This study examined the impact of academic momentum (enrollment intensity, summer enrollment) and loss of momentum (developmental education incidence, excess credit accumulation) points on associate degree attainment among students in the fall 2014 cohort at a California Community College (CCC) in the Central Valley. Completers had a significantly higher enrollment intensity than non-completers, but enrollment intensity dropped significantly with time to completion. Completers had a significantly higher incidence of summer enrollment and enrolled in significantly more summer terms than non-completers. The incidence of summer enrollment did not vary significantly with time to completion; however, the longer the time to completion, the more summer terms completers took. There was no significant difference in incidence of developmental education between completers and non-completers, but the incidence increased significantly with time to completion. All completers had excess credits with the number increasing significantly with time to completion. These results have implications for completion initiatives. Directions for future research are also discussed. [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.]