The concept of individual pupils developing "Internal Locus of Control," has been touted by decades of research as one of the key benefits of how college affects students. This was summarized as "owning one's education" and essentially consisted of developing attributes of maturity through taking responsibility for ones' success (or lack thereof) as a result of one's initiative, drive, self-sacrifice, prioritization, responsible decision making, self-improvement, resilience, learning from mistakes, dealing with adversity, and so on.

Unfortunately, this benefit appears to be actively undermined and negated by current trends to transfer responsibility for success from the pupil to the institutions. Governing boards of institutions are now said to bear responsibility for "Equitable Student Success," which may be indicated by such metrics as student retention, post-graduate studies, and wholeness of experience.

Internal Locus of Control
Internal Locus of Control is discussed in a series of tomes sharing decades of research on "How College Affects Students."
Link to old post - http://giftedissues.davidsongifted....College_Affects_Students.html#Post176321 (2013)

Equitable Student Success
Equitable Student Success is discussed in a webpage dedicated to definition of terms, created by the Association of Governing Boards (AGB): (https://agb.org/student-success-ini...ble-student-success/definition-of-terms/)
Originally Posted by Brief excerpt, AGB definition of Equitable Student Success
... the institution sets about creating a student experience enabling equitable outcomes and educational value. Seeking to identify and eliminate barriers to student success and thriving, wholeness of experience, and postgraduate expectation is required. Barriers based on ... ability* should be eliminated ...
The Association of Governing Boards (AGB) includes over 1,200 colleges and universities (https://agb.org/current-member-list/), and provides guidance on what it believes has now become each institution's responsibility (https://agb.org/student-success-initiatives/board-oversight-of-equitable-student-success/), including controlling variables "inside of and around an institution."

*No context pertaining to ADA disability/ability was provided, therefore in the given context of student success in college/university, this reference to ability is understood to indicate demonstrated academic readiness and intellectual ability, as reflected in traditional college entrance criteria such as accomplishments and prep work including ACT/SAT/AP scores, class rank, grades, etc.

While there may be some ideas presented by AGB with which I agree, I find the requirement to eliminate barriers based on ability to perpetuate mediocrity.
1. Surely this is not a guiding principle when culling prospects from a winning sports team... nor should it be extolled as the epitome of practices for recruiting college majors, graduate students, professors, and similar intellectual pursuits.
2. I find this particularly disappointing as college was often regarded as presenting the opportunity for gifted kids to find intellectual peers, after experiencing a lack of validation and affirmation throughout the years of requisite education: elementary school, middle school, and high school. Related post: http://giftedissues.davidsongifted....icle_about_poor_school_f.html#Post229604