Grade inflation—higher grades awarded without a commensurate increase in learning—is a documented problem in higher education. It is fueled by a consumerist educational environment, the desire to please students and parents, the connection of student satisfaction surveys (e.g., “course evaluations”) with employment and promotion, and coddlers who view any source of student stress as problematic. Combined with this are periodic calls, usually from individuals with classroom experience, to remove grades entirely.
Such campaigns are counter to effective educational practice and undermine students’ likelihood of achievement outside of the academic setting as well. In a world where success often hinges on performance, accountability, and perseverance, a return to strict grading in academic institutions is warranted. A rigorous grading system lays the foundation for academic excellence, long-term career achievement, and personal growth.
Firstly, strict grading encourages a strong work ethic, something that businesses feel is lacking in newly minted grads. The high expectations of strict grading standards push students to give their best effort consistently. Knowing that only genuine understanding and hard work will earn high marks discourages procrastination and shortcuts. This fosters discipline, a trait that directly translates to professional environments, where effort and consistency are often rewarded.
[RELATED: Grade Inflation Is the New Affirmative Action]
In a social media and photo-edited culture where seeming can be perceived as equally, if not more rewarding than being, high standards promote a pull toward mastery rather than mediocrity. When grading is lenient, it becomes easier to pass without truly grasping the material, so one only seems to understand. In contrast, strict grading ensures that only those who understand the subject deeply are recognized. This emphasis on mastery ensures that students are better prepared for advanced coursework, standardized exams, and real-world applications.
The ability to push through challenges and demonstrate resilience in the face of difficulty is important for career success and fulfillment in other life domains. We learn and grow by facing challenges, meeting deadlines, and being receptive to constructive criticism. A strict grading system introduces students to these and the potential for failure in a controlled environment where they can learn to recover, adapt, and improve. It teaches them to take responsibility for their performance rather than blame external factors. It is far better that students experience the low-stakes consequences in higher education than higher-stakes consequences later on, such as failing to gain a promotion, getting fired, or worse.
For future employers or graduate school admissions, grading that matters and is consonant with mastery of material serves as an important factor in differentiating talent. In competitive job markets and academic programs, decision-makers need reliable indicators of a candidate’s potential. Strict grading provides a clearer distinction between high-achieving students and those who need more development. It also upholds the integrity of qualifications and helps ensure that top performers are rightfully recognized.
Those who call for relaxed grading fail to understand the basics of human nature, which is that most will put in just enough effort to meet the guideline. Educators who fail to create an environment that motivates increased effort, mastery, and work ethic capitulate their role as true educators and sell students short by creating an educational experience that caters to the ego rather than one that promotes true learning and growth. Students who are held to high standards learn how to prioritize time management, think critically, and persist through difficulties. These habits are key to ongoing professional development, personal growth, and success.
Image of Grade List by Eugene Sim — Adobe Stock — Asset ID#: 85939075 & Red Oval Element by TWINS DESIGN STUDIO — Adobe Stock — Asset ID#: 493412523
I look at this very differently — a return to what higher education was a century ago.
In 1925, there were no photocopiers, no microfilm printers, and no web pages.
When one graduated from a college, one got a diploma — with or without Latin honors, but a singular piece of paper.
That’s all employers ever saw — they didn’t get transcripts and all they ever knew was that the person had graduated, not how close the person may have come to flunking out. In fact, there were commencement speaches back then where a dean or president told the graduating class “Only I know how close some of you came to not graduating.”
You could be top of the class or bottom — all employers would ever know is that you graduated. And all gradeflation has done is go back to that, give everyone the same (good) grades so that it then becomes a case of “graduated” without distinction beyond the Latin honors.
I actually think this is good because the alternative would be (a) ruthless cutthroat competition and (b) 50%-70% freshman attrition rates that would destroy any institution.
I was attending history courses with peers that were quite literally picking their noses during class. They graduated. I think it’s absurd I have to compete with them in the job market.
Isn’t your argument more that they ought not have been there in the first place?
Yes.