Objective/Research Question: The purpose of this study was to explore effective predictors of student success through examining concurrent and predictive validity evidence for the Community College Survey of Student Engagement (CCSSE) engagement indicators using data from three community colleges (CC) in North Carolina. Methods: We obtained a deidentified dataset that merged responses to the CCSSE with institutional transcript, enrollment, and outcome data for 1,227 North Carolina community college students who completed the CCSSE between 2017 and 2019. Demographic variables and CCSSE engagement scores were used as independent variables, while concurrent and future success outcomes (academic progress, persistence, credential completion, and vertical transfer) were examined as dependent variables. Analytic approaches included linear and logistic regression. Results: Among the demographic factors, traditional age and underrepresented minority status were negatively associated with at least one concurrent outcome yet positively associated with persistence or transfer. Five of the eight engagement factors were significantly related to concurrent outcomes, while only three were associated with future outcomes. Interaction with faculty and peers was a positive predictor for all outcomes except transfer. Conclusions/Contributions: This study contributes to the literature on the validity of engagement factors in predicting educational outcomes of community college students and provides valuable insights into the intertwined effects of student engagement and individual characteristics. The results highlight the need for longitudinal examination of engagement, and for higher education policies and practices that promote meaningful engagement across diverse groups of community college students to support their educational journeys.
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