Florida State University has retained first-year students from their fall to spring semester at a record 99.2% rate, one of the highest in the country, and a testament to the school’s commitment to undergraduate student success.

First-semester retention measures the number of students who stay enrolled at the university from their first fall semester to spring semester. During the 2025-2026 academic year, 6,425 entered as first-year students and 6,374 stayed enrolled for the spring.

“We’re proud to sustain nationally recognized graduation and retention rates and to have a new university record with a 99.2% fall-to-spring retention,” said FSU President Richard McCullough. “These outcomes reflect the holistic support and engagement we provide students, helping them feel at home at FSU and succeed in an academically invigorating environment.”

FSU broke a record in first-semester retention during the 2022-2023 academic year, reaching 99% for the first time. FSU’s investments in student success continue to result in record-breaking retention and graduation rates.

The university recently established the new Student Academic Success division, appointing former Dean of Undergraduate Studies Joe O’Shea as its new vice president. He leads the university’s comprehensive efforts to recruit, retain and graduate an accomplished student body.

“Across our university, we are collaborating and thinking strategically about how to deliver a rewarding college experience to our students,” said O’Shea, vice president for Student Academic Success. “Our fall-to-spring retention rates show that we take our commitment seriously to give all students from all backgrounds a world-class education at FSU and to set them up for success right away.”

In Fall 2025, FSU achieved its highest-ever 97% overall retention rate, which calculates how many first-year students stay enrolled from their first to second fall semesters. That number landed FSU No. 4 nationally among public universities. The most recently recorded national average retention rate from first to second fall was 82%, according to the U.S. Department of Education.

“Our fall-to-spring retention rates show that we take our commitment seriously to give all students from all backgrounds a world-class education at FSU and to set them up for success right away.” 

– Joe O’Shea, vice president for Student Academic Success

Earlier this year, the university also reached a four-year graduation rate record at 78%, placing FSU No. 9 nationally among public universities.

“Fall-to-spring retention rates offer insight into a uniquely important chapter in a student’s life,” said DeOnte Brown, dean of Undergraduate Studies and acting director of the Center for Academic Retention and Enhancement (CARE). “The fact that so many of our students who complete their first semester return to school after winter break shows that they are finding community, connecting with their professors, and accessing the resources that help them succeed. We’re proud of the work we do to help students feel at home from Day 1.”

FSU ranks No. 1 for Best First-Year Experiences among public institutions in Florida in U.S. News & World Report’s “Best Colleges 2026” guidebook, a testament to the university’s exceptional support programs that drive student success and foster positive learning outcomes.

FSU runs an Office of Retention, which supports undergraduate students by helping them stay on track toward earning their degrees. It offers first‑year college transition and engagement programs, helping students overcome course registration challenges and connecting directly with students to offer additional guidance or resources.

Through the Office of Retention, the Engage 100 program manages first-year courses that introduce students to campus resources, academic skills and university life. Noles Everywhere connects students from out of state to peer leaders who help build support networks both on and off campus. The office also leads programs to support students who are repeating courses and campaigns that encourage timely graduation by promoting balanced course loads.

“Our mission is to ensure every undergraduate student feels supported as they navigate their academic journey, especially during the first year,” said Allison Peters, assistant dean of retention and academic engagement. “From innovative engagement programs to personalized outreach, we strive to help students build strong connections, effectively utilize university resources, and engage in meaningful educational activities.”

Recent investments in undergraduate student success have powered growth in the University Honors Program and Presidential Scholars Program, which serve high-achieving students with signature interdisciplinary courses, specialized advising, and dedicated housing, classroom and study space. The Honors Program was recently named No. 1 in the state of Florida.

FSU’s CARE for first-generation and Pell Grant-eligible students has grown to support nearly all students who qualify with funding, advising, mentoring, life coaching, study spaces and enrichment programming.

FSU offers 11 living-learning communities for first-year students, which allow students to live on campus with peers who share similar interests. FSU has earned the No. 1 spot among public schools in Florida on U.S. News & World Report’s Learning Communities list in the publication’s 2026 Best Colleges rankings.

