Professors and administrators reported an acute drop in students’ basic reading skills alongside renewed attention on graduation rates and interventions. Faculty at selective institutions warned that many incoming undergraduates lack the ability to read and process assigned texts, prompting pedagogical shifts like in‑class close reading and repeated text work. At the same time, experts urged proven strategies—advising, early alerts and targeted supports—to boost completion. Higher‑education leaders emphasized that improving student outcomes requires combined curricular and operational interventions. Practical recommendations include redesigning entry‑level coursework, scaling advising and leveraging data systems to identify at‑risk students early; research and practitioner guides outline evidence‑based steps institutions can take to lift graduation rates without lowering academic standards.