This study focused on the policy impact of SB 1456 (2012) on students enrolled in rural community colleges in California. SB 1456 (2012) was signed into law with the intent to increase student success rates that ultimately resulted in the completion of educational goals for students in California Community Colleges (CCC). In order to examine the implications of this measure, the following research questions were utilized to guide this study: 1) Is there a statistically significant interaction between race and academic year for school belonging? 2) Is there a statistically significant interaction between race and academic year for campus support? This pre-experimental study used data from the Community College Survey of Student Engagement (CCSSE) to assess SB 1456 (2012). The analyses of the data were structured using a cohort model to evaluate variances in response between the 2011 and 2014 academic years. Furthermore, the data were disaggregated by race to identify whether African-American and Latinx student responses varied from their White counterparts. As a result, race and academic year were the two factors which were considered in this study. The two outcomes for the study, support for learners and sense of belonging, were two of the five benchmarks that CCSSE measures for. To determine if there were significant interactions between the factors and outcomes, a two-way ANOVA (2 x 2) was used. Along with a two-way ANOVA (2 x 2), the researcher incorporated the Crtitical Race Theory to effectively interpet the responses of minority students. Upon running the tests, the results concluded that there were no statistically significant interaction effects between cohort years and school belonging or between race and academic year. These findings suggest that the programs, workshops, and initiatives funded by SB 1456 (2012) did not increase minority students' sense of belonging on campus. Additionally, the results show that the programs implemented in 2012 did not lead to more minority students utilizing support services. The data also revealed that there is still a significant gap between how White students view their campus and how minority students feel on campus. However, noteworthy differences were observed in student-faculty interactions. In contrast to current literature, the data showed that minority students had enriching and constructive relationships with faculty members. Nevertheless, a greater emphasis on high-touch interaction must be included into the marrow of SB 1456 (2012). In doing so, more minority students will utilize the resources which they desperately need, which will, in turn, lead to a reduction in educational and emotional achievement gaps. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]