In Lisa Foderaro’s article “Type A-Plus Students Chafe at Grade Deflation”, she summarizes an ongoing debate within the higher education community of Princeton University. Foderaro wrote an informational article to depict both sides of the argument in a fair and balanced manner. She was attempting to expose a possible academic problem and the solution and consequences of a change in school policy. The article covers how the prototype grade deflationary policy at Princeton affects students both academically and professionally. The students refute any positive effects with negative consequences such as how policy affects the students mentally, puts students at a competitive disadvantage, and creates unrealistic standards in grading. I agree and disagree with some of the students’ stances as there are always benefits and consequences to any policy.
Princetonian students argue that the policy of limiting the number of A’s to just 35 percent of all grades given has detrimental effects on Princeton’s A- plus type body of students. They argue that the lowering of a students’ GPA through this policy makes it harder for the students to compete with other equally intelligent ivy-league students who are not affected by the policy. The undergraduate student body president heard from students that the policy was creating inequities in the grading system. “I had complaints from students who said that their professors handed back exams and told them, ‘I wanted to give 10 of you A’s, but because of the policy, I could only give five of you A’s.’ This is very surprising and exposes an important flaw that the policy has created. Additionally the students argue that there are mental affects created by the policy including dampening competition an...
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...n students and their administration at Princeton. Perhaps even if there may not have been significant decreases in acceptance rates, students feel punished and will therefore perform more poorly. It seems as though this policy has in essence put a wet blanket that was the bright flame of the pursuit of challenging intellectual stimulus through education. Regardless of the aim of any policy it is imperative that all sides are weighed equally and the decision is based logically on these results.
Works Cited
1. Foderaro, J.W. (2010, January 31). Type-a-plus students chafe at grade deflation. New York Times, Retrieved from http://www.nytimes.com/2010/01/31/education/31princeton.html?pagewanted=print
2. Staff, Initials. (2009, December 02). Editorial: on grade deflation. The Daily Princetonian, Retrieved from http://www.dailyprincetonian.com/2009/12/02/24601/
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According to Carl Singleton, author of the article, “What Our Education System Needs Is More F’s”, many of the problems plaguing the American educational system could be solved if teachers would begin to give failing grades to students who deserve them. He attributes the practice of inappropriate grade assignment on poorly educated teachers, uninvolved parents, and an ineffective administration; in addition, he contends that until educators begin to liberally disperse the grade of F to all of the students who deserve them, no other reform will work. He believes that widespread distribution of F grades will result in teachers, parents, and the educational system, taking responsibility for the failure to educate America’s youth. Examination of Singleton’s article reveals his
I have always valued school and enlarging my intelligence; I receive a sense of pride from earning a decent grade on a paper or on a particular assignment. Alfie Kohn wrote an essay titled “From Degrading to De-grading”; in it he suggests a different view on the current education system. Even though students expect marks and even seem dependent on them, grading should spur on a love of studying not deter it. Grades tend to reduce a student’s inclination for stimulating tasks, and lessen students’ interest in erudition.
Over the course of the recent past, universities across the U.S. have been faced with decisions on admissions. What was once popular, affirmative action, is now fading with a long past of problems, and new programs are entering into the picture. The University of Dayton and many others are taking actions to improve the standards of their students, regardless of race and background. These new concepts are reflecting higher academic progress, and increase in prestige and national reputation. By basing selection on academic ability and incorporating improved recruiting techniques, the nation would be filled with greater college standards and no use for an old and tiring affirmative action process.
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However, such accusations such as laziness and entitlement, although common, have been prevalent amongst those of college age as proven in “A’s for Everyone.” Shepard had investigated the cause behind this and had put the blame on grade inflation in the years prior to entering college, the pressure to get superb grades due to high tuition costs, and most importantly the belief that “effort” constitutes a grade bonus. However, if one has entered the school system in America, one could see the relative ease in which one could improve their grades through inordinate amounts of extra credit. Multiple students have heard and even seen fellow students ask their parents to even come in for meetings of which equate to blaming their child’s poor grades on the teacher and harassing said teacher to allow their child, soon to be a hardworking, productive citizen of society, to get the “grade they
The public high schools began a grading system as a way of telling an individual how they were performing. There was no interest by the public in reporting the school’s progress at teaching. Teachers, in an effort to recognize outstanding performers, looked for a way of rewarding hard-working students for their efforts The grading structure changed from superior and excellent to A’s and B’s. This placed much of the burden of recognizing academic talent on the high schools.