This dissertation examines the effectiveness of three distinct practices within the community college education system, focusing on their impact on student outcomes. The first study evaluates the Extended Opportunities Program & Services (EOPS), a long-standing initiative designed to support academically and financially disadvantaged students through specialized counseling, additional financial supports, and enhanced access to other campus resources. Utilizing a quasi-experimental methodology (e.g., propensity score weighting or matching), the study assesses both short-term and long-term impacts on student success metrics such as persistence, transfer-level course completion, and degree attainment. The findings reveal that the effect of the program varies across these outcomes. Potential reasons why that may be the case and opportunities for future studies to explore these differences further are discussed.The second study investigates the impact of embedded tutoring in English and Math courses at a southern California community college. The study examines how the presence of embedded tutors influences course success and retention rates. Using a variety of fixed effects models, the outcomes of students enrolled in embedded tutor sections are compared to students enrolled in similar courses without embedded tutors. The findings reveal that the program did not produce significant effects, with consistently negligible or non-significant differences for overall and even between course comparisons. Potential limitations, member check feedback, and recommendations to potentially improve the efficacy of tutoring are discussed. The third study explores the effects of simultaneous enrollment at multiple community colleges using a national longitudinal dataset. An instrumental variable approach is employed to identify the causal impact of this enrollment pattern on academic outcomes, including transfer and degree completion. Although the results may be constrained by sample size, sensitivity analyses suggest a positive relationship between simultaneous enrollment and academic success. The findings from these studies help better inform policymakers and practitioners seeking to enhance the effectiveness of support services and interventions within community colleges, ultimately aiming to improve educational outcomes for diverse student populations.