This document summarizes research on factors that influence first-year students' persistence in higher education. It finds that classroom-based social integration with classmates and teaching staff, as well as active teaching methods, positively correlate with students' intentions to persist. Organizational adaptation experiences, satisfaction with teaching experiences, and exposure to active teaching methods also correlate with stronger persistence intentions. The research concludes that classroom-based social integration and active teaching methods can create a reinforcing persistence cycle for students.