Purpose: Jointly operated by school districts and postsecondary institutions, Early Colleges are either whole school program or programs within schools designed to serve students traditionally underrepresented in higher education. The Early College High School Initiative was established in 2002 by the Bill & Melinda Gates Foundation, along with the Carnegie Corporation of New York, the Ford Foundation, and the W.K. Kellogg Foundation. Over the past two decades, Early Colleges have expanded rapidly nationwide. Since this trend began, AIR researchers have conducted a rigorous impact study and two follow-up studies of Early Colleges, funded by the Institute of Education Sciences. AIR's studies found significant and positive effects of Early Colleges on both high school and college outcomes for all students, providing strong evidence that promoting postsecondary access and success can be an effective policy strategy for improving postsecondary enrollment and completion rates. AIR created an interactive brief which contains infographics on the sample, methods, and results of our original and two follow-up studies. This document is a static version of the brief. (Methods) The analyses in this brief focus on individuals who originally participated in 17 admission lotteries conducted by seven ECs for three cohorts of students and examined outcomes after formal schooling. Research performed an Intent to Treat analysis to estimate the impact of Early Colleges on degree attainment and workforce, financial, and other life outcomes. (Findings) Key takeaways include the following: (1) Early College significantly increased the overall degree completion and associate degree completion within 10 years of expected high school graduation; (2) the impact on bachelor's degree or advanced degree attainment was no longer significant 10 years after high school, but results from earlier years suggest that Early College students attained these degrees at a higher rate and faster pace than control students; (3) the Early College impact on bachelor's degree attainment was significantly stronger for underrepresented minorities, and the impact on associate degree attainment was significantly stronger for students with higher prior achievement; (4) participants who were admitted to an Early College, regardless of whether they attended, did not experience a significant effect on any of the workforce, financial, and other life outcomes measured with survey data 12 to 14 years after expected high school graduation; and (5) EC impacts on workforce, financial, and other life outcomes measured 12 to 14 years after expected high school graduation did not differ significantly by individuals' race/ethnicity, low-income status, or prior achievement. (Implications) findings from this study provide strong evidence that Early College students, particularly underrepresented minority students, earned postsecondary degrees at both a higher rate and a faster pace than their peers in the control group. The improved and accelerated degree completion is likely to better equip early college students for entering the workforce. As Early Colleges and other dual enrollment programs in general are receiving heightened attention from national policymakers as promising programs to promote postsecondary access, this study makes a timely contribution to the limited evidence base on the longer-term impacts of Early Colleges.