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Case 3Privacy & sharing

Your parents can pay tuition. What can they see?

Moving into college changes more than your address. A real parent-access guide shows why paying a bill and viewing academic records can involve different permissions.

In this caseRafaCaioLupaVoz
Rafa and Caio review sharing permissions on a phone.
Rafa asksCan I share this without sharing everything?
Rafa is with you

Let’s open the actual parent-access guide. What does it say parents can see?

The short version

FERPA gives parents certain rights over education records. Those rights transfer to the student when the student turns 18 or enters a postsecondary institution at any age. That’s the starting rule, not a promise that a school can never share information.

The starting point

A real parent-access form

A guide from American University

“How do I access my child’s grades?”

AU’s guide asks this exact question. Its answer separates parent billing access from access to grades.

Open the source PDF
Why we’re looking at it

This is a real university guide, not a made-up campus rule. It separates access to account activity and bill payment from permission to discuss academic records. Your own school’s process may differ.

Prefer to read? Here’s the connection.

AU distinguishes online access for billing from authorization to discuss academic records. That makes a concrete starting point for understanding FERPA rights and consent.

A moment with the cast

Read the scene description

Rafa and Caio examine sealed paperwork in the campus lounge. One slides an envelope inward, then pauses at the other’s raised palm. A close-up follows Caio’s reaction. They take turns pointing to the same envelope before sliding it back toward Rafa. Rafa opens his hands; both lean toward each other and watch Voz at the table. A silent animated episode.

Open the 4K film

Rafa has not opened the envelope yet.

Helping someone does not mean taking over their information.

Hear what matters to each person. Choose a question. Notice what their answer adds, then check it against the case materials.

Two people to hear from. Start with either one.

Put their perspectives together

Start with the record, setting and purpose. Then ask what the applicable rule permits, rather than assuming that paying, helping or being related settles access.

A person’s account explains their perspective. It still needs checking where it makes a factual claim.

Read the explanation
Lupa is with you

Keep the federal rule separate from the way one university organizes its process.

Bring a companion into this.

Six ways to get unstuck
DudaFind the question

Revise the claim “parents can never see college records” after checking the source.

Try your first take
PautaCheck who decides

Distinguish FERPA’s general transfer rule from AU’s specific portal process.

Open the source file
LupaFollow the evidence

Use the university guide for its process and the federal source for the general rule. Do not expose a real record.

Check the original
OndaConsider the people

What might a student and a bill-paying family member each misunderstand about access?

Consider another view
NexoLook at the bigger picture

What assumptions about who should see records are built into a proposed access change?

Read the explanation
VozMake a next move

Write a student-facing guide that separates paying a college bill from permission to see grades. Include a question the student can take to their own records office.

Build your response

American University’s guide separates two things that can sound like the same kind of access. A parent can be given online access for student-account activity and bill payment. The guide says that this parent access does not include viewing grades. Authorization to discuss academic records is handled separately. [4]

That is AU’s process. Your college may organize its portals and authorization forms differently. It helps to ask which record and which permission you are actually talking about.

What FERPA covers

The Family Educational Rights and Privacy Act is a federal law concerning education records. Those records are directly related to a student and maintained by the institution or someone acting for it. Grades, transcripts and schedules can be examples, whether the records are on paper or stored digitally. [1]

FERPA gives parents rights to access education records, seek amendments and have some control over disclosure of personally identifiable information from those records. [2]

When those rights become yours

The rights transfer to the student at age 18 or when the student attends a postsecondary institution at any age. The law calls that person an “eligible student.” [2]

This is why entering college can change a conversation about parent access, even for someone who is still 17. It does not mean a school is never allowed to share information. Consent and the law’s exceptions still matter.

Ask about the particular record

A short explanation of FERPA cannot determine whether a specific disclosure is allowed. The Department of Education’s FAQ covers more detailed questions and exceptions. Your institution’s records office can explain the process it uses. [3]

What should I ask my school?

Ask which record would be shared, who would receive it, and what consent or exception authorizes the disclosure. Your school’s FERPA notice is a useful starting point.

Does this also explain an app’s privacy policy?

No. This case concerns education records and FERPA. Other privacy questions depend on who holds the information, how it is used, and which rules apply.

Try it for yourself

Access to a bill is not access to every record.

A parent or supporter may help pay tuition without having the same permissions you have in a student portal. Separate the record from the route used to access it: billing, grades and a conversation with an adviser may involve different permissions.

