The effects of the nature of the college/university on students' academic persistence and attainment, achievement goals, and occupational attainment were studied. Students entering academic programs at two- or four-year colleges by fall 1974 were studied using findings of the National Longitudinal Study of the High School Class of 1972. College/university variables included college control and level, gender and ethnic composition, socioeconomic (SES) composition, degree of selectivity, percent of students at the graduate level, and tuition/fees cost per year. The analyses controlled for the influence of individual student variables that might account for college effects. In general, more academically selective, smaller, less vocationally-oriented colleges, with high levels of structural integration had positive effects on student attainment. In addition, colleges with larger proportions of low SES and minority students (which seem to be private four-year colleges) had generally positive effects, partly through more lenient grading standards that encourage persistence of students. Two-year colleges had the most negative effects on student educational attainment. Twelve statistical tables and a seven-page bibliography are appended. (Author/SW)