New Research Brief: How Preparedness Protects Student Success in a Crisis

When the COVID-19 pandemic forced an abrupt shift to online learning, not all universities were equally equipped—and students paid the price. A new research brief from the School of Education examines how institutional readiness shaped academic outcomes and what colleges can do now to prepare for the next disruption.

When the COVID-19 pandemic forced an abrupt shift to online learning, not all universities were equally equipped—and students paid the price. A new research brief from the School of Education examines how institutional readiness shaped academic outcomes and what colleges can do now to prepare for the next disruption.

Online Readiness Affected Student Success
To measure COVID-19’s impact on academic success, the research team compared two populations: community college students with intended face-to-face courses and students who were already enrolled in virtual classes prior to the pandemic. Their findings reveal a stark contrast. Students who expected in-person learning were 8.5 percentage points less likely to complete a course in Spring 2020. By comparison, students who had already been enrolled in online courses saw far smaller declines in completion rates—about one-third the rate observed in students who were originally enrolled in face-to-face classes.

The Role of Institutional Preparedness
What role did institutions play in these student outcomes? While the study does not establish direct causality, it highlights a clear relationship between institutional preparedness and student outcomes. The schools that provided more online learning resources before and during the pandemic often saw smaller declines in academic performance. For example, by hiring one additional distance education specialist for every 1,000 students, schools reduced the negative impact of COVID-19 on student outcomes by nearly one-half.

Lessons for the Future: Building Resilience
Higher education has largely returned to in-person instruction, but Hart and her colleagues emphasize that the lessons from COVID-19 should not be forgotten. Future crises—whether pandemics, natural disasters, or other campus shutdowns—will test institutional resilience. To minimize disruptions, they recommend that college administrators, policymakers, and other key stakeholders invest in:

• Distance education programs and services
• Faculty and student trainings on virtual learning
• Pre-crisis planning and the establishment of emergency protocols
• Ongoing evaluations of crisis preparedness

Download the Research Brief
The next disruption isn’t a matter of if, but when. To help students not just survive—but thrive—institutions must act now. This article offers a glimpse of opportunities for higher education to transform how it supports the academic community during crises. Download the full research brief for deeper insights and actionable strategies to build lasting academic resilience.

Authors
Cassandra Hart, Professor in the School of Education at the University of California, Davis; Di Xu, Professor in the School of Education at the University of California, Irvine; Emily Alonso, Ph.D. student, School of Education at the University of California, Davis; and Michael Hill, Assistant Project Scientist at the University of California, Irvine.