»Student Readiness
According to the Education Advisory Board’s (EAB) post-pandemic report, two of the most significant predictors of whether students will attend college, persist to degree completion, and thrive in the workforce are academic readiness and socio-emotional readiness. As we plan and prepare to teach our courses, it is important to consider recent findings about the students entering our universities.
Academic Readiness Summary
In 2022, 42% of high school grads who took the ACT did not meet any of the benchmarks for college readiness in English, reading, science, and math.
“Students who were in elementary school when the pandemic stated are not on pace to recover by the time they reach college in the next 3-5 years… and this unfinished learning will have widespread effects on college campuses:
- Enrollment leaders can expect the coming demographic cliff to deepen, as some students will opt out of college when the readiness gap is too wide to overcome.
- Academic leaders will need to find a way to greatly expand corequisite remediation to incorporate middle-school-level reading and math skills.
- Student Services/Affairs leaders…will see an even greater demand for their staff’s time across counseling, academic resource centers, disability services, and more.
- Faculty will be confronted with a greater number of students than ever before who struggle with classroom attendance, staying focused during class sessions, and completing assignments on time” (Silverman, 2024).
According to the EAB report (2024), colleges and universities are witnessing the consequences of these academic readiness gaps in many ways.
- Students are arriving to college with “Swiss cheese learning” - rather than missing an entire year of learning, they may be missing one module or topic, making it hard to predict where they need the most support.
- Students are struggling to keep up; they are increasingly requesting extensions or alternate assignments and making appeals regarding their grades.
- Many students are struggling with reading, which impacts their ability to succeed in college courses.
- In-person attendance has dropped; students may not see the value of showing up for class.
- Students are highly disengaged in the classroom and may feel unprepared to contribute to group discussions and activities.
- Decreases in academic readiness are impacting enrollment in STEM pathways, as students may lack the necessary math skills for success.
- Graduate students are lacking writing skills and are seeking more tutoring than in the past (p.11).
The report challenges those who believe we can continue to offer students the same types of support that we offered pre-pandemic. Institutions of higher education must “proactively identify students who are experiencing readiness gaps and connect them with tailored, targeted supports that speak to their specific needs” (EAB, 2024).
Socio-Emotional Readiness Summary
Socio-emotional readiness refers to an individual’s ability to manage emotions, build and maintain relationships, and navigate the social and emotional challenges of life and the college environment.
Appily (2024) found that almost half (48%) of the high school participants reported that stress and anxiety overshadowed their college search and planning. Students reported higher levels of anxiety, nervousness, and worry than previous generations.
Generally, faculty expect that students coming to college have the social skills and emotional resilience to navigate new experiences, make friends, and manage the challenges of college work and life. However, according to EAB (2024),
“today’s students are on a delayed trajectory due to missed opportunities during the pandemic, which stalled the development of crucial social and independence skills necessary for a successful college or career launch” (19).
Recent reports indicate that more college students are:
- Seeking mental health counseling and crisis services.
- Overwhelmed by baseline academic expectations (e.g., completing assigned readings).
- Struggling with resiliency and give up on assignments easily or immediately request alternate assignments.
- Having difficulty with interpersonal communication and conflict resolution.
- Struggling with executive-function skills, including time management, decision-making, and problem-solving.
Employers are also witnessing the effects of this post-pandemic delay. As reported, young professionals are struggling in the following ways:
- Timeliness and presentation, including showing up on time, dressing appropriately, and being ready to start their day
- Professional communications with supervisors / leadership
- Independent problem-solving and critical thinking
- Managing stress
- Professional boundaries and etiquette
- Collaboration / teamwork
- Giving and receiving constructive feedback
- Working in multigenerational settings
- Meeting deadlines and understanding that deliverables can be time-sensitive
In summary, EAB’s research has identified several key readiness gaps impacting many students today. They suggest that college educators and employers need to address the following gaps collaboratively:
- Students are disengaged from education.
- Students lack foundational academic skills and competencies.
- Students clearly don’t understand what is expected of them in a college classroom.
- Students need additional support to manage their mental well-being and social relationships.
- Early career employees don’t fully understand their daily responsibilities and what employers expect from them (EAB, 2024).
Recommendations for Institutions of Higher Education
- Expand math interventions and reassess curricular alignment.
- Bridge expectation gaps between faculty and students.
- Implement differentiated entry points based on student readiness.
- Recognize early-stage mental health concerns to reduce escalation.
- Reinforce critical thinking and socio-emotional skills.
*For specifics on these recommendations, please go to the report:The Student Readiness Crisis
“We can’t change where our students come from or what they did or didn’t learn in high school, but now that they are here, we can help them learn how to learn” (Meade, 2024).