In the higher education landscape, community colleges have served to help many under-resourced populations gain access to post-secondary education and a chance to pursue their dreams (Bailey, Jaggers, & Jenkins, 2015; Schudde & Goldrick-Rab, 2015). As with many under-resourced populations of students, the stakes are high for incarcerated individuals trying to obtain a credential. This quantitative research is focused on First Time Ever in College (FTEIC) students enrolled in community colleges via the Second Chance Pell Experimental Initiative Program while in a correctional facility in Connecticut. The study utilized a secondary dataset provided by the Connecticut State Universities & Colleges (CSCU) Office of System Effectiveness and Institutional Research to conduct the analysis.The research explored how Key Performance Indicators (KPIs) impacted credit attainment, retention, and completion rates of students in correctional facilities prior to their release. Descriptive statistics identified patterns and trends in credit attainment and persistence within year one of their certificate or associate degree programs. The findings revealed that within one academic year, fall to spring persistence rates for students in correctional facilities were significant at 71.9%. However few students were able to earn 15, 24 or 30 or more credits within one academic year. The study has implications for practice to design programs which students are more likely to complete, to embed support systems to ensure completion, and for institutions to collaborate with community organizations prior to release as an opportunity to improve their socioeconomic outcomes upon discharge. [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.]