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Abstract
This study examined the extent to which the sub‐scales and scales developed from the distance education student progress (DESP) Inventory are associated with attrition and persistence of external students enrolled in the fourth year of the Bachelor of Education course at an Australian university. A discriminant analysis of the 15 factors produced from a principal analysis of the DESP Inventory correctly classified 73% of withdrawing and continuing students. The first four factors correctly predicted 64% of withdrawing and continuing students. There is some congruence between the sub‐scales and scales of the DESP Inventory and those reported in this study.