This study examines the relationship between campus recreation facility access and first-year retention of full-time, first-time undergraduate students at a public university for 2014–2015 through 2016–2017. Authors examine differences between facility users and nonusers by pairing facility swipe card data with student records. Statistical analysis includes logistic regression and matching approaches, controlling for student demographics, academic preparedness, academic goals, family characteristics, and various environmental factors. Results show a positive and significant relationship between recreation facility use and retention, including 7.1 to 8.4 percentage points higher retention for users versus nonusers, holding other variables constant. Subsample analysis suggests the relationship between recreation facility use and retention differs across student subgroups. Key study contributions include linking card swipe data on facility usage with extensive student records, clearly defining facility users and nonusers, and introducing a new robustness check based on assignment of students to residence halls different distances from recreation facilities.

Existing research in campus recreation establishes a relationship between facility use and academic outcomes, but published studies define users differently. In response to inconsistent definitions of participants in campus recreation, this study uses a data-driven approach to compare facility use definitions. Authors illustrate the implications of choosing different participant definitions for relationships between campus recreation and two undergraduate academic outcomes, first-year retention and first-year cumulative grade point average (GPA). This study uses data from a three-year timeframe, linking sources of data on students’ recreation facility use, academic outcomes, and student records. Authors provide a summary of previous definitions, results from original regression analyses, results for specific student subgroups, and recommendations for defining users.