Grade Inflation Essay

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Recommended: Grade Inflation Gone Wild

In 1960 to 2014 the average GPA of students raised from a 2.4 to 3.0. This change is known as grade inflation, the idea that grades continue to rise from where they have been in the past without evidence of increased intelligence. Inflation is a word that is typically followed by a negative statement. With these two words together we can see how this could be viewed negatively. However, most of today’s society is oblivious to how relevant grade inflation is in our society. Students have become accustom to the idea that a B is an average grade. Yet, in the past this was considered a good grade while a C was considered average. This inflation has led to students becoming dissatisfied with receiving a B or C in a course, which has only furthered the development of grade inflation. These high expectations of students eventually spread to the professors and university causing a very negative impact. Grade inflation will eventually destroy the value of a higher education degree without some adjustments and is a serious concern to universities, students, and professors. (Rojstaczer)
There are many aspects to grade inflation that need to be fully addressed and understood before a solution can be put forth. For example the comparison between today’s education and the education past generations have received. This current education has shown a rise in GPA, yet lack of evidence to show an increase in inelegance. Seeing as GPA has increased, either the professor or student must be having an impact, and their connection to inflation must also be put into consideration. If both the student and professor has been analyzed, then the institution as a whole should be looked at closely and their possible motives behind grade inflation.
Most educato...

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...ating students. (Lawler 134)
In contrast to the belief of many, Computer science professor at Yale, Dana Augluin, suggest that grade inflation is actually a good thing. She states “The desire for approval is a primary and crucial motivation for children. By the time they reach higher education, most students have developed an extraordinary sensitivity to grades and evaluation, and are situated well towards an anxiety end of the spectrum. But their task here is to grow away from that regime, towards intrinsic motivation, critically examined values and real thought”. (Jost 8) Within this quote she presents the idea that grades should not be the main focus. Grades are little more than something to reward the students for their work. In her opinion the University’s job is to prepare the students for life and teach them valuable life lessons that they can use to succeed.

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