The purpose of this study was to determine if attaining the college readiness indicators adopted by the Kentucky Board of Education affect postsecondary outcomes. This study evaluated students' overall college credit attainment in the first year of college to determine if attaining the college readiness indicators affects student performance outcomes. These indicators included a college admissions exam, dual credit courses, and Advanced Placement. The research showed several differences in first year college credit attainment of student meeting varying college readiness indicators. The research suggested that (1) meeting readiness indicators in both math/natural science and English/reading/arts/humanities/social/behavior content areas is better than meeting readiness indicators in only one, (2) that students qualifying for free or reduced lunch may earn a greater average number of college credit hours as compared to those having paid lunch status, and (3) there were no differences by race or ethnicity when meeting the different college readiness benchmarks. [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.]