The newest student activist movement appears to be amplifying what some higher education practitioners have talked about for a long time: students of color have been granted access to an educational opportunity that was not as advertised, and the result is not good enough. Others are shining the spotlight on race, class, identity, and equity as well. As more attention has been placed on college completion under the Obama administration, without moving the needle on completion results for some underserved students, government officials, professional organizations, and philanthropic foundations are speaking more openly and forcefully about the need to address inequities in student outcomes. More attention from leaders may mean more attention is placed on empowering students of color to be heard to improve campus life and enhance college outcomes. However, these developments are slow in coming, and we have far fewer models than we need to tackle this historic problem. It would seem this is an important moment to assess and be inspired by how the identities and expectations of historically underserved students intersect with the college experience and outcomes. This is the goal that the Pathways to Results (PTR) Initiative has begun to pursue as part of a statewide equity- and outcomes-driven developmental evaluation initiative. The greatest challenge for PTR involves guiding practitioners to understand the ways program and institutional practices contribute to student inequities. It is difficult for practitioners to learn that everyday practices that shape their professional work life may produce inequities. Finding data that tell a valid and reliable story of how practices impact students' experiences and outcomes is very challenging, and the PTR initiative, alongside practitioner teams, continues to experiment in gathering and using data in ways that transform the higher education environment.