Policies and Practices of Parental Notification for Student Alcohol Violations

NASPA Journal ◽  
2005 ◽  
Vol 42 (4) ◽  
Author(s):  
John W Lowery ◽  
Carolyn J. Palmer ◽  
Donald D Gehring
Keyword(s):  
Higher Education ◽  
Institutions Of Higher Education ◽  
Institutional Policies ◽  
Parental Notification ◽  
Change Factors ◽  
Educational Rights ◽  
Privacy Act ◽  
The Family ◽  
Perceived Impact ◽  
Alcohol And Other Drugs

With the passage of Higher Education Amendments of 1998, the Family Educational Rights and Privacy Act of 1974 was amended to make it substantially easier for institutions of higher education to notify parents when their students violate institutional policies or laws concerning alcohol and other drugs. This study examines how common parental notification policies are in the wake of this legislative change, factors deemed important in adopting such policies, the structure of the policies, reactions to the policies, and the perceived impact of the policies on alcohol violations.

scholarly journals Organização do acesso e permanência das pessoas com deficiência no ensino superior a partir da instauração do Programa Incluir

2020 ◽  
Vol 24 (esp. 2) ◽  
pp. 1137-1164
Author(s):  
Patricia Tanganelli Lara ◽  
Eladio Sebastián-Heredero
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Public Policies ◽  
People With Disabilities ◽  
Institutions Of Higher Education ◽  
Institutional Policies ◽  
Teacher Formation ◽  
State Institutions ◽  
Master's Thesis ◽  
Methodological Procedures

The Incluir Program influenced institutional policies for the implementation of accessibility actions for people with disabilities in higher education, in all Brazilian states. With financial support from the MEC, Brazilian universities created and/or restructured diversity support units in Federal Institutions of Higher Education and State Institutions of Higher Education. Thus, the objective of this work is to analyze how the current situation is, from the productions of theses and master's thesis, since their publication, to understand how these Higher Education institutions have organized to support the entry and permanence of people with disabilities after this financial contribution and the publications of the inclusion public policies in Brazil. The methodological procedures of this research are qualitative and bibliographic in nature, using content analysis. The results of this investigated period revealed progress in the implementation of public policies, after 2005, with the creation of diversity support units and resources for the inclusion of young people and adults with disabilities, it was also possible to identify the need for teacher formation and for professionals working in these institutions to eliminate the attitudinal and communication barriers located in many higher education institutions.

scholarly journals Understanding FERPA Implications of the Family Educational Rights and Privacy Act

2014 ◽  
Vol 19 (2) ◽  
pp. 61-68
Author(s):  
Jill M. Oeding ◽  
◽  
Leslie E. Nunn ◽  
Brian L. McGuire ◽  
◽  
...  
Keyword(s):  
Educational Rights ◽  
Privacy Act ◽  
The Family

scholarly journals A Multicenter Study of the Family Educational Rights and Privacy Act and the Standardized Letter of Recommendation: Impact on Emergency Medicine Residency Applicant and Faculty Behaviors

2014 ◽  
Vol 6 (2) ◽  
pp. 292-295 ◽  
Author(s):  
Jessica Diab ◽  
Stephanie Riley ◽  
Andrew Downes ◽  
Theodore Gaeta ◽  
H. Gene Hern ◽  
...  
Keyword(s):  
Multicenter Study ◽  
Global Assessment ◽  
Chi Square ◽  
Educational Rights ◽  
Privacy Act ◽  
The Family ◽  
Faculty Behaviors ◽  
The Right ◽  
To Receive ◽  
Letters Of Recommendation

Abstract Background Residency applicants have the right to see letters of recommendation written on their behalf. It is not known whether applicants are affected by waiving this right. Objectives Our multicenter study assessed how frequently residency applicants waived their FERPA rights to view their letters of recommendation, and whether this affected the ratings they were given by faculty. Methods We reviewed all ERAS-submitted letters of recommendation to 14 ACGME-accredited programs in 2006–2007. We collected ERAS ID, program name, FERPA declaration, standardized letter of recommendation (SLOR) use, and SLOR Global Assessment ranking. The percentage of applicants who waived their FERPA rights was determined. Chi-square tests of independence assessed whether applicants' decision to waive their FERPA rights was associated with their SLOR Global Assessment. Results We examined 1776 applications containing 6424 letters of recommendations. Of 2736 letters that specified a Global Assessment, 2550 (93%) applicants waived their FERPA rights, while 186 did not. Of the applicants who chose not to waive their rights, 45.6% received a ranking of Outstanding, 35.5% Excellent, 18.3% Very Good, and 1.6% Good. Of applicants who waived their FERPA rights, 35.1% received a ranking of Outstanding, 49.6% Excellent, 13.7% Very Good, and 1.6% Good. Applicants who did not waive their FERPA rights were more likely to receive an Outstanding Assessment (P  =  .003). Conclusions The majority (93%) of residency applicants waived their FERPA rights. Those who did not waive their rights had a statistically higher chance of receiving an Outstanding Assessment than those who did.

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