Lehigh University's Clipper Project collected data on the short- and long-term effects of offering five Web-based, college-level introductory courses to early-decision, non-matriculated high school seniors for 1) the students who participated; 2) the faculty who developed the courses and taught them online; and 3) the institution that offered Web-based courses to incoming high school seniors. Clipper was designed to allow within- and between-group comparisons across time. In addition, the project used replication to test for cohort effects. As such, three instructional conditions were implemented across each of the five academic courses offered--a traditional face-to-face "control" group (F2F), online with only high school (HSOnline) students, and online with a mix of high school and on-campus (MixedOnline) students. Overall, 451 high school and on-campus college students participated in the project. As is often the case with long-term longitudinal projects, we identified many questions to examine and collected a great deal of data. Our results indicate, however, that the undergraduate online Clipper courses developed for high school students under the Andrew W. Mellon Foundation's support were highly effective by easing early-decision high school students' transition to college, advancing the pedagogical methods of the faculty involved, and helping the institution begin to think differently about how to support alternative models for teaching and learning. As anticipated, we discovered that the gains to be realized in moving courses to an online delivery format are more likely to be found in the ways that the Web "democratizes" instruction and, in the case of the Clipper Project format, the extent to which offering college-level courses online helped prepare entering first-year students for college. Data collection instruments are appended. (Contains 54 tables and 1 figure.) [This document was produced by Lehigh University's College of Education.]