This report provides an in-depth review of school reform research that presents evidence of college preparation for all students. It examines the predictors of college-going behavior and how they have been addressed within the high school reform movement. The report then draws out the promising practices from existing reform initiatives and makes recommendations. To do this, the authors reviewed the literature on school reform, college access, and the predictors of college-going behavior, and analyzed research and materials pertaining to a set of school reform designs. They found that among the predictors of college-going behavior, academic rigor and strong social and academic support were the most crucial predictors of a student's successful enrollment in, and completion of, postsecondary education. Specifically, the authors identified four practices that are most commonly given credit for the success of low-income and minority high school students: (1) Access to a rigorous academic common core curriculum for all students; (2) The prevalence, in structure or climate, of personalized learning environments for students; (3) a balance of academic and social support for students in developing social networks and instrumental relationships; and (4) Alignment of curriculum between various levels, such as high school and postsecondary, and between levels within the K-12 system. High school reform efforts that integrate these practices have the greatest potential to improve college access and success for underserved minority and low-income students. [The Pathways to College Network, the American Youth Policy Forum, and The Arthur M. Blank Family Foundation provided financial support for this publication.]