The university operates the Advising First network of academic advising and guidance for students before they are admitted into their majors. Advising First runs specialized programs that include College Life Coaching, the Center for Academic Guidance and advising for students in the Exploratory major.

For more information about FSU’s Division of Student Academic Success, visit academicsuccess.fsu.edu.

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James Hudson IV is an information, communication and technology student at Florida State University who created the Innovators X Workshop Series, an Engage 100 class that teaches first-year students about design, innovation and prototype development in collaboration with Innovation Hub staff.

As part of the Undergraduate Research Opportunity Program (UROP), Hudson worked with research mentors to improve the student experience through faster grading using word processing systems. Additionally, Hudson was drawn to FSU’s Presidential Scholar Program and spends his free time ensuring the safety and health of his peers through community service. 

How did FSU stand out to you?

After I attended recruitment weekend, FSU offered me a place in the Presidential Scholars Program. The fast-paced, collaborative nature of the event made me excited about going to college. The students I met were leaders, valedictorians and changemakers at their high schools. All of them had been offered spots at many other prestigious universities, yet they all wanted to be at FSU because of Presidential Scholars. The idea of working with a group of like-minded, driven individuals was what excited me the most. The Presidential Scholars Program recognized me as a person, and I knew that Florida State University wanted me to be here.   

How have you served the FSU community?

As part of my computer and fabrication technologies internship at the FSU Innovation Hub, I had the incredible opportunity to start teaching in a classroom setting. I pioneered the first innovation based, hands-on Engage 100 class at FSU: Innovators X.

Each week, I lead a class of freshmen through the concepts of innovation, design thinking and prototyping while also teaching and training them on the resources available at FSU. I help them understand how much they can accomplish while they are at FSU and how they can use these skills for the rest of their lives.

Innovation Hub Assistant Director Wes Dorce had the vision for an innovation-based course designed just for freshmen. He saw potential in me, believed in me and supported me through the journey of making the idea a reality.

What are some of your academic achievements at FSU? 

In the Undergraduate Research Opportunity Program, I worked as part of a team designing a feedback system plug-in for word processors. The integration links with the Canvas learning management system and allows professors to create databases of pre-written feedback based on the common corrections students require. The system plug-in recommends professor-written feedback based on previous students’ work and how it was assessed. A teacher or teaching assistant can select feedback from the provided palette and grade assignments in an optimized manner to improve the students’ learning experiences.

The research on this system was completed under the Anne Spencer Daves College of Education, Health, and Human Sciences. This was my first opportunity to complete research at the university level. Associate Professor Russell G. Almond and doctoral student James A. Hernandez served as leaders for the team and mentored me through every step of the process.

How have you engaged in community service in Tallahassee?

I am part of a student-led and student-founded Christian ministry that distributes water bottles to students heading home from nightclubs. As a Christian, I believe Jesus instructed us to love, and we do this by providing students with water and company. We want to make sure they stay safe, sometimes going as far as walking them all the way home. We give out water throughout the night and stay out until most students have made their way back home safely. During the last academic year, we gave out over 14,000 bottles.

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Honors student Kieran Stenson engages in the FSU community by serving as a mentor for incoming freshmen and conducting research. Stenson is an IDEA Grant recipient and an Engage 100 leader. He finds joy in supporting students and guiding them to research opportunities.

Why did you choose to attend FSU?

FSU was the first university I toured that felt right. The campus was beautiful, and I was impressed by the plethora of opportunities and programs offered to undergraduates. The Undergraduate Research Opportunity Program, the University Honors Program, Engage 100 and InternFSU—all these programs piqued my interest and showed me that FSU was an institution that offered its students the chance to make something of their college experience. The campus culture was also welcoming and felt alive in a way that other universities did not. In many ways, FSU just seemed like the right place to be for me.

What is your most significant academic achievement?

The biggest research project I have undertaken during my time at FSU has been my thesis. Working with professor Jonathan Grant, I have spent the better part of a year writing my undergraduate thesis, which analyzes the rhetoric of the Polish Constitution of 1791. It has been a fantastic experience, as I received an IDEA Grant and spent five months in Poland conducting research.