Under the general FERPA rule, rights transfer to the student at 18 or on attendance at a postsecondary institution at any age. That does not mean every disclosure requires the same authorization; exceptions and particular circumstances matter. Start with your institution’s FERPA notice and ask the records office about the exact record, recipient and authority. If you decide to authorize access, ask what that authorization covers and how to change it.

Education record
A student-related record maintained by an institution or a party acting for it, within FERPA’s definition.
Consent
Permission with a defined scope.
Disclosure
Releasing or providing access to information.

Una persona puede ayudarte a pagar la universidad sin tener los mismos permisos que tú en el portal. Distingue el expediente o dato de la forma de acceder a él: la factura, las notas y una conversación con un asesor pueden requerir permisos diferentes.

Según la regla general de FERPA, los derechos pasan al estudiante a los 18 años o al asistir a una institución postsecundaria a cualquier edad. Eso no significa que toda divulgación siga la misma autorización; existen excepciones y circunstancias particulares. Consulta el aviso FERPA de tu institución y pregunta por el expediente, la persona destinataria y la base de la divulgación. Si autorizas acceso, averigua qué incluye y cómo modificarlo.

Expediente educativo
Registro relacionado con un estudiante que mantiene la institución o alguien en su nombre, según la definición de FERPA.
Consentimiento
Autorización con un alcance definido.
Divulgación
Compartir información o permitir acceso a ella.
Caio is with you

Which question is closest to yours? Try it and see what changes.

A question about your situation

Which question are you asking?

The starting rule

FERPA rights transfer to you.

The general rule transfers rights when you enter a postsecondary institution at any age, or turn 18. It does not remove every exception that permits disclosure.

Check the federal rule and the AU example
LupaEvidence

Paying the bill and seeing the grades are different questions.

Your turn. Make it useful.

Write a student-facing guide that separates paying a college bill from permission to see grades. Include a question the student can take to their own records office.

Before you call it done: Does the guide distinguish the federal starting rule, exceptions and one university’s process?

How the seven fields work together here

These questions shape the same assignment. Work through them in plain language; you don’t need seven separate essays.

Public relations
What might a student and a bill-paying family member each misunderstand about access? The idea behind this
Communication strategy
Which wording makes separate permissions clear without promising complete secrecy? The idea behind this
Law and legal concepts
Distinguish FERPA’s general transfer rule from AU’s specific portal process. The idea behind this
Policy and policy studies
What assumptions about who should see records are built into a proposed access change? The idea behind this
Education and learning
Revise the claim “parents can never see college records” after checking the source. The idea behind this
Journalism and reporting
Use the university guide for its process and the federal source for the general rule. Do not expose a real record. The idea behind this
Creativity
Prototype two permission guides, such as a flowchart and a conversation. Test them with an invented example. The idea behind this
The research behind this case

These are our teaching applications of the ideas below. For the rule or factual claim itself, use this case’s source file.

Authority and jurisdiction

Cornell Legal Information Institute. Legal reference.

Whether legal authority binds a decision-maker depends on the relevant jurisdiction and legal system.

Keep in mind: This reference introduces a concept. The actual rule, jurisdiction, facts and current primary sources must be checked in each case.

Read the original source

Situational theory of problem solving

Jeong-Nam Kim and James E. Grunig, 2011. Research article.

How people recognize a problem, connect it to their lives and perceive barriers helps explain their communication about it.

Keep in mind: A prompt for asking about people’s circumstances, not a way to infer someone’s beliefs from their identity.

Read the original source
Take this assignment to the making studio

Put your reasoning into words.

You can have a view and still have questions. Build a short take you can explain.

This stays in your browser and is not saved or submitted. Keep personal information out.

Next steps

Where to start.

Look up your institution’s FERPA notice. If you’re unsure about a specific disclosure, ask the records office to explain the relevant rule.

Make something from this.

Turn your reasoning into an explainer, zine or audio story.

Take this case to the studio
Keep this part.

Your case notes

  • FERPA rights generally transfer at 18 or at college attendance at any age.
  • AU separates parent billing access from permission to discuss academic records.
  • Exceptions exist. Ask what applies to a particular disclosure.
Check the sources

Turn “can they see it?” into a precise question.

  1. Identify one record and the person requesting access.
  2. Read the institution’s notice and relevant permission form.
  3. Ask the records office which permission or exception applies and how to manage access.

How you might tell a friend

Paying tuition and receiving academic information are different questions. Let’s check the permission for this particular record.
Una forma de decirlo en español

Pagar la matrícula y recibir información académica son asuntos distintos. Revisemos el permiso para este expediente en particular.

Use your own voice. Keep the meaning, the evidence and the limits.

Lupa is with you

The original guide and the federal sources are here. Keep their different roles in mind.

