Grade Inflation a "Huge Problem"

The steady rise of grade inflation at colleges and universities makes it harder to distinguish good from outstanding student work, according to last week's most-clicked SmartBrief article, "Doesn't Anybody Get a C Anymore?" Teachers considered "tough graders" risk poor evaluations and low course enrollment from students and losing institutional support from parents. Colleges like Wellesley and Princeton have enforced policies to raise the criteria for high grades, but so far, no widespread action has addressed grading inflation.

Does your school have policies in place to resist grade inflation, or is it up to individual teachers to decide to be tough graders or not?

Have you gotten any pushback over grades you've assigned, and how did you handle the criticism?

Comments

[Sue]

Teaching at the university level is a different story completely from 8th grade English. Grade inflation at the middle school level is a concern, but it keps in line with many middle school philosophies. The questions becomes, what is the purpose of grades? At the middle school level they are used to reflect effort and ability. Rubric are designed to provdie justification for grades and yes, sometimes students challene even this. But what is the harm at the middle school level to be a bit more generous than at the university level? A student may be more motivated to continue improvement after he receives B, raher than a demoralizing C or worse. I am not sure how to keep grades precisley accurate at this sensitaive age without ruining the primary goal-love of learning.-RU Sue J.

[Dave RU]

The sense of entitlemement that the author mentions begins at an early age. As a 6th grade teacher, I see it with my students. The expect to get an A on everything and are disappointed when they do not. They rarely take into account the fact that their efforts do not match their expectations. This is being reinforced by parents who also expect A's and will fight and complain also without looking at the effort their child is making. An A stands for excellence, yet it has become a mark of participation. When I started teaching in my town, and I live here and have children in the middle and elemantary schools, a colleague explained to me how grades work here. If they pass they get an A, and if they fail they get a B. Teachers are inflating grades rather than dealing with parents who may be at best unrealistic and at worst irate over grades.

[Dealing With It Too]

Let's face it: Grade inflation has become both the expectation and the norm. Upon receiving graded work, many of my students immediately look for "errors" in my assessment and will argue the loss of even a single point as unfair. Using scoring rubrics doesn't help either. Their parents encourage them to "stand up for themselves" in challenging my assessment as being merely my opinion, regardless of the time and effort I pour into effective instruction and constructive feedback for my students. I want to tear my hair out every time a parent calls to "discuss" problems with the score on an A paper. Of course, I am labeled as "unreasonable" and "difficult to approach" about grades when I stand my ground regarding the validity of my assessment.

And what about inclusion students with IEPs, some with 20 or more modifications? I actually had to argue that I could not routinely discount errors in grammar, spelling, and punctuaion on writing assignments for English class as an IEP modification. With regard to assessment for IEP students mainstreamed into regular ed classrooms, it would seem that an A could be viewed as a modified F, another form of grade inflation. High school transcripts do not indicate that a student was mainstreamed with an IEP and may, in fact, have only grade school-level skills. It keeps me awake at night thinking about students who cannot read, write, or calculate without extensive assitance and modifications graduating with a diploma that indicates to employers that they have high school-level ability! What's worse, Our IEP students go out into the world with an inflated perception of their capabilities and find none of the safety nets so readily provided during their school years.

Students planning to pursue post-secondary education need to be told that college is hard and it's supposed to be that way. Not every person who wants to go to college (or tech school or the military) is ready and able to do so. College students should expect to crash and burn from time to time on certain assignments. Trust me, a little humility can go a long way in helping to shape one's academic character. It sucks to get a C when you're used to getting A's, but get over it! Learning how to step up and really perform to your potential is one of the most valuable aspects of post-secondary education.

[Miranda]

I disagree with Sue J. that it does no harm to inflate grades in middle school. We are delusional if we believe that students will work hard in school for a love of learning. There is no other aspect of American economy, government or the functional portion of our society that depends on this altruistic approach. It is very rare that someone would continue to show up at work if they were never paid. Instead, let's instill in our kids the traditional Protestant work ethic (without any religious implications). Grade inflation prevents students from getting the correlation that will control most of their working life,i.e. hard work pays off and people with a sense of entitlement rarely get promoted.

