This report shares findings from a three-year longitudinal study of three Asian American and Native American Pacific Islander-Serving Institutions (AANAPISIs)--one of the newest minority serving institution (MSI) designations--and provides evidence for the impact of federally-funded campus programs on persistence, degree attainment, and transfer to four-year institutions for low-income Asian American and Pacific Islander (AAPI) students. The three community colleges in this study include: (1) De Anza College; (2) City College of San Francisco; and (3) South Seattle Community College. This report demonstrates the important role of inquiry in enhancing the capacity-building efforts of institutions that serve disproportionately high concentrations of low-income minority students. For each campus, the impact of grant-funded programs that were either new or modified interventions were studied with explicit goals to address challenges that the campuses identified as barriers to student success. The study utilized a research design that compared AAPI students in AANAPISI-funded programs (participant) to a comparable group of AAPI students who did not participate in the AANAPISI-funded program (comparison group). The analysis was based on cross-sectional and longitudinal cohort data that contain information on student demographics, course-taking behavior, and course outcomes. The metrics for evaluating student outcomes were aligned with the stated goals of each program's intervention: (1) Short-Term Outcomes: transition from developmental to college level courses, credit accumulation, and course performance (i.e., grade point average); and (2) Long-Term Outcomes: persistence from one academic term to the next, degree attainment, and transfer from two- to four-year institutions. The report builds on the assessment's findings to provide projections for how the program can have a larger campus-wide impact on student outcomes if brought to scale and includes a set of recommendations for practitioners and policymakers. A technical appendix is included. [This report is a publication from the Partnership for Equity in Education through Research (PEER), a collaborative effort between the National Commission on Asian American and Pacific Islander Research in Education (CARE), Asian & Pacific Islander American Scholarship Fund (APIASF), and three campus partners--City College of San Francisco, De Anza College, and South Seattle Community College.]