The purpose of this evaluation was to provide descriptive feedback to assist coordinators of the Alabama Community College System's (ACCS) outcome-based funding (OBF) model in conducting a formative needs assessment. Employing a quasi-experimental design, this evaluation utilized both the CIPP decision-oriented and Stake's participant-oriented approaches to ascertain to what extent OBF implementation affected academic outcomes among at-risk students. The model identified students aged 24 years or older, minorities, and/or those eligible for Pell Grants as at-risk. Students without said risks were labeled zero risk. Students with one risk factor were labeled one risk; those with two risk factors were labeled two risks, and students with three were labeled three risks. Risk factors accumulated cumulative weighting. The model designated each institution's completion rates as a relevant outcome, and rates for graduating at risk students were disproportionately incentivized. Additionally, the model weighted completion of career technical credentials (CTE) more heavily than completion of academic transfer credentials. Results of the study revealed model implementation resulted in a universal increase of (CTE) awards. This was true for every participating institution and consistent among students at every risk level. Conversely, the study resulted in inconclusive data regarding changes in completion rates of academic credentials. Ultimately the findings of this study revealed that although OBF models can positively affect targeted outcomes, institutions are unlikely able to be able to sustain and expand such outcomes in a zero-sum system without consistent help in growing their respective financial capacities. [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.]