Background/Context: Many college students experience basic needs insecurity, which includes a lack of -- or fear of the lack of -- access to healthy food, stable housing, reliable transportation, affordable child care, physical and mental health care services, the internet and technology, and other necessities students need to survive and thrive in postsecondary education (Hodara et al., 2023). Recent causal studies demonstrate the positive impact of addressing basic needs insecurity on student academic outcomes through providing students basic needs services, such as free meals, free public transit, and basic needs centers (Broton et al., 2023; Clay & Valentine, 2021; Goldrick-Rab et al., 2021). The contribution of this current study is that we examine utilization and the impact of campus-based basic needs services among all students across 20 institutions in four different states implementing traditional campus-based basic needs services, rather than studying the impact of a specific program or intervention on the outcomes of a specific group of students at a single institution. Purpose/Objective/Research Question: ECMC Foundation launched the Basic Needs Initiative in 2019 and continues to fund organizations to address college students' basic needs through a variety of approaches. This research project is part of the external evaluation of the Basic Needs Initiative and addresses the: "At institutions supported by the ECMC Foundation Basic Needs Initiative grantees, what is the impact of accessing campus-based basic needs services on short-term academic outcomes in 2020-21 and 2021-22?" Prior research suggests that we might find a positive impact of accessing campus-based basic needs services, but there is limited research on the effects of campus-based basic needs services on student outcomes, and the period of this study is quite tumultuous. Postsecondary institutions were largely remote in 2020-21 because of the COVID-19 pandemic and colleges experienced challenges connecting with students in an online environment, so student access to basic needs services is not reflective of what happens during regular in-person instruction. Setting: The study sample includes 20 institutions in four states (see table A1). More than two-thirds of the sample were students of color. Forty-five percent of the institutions had a federal designation as minority-serving and most were community colleges. Population/Participants/Subjects: The population of this study includes all students who enrolled in the 20 institutions, including degree-seeking, non-degree-seeking, and dual enrollment students. The sample includes more than 262,000 students in 2020-21 and 218,000 students in 2021-22. Intervention/Program/Practice: Each grantee was working with the institutions in this study on expanding access to basic needs services. In 2020-21, many of the institutions were setting up basic needs centers or hubs and tracking data on use of services for the first time with the support of the BNI grantee. In 2020-21 and 2021-22, interventions focused on building capacity to systematically address food and nutrition insecurity at Alabama universities, helping community colleges in Arkansas transform their food pantries into basic needs hubs, helping community colleges in California establish or expand basic needs centers, and implementing on-campus benefits hubs that provided food, housing, and financial supports to students at institutions in Washington state. Research Design: We examine the impact of utilizing basic needs services on credits attempted, credits earned, and grade-point average. The core component of our analytic strategy is a regression framework with individual fixed effects. This approach allows us to control for all time-invariant student-level characteristics, some of which may be correlated with student access to services and outcomes (e.g., intrinsic motivation, social capital, tenacity, and wealth) yet are unobservable or unavailable in our data. To strengthen our approach, we also control for time-variant student-level attributes, including receipt of a Pell grant, enrollment in remedial coursework, and an indicator for first-time enrollment during the academic year. We control for academic term and year, to account for any shocks/changes experienced across all colleges during the study (e.g., changes in instruction and provision of basic needs services due to the COVID-19 pandemic). Our findings are also robust to the inclusion of institution-specific time trends (e.g., changes in the implementation status of a college's basic needs initiative). Our estimates can be interpreted as causal if we believe student access to basic needs services is random after accounting for fixed student characteristics, some time-varying student attributes, term, and institution trends. We anticipate this is not entirely true, as there are likely some time-varying elements related to access and outcomes that we are unable to include in our models, but our results are less biased than a standard regression framework. Data Collection and Analysis: Over three years, we worked with four BNI grantees, their partner institutions, and external partners to access two years of student-level data documenting students' use of basic needs services and administrative data on student demographics and academic outcomes. Each entity provided anonymized student-level data on use of basic needs services, which came from food pantries and basic needs centers, and student-level demographic and academic course data, which came from the institutional research office. Findings/Results: Description of main findings with specific details. We find that access to basic needs services had a positive impact on the number of credits students attempted and earned. Overall, students who accessed any type of basic needs service attempted and earned an additional 0.75 and 0.74 credits, respectively, in the same term. Students who accessed housing assistance or emergency funds also attempted and earned 0.66 to 0.80 additional credits in the next term. Results are provided in tables A2-A6. Conclusions: Student basic needs insecurity disproportionately affects students from historically marginalized groups, so meeting students' basic needs could lead to more equitable postsecondary outcomes for students. Findings on the positive impact of basic needs services provide further motivation for increasing use of services so that more students benefit. To increase students' use of services, colleges should adopt student-centered approaches that integrate basic needs services into other campus services and normalize their use. Additionally, better systems to collect data and training to support data collection and interpretation will allow staff members to more effectively target and support students with needs.