Another remarkable experience I’ve had at FSU was teaching an Engage 100 course with professor Claudia Liebeskind for incoming freshmen interested in history. Being an Engage 100 leader was a fantastic way to learn from an experienced educator and work on my lesson planning and classroom management skills. These experiences, and many others, have been pivotal during my time at FSU.

How have you served your community outside of FSU?

Outside the classroom, one of my favorite contributions to my community has been serving on the editorial board for the Florida Undergraduate Research Journal. This volunteer experience taught me about the process of editing and publishing papers for a research journal. Furthermore, it was immensely rewarding to help fellow undergraduates publish their research. It was a highly rewarding and beneficial experience for everyone involved.

How have you made an impact on the FSU community?

I have contributed to FSU through my work as a peer mentor and an honors colloquium leader. Through these mentorship opportunities, I have educated incoming freshmen about the opportunities offered to FSU students and help guide them through their first semester of college. I believe incoming students benefit from having an experienced undergraduate to use as a resource, and I have tried to be that for my students.

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Record numbers of Florida State University undergraduate students are earning their degrees in four years or less thanks in part to significant investments by university leadership to enhance the academic experience. 

FSU’s four-year graduation rate reached a new high of 76%, up from 75% last year, while the university’s retention rate maintained a stellar 96%, matching last year’s record. Using the most recent publicly available data, FSU’s Office of Institutional Research projects these numbers will secure FSU in the Top 10 among all public universities nationally in both categories. 

“These record-breaking graduation and retention rates are a testament to the hard work and dedication of our students, faculty, and staff,” said President Richard McCullough. “We are committed to providing an outstanding educational experience that supports our students’ success from day one.” 

The six-year graduation rate also climbed to 86%, up from last year’s record of 85%, which is projected to rank FSU in the Top 20 among public universities.  

Notably, FSU’s three-year graduation rate for transfer students shot up to 78.3% from last year’s 74.4%, which led all State University System institutions. The university’s six-year graduation rate for Pell Grant recipients is 83%. 

FSU has achieved these results through strategic investments in student success initiatives. Key among them are enhancements to academic advising and the introduction of supportive programs designed to guide students through their educational journey. 

“Our investments in comprehensive advising and student support programs are paying off in remarkable ways,” McCullough said. “We are dedicated to ensuring that every student has the resources they need to succeed.” 

“Our investments in comprehensive advising and student support programs are paying off in remarkable ways. We are dedicated to ensuring that every student has the resources they need to succeed.”                                                                                                                                                                                                  — President Richard McCullough

FSU is continuously expanding its student success teams, including Advising First, Academic Guides and Transfer Student Services, who actively engage with students and offer personalized support, including targeted financial assistance. This includes the Graduation Planning and Strategies Office, where student success teams help former students who left FSU without finishing their degree to re-enroll and graduate. Since May 2017, over 3,600 students have been supported in achieving degree completion through this initiative. 

FSU’s recent investments to expand the Center for Academic Retention and Enhancement, or CARE, also have been integral to improving graduation rates. Through CARE, the university provides additional support for first-generation students and others who have historically encountered extra financial barriers to education, such as Federal Pell Grant recipients. The CARE Summer Bridge program continues to grow with a record number 389 students participating in the six-week program this summer, while more than 700 additional students are supported by CARE through Quest Scholars and the Illuminate Program.  

Engage 100 supports and engages students during their first year at FSU. The initiative offers a peer community and resources to aid in students’ transition and success. Enrollment in Engage 100 is mandatory for nearly all first-year students and there are now opportunities for new transfer students.    

The Learning Assistant Program is another way FSU is maximizing student success. The LA Program enables active-learning strategies in critical courses, particularly in STEM, with embedded peer learning assistants (LAs). FSU’s LA program is among the largest of its kind in the nation.  

“I am extremely proud of our faculty and staff who work tirelessly to ensure the success of these initiatives, and I deeply appreciate our donors whose generous contributions make many of these programs possible,” said Associate Provost and Dean of Undergraduate Studies Joe O’Shea. “Their support empowers our students to develop as leaders who graduate ready to take on the world.” 

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Florida State University students play a pivotal role in supporting the Tallahassee economy. But beyond their economic contributions, students also make a significant impact through community engagement and service.