Where this example applies

United States. Federal education privacy.

Source file: A real parent-access form
Source list

Sources.

1
U.S. Department of Education, FAQ

What is an education record?

Which records fall within the definition.

2
U.S. Department of Education, FAQ

What is FERPA?

The basic rights and when they transfer to the student.

3
U.S. Department of Education, FAQ library

Student privacy questions

Explore more specific situations and exceptions.

4
Institutional example from AU Central

FERPA and parent-access guide

The actual guide that starts this case. AU’s process is an example, not the rule for every institution.

Prepared for this pilot edition. No external expert review is claimed. Read our editorial standards.

Watch a 30-second graphic summary

A short explanation using text and diagrams.

Read the transcript

00:00 A parent pays the bill. Can they see the grades?

00:05 In American University’s guide, the parent billing portal does not include access to grades. This is one institution’s process.

00:10 FERPA rights generally transfer at 18 or when attending a postsecondary institution at any age.

00:15 Student consent and the law’s exceptions affect disclosure. The starting rule is not the whole answer.

00:20 Ask what records are shared and what authorizes that access.

00:25 Check your institution’s FERPA notice or ask its records office. Sources: U.S. Department of Education and AU Central.

Sources for this summary
Other cases

Related cases

Bring this case to your course

English language arts and writing are the main fit. Civics, journalism, communications and sociology courses can add their disciplinary sources. These are selected practice targets; your submitted work shows what you can do.

Common Core targets and evidence

Grade 6

a rule/process comparison citing the federal source and the university guide separately; a revised written product; and a teacher observation or transcript of collaborative discussion.

  • RI.6.1 Cite a relevant source passage and distinguish what it states from an inference. Apply this to federal starting rule, exceptions and one university’s permission process.
  • W.6.2 Explain the distinctions among federal starting rule, exceptions and one university’s permission process in a rule/process comparison citing the federal source and the university guide separately.
  • W.6.5 Submit a first draft and revision; identify a factual, reasoning or audience change prompted by feedback.
  • SL.6.1.c Ask a specific question, respond with detail and paraphrase another perspective.
  • SL.6.1.d Ask a specific question, respond with detail and paraphrase another perspective.
Grade 7

a rule/process comparison citing the federal source and the university guide separately; a revised written product; and a teacher observation or transcript of collaborative discussion.

  • RI.7.1 Cite several relevant source details and explain how they support the distinction. Apply this to federal starting rule, exceptions and one university’s permission process.
  • W.7.2 Explain the distinctions among federal starting rule, exceptions and one university’s permission process in a rule/process comparison citing the federal source and the university guide separately.
  • W.7.5 Submit a first draft and revision; identify a factual, reasoning or audience change prompted by feedback.
  • SL.7.1.c Ask for elaboration and record whether new information changes your view.
  • SL.7.1.d Ask for elaboration and record whether new information changes your view.
Grade 8

a rule/process comparison citing the federal source and the university guide separately; a revised written product; and a teacher observation or transcript of collaborative discussion.

  • RI.8.1 Select the strongest evidence and explain why it is stronger than an alternative detail. Apply this to federal starting rule, exceptions and one university’s permission process.
  • W.8.2 Explain the distinctions among federal starting rule, exceptions and one university’s permission process in a rule/process comparison citing the federal source and the university guide separately.
  • W.8.5 Submit a first draft and revision; identify a factual, reasoning or audience change prompted by feedback.
  • SL.8.1.c Connect ideas from several speakers and qualify or justify your view with evidence.
  • SL.8.1.d Connect ideas from several speakers and qualify or justify your view with evidence.
Grade 9–10

a rule/process comparison citing the federal source and the university guide separately; a revised written product; and a teacher observation or transcript of collaborative discussion.

  • RI.9-10.1 Use strong, thorough evidence and distinguish direct source support from a disputed inference. Apply this to federal starting rule, exceptions and one university’s permission process.
  • W.9-10.2 Explain the distinctions among federal starting rule, exceptions and one university’s permission process in a rule/process comparison citing the federal source and the university guide separately.
  • W.9-10.5 Submit a first draft and revision; identify a factual, reasoning or audience change prompted by feedback.
  • SL.9-10.1.c Invite a peer, verify or challenge a conclusion, and summarize agreement and disagreement.
  • SL.9-10.1.d Invite a peer, verify or challenge a conclusion, and summarize agreement and disagreement.
Grade 11–12

a rule/process comparison citing the federal source and the university guide separately; a revised written product; and a teacher observation or transcript of collaborative discussion.

