Utilizing a variety of statistical tests five research questions were investigated. Question one focused on relationships between enrollment and registration behaviors and student characteristics. This study found that when students initially enrolled was related age, gender, ethnicity, academic intent, and financial aid eligibility. Also found was that course drops was related to ethnicity, course adds was related to academic intent, and course section changes was related to gender. Last, when changes were made to the schedule was related to student gender, ethnicity, and financial aid status.

Questions two examined the interrelationships among the enrollment and registration behaviors. Question three examined the interrelationships among academic outcomes. Several significant relationships were found among both sets of variables.

Question four investigated whether enrollment and registration behaviors could predict student academic outcomes. Overall, the findings indicated that a combination of number of course drops, adds, when schedule changes were made, and when students initially enrolled could predict variation in GPA and variation in course completion. Most of these same behaviors could predict the odds of attrition.

Finally, research question five investigated whether, controlling for student characteristics, enrollment and registration behaviors could predict academic outcomes. Results indicated that a combination of course drops, adds, when schedule changes were made, and when students initially enrolled could predict variance in GPA and course completion beyond that explained by a combination of student characteristics. In addition, most of these same behaviors could significantly predict the odds of attrition beyond what student characteristics could predict.