This document examines three studies that explored additional support, retention, and guidance in England's urban colleges. The foreword and summary discuss the mission, focus, and results of each study. "Funding and Tracking Additional Support in Basic Skills and ESOL (English for Speakers of Other Languages)" (Liz Lawson, Philida Shellekens) reports a study that identified the basic skills and ESOL needs of mainstream and disabled students. In "Retention of Students across Different Programmes" (Adjei Barwuah, Felicity Munday) describes and identifies reasons for variations in program retention rates. "Using Destinations Data to Improve Guidance and Support" (Muriel Green, Jackie Sadler), documents how colleges can improve their use of destinations data. The conclusion highlights key messages, common themes, and issues, including the following: additional funding needs, improved guidance, coherent strategies of early identification and follow-up, and the significance of the urban dimension. Seventeen tables/figures are included. Appended are the following: background to Further Education Funding Council funding of additional support; case studies of support of colleges and studies; checklist to help achieve effective support delivery and claim submission; student profiles by age, gender, and ethnicity; student questionnaire regarding guidance and progression after age 17; guidelines for establishing and managing a process to capture feedback from early leavers; and checklist for collecting and using destinations data to improve guidance and support. Contains 14 references. (MN)