Possible relationships among selected psychological, sociological, and economic characteristics of doctoral students were studied, and these characteristics were compared for students who completed or withdrew from Doctor of Education degree (Ed.D.) programs at West Virginia University. Questionnaires were mailed to 254 Ed.D. recipients and 287 nongraduates, with response rates of 82.98% and 63.40%, respectively. The graduates had received their doctorates between August 1977 and August 1984. Sixteen variables were significant in explaining completion or noncompletion of Ed.D. degrees. Findings indicate that Ed.D. recipients were more likely than nongraduates to have: spent more time in full-time study; decided on their major field of study before receiving the undergraduate degree; had a stronger commitment to their career; had a higher financial subsistence level; had different sources of financial subsidy, primarily assistantships; had more positive relationships with staff and other students; and had less difficulty with the dissertation. Additional variables that distinguish doctoral degree completers are identified, and 15 recommendations to increase retention are offered. 11 references. (SW)