What Do Changes in State Test Scores Imply for Later Life Outcomes?

This brief explores how faculty in the Los Angeles Community College District (LACCD) adapted their teaching practices to deliver effective distance education following the rapid shift online during the COVID-19 pandemic. Based on focus groups with 26 faculty members across multiple campuses and disciplines, the study highlights how instructors took on expanded roles to support students academically, emotionally, and materially—redesigning courses, troubleshooting technology, and connecting students to campus resources. Faculty described persistent challenges related to technology, student engagement, and building meaningful connections in online environments, alongside significant increases in workload and burnout. At the same time, the brief emphasizes faculty commitment to maintaining flexible course modalities that students value and identifies faculty-driven recommendations for sustaining high-quality distance education, including targeted professional development, instructional design and accessibility support, stronger IT infrastructure, and opportunities for cross-campus collaboration.