To evaluate the effectiveness, and value to the university, of the tutoring provided by the University of Cincinnati's Tutorial and Referral Services, data were collected on the success of students tutored during the 1978-79 school year and on their subsequent retention. Student success was analyzed by race, sex, age and college. Data for 487 tutored and 284 nontutored students was analyzed. Attrition and grade data were isolated for all groups, and cost efficiency was examined by determining the number of students saved by the program (subtracting the percentage of tutored students who left school from the percentage of nontutored students who left school and multiplying that percentage by the number of students tutored). The savings generated by the program in terms of tuition, student activity fees, and the full-time equivalence subsidy from the state were then calculated. Analyses of student data revealed that 45.1% of the nontutored group in 1978-79 failed to enroll for the autumn quarter in 1979-80, whereas just 20.3% of the tutored group failed to enroll. Tutoring was found to have made a substantial difference in the retention of older students, blacks, and white males. Data are presented in 15 tables. (KM)