## 5 Results
Figure 3: **(a,b)** Educational trajectories in high-failure rate courses, according to the RETAKE-STOPOUT model, including only students who had at least one MUST-RETAKE-COURSES > STOPOUT transition, did not have NO-RETAKE-COURSES > STOPOUT transitions, and ended in LATE-DROPOUT or LATE-GRAD. The darker color of the nodes represents a higher percentage of students who went through a state. The thickness of the arrows represents the percentage of students who had transitions between both states. All values are percentages in relation to the total number of students included in the model. **(F4)** It is possible to distinguish two groups of educational trajectories among those students who dropped out late, according to the last result event before dropout. Students who ended in late dropout with high-failure rate courses they must retake had educational trajectories that were on average shorter and less satisfactory than students who ended in late dropout without high-failure rate courses they must retake. Figure 5a shows that 76.21% of the students who ended in late dropout (1541 over 2022), dropped out having high-failure rate courses they must retake. They had an average program permanence period of 8.97 semesters. In addition, 66.97% of them had semesters with NO-RETAKE-COURSES, but only 26.93% had consecutive semesters with NO-RETAKE-COURSES. Moreover, 92.6% of the students had consecutive semesters with MUST-RETAKE-COURSES, only 8.18% of the students had transitions NO-RETAKE-COURSES > STOPOUT, and only 7.4% of the students had transitions STOPOUT > NO-RETAKE-COURSES. All these characteristics describe unsatisfactory educational trajectories. The other group, Figure 5b, which represents 23.79% of the students who ended in late dropout (481 over 2022), dropped out without high-failure rate courses they must retake. They had an average program permanence of 10.8 semesters; 90.85% of them had at least two consecutive semesters with NO-RETAKE-COURSES, only 14.76% had transitions MUST-RETAKE-COURSES > STOPOUT, and only 9.36% had transitions STOPOUT > MUST-RETAKE-COURSES. All these characteristics describe more satisfactory educational trajectories. Figure 5: Educational trajectories in high-failure rate courses, according to the RETAKE-STOPOUT model. (**a**) Shows only students who had MUST-RETAKE-COURSES > LATE-DROPOUT transitions. (**b**) Shows only students who had NO-RETAKE-COURSES > LATE-DROPOUT transitions. (**c**) Shows only students who had NO-RETAKE-COURSES > LATE-GRAD transitions. The darker color of the nodes represents a higher percentage of students who went through a state. The thickness of the arrows represents the percentage of students who had transitions between both states. All values are percentages in relation to the total number of students included in each model. **(F5)** Students who ended in late dropout without high-failure rate courses they must retake had educational trajectories with similar characteristics to those of students who graduated late. Comparing Figure 5b, which shows the educational trajectories with NO-RETAKE-COURSES > LATE-DROPOUT transitions, and Figure 5c, which shows the educational trajectories that ended in LATE-GRAD, several similarities can be identified. First, the proportion of students who have ENR > MUST-RETAKE-COURSES transitions are close. Second, the frequency of educational trajectories that included a STOPOUT was similar between both groups, as well as the frequency of NO-RETAKE-COURSES > STOPOUT, STOPOUT > NO-RETAKE-COURSES, MUST-RETAKE-COURSES > STOPOUT and STOPOUT > MUST-RETAKE-COURSES transitions. However, there are two main differences between these two groups of educational trajectories: The frequency of trajectories with MUST-RETAKE-COURSES and the frequency of consecutive MUST-RETAKE-COURSES are higher in those that ended in LATE-GRAD.