[Paul B.]

I've written about this topic, and at the elementary, middle, and high school levels I believe it is a mistake to emphasize a traditional grading system.
I don't consider myself an "easy" or "hard" grader as an 8th grade teacher because I try to deemphasize grades. As teachers, if we create inherent value and challenge in our assignments, most students will buy in to this mindset and be engaged with learning and self-improvement/reflection.

[Flor Lacanilao]

I don't see the point in grade inflation at any grade level just to develop the child's self-esteem. Colleges and universities spend millions of dollars for remedial classes in reading and Math because some teachers in the lower grades, middle school, and high school do not do their job in preparing the students well. Teachers who reward children with 'Good job' stickers at a drop of a hat give them the wrong notion of what quality work is. In a test-driven society like ours, how can we say that we have to deemphasize grades? Sadly, parent intervention makes life for the poor teacher more miserable. If most of the day is spent in answering complaints about graded papers or any grade-related issue, teaching is relegated on the sidelines. Grade inflation contributes to inflated egos and superficial learning.

[Cat M.]

Could we say that maybe that is why we have a hard time finding quality workers in the work force? No pride, too much coddling now days. We live in the world of instant gratification and if it doesn't make the child feel good about themselves, then it is wrong and that includes grades. "oh but that will hurt Mary's/Johnny's self esteem to get a failing mark" Phooey, we need to teach our kids that life is not all A's and everyone out in the work world or college world is not going to give a hoot if you don't know how to handle rejection once in a while. I could go on and on about this issue.

[Gerald Morris]

I am on the Traverse City School Board and also teach at our University Center at the college level. I am amazed at the way students responses to grades of less than an A. "What do you mean you took off points for my absence", as indicated in the syllabus! I only had a couple errors in my paper, a=perfection! Most of now recognized that by appealing your grade, the college will ask numerous questions of the "adjunct" instructor. Why should I ask for the hassel? Ethics! In my estimation we are as educators are increasing the "entitlement" philosophy of these students. Why give grades? In k-12 and Higher education we have Standards and Outcomes (objectives) why not just go to a met the following objectives and did not meet the following objectives? Most organizations today use their own criteria to assess the abilities and hirability of employees anyway.

[Lyelle Palmer, Ph.D.]

One giant step would be to do away with "extra credit." When a student requires extra or optional credit in order to earn an acceptable grade, it often means that the basic standard has not been met and the "extra" credit is a way to escape meeting the fundamental skill or knowledge. This "escape" is often seen in college courses, but is a disaster in any skill course, especially in the elementary grades where basic skills are taught. In testing, the "Halo Effect," is well known: giving credit for responses that are marginal or just plain incorrect justified by the teacher/examiner thinking/remembering a previous correct response ("I know the student knows this").
When the student is inconsistent the skill has not been mastered (obviously, we hope).

[Disillusioned with education]

Grade inflation is devaluing our country's position in the global economy. Just as the economic system in America is collapsing from unethical deals and government bailouts, so too will the rest of our institutions. The civil & women rights movements have created a terrible backlash on quality in all facets of our culture. No longer do we value hard work and the pursuit of excellence as trademarks. Evidence - Affirmative Action. Instead individual "equality" is determined by A,B, or C. If a child receives lower than the expected "A or B" it will only take moments before the parent storms through the doors claiming "racism or the teacher doesn't care about the students."
It has become impossible to effectively evaluate students because the consequences for the teacher in terms of parental and/or administrative outrage prohibit honest dialog and true objective assessment. Instead of dealing with the added stress of defending the earned marks, teachers are forced to pander to the angry mobs seeking retribution for damaging "Joey or Sally's"
self-esteem or chances at other rewards.
We have created an "entitlement" society.
I am personally fed up with student apathy and attitude. I recently had a low performing student say out loud in class, "That's o.k. when my mom sees my grades, she'll be up here in a second with my grandma, who is a school board member, and they'll rip you a new one right here in front of everyone. It's your choice what grade I get."
When personal responsibility is taken out of the equation in any society, the end is not far from sight.
May God Save America!