The study was conducted by a teacher-researcher using archival data to determine associations between instructional practices and outcomes with a goal of transforming institutional data into information that could be used for instructional decisions. Ex post facto correlational data from a two-year college were accessed and analyzed using multiple regression correlation. The multiple indices consisted of registration records (student enrollment, grades, withdrawal, college entrance test scores, sex) and course syllabi data (type of grading practices and course work pace). Study results indicated a significant association with medium effect sizes (for courses with criterion-referenced grading practices) between course work pace and student performance and attrition. The analyses indicated no practical association for student entrance test scores or sex with student outcomes. Conclusions of this study suggest that when course work pace is too high, student performance decreases and student attrition increases. Findings of this study indicate that criterion-referenced grading reflects instructional practices and student attrition more strongly than norm-referenced grading. Instructional recommendations deriving from this research are to: design courses with optimal work pace and align grading with course competencies. Recommendations for future research include to: investigate grading practices and rates of student attrition when student grades are a measure of student learning outcomes.