With the support of the Bill & Melinda Gates Foundation, the authors' goal was to produce an analysis that would allow educators and policy makers to set priorities "across" categories of support (e.g., the relative importance of expectations as compared to information and awareness) and "within" categories (e.g., whether parent or peer support has a greater impact). To this end, they identified three questions the analysis would have to answer: (1) What is the increased likelihood of college matriculation or completion if a given category of supports is in place for an individual student?; (2) How prevalent are those supports among the low-income student population?; and (3) What, if any, positive feedback effects might exist between a particular college-access support and achievement of a higher level of academic preparation at the high school level? For their analysis they used a longitudinal database that tracks students' progression into and through college. Taken together, the findings indicate a clear action agenda for everyone who is committed to improving U.S. schools and the quality of their outcomes for every student. Methodology is appended. (Contains 6 exhibits and 22 footnotes.)