Indicators of persistence of nontraditional students at a large commuter state university were studied, and the literature on persistence was reviewed. The literature review covered student variables affecting retention rates, ethnic status and retention, institutional variables affecting persistence, and theoretical models that explain persistence. Full- and part-time students at the commuter university were tracked from fall 1982 through the beginning of the fall 1986 term. Information was gathered on fall 1982 grade point average (GPA) and cumulative GPA in 1986. For students who entered as freshmen, high school GPA and Scholastic Aptitude Test scores were obtained. Transfer GPA and credit hours were obtained for transfer students. Persistence was defined as either obtaining a degree or being registered for the fall 1986 term. The analysis was done by class level, including remedial, freshman, sophomore, junior, and senior levels. Multiple discriminant analysis included the variables of gender and minority status. It was found that academic integration as measured by GPA was by far the best indicator of persistence. This finding was consistent with previous research on nontraditional students. However, retention patterns were somewhat affected by gender and minority status. Five data tables and a two-page list of references conclude the document. (SW)