While most students begin college believing they will successfully complete their program of study and graduate, currently as many as 50% of students attending community college do not reach this milestone. Attrition numbers are even higher for postsecondary Hispanic students. Reasons for student attrition are multi-faceted. Based on Tinto's interactionalist theory, this nonexperimental, independent-measures research study compared the referral semester grade point average (GPA) of community college Hispanic students who were referred and who participated in an early alert referral system (EARS) with similarly referred Hispanic students who did not participate in the program. Retrospective data were collected for the semesters studied. Data analysis included descriptive statistics for student age, gender, campus for coursework, credit hours, referral semester, participation, and referral semester GPA. An independent-measures t test was conducted to identify group differences. Research results showed (a) a higher percentage of Hispanic students were referred to EARS than was represented by the Hispanic student demographic at the institution, (b) Hispanic students referred to the program were younger than the median age represented by the institution, and (c) more referred Hispanic students were attending college part-time than what would be expected from the overall institutional demographic. Results of the t test showed an insignificant treatment effect for the semesters studied. Nonetheless, implications for social change related to this research include the validation that additional resources, including early identification and intervention for those at risk, are needed to support young Hispanic students at the community college level.