The funding of higher education in Louisiana has faced quite a number of challenges as recent economic forces have resulted in reduced state revenues throughout the past several years. Concurrently, and following a national trend, questions have arisen regarding the value and quality of higher education. Individual institutions, faced with reduced state appropriations and calls for accountably, have experienced further difficulty in attempting to mitigate their lost appropriations, as the structure of funding in Louisiana does not allow for increases in tuition rates without prior approval from the state legislature. In 2010, the Louisiana Granting Resources and Autonomy in Diplomas Act was passed in an effort to respond to calls for increased quality in education and to allow institutions a degree of autonomy and influence over tuition rates. The Act requires participating institutions to report and meet performance criteria at specified levels in order to receive a percentage of their state appropriations and enable the institutions the ability to have additional operational freedoms and to increase tuition by a limited percentage. Since the passage of the Act, few critical academic studies have been conducted on its outcomes. This study seeks to fill the gap in literature by quantitatively analyzing the results of the Act at Louisiana’s public 4-year, non-specialized comprehensive institutions of higher education. Student success measures, including retention rates, graduation rates, and number of completers, as well a state financial appropriations and tuition cost, were examined for change over time.