The interviews revealed a pattern of agreement among the first cohort of graduates. In their words, they are now more able to do the following: 

• Raise issues and make problems, such as the achievement gap, visible to colleagues; from leadership positions they can direct attention to issues of equity.
• Use existing structures and settings, such as regular meetings of administrators, task forces, and retreats, to mobilize and engage colleagues, particularly around issues of equity.
• Present their work, share their research and other resources; become a recognized resource on campus that colleagues can come to and ask questions of.
• Work more collaboratively with their colleagues and engage colleagues in decision making. 

  A concluding thought from Dr. Asera summarizes where we are now in our investigation of the impact our students have upon the institutions they serve:

  When asked directly about the possible impact on the students in their organizations, the grads tend to talk about teaching. In the positions they are in, the grads feel that they are far away from direct impact on student outcomes. This is not an excuse to avoid naming or measuring outcomes, but an acknowledgement that as the grads move into leadership positions, they are part of a complex system, with multiple interactions. Although the literature points to the importance of leadership, what are the pathways -direct or indirect-from leadership to student outcomes? What are mediating factors? Changes large enough to show impact at a system level rely on systemic change. The grads feel that, relative to their positions, their impact will show first in changes in organizational culture and policy.

  Another dimension of impact is the program's effect upon graduates' positions within their institutions. During the past few months, we received updates from some of our graduates about changes in their level of responsibilities:

• Dr. Ray Kaupp has been appointed Executive Director of the Santa Cruz County College Commitment (S4C) which aims to improve college-going rates in Santa Cruz County. Member organizations include virtually the entire range of schools and institutions of higher education in the area, including Cabrillo College, CSU- Monterey Bay;, UC Santa Cruz, San Jose State University, the County Office of Education, and every county K-12 district and most of the private high schools and charters in the region.
• Dr. Debbie Budd is now the interim President of Berkeley City College. Prior to this position she was Vice Chancellor for Educational Services of the Peralta Community College District.
• Dr. Newin Orante will become Vice President of Student Services at Diablo Valley College this month. He served previously as Dean of Student Services at Laney College.
• Dr. Kelly Stuart is at WestEd as a Senior Research Associate and she works on multiple projects for Doing What Works, a Department of Education initiative. She is the Director of Dissemination and she is Project Lead for the School Turnaround Learning Community.
• Dr. Michelle Donohue-Mendoza is now the Director of Student Development at West Valley College. She oversees the Campus Center staff and operations and Student Life events and Activities Development of Veterans Resource Center, including programs and support services for students.  She is also responsible for coordination and implementation of early intervention, retention, and matriculation strategies as a result of the recommendations of the Student Success Task Force.  
• Dr. Deepa Mukherjee is now the Principal of Leland High School in San Jose. Prior to her appointment she was an assistant principal at the school.
• Dr. Carla Torres is the Principal of Olinder Elementary School in San Jose. Previous to this position she was an assistant principal in Redwood City.
• Dr. Angelica Garcia has taken a position as Assistant Dean of Academic Support and Student Success at Lewis & Clark College in Portland, Oregon. Previously, she was Director, Student Academic Support Services at St. Mary's College.