This article introduces the results of a research project focused on improving the student conditions to succeed in learning mathematics in the first college semester, and, as a consequence, diminish the probability of student attrition. We ask specifically if an adaptive system of pedagogical orientation that organizes groups of students for pedagogical support based on the state test scores at the beginning, and which are then reconfigured using the scores on the partial examinations along the semester improves the student achievement and retention. A review of previous research on student dropout is conducted, and a system of focalized student assesment is validated. Student attention is based on the student perfomance level, evaluated according to the following criteria: at the entrance based on the education national test - ICFES - for the fisrt 30% of the semester; in the second 30%, based on the first course examination; and for the final 40%, on the second course examination. Data are analyzed using the multi regression statistical model. The conclusions show that this stragy has significant and positive eects to promote learning capacities as well as to diminish the student dropouts. This is a dierent alternative to handle the diversity of student entrance conditions in relation to the leveling approach more frequently used but with negative eects con the learning self ecacy concept.