Anonymous wrote:What are the tangible, long term negative affects of more kids getting As? Are these kids unable to find jobs? Are they unable to perform at work if they do find jobs?

Dumbing down is not good.

What are the tangible, long term negative affects of more kids getting As? Are these kids unable to find jobs? Are they unable to perform at work if they do find jobs?

It'll get better with more Asians.

Anonymous wrote:The shift needs to start in HS - there should be more of a curve. It’s ridiculous how a B has become shameful and an average C score a failure. Most A students are closer to average in ability and intellect … that’s the problem.

100%%%%%%. That’s why colleges now inflate….they get grade inflated HS kids

According to my daughter, what we call grade inflation in HS is just rampant cheating.

If Harvard really cared they’d focus more on academic strength in admissions instead of recruiting fencers and kids who started their own non-profits. Also I hate how they always imply that the lowered standards are from the poor kids and not wealthy athletes who are likely very bright but do have lower average scores.
But I don’t think Harvard cares - I think they like it just the way it is. If they wanted to change this they could force a grading curve with one memo.

Anonymous wrote:The shift needs to start in HS - there should be more of a curve. It’s ridiculous how a B has become shameful and an average C score a failure. Most A students are closer to average in ability and intellect … that’s the problem.

Grades don't measure intellect.

The shift needs to start in HS - there should be more of a curve. It’s ridiculous how a B has become shameful and an average C score a failure. Most A students are closer to average in ability and intellect … that’s the problem.

I went to Princeton during the years of grade deflation. It was the best thing ever. As an English major, only 30% of the class could get an A on a paper. I got a lot of Bs but when I got an A it mattered. Once I left college, I realized I was a good writer but not an excellent *Princeton* writer and I was okay with that. It’s sad that they got rid of the grade deflation because it was hard for Princeton students to compete with Harvard/ Yale grade inflation.

Anonymous wrote:Harvard driving itself off a cliff. Needs to get it together.

Result of DEI and wokeness.

Anonymous wrote:test optional has created grade inflation at the college level. private "elite" colleges don't want to reveal that the students that they hand picked to have failed to graduate and have good outcomes. while public state flag ships don't care about students dropping out, because there is a huge community college transfer pipeline to replace them. so how is schools with large TO enrollment survive? the grade inflation is even worse!

Grade inflation is everywhere, in private and public colleges (and in high school). The reasons are similar.

test optional has created grade inflation at the college level. private "elite" colleges don't want to reveal that the students that they hand picked to have failed to graduate and have good outcomes. while public state flag ships don't care about students dropping out, because there is a huge community college transfer pipeline to replace them. so how is schools with large TO enrollment survive? the grade inflation is even worse!

Harvard driving itself off a cliff. Needs to get it together.

I find it baffling that Harvard undergrad is ranked as high as it is.

In a report “Recentering Academics at Harvard College: Update on Grading and Workload,” Harvard reports that grade inflation is out of control and
is “damaging the academic culture of the College.”

The study cites professors complaining that students complain about reading assignments and found that “Harvard students find it harder to pay sustained attention to complex texts.

The report admits that at least some of the problem is the result of admitting students that are less prepared for college:

“For the past decade or so, the College has been exhorting faculty to remember that some students arrive less prepared for college than others, that some are struggling with difficult family situations or other challenges, that many are struggling with imposter syndrome-and nearly all are suffering from stress.”

“Unsure how best to support their students, many have simply become more lenient. Requirements were relaxed, and grades were raised, particularly in the year of remote instruction. This leniency, while well-intentioned, has had pernicious effects.”

Faculty have also adopted new methods of evaluation:

Many of us shifted from high-stakes exams to more frequent lower-stakes assignments, believing that this would help students retain the material. A number have found, however, that lower-stakes assignments are more effective at rewarding effort than at evaluating performance, giving students the false sense that they'd mastered material that still eludes them. Similarly, faculty shifted from exams and papers to alternate modes of assessment, such as creative assignments and group projects, in the hopes of increasing student engagement with their courses. A number struggled, however, to assess these assignments in a sufficiently differentiated way. Finally, some faculty have eschewed conventional grading, turning instead to ‘ungrading’ or ‘contract-based learning’ or other systems in which students earn As for completing all assigned work. There is a pedagogical case to be made for these alternate approaches, but they're fundamentally at odds with our current grading system, which relies on grades to differentiate.”

Crimson article: https://www.thecrimson.com/article/2025/10/27/grading-workload-report/