This study seeks to build on and contribute to research about the access to academic success of economically disadvantaged university students. The researchers aimed to answer the broad question, "How can a public university most effectively and efficiently facilitate the access to academic success and on-time degree completion of low-income students?" Information and data were collected from three large, public universities for comparison and analysis of the persistence and timely graduation of their low-income freshmen participating in "access and success" programs at each institution. Each institution has developed and implemented a robust access and success program and are all operating at different phases of development. The study provides predictive characteristics identifying those students who may be most at risk for academic underachievement in their first year. The study also provides insight into student perceptions of program strengths and weaknesses. Taken together, these outcomes may inform the efforts of institutions to more effectively allocate resources in support of low-income student academic success initiatives. A list of bibliography and references is included. (Contains 7 tables and 4 footnotes.)