The purpose of this study included two main goals. The first was to provide a common definition for community college institutional effectiveness through a review of the literature and from the personal definitions of a panel of community colleges presidents leading notably effective community colleges. The second purpose was to review the measures of community college institutional effectiveness from a literature review and the panel of experts. The findings of this study add to the research base and have assisted in building consensus in terminology. Research question one asked a panel of experts to review definitions of community college institutional effectiveness from scholarly literature to assess how effectiveness should be defined. Research question two asked the panel of experts to express how they defined community college institutional effectiveness. Research question three asked the panel of experts to review measures of community college institutional effectiveness from scholarly literature to identify the measures that should be used in assessment. Research question four used the same information from research question three to have panelists evaluate what should not be included as measures of community college institutional effectiveness. Finally, research question five asked the panel of experts to provide additional measures that were missing from the list provided by scholarly literature. The Delphi technique was used to assess the definitions and measures of community college institutional effectiveness. This technique used a panel of experts defined as community college presidents from Aspen Prize eligible colleges. This panel provided feedback through two rounds of data collection to rate their level of agreement with eight definitions and 29 measures of community college institutional effectiveness. In round one, panelists were asked two open-ended questions: 1) panelist provided a personal definition of institutional effectiveness; and 2) panelists provided any measures they thought were missing from the literature. In round two, panelists were provided the qualitative comments provided in round one to inform their ratings for round two. They were also provided a synthesized list of measures from the list they provided in round one to rate their level of agreement. An analysis of the data after round two showed that there was stability between rounds and consensus among the panelists. The findings of this study indicate that from the literature the panelists most agree on the Commission of Community College's definition of community college institutional effectiveness. The definition synthesized from the panelists individual definitions represents all of the information they provided. The most agreed upon measures were: student goal attainment; licensure and certification pass rates; degree completion; and responsiveness to community needs. The measures that should not be used were reported as demonstration in citizenship skills; student characteristics upon entry; and regional market penetration rates. The measures the panelists would add to the assessment of community college institutional effectiveness were: the ability to meet the needs of business and industry through the workforce credentials offered; faculty focused on student learning and success; and the successful completion of individual courses. (Abstract shortened by ProQuest.). [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.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]