  • RI.11-12.1 Use strong, thorough evidence and explicitly identify an uncertainty that the source leaves unresolved. Apply this to federal starting rule, exceptions and one university’s permission process.
  • W.11-12.2 Explain the distinctions among federal starting rule, exceptions and one university’s permission process in a rule/process comparison citing the federal source and the university guide separately.
  • W.11-12.5 Submit a first draft and revision; identify a factual, reasoning or audience change prompted by feedback.
  • SL.11-12.1.c Synthesize positions, resolve a contradiction where possible and name additional information needed.
  • SL.11-12.1.d Synthesize positions, resolve a contradiction where possible and name additional information needed.

Course variations

Pre-AP English 1 and English 2 practice

English 1: Closely annotate two pivotal wording or design choices in the case records about federal starting rule, exceptions and one university’s permission process; write one analytical paragraph explaining how those choices affect meaning, then revise the case product. English 2: Compare three relevant records, develop a cohesive multi-paragraph analysis or supported recommendation, address a competing interpretation and explain one revision.

Turn in: English 1: annotated excerpt + analytical paragraph + revised product. English 2: source comparison + sustained analysis/argument + revision memo.

  • Specific details support the explanation of federal starting rule, exceptions and one university’s permission process.
  • Commentary connects wording or design to meaning, rather than only naming features.
  • The argument/analysis has a precise focus and relevant evidence.
  • English 2 integrates sources and addresses a plausible competing view.
Official course framework
AP English Language practice

Recommend how a university should explain bill payment and record permissions to students and families without promising complete secrecy. Build a defensible thesis from the case records and appropriate primary-source material; explain how each source supports the reasoning, qualify a claim and revise the argument for the case’s named audience.

Turn in: Source-supported argument + fair counterclaim + audience-specific revision and commentary

  • A defensible thesis takes a clear, qualified position.
  • Evidence and commentary accurately handle federal starting rule, exceptions and one university’s permission process.
  • The strongest plausible counterclaim receives fair treatment.
  • Organization and language suit the intended reader; qualification reflects an actual evidentiary limit.

Selected course-skill practice; not an official AP task, exam simulation or score prediction.

Official course framework
IB MYP Language and Literature practice

Compare two case texts about federal starting rule, exceptions and one university’s permission process, supporting an interpretation of a creator’s choices. Organize the findings with references, create the case’s reader-facing product, then explain how a draft changed for its audience.

Turn in: Supported text comparison + referenced plan + original revised product + audience reflection

  • A: A supported comparison explains a textual choice connected to federal starting rule, exceptions and one university’s permission process.
  • B: Ideas and references are organized so the reader can follow the reasoning.
  • C: The original product makes intentional choices for a specified audience and shows development from draft to revision.
  • D: Vocabulary, register and expression communicate accurately in the chosen context.

Teacher selects the actual MYP year descriptors. These local indicators do not assign official achievement levels.

Official course framework
IB DP Language A: Language and Literature practice

How does a university access form use sequence, labels and modal language to construct the student’s role and the family’s expectations? Choose a substantive nonliterary case text and write a guided textual analysis: develop an interpretation, analyze specific authorial choices and evaluate how they shape meaning. Keep a public-policy recommendation separate from the textual analysis.

Turn in: Focused guided textual analysis of one substantial nonliterary text, with precise textual/visual references

  • A: A reasoned interpretation is grounded in relevant references.
  • B: Analysis evaluates how particular language, structure or visual choices shape meaning.
  • C: A focused line of argument connects paragraphs.
  • D: Clear, precise analytical language suits the task.

Paper 1 skill practice only. Not an assessed individual oral, HL essay or Paper 2; those have additional work/body-of-work requirements.

Official course framework
Honors extension — locally defined

Compare two universities’ published processes with the federal starting rule and identify a question the comparison cannot settle. Independently locate an appropriate corroborating source, document its limits and defend which new evidence would change your conclusion.

Turn in: Independent inquiry/decision memo + rival explanation or option + limitations/revision-trigger note

  • Independent evidence is traceable and relevant.
  • The analysis accurately handles federal starting rule, exceptions and one university’s permission process.
  • A serious competing interpretation or option is tested fairly.
  • The conclusion names a material limit and a concrete condition for revision.

No national Honors code or certification is asserted. Add the school’s actual course expectations.

Set the criteria with your local course teacher.

Keep the first draft, source notes, a discussion record and your revision. A solo response does not demonstrate a collaborative discussion standard. AP, Pre-AP and IB routes are independently designed practice, not official program assessments. Honors expectations are set locally.

See the complete curriculum crosswalk