When we elevate “inclusivity” above earned knowledge, we unintentionally create the very inequities we claim to be solving. As a parent, it’s deeply troubling to watch students pushed forward without the academic foundation they need to succeed. The professor’s warning is clear: removing objective measures like the SAT may feel compassionate, but it funnels unprepared students into environments where they quickly become overwhelmed and discouraged. That isn’t inclusion—it’s a quiet form of harm that leaves young adults feeling blindsided and defeated.
The emotional fallout is real. Students arrive believing they’re ready because their schools told them so, only to discover they can’t perform basic calculations, interpret complex texts, or write at the level their courses demand. Many withdraw, embarrassed to ask for help; others simply disengage. This isn’t just an academic gap—it’s a crisis of confidence. When institutions prioritize optics over readiness, they create a generation of students who feel betrayed by the very system that was supposed to prepare them.
And the consequences reach every corner of the workforce. Whether a student dreams of becoming a doctor, lawyer, engineer, accountant, electrician, nurse, or mechanic, every profession requires strong foundational skills—precision, literacy, problem‑solving, and the ability to think critically under pressure. When students enter these pathways ill‑equipped, they struggle not only in the classroom but in the real‑world responsibilities that follow. In medicine, mistakes can cost lives; in law, they can cost justice; in engineering, they can cost safety; in the trades, they can cost both livelihood and physical well‑being. True opportunity doesn’t come from lowering standards—it comes from preparing every student, in every field, with the knowledge and discipline required to thrive.The body content of your post goes here. To edit this text, click on it and delete this default text and start typing your own or paste your own from a different source.
