This monograph is comprised of five papers originally presented at a symposium concerning degree completion or non-completion (ABDs--"all but dissertation") of doctoral students in colleges of education. The first paper is by Raymond Kluever and is titled "ABDs and Graduates from a College of Education: Responsibility, Barriers, and Facilitators." Results found graduates more likely than non-graduates to be in on-campus programs and to rate themselves as independent and resourceful but less likely to rate as important assistance with beginning and implementing the dissertation. The second study, "Academic Procrastination and Perfectionism: A Comparison of Graduates and ABDs" (Kathy E. Green) found mean scores for cognitive and affective factors resulting in procrastination were significantly higher for ABDs than for graduates. The third paper is "Factors Affecting the Completion of the Doctoral Dissertation for Non-Traditional Aged Women" by Kathryn Lenz. This study found "completers" were enabled by: a stimulating, exciting topic; a caring advisor; and family and peer support. Completion inhibitors were a lack of these factors as well as time and money constraints. Perfectionistic traits acted as either enablers or inhibitors depending on the individual. The fourth paper, "ABD Status and Degree Completion: A Student's Perspective" (by Margaret M. Miller) found that leaving a doctoral program prior to degree completion was due to the student's relationship with the adviser, financial considerations, and personal problems. The final paper, by Elinor Katz, is titled "The Dissertation: Academic Interruptus." This paper supports restructuring the dissertation process to include development of dissertation seminars and clubs, more faculty support at critical stages in the process, and the infusion of more research experiences in the graduate program. (All papers contain extensive references.) (DB)