This cumulative report presents the synopses of the major articles, research notes, and publications from the Transfer and Retention of Urban Community College Students (TRUCCS) project. After a Letter from the Director and sections on the people and origins of TRUCCS, and a synopses, the report contains the following sections: (1) Transfer between community colleges and four-year colleges; (2) Course shopping in urban community colleges; (3) Ten ways community colleges help and hinder students; (4) Transcript analysis as a tool to understand community college student academic behaviors; (5) How to define retention; (6) Using Web surveys to reach community college students; (7) Transfer Center stories; (8) Remedial mathematics courses among urban community college students; (9) Student patterns of multiple enrollments; (10) Community college model of student life and retention; (11) Adult students and their "fit" in postsecondary institutions; (12) The role of Latino representation in the success of urban community college students; (13) If university students are from Mercury, community college students must be from Pluto; (14) The role of urban community colleges in educating diverse populations; (15) The urban community colleges and educational success among Latino students; (16) Women in non-traditional vocational majors; (17) California's experience with reverse transfer students; (18) Is there a "chilly" climate for female community college faculty?; (19) Retention of Asian Pacific Americans; (20) Understanding differences among community college students across varying levels of parental education; (21) Taking the golden state path to teacher education; (22) The role of friendship in community college students' decisions to persist, transfer, or withdraw; and (23) In the words of TRUCCS students. Two appendices comprising "The language of TRUCCS" and "Doctoral dissertations analyzing TRUCCS data" conclude the report. [This report was produced by the Transfer and Retention of Urban Community College Students (TRUCCS) project. Additional sponsoring agencies of this document and the TRUCCS project include: the Rossier School of Education, University of Southern California Rossier School of Education; and the Department of Educational Administration and Policy, College of Education, University of Florida Department of Educational Administration and Policy, College of Education.]