This research tested a structural equation model of educational outcomes for three socioeconomic status (SES) groups of African-American students enrolled in a community college (total sample of 315). The structural model, which was based on a variant of Tinto's (1987) model, contained two exogenous constructs, educational intentions and commitments, and three endogenous constructs, academic integration, social integration, and educational outcomes. The study demonstrated that higher levels of academic and social engagement had positive direct effects on educational outcomes for all students regardless of SES background. Other paths that were supported included the positive direct effects of goal and institutional commitments and the negative impact of external commitments on social integration. A significant positive path was also indicated from academic integration to social integration. Significant structural differences were not present in the measurement of model constructs or the process of educational outcomes among lowest, lower to middle, and middle to upper SES groups. Five tables present study findings. (Contains 34 references.) (Author/SLD)