This study examined the relationship between student engagement and graduation rates between Black/African American students and White (Non-Hispanic) students in their senior year at faith-based institutions in the southeastern region of the United States using the NSSE benchmarks of effective educational practices. Specifically, scores from the NSSE Benchmarks of educational practice (Level of Academic Challenge, Active and Collaborative Learning, Student-Faculty Interaction, Enriching Educational Experience and Supportive Campus Environment) were used to measure the independent variable, student engagement; and the variables of gender, race, enrollment status, and age were used to measure graduation rates. This study employed a stratified random probability sampling of the data files of students who responded to the National Survey of Student Engagement (NSSE). The survey collected information in five categories: (a) participation in various educationally purposeful activities, (b) institutional requirements and the challenging nature of coursework, (c) perceptions of the college environment, (d) estimates of educational and personal growth since starting college, and (e) background and demographic information. Findings indicated that when students feel supported and valued in the higher education environment and when colleges and universities use effective educational practices in student engagement, there is a greater likelihood of increased persistence. Further research is also encouraged and recommended to investigate opportunities for off-campus students. [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://www.proquest.com/en-US/products/dissertations/individuals.shtml.]