The purpose of this study was to examine the effects of proactive student-success coaching, informed by predictive analytics, on student academic performance and persistence. Specifically, semester GPA and semester-to-semester student persistence were the investigated outcomes. Uniquely, the community college focused the intervention on only students predicted to be moderate-level academic performers instead of to all students or to students predicted to be low-level performers. Few studies have investigated interventions like student-success coaching, and no research has addressed student-success coaching restricted to students with a particular predicted academic performance. This study used inverse probability of treatment weighting to create appropriately balanced samples of the proactively coached students and not proactively coached students in order to approximate a randomized control trial with observational data. Regression analyses with weights and covariates estimated few statistically significant results in sample subgroup models and no statistically significant results for whole-samples. Generally, the results found in this study do not support the hypothesis that proactive student-success coaching initiated by the predictive analytics of a student-monitoring system improves student outcomes. Nonetheless, this study contributes empirical results to the emerging literature regarding student-success coaching, predictive analytics, and student-monitoring systems (also known as Integrated Planning and Advising for Student Success or early-alert systems). [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]