The study reported in this paper used path analysis statistical methodology and an attrition model to examine the separate and combined relationships of several different types of background, personal, and college experience variables with the attained college grade-point average (GPA) and graduation rate for 3,125 Ball State (Indiana) University (BSU) students. Data were collected during a 6-year longitudinal study of 1983 BSU freshmen. Key concepts examined included: (1) degree of differences in background, personality attributes, academic preparation, and commitments that students have when they enroll in college; (2) degree to which students become integrated into the institution's academic system; and (3) the degree to which students become integrated into the institution's social system. Findings indicated the cumulative effects of these variables on college achievement and attrition were substantial though there still remained a large percentage of unexplained variance in the attained GPA and graduation status variables. Sample findings supporting the importance of social integration indicated that GPA means and graduation rates were higher for both athletes and spectators than for other students. Tables providing detailed study data and analyses are attached. 32 references. (DB)