This study examined the significance of selected independent variables such as continuous full-time attendance and resource utilization frequency, reflecting student integration and involvement, on the attainment of three academic benchmarks by the end of the fall 2020 semester among a subset of students at Kingsborough Community College (KCC) of the City University of New York (CUNY). The benchmarks were the attainment of 30 credits, a 2.5 grade point average, and full matriculation status which designates passing scores on placement exams in reading, writing, and mathematics, all prerequisites for graduation. (Although full matriculation requirements are presently under new institutional consideration, the requirement as stated remains applicable to the student sample in this study.) The research identified which among the selected independent variables significantly correlated with benchmark attainment. [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.]