Using Astin's I-E-O model, relationships among the input (I) variables of gender, high school percentile rank, Tech Prep participation, and high school course-taking; environmental (E) variables of academic, career and technical education (CTE), and total dual credit and articulated credit; and output (O) variables of college readiness and total credit hours were investigated with a sample of 1,141 students drawn from an extant dataset called Community College and Beyond (CC&B). Multiple regression results showed a significant effect for dual credit hours and articulated credit hours earned on total college-level credit hours earned, while controlling for gender and educational background. Logistics regression revealed differences among the four community colleges on students being college ready in reading, writing, and mathematics. (Contains 5 tables.)