Grade Inflation In Higher Education

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Lucas Perdue Dogali Enc 1101-1096 09/12/08 Grade Inflation In Higher Education Elementary and secondary schools are often criticized for their low standards and high grades. Recent statistics show that only ten to twenty percent of all college students received grades of “B-“ or lower. In 1969, seven percent of all college students received grades of an “A-“ or higher. By 1993, however, this number had risen to twenty six percent! Grades of a “C” or less went from twenty five percent in 1969 to nine percent in 1993. These numbers reveal a pattern that continues today which should concern teachers and students alike. Many students may not see the problem with grade inflation, but I disagree. If everyone in the class is receiving the same grade, how will students know how they are performing individually? Why should students feel they need to put forth the extra effort, if they can give a mediocre performance and succeed anyway? Knowing that students will receive the same grade regardless of the effort they put in, steals all the sense of accomplishment from studying, working hard, and receiving the high mark they know they deserve. The other major problem with grades being given away is it is becoming extremely difficult to discern the competent students for the incompetent ones. This means that employers can no longer look solely at students’ grades to judge their academic prowess. Employers not trusting students’ grades will only make the already competitive job market that much harder for recently graduated students to enter. So, what can we do to fix this problem? Universities need to initiate changes that will increase standards instead of decreasing them. Even though some teachers see the problem with grade inflation, many others have become so accustomed to it, that they no longer even realize it is happening. This means that universities must be

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