As we prepare our kids for the realities of the future, they must understand that while their feelings matter, the world will not always prioritize them. Success requires resilience, effort, and the ability to rise to challenges. As adults, we set the tone for them.
A key issue in this discussion is the debate over the weighting of midterms and finals. As the CEO of Diversified Education Services, a Greenwich-based company, I lead a team of certified special educators who work with exceptionally bright students who face significant challenges with attention, learning, organization, and emotional health. When one of these foundational supports is missing, their academic progress can become a house of cards. That is precisely why we have 504 plans for general education students with disabilities and IEPs for those requiring more specialized support.
Addressing the “Teaching to the Middle” Concern
Parents often express frustration that public school instruction targets the middle, neglecting both high-achievers and those needing more support. Although schools track students by ability, the system can neglect meaningful differentiation. Teachers do their best with two dozen students per classroom. In my experience in classrooms and private practice, I’ve guided thousands of students from early education through college. Many struggle with the transition to higher education, either due to ineffective support in high school or inadequate preparation for independent learning.
The Reality of Exams in Higher Education
The Greenwich Time article discussing potential changes to grading policies raises important concerns about student mental health. While Ms. Koven from the Board of Education and I may have different perspectives on the level of support available in college, one thing is undeniable: exams matter.
There is no universal system guaranteeing accommodations across institutions. While some colleges advertise academic support, it is rarely as comprehensive as students expect. Accommodations are determined on a case-by-case basis and are largely at the discretion of individual professors.
A Solution: Incentivizing, Not Penalizing
Instead of lowering the weight of exams and fostering complacency and mediocrity, we should motivate students to pursue excellence. A policy supported by my high school juniors and seniors allows strong exam performance to positively impact their overall grades.
For example, if a student scores a 95 on a midterm or final but has an 85 average over the previous two quarters (for a semester class), averaging those scores would raise the student’s quarterly grade while maintaining a 10% exam weight. This meritocratic approach encourages students to push themselves without penalizing those who may struggle.
Students with Disabilities: Supporting but not Handcuffing
At the same time, students with 504 plans or IEPs should continue to receive necessary accommodations, including the option of a lower exam weighting if their performance does not accurately reflect their abilities due to a disability. However, we do no service by shielding students from challenges they are willing and able to embrace; instead, we should prepare them for the future by allowing them the opportunity to excel beyond expectations.
Encouragement, Not Overprotection
When parents or teachers intervene before students ask for help, they can undermine their ability to persevere. This isn’t about forcing those wheelchair-bound to climb stairs or advising a child with a mental health issue to just toughen up. Having worked with students for years, I’ve seen them face traumatic experiences—loss, illness, and instability. We must support their cognitive, emotional, and physical health while fostering academic ambition without policies that penalize striving for excellence.
Ultimately, our role is to prepare students for the world, not to lower standards. We should support students with disabilities, provide needed accommodations, and ensure all students receive the tools and motivation to reach their potential. Life rewards those who rise to challenges—let’s give our students that opportunity and cheer them on.
