The purpose of this quantitative causal-comparative study was to examine if there was a statistically significant difference in academic retention, Kaplan® Diagnostic examination scores, and the program completion of upper division nursing students using a concept-based curriculum versus a standard nursing curriculum in one health sciences university located in the Northeast region of the United States. Jeffreys' NURS Model was the theoretical framework used to shape the research questions and problem statement for this study. The sources of data used to conduct this study were archived academic records of two cohorts of nursing students. The Class of 2017 was taught using the standard nursing curriculum and the Class of 2018 was taught using the concept-based curriculum. The results of this study indicated there was not a significant difference pertaining to education curriculum and the academic retention of the corresponding cohort (p = 0.029), nor was there a significant difference between the two curricula and program completion of the 2017 cohort: 91% (151/166), compared to the 2018 cohort: 96% (150/156); p = 0.059. There was a significant difference in the Kaplan® Diagnostic scores of the 2017 cohort (M = 56.886, SD = 6.707) compared to the 2018 cohort (M = 53.533, SD = 5.443); p < 0.001. The study results concluded that the two curricula were not significantly different when comparing academic retention and program completion. However, the significant difference in Kaplan® Diagnostic examination scores creates opportunity for further investigation of standardized predictive test scores and curricular design. [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.]