During the 2022-2023 academic year, more than 4,250 FSU students dedicated nearly 236,000 hours of service, worth an estimated $7.5 million, to nonprofit organizations.

“By volunteering and giving back, students can make a real difference in the lives of others and help build a stronger, more connected community,” said Amy Hecht, vice president for Student Affairs. “Acts of service not only benefit the organization and recipients, but also instill a sense of civic responsibility and social awareness in students. Students who volunteer are nurturing their own personal growth and development, as well as helping shape the future of our community.”

Local agencies served by FSU students in recent years include The Kearney Center, Project Annie and Second Harvest of the Big Bend Food Bank.

Positive impact

As the region’s primary source for charitable food, Second Harvest provides healthy food for those facing hunger and food insecurity throughout the 16-county Big Bend service area. They say they could not accomplish their vision without the help of FSU students.

“The value that Florida State students bring to Second Harvest is immeasurable,” said Ashleigh Wilson, communications coordinator at Second Harvest. “Students at FSU often help coordinate food drives, help with our daily operations and commit to consistently serving our community directly.”

Second Harvest’s facility serves as the storage and distribution depot for more than 149 smaller frontline agency partners in their efforts to feed the hungry and educate the community about the fight to end hunger.

Kate Ash, a recent graduate from the Dedman College of Hospitality, found out about Second Harvest through a Leadership in Groups and Communities (LDR 2162) class during her sophomore year. The course is offered through the Leadership Studies program in the College of Education, Health, and Human Sciences.

During her time with Second Harvest, Ash served as a volunteer and intern, even bringing in groups from her sorority to donate their time. She has helped coordinate volunteers and organized the volunteer appreciation week.

“While it can be hard for students to take the time to volunteer, it gets you outside of your bubble,” Ash said. “You’ll realize that you are not only making a positive impact on the community, but that it can make a positive impact on you.”

How students find opportunities

The Center for Leadership and Service, the campus hub for service, is charged with helping students develop skills and knowledge to become more effective leaders and engage responsibly with communities. Through various programs and resources, the center aims to foster and sustain collaborative relationships among students, the FSU campus and the broader community.

EngageTLH, one program the center offers, fosters meaningful connections between the FSU and Tallahassee communities with the goal of making service accessible for students. The program offers service trips to community partner agencies on various days and times.

Trips have addressed such needs as animal care, K-12 academic development, environmental sustainability, elder care, food insecurity and homelessness.

“Students only commit to one trip when they sign up but often return when they find a cause they are passionate about,” said Maria-Paula McIntyre, who coordinates the EngageTLH program. “Many go on to take leadership roles, guiding other students through service as trained facilitators and helping them understand the community needs their service helps alleviate.”

Last year, about 800 students went on 160 service trips to 19 local agencies through the EngageTLH program, providing an economic impact of $48,700, according to the Independent Sector’s Value of Volunteer Time Report.

Joi Phillips, director of the Center for Leadership & Service, emphasized the importance of the reciprocal relationship between FSU students and the broader community.

“We appreciate the community allowing our students the opportunity to learn from and with them,” Phillips said. “We know that experiential learning as a high-impact practice provides students with the skills to serve as leaders in their communities and to make sustainable change that lasts beyond them and their time in Tallahassee.”

The center also offers programs such as the Service Scholar program, Service Leadership Seminar and the Conversation Café that connect students with opportunities focusing on the areas of leadership, service and civic engagement.

Sophomore Hillary Harbauer has used the center’s resources to get involved. She is a part of the Service Scholar program, is a facilitator for weekly service trips through EngageTLH, serves as a community ambassador and mentors students in service leadership Engage 100 courses.

As a peer mentor through Engage 100, Harbauer facilitates classes that prepare new students to venture into service opportunities in the Tallahassee community.

“Whether we are learning about the Community Ambassadors program or EngageTLH, I support my students by sharing my experiences and sharing the insights I have learned and opportunities that I have found being a part of these programs,” Harbauer said.

She said that a large part of her undergraduate journey so far has been recognizing that there is much to be learned from those in communities different from your own: “My main driving factor is that I understand what it feels like to be overlooked based on your circumstances.”

