Of the students registered, 84 percent remained in the program throughout the three-year period. That retention rate was substantially higher than the overall Clinton Community College rate (62 percent) for the same period, and the 43-54 percentage range of national statistics for two-year colleges. The research indicates that the significantly higher retention rate of the inmate student does not substantiate the three theories of attribution attributed to dropout rates on regular campuses. The research supports Thomas and Hepburn's theories (1983) that offenders came from the lower socioeconomic strata of society, and suggests that if given a chance, prisoners' capabilities for retention will exceed that of students who are not incarcerated. Five findings derived from the study offer a basis for policies that would maximize effectiveness for higher education programs within the correctional system. Prime among these is the teaching of self-esteem to students prior to their starting a program. (Author abstract)