A good way to assess grade inflation is comparing public and private schools. On average public school kids have higher grades than their private school counterparts. One just grades easier than the other. That said, college admissions often weigh where an applicant is coming from.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Grade inflation is an increase in average grades for a specified grouping over time. Based on this relatively straightforward calculation, there has been grade inflation at both the high school and the college level for decades.

Let’s say, for the sake of this discussion, everything you’ve typed above is true.

Where is the evidence that this is causing any problems at all?

Since you are quoting data to illustrate the condition, you will need to quote data to illustrate the problem.

https://gradeinflation.com/

https://ira.virginia.edu/university-stats-facts/undergraduate-gpa

https://www.edweek.org/leadership/pace-of-grade-inflation-picked-up-during-the-pandemic-study-says/2022/05

https://www.insidehighered.com/admissions/article/2018/09/24/new-study-shows-widespread-grade-inflation-high-schools

You've simply posted more evidence that it is true. That was granted to you without debate.

What was asked was evidence that it is a problem. Do you have any?

Was the original thread about explaning evidence to you that there is a problem related to grade inflation? If you actually read the threads, you will see a study that shows grade inflation is occurring similtaneously with a decline in mastery of the subjects studied. That sounds problematic.

I fully understand it "sounds problematic" to you, but where is the evidence it is problematic?

Isn't it possible that colleges are still accepting qualified kids that can do the work and graduate with the same frequency of success? Where is the actual evidence this is creating a problem for anyone?

Most colleges do not have competitive admissions, so what is the definition of qualified? About half take remedial class, which means they are taking classes in college on material that should have been learned in high school.

What you are describing as a non-problem is a lowering of standards. The U.S. outspends all but one OECD country on per student educational spending, but is in the middle of the pack on the PISA educational attainment assessments. The average U.S. student is 3.5 years behind the average Singaporean student in math. Where is your evidence that having grades that don't reflect learning don't have an impact?

I didn't describe it as a "non-problem". I asked for the evidence that it was one by those making that claim. I guess you have none?

The STEM issue you mention is not new by any means and certainly not caused by recent grade inflation, which is the topic of this thread in the college and university forum.

Giving kids grades that don't align with content proficiency masks actual achievement levels and makes grades a poor indicator of student preparation for higher education and for work.

Again, where is the evidence this is causing problems, and for whom?

I think the grade inflation happens more often in regular classes.

For example, my son has always taken a mix of Regular, Honors and AP classes. He says everyone in Regular classes gets good grades, even the ones who don't even tried/sleep and miss class.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Grade inflation is an increase in average grades for a specified grouping over time. Based on this relatively straightforward calculation, there has been grade inflation at both the high school and the college level for decades.

Let’s say, for the sake of this discussion, everything you’ve typed above is true.

Where is the evidence that this is causing any problems at all?

Since you are quoting data to illustrate the condition, you will need to quote data to illustrate the problem.

https://gradeinflation.com/

https://ira.virginia.edu/university-stats-facts/undergraduate-gpa

https://www.edweek.org/leadership/pace-of-grade-inflation-picked-up-during-the-pandemic-study-says/2022/05

https://www.insidehighered.com/admissions/article/2018/09/24/new-study-shows-widespread-grade-inflation-high-schools

You've simply posted more evidence that it is true. That was granted to you without debate.

What was asked was evidence that it is a problem. Do you have any?

Was the original thread about explaning evidence to you that there is a problem related to grade inflation? If you actually read the threads, you will see a study that shows grade inflation is occurring similtaneously with a decline in mastery of the subjects studied. That sounds problematic.

I fully understand it "sounds problematic" to you, but where is the evidence it is problematic?

Isn't it possible that colleges are still accepting qualified kids that can do the work and graduate with the same frequency of success? Where is the actual evidence this is creating a problem for anyone?

Most colleges do not have competitive admissions, so what is the definition of qualified? About half take remedial class, which means they are taking classes in college on material that should have been learned in high school.

What you are describing as a non-problem is a lowering of standards. The U.S. outspends all but one OECD country on per student educational spending, but is in the middle of the pack on the PISA educational attainment assessments. The average U.S. student is 3.5 years behind the average Singaporean student in math. Where is your evidence that having grades that don't reflect learning don't have an impact?

I didn't describe it as a "non-problem". I asked for the evidence that it was one by those making that claim. I guess you have none?

The STEM issue you mention is not new by any means and certainly not caused by recent grade inflation, which is the topic of this thread in the college and university forum.

Giving kids grades that don't align with content proficiency masks actual achievement levels and makes grades a poor indicator of student preparation for higher education and for work.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Grade inflation is an increase in average grades for a specified grouping over time. Based on this relatively straightforward calculation, there has been grade inflation at both the high school and the college level for decades.

Let’s say, for the sake of this discussion, everything you’ve typed above is true.

