We present results and lessons learned from a Learning Assistant (LA) program combined with flipped classroom delivery and team learning in our calculus-based, introductory physics (mechanics) courses at California State University, Sacramento. A primarily undergraduate institution, our university serves a largely underprivileged student population, with one half of students coming from low-income households and one third being first-generation college students. We describe our setup in detail and analyze data from 13 classes, four instructors, and 43 learning assistants. We find that (1) learning gains for LA supported classes are on average twice as large as our traditionally taught classes; (2) learning gains are dependent on pre-test scores; and (3) they are also dependent on participation rates. We also analyze student and LA responses to end of semester surveys. Two-thirds of the students self-report that their study skills have improved from taking the LA-supported class, and their comments on course structure are overall positive. Over 90% of the LAs have very positive views of the program, and it is especially rewarding to see that 73% of the LAs who had not previously considered teaching as a career became more interested after participating in the program.
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