Solving problems with research

Many FSU students choose to get involved with undergraduate research through the Center for Undergraduate Research and Academic Engagement (CRE) or pursue master’s and doctoral degrees through The Graduate School with a research focus on a particular issue. Some of these research projects grapple with issues that face the greater Tallahassee community, initiate conversations and propose collaborative possible solutions.

“Conducting community-informed research has the potential to benefit the student and the collaborating community in powerful ways,” said Latika Young, director of the CRE. “Beyond the typical research skills of design and analysis, students conducting research with and within communities practice the additional skills of networking and partnership development, self-reflexivity and communication skills, among others. These research projects often have instrumental impacts on communities by encouraging stakeholder engagement, modifying behavior and interventions and even informing policy and legislation.”

Senior Alycia Drapcho worked on the research project “GIS Analysis of Heavy Precipitation Events & Contamination in Lake Munson.” Community wastewater spills have the potential to adversely affect community health and water supplies. Drapcho utilized geographic information systems, to examine the possible spread of contaminants beyond initial spill points and the effectiveness of cleanup efforts.

“I think it means focusing on how the bigger, general issues like pollution are affecting us on a smaller, local scale and presenting that in an effort to raise awareness,” Drapcho said. “I was drawn to this project because, like I said, hearing how big issues affect us and not really being able to see it on a small scale, made me more interested to better grasp those concepts. FSU’s research facilities and connections with local researchers allowed us access to up-to-date data, as well as firsthand experiences and insights from researchers familiar with our subject matter and how it has affected the Tallahassee area.”

Camila Aponte, a recent graduate, worked on the research project “Assessing Public Participation in Redevelopment Projects: A Case Study of Tallahassee, Florida.” Her research focused on the social impact of participatory tools in neighborhoods undergoing redevelopment projects and resulted in proposed policy recommendations for future projects.

She says that the CRE and DeVoe L. Moore Center have provided her invaluable guidance throughout her research journey.

“Engaging in research with the Tallahassee community gave me insight into communities that have been impacted by local decision-making for generations,” Aponte said. “Working on this project allowed me to look at a topic that had never been explored before and having the opportunity to work and learn alongside other students, a team leader and mentor.”

Benefits of experiential learning

FSU student-service opportunities provide immense value to the community while also allowing students to gain valuable insights and have formative experiences that go beyond their time at Florida State University.

Experiential learning allows students to apply and strengthen their knowledge and skills through hands-on experiences outside the classroom. Other community engagement opportunities exist through internships, international study, creative activities and coursework.

“We’re grateful to give FSU students these unique opportunities to get outside the classroom, engage with the broader community and deepen their understanding of the issues that affect our region,” said Joe O’Shea, associate provost and dean of Undergraduate Studies. “This is the kind of work that inspires students to become the leaders of their generation and use their talents to make a lasting impact in the world.”

For more information about experiential learning opportunities at FSU, visit studentsuccess.fsu.edu.

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Andres Felipe Gil Arana, first-generation student from Bogotá, Colombia, arrived at Florida State University looking for community and guidance, and that’s exactly what he found. 

With the support of FSU’s Center for Academic Retention and Enhancement (CARE), Gil Arana has been able to focus on his passion for neuroscience, accessible health care and mentorship.  

In his first year, Gil Arana joined CARE’s Unconquered Scholars Program (USP), which provides students who experienced foster care, homelessness, relative care or ward of the State status with advocacy, security and mentorship to ensure academic success and long-term independence. The experience helped him establish a support system of peers who understood the obstacles of professional growth as an independent, first-generation student.  

In his junior year, Gil Arana served as the USP president.  

“Serving as the USP president is the most significant achievement of my undergraduate career,” Gil Arana said. “I gave back to the program that guided me to FSU and deepened my understanding of the agency I held as a leader from an underrepresented minority community.” 

After learning the importance of mentorship from the USP, Gil Arana chose to extend this knowledge to students of various backgrounds. He co-founded and serves as the Undergraduate Students Together Achieving Results (U-STAR) coordinator of the College of Medicine’s Undergraduate Science Students Together Reaching Instructional Diversity and Excellence (U-SSTRIDE) program, where he matches pre-health students with more knowledgeable students to increase their success.  

