Prince George's Community College, in Maryland, has developed a typology of student academic outcomes which takes into account the possibilities inherent in an open enrollment student body. The outcomes in the typology are award and transfer; transfer/no award; award/no transfer; traditional achievers, a summary of these three outcomes; sophomore status in good standing; all achievers, combining traditional achievers and sophomores; persisters, or those still enrolled but not falling into the achiever categories; achievers/persisters; other exiters, or dropouts; and special motive students who had indicated a short-term goal. An application of this typology to the cohort of all 2,643 first-time students who entered in fall 1990 revealed that after 4 years: (1) 28% were classified as achievers; (2) 16% proved to be traditional achievers, with 2% earning awards and transferring, 4% earning only an award, and 10% transferring without an award; (3) 13% were sophomores in good standing, while another 7% were persisters; (4) 65% were classified as other exiters, while 10% were classified as special motive students; (5) when general success rates were calculated for various demographically defined sub-cohorts, Asians, Whites and foreign students tended to out-achieve African-Americans and Hispanics; and (6) students most likely to receive achiever status were those with stated transfer motives, non-developmental students, those averaging 9+ credit hours per major term, and those pursuing core transfer or technical professional degree programs. (KP)