Over 40% of undergraduates in the United States attend a community college; however, fewer than 50% complete a degree or certificate within 6 years. As a result, national and state leaders have endorsed completion agenda initiatives, including performance-based funding (PBF). Texas implemented a form of PBF for the 2014-2015 Academic Year (AY) referred to as student success points. Based on completion of developmental education courses, gateway courses, college credit attainment of 15 and 30 hours, credentials awarded, and transfer to a 4-year institution, community colleges receive success points when students attain these goals. The colleges then earn $185 in state funding per success point. Because community colleges are dependent on state funding, there is strong incentive for Texas community colleges to find ways to increase the number of success points in order to earn additional funding. Researchers have determined that tying funding to outputs has the ability to change institutional behavior. Also, researchers have shown that certain institutional behaviors lead to student success. Therefore, the purpose of this nonexperimental, quantitative study was to investigate the relationships between institutional characteristics and the acquisition of student success points as measured by the Texas Higher Education Coordinating Board (THECB). The primary population of this study was the 50 community college districts in Texas. Data were gathered from the Texas Higher Education Coordinating Board website and an email survey. The study utilized a multiple regression analysis to determine what effect institutional characteristics including percentage of full-time faculty members, percentage of full-time students, number of developmental math levels, number of full-time advisors, and percentage of Pell Grant recipients have on the number of success points earned by Texas community colleges. As a by-product of multiple regression, Pearson's correlational analysis was run to determine if there are relationships and correlations between institutional characteristics and the number of success points earned. For each of the 3 academic years (2013-2014, 2014-2015, and 2015-2016), the 5 variables combined predicted 96% of student success points, with full-time students and number of advisors being significantly correlated (p < 0.001) with increased number of student success points. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]