This study is an extension of ongoing research that examines the efficacy of an online course engagement rubric to help increase student performance through pedagogical design and participation measurement. Students’ active engagement through their individual and collective efforts is defined by their interface with course content, peer collaborative learning, and instructor interaction for specific course performance {Dubas, 2016 #588;Hall, 2016 #600;,  #1379;,  #1410;Gebre, 2014 #597;Edel-Malizia, 2014 #589;Collins, 2014 #598;Carr, 2014 #1416;Banna, 2015 #1406;Harbour, 2015 #585;Trowler, 2010 #1420;Kuh, 2009 #1421;Brownell, 2009 #1422;Kuh, 2008 #1423;Kuh, 2009 #1421}. In a prior study, the authors identified constructs and measures associated with student engagement using a performance rubric that incentivizes students for associated positive course engagement behaviors. Based on that prior research, this study evaluates the modified engagement rubric in a simplified form as an extension of the prior research. The simplified engagement rubric is intended to compel online course participation beyond that of “checking the boxes for points†and course completion, while acknowledging certain limitations associated with online course participation and measurement in a practical setting. A linear regression is estimated to include student engagement measures, student academic metrics from student records, and demographics with course grades as the dependent variable. Data retrieved are associated with 11 online courses from a mid-sized public university.