80 percent for two-year public institutions, with higher rates reported by institutions with higher selectivity; (2) Progression benchmarks (i.e., indicators of successful persistence) showed the median proportion of students on academic probation at the end of term two ranged from 5 percent at private institutions with greater selectivity to 15 percent at two-year public institutions; and (3) For four-year institutions, fall-to-fall retention for conditionally-admitted students at private institutions was 63 percent at the median vs. 67 percent at public institutions. In this report, the authors have identified several performance indicators of retention which can guide a retention committee's planning efforts. The data in this report indicate that fewer students are placed on probation after term two compared to the end of term one. In addition, for all institutions, and especially among those with lower selectivity, more must be done to engage students during the second year. Assessing the needs of second-year students, developing "sophomore slump" strategies, re-orienting these students to available support services, and assisting second-year students with integrating career decisions and choosing a major are all important components of a successful overall retention program. Analyzing these data along with data on the amount of time students spend working, the number of classes they are enrolled in at other institutions, current GPA, and the amount of time they spend studying can inform appropriate strategy development and highlight potential impacts on student success. [For the 2013 report, see ED571022.]