Research for Action (RFA) in partnership with the University of Texas at Austin is engaged in a five-year mixed-methods study of the reforms associated with California AB 705. Over the course of the study, our team will assess the implementation, impact, and cost effectiveness of reforms associated with the law. This third interim report, presented at the conclusion of year four of the study, provides quasi-experimental evidence of increased enrollment in, and completion of, transfer-level math and English coursework among students of all academic and racial backgrounds following the implementation of AB 705. In addition, we offer what we believe are the first quasi-experimental estimates of the impact of AB 705 reforms on long-term educational attainment measures such as credential attainment and transfer to public universities. Our results indicate that enrollments in transfer-level math and English are associated with significant gains in throughput, credit accumulation, and academic achievement as measured by GPA. Our cost study analyses find that transfer-level courses with cocurricular supports are more costly to implement than enrollment students in standalone transfer-level courses without additional supports. However, our implementation study findings suggest that institutions are continuing to experiment with cocurricular supports and structures, and there persists wide variation in how institutions are implementing these reforms. Our faculty survey findings indicate that support for these reforms appears to be growing among both math and English faculty, as institutions leverage funds provided by the Chancellor's Office to provide professional development aimed at nurturing growth mindset and helping faculty adopt equity-minded practices.