Numerous national reports have identified the importance of significantly improving pathways that begin with Latinx students enrolling in 2-year institutions and ultimately completing baccalaureate degrees in STEM fields at 4-year institutions. Many programs using multiple interventions have been designed, implemented, and studied to achieve this goal. To synthesize what has been learned from studies of these programs, this article presents a systematic review of published studies of programs designed to support Latinx student success in 2-year institutions and successful transfer to 4-year institutions, particularly for STEM majors. A total of 49 quantitative, 9 qualitative, and 16 mixed-methods studies published as reports, articles, or dissertations since 1980 were identified that met the criteria for the review. Studies covered a wide range of interventions, including mentoring, counseling, advising, study groups, tutoring, scholarships, orientations, career services, undergraduate research, articulation agreements, and transfer programs. Individually, these studies report positive influences on student success outcomes, including 2-and 4-year graduation, transfer to a 4-year institution, retention, and success in individual courses. However, the number of qualifying studies was surprisingly small, considering the importance of improving success of Latinx

six institutions systematically renewed, assessed, and institutionalized innovative undergraduate engineering curricula. He has authored over 70 papers and offered over 30 workshops on faculty development, curricular change processes, curriculum redesign, and assessment. He has served as a program co-chair for three Frontiers Dr. Julie P Martin, Clemson UniversityJulie P. Martin, Ph.D. is an associate professor of Engineering and Science Education at Clemson University. Her research agenda has focused on diversity and inclusion in engineering education. In particular, her NSF-funded CAREER work has investigated how social relations-operationalized as social capital-influence student academic decisions and success, especially for underrepresented and underserved students. Her CAREER research supports the need for continued proactive outreach, educational and support systems that have the potential to form "resource-rich" networks in which students receive information and resources in routine exchanges. Dr. Martin's current projects evolve her prior research on social and cultural capital away from a normative state that requires students to conform to the mainstream institution of engineering education. In addition to research, she is deeply interested in STEM education policy, and held a Science and Technology Policy Mrs. Margaret J. Foster, Texas A&M University Margaret J. Foster is the Systematic Reviews Coordinator and Associate Professor at the Medical Sciences Library at Texas A&M University. With over 10 years experience in conducting and consulting on systematic reviews, she has contributed to hundreds of theses, dissertations, and publications across several disciplines.