Background: The compounding crises of Hurricane Maria, the 2020 earthquakes, the COVID-19 pandemic, Puerto Rico's territorial status, and the ongoing economic recession, have poignantly disrupted an already-stressed education system in Puerto Rico; including through the closing public schools due to compromised infrastructure after climate disasters, reduced services for special education students, and concerning drops in math and reading test scores. A two-generation approach might be a part of the response to these compounding crises. Two-generation aim to disrupt child and family poverty by braiding whole-family services for child and parent together. While two-generation approaches are growing in popularity, few programs incorporate rigorous comparative evaluations, leaving open questions about their true value, impact, and opportunities for improvement. The available literature includes a limited number of studies, including the evaluations of CareerAdvance®, Opportunity NYC--Family Rewards, and Pascale Sykes Foundation's Whole Family Approach; all showing varying positive effects on reducing student absenteeism, increasing standardized test results, reducing hunger, and increasing parent employment and healthcare outcomes (Chase-Lansdale et al. 2018; Sabol et al. 2019; Riccio et al. 2010; and Whiting et al 2022). Purpose/Objective/Research Question: We sought to fill the gap in available two-generation evaluations by conducting a mixed methods evaluation to assess the effectiveness of the Vimenti two-generation initiative, the first of its kind in Puerto Rico. To do so, we ask a primary research question (among others): What comparative impact does the Vimenti two-generation initiative have on educational, economic, and social outcomes for both child and parent? Setting/Intervention: Our study took place in San Juan, Puerto Rico, with data collection taking place during the 2022-2023 school year. The Vimenti School itself is a 2Gen service center, which integrates a public charter school and a comprehensive service center dedicated to serving both parents and children. It operates in the San Juan-area Ramos Antonini Public Housing Project or "residencial." Since its founding in 2018, Vimenti has served families through three 2Gen pillars, including: the education pillar (including an elementary school with an integrated classroom model, an after-school tutoring service and childcare, and post-secondary education support for families); the economic pillar (including job trainings and referrals, entrepreneurship workshops, and English and technology classes); and the social pillar (including case management, on-campus health screenings, and social development support through psychologists and social workshops). Research Design: To answer our research questions, we undertook a comparative evaluation involving a subset of Vimenti families and a control group drawn from conventional public schools situated in similar neighborhoods with analogous family characteristics to those of Vimenti in San Juan. We employed a mixed methods approach, incorporating surveys of Vimenti and comparison families, focus groups with both sets of families, and interviews with both treated and comparison school staff. Our survey methodology involved two phases -- one administered at the onset of the academic year and another at its conclusion. This dual-stage approach facilitates the examination of disparities in outcomes at the academic year's end (via t-tests), as well as disparities in outcome changes between Vimenti and the comparison families from the beginning to the end of the academic year (utilizing two-way fixed effects and difference-in-differences with standard errors clustered at the individual level, robust to heteroskedasticity). We also conducted six Spanish-language groups, three with the Vimenti school and three at various comparison schools. Bias in the focus groups was minimized through careful protocol creation and paired deductive coding. Given the elevated share of students who are classified as special education in our study (about 50% for all schools, with the Puerto Rico average at 34%), we made sure to have a treatment and comparison focus groups be reserved for special education families. We also conducted a treatment and a comparison data interactive, where we invited study parents to co-validate preliminary findings. Research design and recruitment for all aspects of the research was significantly aided by the support of a local Puerto Rican research firm, SES Inc. Data Collection and Analysis: In total, we had 191 families participate in the study, with 92 Vimenti and 99 comparison families participating in the baseline survey, and with the outcome survey having response rate of 92% and 61%, respectively. We conducted t-tests to confirm that participants were not statistically different due to demographic factors, such as age, sex, race, special education status, income, or employment level at baseline (Figure A). All but income and employment level were independent from treatment at baseline, for the most part filling us with confidence that selection bias is limited. The statistical significance of income and employment level at baseline is certainly a limitation of this study, that some families were pre-treated with older siblings prior to baseline; but unfortunately, due to too small sample sizes, alternatives, such as only inviting wait list participants or first-year families, turned out to be infeasible (for now). Results: Overall, our evaluation found: positive statistically significant influences in the outcome t-tests and difference-in-difference regressions for the education pillar (improved academic skills for students, reducing chronic absenteeism, and increasing parent education levels); early signs of progress with positive statistically significant t-tests for the economic pillar, but no statistical significance for difference-in-difference regressions (improved employment, family income, acquisition of new economic skills); and modest impact on the social pillar (only statistical significance for t-test and difference-in-difference for access to quality care). These results are shown in Figures B, C, and D. Conclusions: We conclude that Vimenti's tailoring of the two-generation model to the Puerto Rican context is showing strong promise in improving academic outcomes, improving parent education and income outcomes, and increasing family access to quality care. More can still be done to scale the parent-facing programs, for example, by expanding workforce development programs and housing transition supports. Ultimately, these evaluation findings are well-timed, as a recent $10.5 million grant brings the Full-Service Community Schools Program (FSCS) to Puerto Rico for the first time, to pilot two-generation models in six local charter and public schools.