Where is the evidence that this is causing any problems at all?

Since you are quoting data to illustrate the condition, you will need to quote data to illustrate the problem.

https://gradeinflation.com/

https://ira.virginia.edu/university-stats-facts/undergraduate-gpa

https://www.edweek.org/leadership/pace-of-grade-inflation-picked-up-during-the-pandemic-study-says/2022/05

https://www.insidehighered.com/admissions/article/2018/09/24/new-study-shows-widespread-grade-inflation-high-schools

You've simply posted more evidence that it is true. That was granted to you without debate.

What was asked was evidence that it is a problem. Do you have any?

Was the original thread about explaning evidence to you that there is a problem related to grade inflation? If you actually read the threads, you will see a study that shows grade inflation is occurring similtaneously with a decline in mastery of the subjects studied. That sounds problematic.

I fully understand it "sounds problematic" to you, but where is the evidence it is problematic?

Isn't it possible that colleges are still accepting qualified kids that can do the work and graduate with the same frequency of success? Where is the actual evidence this is creating a problem for anyone?

Most colleges do not have competitive admissions, so what is the definition of qualified? About half take remedial class, which means they are taking classes in college on material that should have been learned in high school.

What you are describing as a non-problem is a lowering of standards. The U.S. outspends all but one OECD country on per student educational spending, but is in the middle of the pack on the PISA educational attainment assessments. The average U.S. student is 3.5 years behind the average Singaporean student in math. Where is your evidence that having grades that don't reflect learning don't have an impact?

I didn't describe it as a "non-problem". I asked for the evidence that it was one by those making that claim. I guess you have none?

The STEM issue you mention is not new by any means and certainly not caused by recent grade inflation, which is the topic of this thread in the college and university forum.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Grade inflation is an increase in average grades for a specified grouping over time. Based on this relatively straightforward calculation, there has been grade inflation at both the high school and the college level for decades.

Let’s say, for the sake of this discussion, everything you’ve typed above is true.

Where is the evidence that this is causing any problems at all?

Since you are quoting data to illustrate the condition, you will need to quote data to illustrate the problem.

https://gradeinflation.com/

https://ira.virginia.edu/university-stats-facts/undergraduate-gpa

https://www.edweek.org/leadership/pace-of-grade-inflation-picked-up-during-the-pandemic-study-says/2022/05

https://www.insidehighered.com/admissions/article/2018/09/24/new-study-shows-widespread-grade-inflation-high-schools

You've simply posted more evidence that it is true. That was granted to you without debate.

What was asked was evidence that it is a problem. Do you have any?

Was the original thread about explaning evidence to you that there is a problem related to grade inflation? If you actually read the threads, you will see a study that shows grade inflation is occurring similtaneously with a decline in mastery of the subjects studied. That sounds problematic.

I fully understand it "sounds problematic" to you, but where is the evidence it is problematic?

Isn't it possible that colleges are still accepting qualified kids that can do the work and graduate with the same frequency of success? Where is the actual evidence this is creating a problem for anyone?

Most colleges do not have competitive admissions, so what is the definition of qualified? About half take remedial class, which means they are taking classes in college on material that should have been learned in high school.

What you are describing as a non-problem is a lowering of standards. The U.S. outspends all but one OECD country on per student educational spending, but is in the middle of the pack on the PISA educational attainment assessments. The average U.S. student is 3.5 years behind the average Singaporean student in math. Where is your evidence that having grades that don't reflect learning don't have an impact?

Anonymous wrote:

I think you are mis-stating what the policy was temporarily changed to, for only the spring 2020 semester final grade:

"For the 4th Marking Period (MP4), middle and high schools will continue to use a Pass/Incomplete grading system, based on established criteria. By passing the 4th Marking Period, high school students will be able to earn a semester grade in each course that is one letter grade higher than the grade they received at the end of the 3rd Marking Period (MP3). If a student selects the option of receiving a letter grade, the final semester grade will then be reported on the transcript and factored into the cumulative grade point average (GPA)."

You realize this is worse than the way it was described, right? All a student had to do was pass in the 4th quarter (when MANY MCPS teachers were just phoning it in - basically giving free periods), and they would end up with a semester grade one letter grade higher than the previous quarter? That means that a kid that got a low B third quarter could get a low C (or even a D) fourth quarter, and end up with an A for the semester. That is grade inflation in the extreme!

The ones benefitted by this one time pass are in college now or about to be in college. Juniors and below were in middle school. The report cards did have a CV marked next to the house age.

Anonymous wrote:Grade inflation is great for the "high B" students suddenly getting A's. Not so great for the already solid A students. Why cant people understand this?

Because you have no idea that this is happening, or even if it is, which student is the former or the latter, or who it is a problem for.

