In the college classroom, is an A the new B? Grade infla- tion is of particular...
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In the college classroom, is an A the new B? Grade infla- tion is of particular concern in graduate programs, where it is not uncommon for 75 percent of grades to be As. In fact, the most frequent grade given in U.S. universities is an A, by 43 percent. This percentage has risen from 30 percent 20 years ago, representing a significant increase. And at Harvard, the average grade is an A-. While this may sound like a great place to be, there is a powerful downside to grade inflation. If an A- is the new class aver- age, the crowding of grades at the top end of the scale can sap away the student's motivation to work hard. Organiza- tions also have a tougher time of evaluating candidates' transcripts if grades are inflated, which means they must rely more on results of standardized tests, often ones that were taken in high school, that may not reflect a student's current or best capabilities. Professors too may be less motivated to accurately assess and teach students through strong grading feedback that would help students learn. There is no easy solution to the phenomenon of grade inflation. In a culture where "everyone does it," schools that take a stand against grade inflation produce students with potentially lower grades- but no less education than their peers. These students may not be able to stand out in the increasingly competitive job market even when they are equally prepared. Over time, their schools will not be able to boast of the accomplishments of their graduates in terms of grades and employment placements. No longer will these schools look as attractive to potential students, so enrollment and thus revenue will suffer, endangering the institution's ability to teach. Therefore, eliminating grade inflation poses powerful disincentives, and few if any col- leges have successfully tried it. There is much more motivation for organizations, schools, professors, and students to continue grade inflation practices, even though they may be wrong. In the college classroom, is an A the new B? Grade infla- tion is of particular concern in graduate programs, where it is not uncommon for 75 percent of grades to be As. In fact, the most frequent grade given in U.S. universities is an A, by 43 percent. This percentage has risen from 30 percent 20 years ago, representing a significant increase. And at Harvard, the average grade is an A-. While this may sound like a great place to be, there is a powerful downside to grade inflation. If an A- is the new class aver- age, the crowding of grades at the top end of the scale can sap away the student's motivation to work hard. Organiza- tions also have a tougher time of evaluating candidates' transcripts if grades are inflated, which means they must rely more on results of standardized tests, often ones that were taken in high school, that may not reflect a student's current or best capabilities. Professors too may be less motivated to accurately assess and teach students through strong grading feedback that would help students learn. There is no easy solution to the phenomenon of grade inflation. In a culture where "everyone does it," schools that take a stand against grade inflation produce students with potentially lower grades- but no less education than their peers. These students may not be able to stand out in the increasingly competitive job market even when they are equally prepared. Over time, their schools will not be able to boast of the accomplishments of their graduates in terms of grades and employment placements. No longer will these schools look as attractive to potential students, so enrollment and thus revenue will suffer, endangering the institution's ability to teach. Therefore, eliminating grade inflation poses powerful disincentives, and few if any col- leges have successfully tried it. There is much more motivation for organizations, schools, professors, and students to continue grade inflation practices, even though they may be wrong.
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Grade inflation is a controversial issue in higher education where the frequency of A grades has increased significantly over the past decades In fact ... View the full answer
Related Book For
Understanding Basic Statistics
ISBN: 978-1111827021
6th edition
Authors: Charles Henry Brase, Corrinne Pellillo Brase
Posted Date:
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