Gil Arana is also a part of the leadership team for Engage 100, an immersive program that teaches student instructors how to use FSU resources to lead first-year students to develop their academic and social goals. He also teaches classes for first-year students pursuing health careers to establish a concrete, undergraduate plan and mentors the program’s instructors.  

“There are no limits to what we can achieve when we have the right support system in place, regardless of our backgrounds or circumstances,” Gil Arana said.  

Throughout his research and clinical commitments, Gil Arana incorporates his personal experience and neuroscience knowledge to ensure the inclusion and care of diverse populations. As a certified clinical medical assistant at FSU Primary Care Clinic, Gil Arana plans free, monthly health literacy workshops and interprets treatment plans for Spanish-speaking students. 

Gil Arana serves as a mental health team manager for the College of Medicine’s Global Health Collaboration Project (GHCP), overseeing global research operations in Honduras and connecting Honduran health care professionals in rural and urban areas. Furthermore, his IDEA grant has allowed him to collaborate with doctors, medical students and the Honduran science ministry to assess adverse childhood experiences among Honduran university students. 

“Listening attentively to the population’s needs and perspectives is paramount when devising effective strategies for helping them,” Gil Arana said. “These experiences have motivated me to pursue a doctorate in population health.” 

How has your experience as an independent, first-generation college student shaped your approach to leadership positions?

My life is a testament to the transformative power of mentorship. One of the most rewarding aspects of my journey has been the opportunity to put this belief forward by mentoring students from diverse backgrounds. There are no limits to what we can achieve when we have the right support, regardless of our backgrounds or circumstances. Being a first-generation student has given me a unique perspective on leadership. Actively listening to students is vital in helping them identify areas of improvement in their college experience. First-generation students carry the particular challenge of venturing into uncharted territory. However, this journey can also be enriched with guidance and support. We can create a brighter future for ourselves and pave the path toward generational wealth and success for our families and communities. 

In what ways have you promoted diversity and inclusion in your community, and how will you continue those efforts after graduation?

Recognizing and addressing student-specific needs is essential to fostering an environment where minority students feel genuinely supported and understood. Through my current fellowship with the Florida College Access Network (FCAN), I’m devising a campaign representing the USP during key sessions at the state capitol. I aim to bridge the gaps that underrepresented individuals face concerning the social determinants of health, specifically access to education, to prevent future students from enduring the adversity and struggle that has persisted for many generations. As I approach graduation, my vision for the future revolves around exploring the intricate relationship between non-communicable diseases and invisible health barriers. I will center my graduate studies on health care diversity and inclusion to drive positive population health outcomes for globally underrepresented groups. 

You’re involved in multiple student organizations, such as USSTRIDE and USP. How do your experiences outside the classroom synthesize with your pre-health curriculum?

In class, I learned that social determinants of health encompass a wide array of factors that shape the well-being of entire populations. Among these factors, access to education and health care are pivotal contributors to community well-being. My commitment has been deeply rooted in these principles. Collaborating with leaders in the College of Medicine through U-SSTRIDE and my role as a medical assistant and interpreter at the primary care clinic gave me a firsthand understanding of the importance of holistic care. My extracurricular activities instilled in me the importance of listening to diverse populations’ needs and the multidisciplinary collaboration necessary to achieve comprehensive and sustainable wellness. It was the experiential learning I needed to complement what I learned in the classroom. I will use these experiences to advocate for holistic well-being and equity in the health care and education fields. 

What does your experience at Florida State mean to you?

FSU has proved instrumental in my journey as an independent, first-generation student in the U.S. The unwavering care and support from FSU allowed me to persevere during my acculturation. The mentors I found at FSU played a pivotal role in this transformation. Now, with the experiences and opportunities that FSU has provided me, I am determined to pay it forward. I aspire to guide and support those who come after me, so they do not have to navigate the same adversities or encounter the same pitfalls that I did. I sincerely thank FSU and the CARE program for recognizing and nurturing my potential. Additionally, I am deeply grateful to the Unconquered Scholars Program for providing me with a sense of belonging and serving as my extended family throughout my FSU experience. 

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