Anonymous wrote:

Anonymous wrote:Grade inflation is great for the "high B" students suddenly getting A's. Not so great for the already solid A students. Why cant people understand this?

It seems MCPS is th3e only place that gives B students A’s? Because that is not happening in FCPS.

Yet people are throwing the term around like it’s universal. It’s not.

Anonymous wrote:Grade inflation is great for the "high B" students suddenly getting A's. Not so great for the already solid A students. Why cant people understand this?

It seems MCPS is th3e only place that gives B students A’s? Because that is not happening in FCPS.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:If more than half the kids in a class get an A, there is grade inflation. And yes, I understand that there is grade inflation everywhere. Everyone gets a trophy.

But one could infer from such a cynical remark that you don’t believe those As are earned.

The purpose of primary and secondary education is to teach mastery of material. It’s not to generate a bell curve where top grades are rationed. Thinking about top grades as a commodity in this way is bizarre and antiquated. It’s literally Ok if half the class gets and A, even if they get to have retakes the like — because it demonstrates they learned the material. Which is the purpose of education. It’s not a race to learn the material “first” and it’s not like someone had to be “best” at it.

But when do students learn that college doesn't give them these accommodations? Are students just supposed to adjust to midterms and finals in college when they've never had them in HS? There are no retakes in college so how do they adjust when that's all they've ever known in school?

There is a reason many parents try to send their kids to independent schools that offer exams and a more rigorous experience that prepares students for colleges.

That reason is to get away from the darkies and the poors. Everyone knows this.

No, the reason is because of the 'soft bigotry of low expectations' in the name of equity.

Grade inflation is great for the "high B" students suddenly getting A's. Not so great for the already solid A students. Why cant people understand this?

I think you are mis-stating what the policy was temporarily changed to, for only the spring 2020 semester final grade:

"For the 4th Marking Period (MP4), middle and high schools will continue to use a Pass/Incomplete grading system, based on established criteria. By passing the 4th Marking Period, high school students will be able to earn a semester grade in each course that is one letter grade higher than the grade they received at the end of the 3rd Marking Period (MP3). If a student selects the option of receiving a letter grade, the final semester grade will then be reported on the transcript and factored into the cumulative grade point average (GPA)."

You realize this is worse than the way it was described, right? All a student had to do was pass in the 4th quarter (when MANY MCPS teachers were just phoning it in - basically giving free periods), and they would end up with a semester grade one letter grade higher than the previous quarter? That means that a kid that got a low B third quarter could get a low C (or even a D) fourth quarter, and end up with an A for the semester. That is grade inflation in the extreme!

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Grade inflation is an increase in average grades for a specified grouping over time. Based on this relatively straightforward calculation, there has been grade inflation at both the high school and the college level for decades.

Let’s say, for the sake of this discussion, everything you’ve typed above is true.

Where is the evidence that this is causing any problems at all?

Since you are quoting data to illustrate the condition, you will need to quote data to illustrate the problem.

https://gradeinflation.com/

https://ira.virginia.edu/university-stats-facts/undergraduate-gpa

https://www.edweek.org/leadership/pace-of-grade-inflation-picked-up-during-the-pandemic-study-says/2022/05

https://www.insidehighered.com/admissions/article/2018/09/24/new-study-shows-widespread-grade-inflation-high-schools

You've simply posted more evidence that it is true. That was granted to you without debate.

What was asked was evidence that it is a problem. Do you have any?

Was the original thread about explaning evidence to you that there is a problem related to grade inflation? If you actually read the threads, you will see a study that shows grade inflation is occurring similtaneously with a decline in mastery of the subjects studied. That sounds problematic.

I fully understand it "sounds problematic" to you, but where is the evidence it is problematic?

Isn't it possible that colleges are still accepting qualified kids that can do the work and graduate with the same frequency of success? Where is the actual evidence this is creating a problem for anyone?

Students are definitely not as bright as in past years.

The company I work for is a technology company that has a student program. Think something along the lines of a Bio professor requiring students to buy a virtual dissection lab or engineering students being required to buy a certain software program for the semester.

Instead of requiring these broke college students to shell out big $$ for our software, we have a short access version at a reasonable cost between $50-$100. When a student purchases it, they get automatic download and use instructions sent out.

Part of my job is supporting the educational customers after purchase. Why? Because upon graduation when they either start their own practice or join another, we want them to buy our big $$ full package software.

Anyway, I've been doing this job for 12 years now and over the last 5 years, students have become SO needy. They require lots of hand-holding and request insane things like wanting us to remote into their PCs to install and set up the software. Most appear unable to follow basic "this is how you install the software" instructions. We had to dumb them down even more and they still need SO much help. It's like they have no deductive reasoning skills these days. I think it is because they are so used to being able to Google any answer they need and when they can't, they meltdown because they don't know any other ways to find the answer without Google.