A new book edited by Dr. Clinita Ford provides unusual insight into the lessons taught by more than two decades of experience with improving educational opportunities for African American, Latino, and Native American students.

 In Student Retention Success Models in Higher Education, the interventions described have been chosen with a discerning eye. Combined, the twenty-five chapters teach us much about the distance we have traveled and the work that lies ahead.

 The book is a collection of valuable advice that is particularly compelling and timely in light of the decision in Hopwood us, the State of Texas which forbade the use of race as an admissions criterion at the University of Texas law school. For instance:

·         Based on extensive experience in the University of Wisconsin system, Hazel Symonette describes the importance of program evaluation and offers guidelines for using assessment as a self-diagnostic resource.

·         * John Gardenhire provides tips on improving classroom learning environments.

·         * Lillian Poats and Emma Amacker persuasively argue the case for working more closely with school districts.

·         * Ann Carter-Obayuwana draws implications from extensive research at Howard University on the importance of the theoretical constructs of hope and coping for female graduate students. The instruments she describes for distinguishing students who may require special assistance from those who are likely to succeed on their own should be useful in other institutions.

·         * Four chapters describe programs designed in close cooperation with specific academic units. They include:

·         * Katie McKnight's report on an early admission and summer academic program offered through the College of Nursing at the University of Illinois at Chicago.