In 2015, the University of Southern California (USC) began a longitudinal, mixed-methods evaluation of the Thompson Scholars Learning Communities (TSLC), a comprehensive college transition program that provides students with multiple, integrated types of support. The evaluation as a whole examined whether, how, and why TSLC, as implemented at the three University of Nebraska campuses, affects students' experiences and outcomes. The evaluation was led by three subteams: a "summative" team, which addressed the question of whether TSLC affects student outcomes using quantitative approaches; a "formative" team, which addressed the question of how TSLC relates to student experiences and outcomes using quantitative approaches; and a "qualitative" team, which addressed the questions of how and why TSLC shapes students' experiences. This brief summarizes the main findings of the "summative" team and offers guidance for program staff and university administrators interested in building on the initial successes of TSLC. The goal was to answer two main questions: (1) Does this program work?; and (2) Are there certain students for whom TSLC is particularly important? The research found that: (1) TSLC significantly increased students' feelings of mattering to campus and sense of belonging to campus; (2) There was no detectable difference in students' academic or social self-efficacy; and (3) TSLC was particularly impactful in shaping these outcomes for traditionally underrepresented students, namely, students of color, first-generation students, students with below-median ACT scores, and students from the lowest-income families.