Grade inflation at Harvard and Princeton
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http://www.boston.com/bostonglobe/magazine/articles/2008/10/05/doesnt_an...
Boston.com

Doesn't Anybody Get a C Anymore?
When did professors lose control of their grades? And when will their schools help them take it back?

By PHIL PRIMACK | October 5, 2008

THE STUDENT DESERVED A B-MINUS. MAYBE EVEN A C-PLUS, I HAD decided. One paper was especially weak; another was late. But then I began to rationalize. The student had been generally prepared and contributed to class discussion, so I relented and gave what I thought was a very generous B. At least I wouldn't get a complaint about this grade, I figured. Then came the e-mail.

Why such a "low grade," the indignant student wrote.

"Low grade"? Back when I attended Tufts in the late 1960s, a B in certain courses was something I could only dream about. But grade inflation, the steady rise in grade point averages that began in the 1960s, now leaves many students regarding even the once-acceptable B - which has always stood for "good" - as a transcript wrecker, and a C - that is, "average" - as unmitigated disaster. More and more academic leaders may lament grade inflation, but precious few have been willing to act against it, leaving their professors all alone in the minefield between giving marks that reflect true merit and facing the wrath of students for whom entitlement begins with the letter A.

Grade inflation "is a huge problem," says former US senator Hank Brown, who tried to make it a priority issue as president of the University of Colorado in 2006. "Under the current system at a lot of schools, there is no way to recognize the difference between an outstanding job and a good job. Grade inflation hides laziness on the part of the students, and as long as it exists, even faculty who want to do a good job [in grading] don't feel they can."

That's because many professors fear that "tough grading" will trigger poor student evaluations or worse, which in turn can jeopardize the academic career track. "In my early years, students would say they liked my class, but the grades were low and the work level high," says retired Duke University professor Stuart Rojstaczer. "I had to get with the program and reduce my own expectations of workload and increase grades in order to have students leave my class with a positive impression to give to other students so they would attend [next year]. I was teaching worse, but the student response was much more positive."

Harvard University is the poster campus for academic prestige - and for grade inflation, even though some of its top officials have warned about grade creep. About 15 percent of Harvard students got a B-plus or better in 1950, according to one study. In 2007, more than half of all Harvard grades were in the A range. Harvard declined to release more current data or officially comment for this article. At the University of Massachusetts at Amherst, the average GPA in 2007 was 3.19 (on a four-point scale), up from 3.02 a decade earlier. That "modest increase" simply reflects better students, UMass spokesman Ed Blaguszewski says in an e-mail. "Since our students have been increasingly well-prepared . . . it makes sense that their UMass grades have crept up. Essentially, the profile of the population has changed over time, so we don't consider this to be grade inflation."

THAT'S CERTAINLY THE MOST COMMON ARGUMENT TO EXPLAIN AWAY grade inflation - smarter students naturally get higher grades. But is it that simple? Privately, many faculty members and administrators say colleges are unwilling to challenge and possibly off end students and their hovering, tuition-paying parents with some tough grade love. And without institutional backing, individual faculty members simply yield to whining students.

But not everywhere. The most cited - and extreme - case of taking on grade inflation is at Princeton University, which in 2004 directed that A's account for less than 35 percent of undergraduate course grades. From 2004 to 2007, A's (A-plus, A, A-minus) accounted for 40.6 percent of undergraduate course grades, down from 47 percent in the period 2001 to 2004.

Closer to home, Wellesley College calls for the average grade in basic undergraduate courses to be no higher than a B-plus (3.33 GPA). "It's not that we're trying to get grades down, but we're trying to get grades to mean something," says associate dean of the college Adele Wolfson, who teaches chemistry. Wellesley's GPA, which stood at 3.47 in 2002 and was 3.4 when the policy was implemented two years later, fell to 3.3 this year, mainly because of more B grades and fewer A's. "The A has really become the mark of excellence," she says, "which is what it should be."

The problem, says Rojstaczer, is that such policies are the exceptions, and that grade inflation will be reduced only through consistent prodding and action by top officials. "In truth, some university leaders are embarrassed that grading is so lax, but they are loath to make any changes," he says in an e-mail. "Grade inflation in academia is like the alcoholic brother you pretend is doing just fine. When someone calls your brother a drunk, you get angry and defend him, although privately you worry. That's where we are with grade inflation: public denial and private concern."

Phil Primack teaches journalism at Tufts University and is a contributor to the Globe Magazine. Send comments to magazine@globe.com.
© Copyright 2008 The New York Times Company


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