Academic Expectations and Realities
Adapted, with gratitude, from Letting Go (Third Edition), by Karen Levin Coburn and Madge Lawrence Treeger, 2009 It can be shocking, and somewhat off-putting, to learn that parents likely may not have access to their students’ grades. After all, paying tuition ought to come with some basic privileges, right? Colleges and universities employ a variety of approaches when interpreting what is known as the Buckley Amendment, or the part of the 1974 Family Educational Rights and Privacy Act (FERPA) which restricts access to a student’s academic record. At Southwestern University, a student must explicitly sign a release, giving parents or any other party to have access to grades, academic progress and even registration information. Most students are more than willing to release this information to parents, but the important part to know is that they must do so in writing. All students may sign a release that is housed in the Registrar’s Office (and was sent home over the summer before matriculation at Southwestern); about 98 percent of students sign it. However, it is important to note that this release covers only end-ofsemester grades. Unless a student has specifically authorized it in writing, the University will not discuss academic progress and performance with anyone but that student. This is covered by a
separate release, housed in the Center for Academic Success, and is signed on a case-by-case basis by the student. This release expires each calendar year. For most students, these releases may never be barriers because they feel comfortable sharing their grades and progress with their parents. Many firstyear students have points at which they become discouraged and stressed and even begin to question their ability to succeed. They may call home for encouragement and support. Parents should expect some stress—it is a natural part of the experience as students learn to make choices independently, balance their time and manage multiple priorities at once. If a course is not difficult, the student is not being stretched. But when stress is paralyzing, it can have negative consequences. Parents can help their students by listening, asking for a description of what they are experiencing and acknowledging the challenge they are facing. Some ideas for specific questions include: 1. Where are you studying? Is it an effective place to study, free of most distractions? 2. How are you spending your time? Do you study in the daylight hours? 55