In this special issue, we have sought to explore the strategies, programming, interventions, and policy decisions that institutions and communities use collaboratively as they attempt to cope with this educational crisis. Some of those strategies involve working with nontraditional constituencies such as parents or involve nontraditional and reformist orientations to work and scholarship. However, each of them says something about new and innovative but eminently possible pathways to college for Latino students that educators can learn from and potentially use within their own communities. The first three articles of the issue deal with early intervention programming for minority students, with attention to various aspects of a multifaceted intervention program in California involving a large urban high school. The last two articles contend with Texas issues, that is, high school to college transition for predominately Latino 1st-year students in three universities and with K-16 state policy development to improve Latino college outcomes.