Although the traditional 16-week schedule is widely used in higher education, time-compressed courses are increasingly being recognized as an approach to improve student success rates and expedite credential completion, thereby facilitating entry into the workforce. However, there is limited research to establish that the reported advantages of compressed courses are consistent for community college students, particularly when demographic characteristics such as low-income status, underrepresented minority status, and level of prior academic experience are considered. This non-experimental correlational study explored the relationship between student outcomes and course length for community and technical college students who completed classes in eight-week and 16-week terms. Course grade and demographic data were gathered from 9,578 students enrolled at three community and technical colleges in Kentucky for the 2021-2022 academic year. Chi-square tests found statistically significant relationships between variables. Cramer's "V" statistics indicated strong associations between course completion and the number of credits previously completed and for completion by students in technical courses compared to non-technical courses. Moderately strong relationships were observed between term length, course completion rates, and completion rates based on full- or part-time student status. The remaining research questions showed lower degrees of relationship. The data implies that students completed courses and received higher grades in eight-week courses than expected, and achievement gaps for at-risk groups narrowed but persisted for both eight and 16-week groups. More research is needed to determine causal relationships and isolate other variables influencing student outcomes. [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.]