College Grades Have Become a Charade. It's Time To Abolish Them.

When most students get As, grading loses all meaning as a way to encourage exceptional work and recognize excellence. From a report: Grade inflation at American universities is out of control. The statistics speak for themselves. In 1950, the average GPA at Harvard was estimated at 2.6 out of 4. By 2003, it had risen to 3.4. Today, it stands at 3.8. The more elite the college, the more lenient the standards. At Yale, for example, 80% of grades awarded in 2023 were As or A minuses. But the problem is also prevalent at less selective colleges. Across all four-year colleges in the U.S., the most commonly awarded grade is now an A. Some professors and departments, especially in STEM disciplines, have managed to uphold more stringent criteria. A few advanced courses attract such a self-selecting cohort of students that virtually all of them deserve recognition for genuinely excellent work. But for the most part, the grading scheme at many institutions has effectively become useless. An A has stopped being a mark of special academic achievement.

If everyone outside hard-core engineering, math or pre-med courses can easily get an A, the whole system loses meaning. It fails to make distinctions between different levels of achievement or to motivate students to work hard on their academic pursuits. All the while, it allows students to pretend -- to themselves and to others -- that they are performing exceptionally well. Worse, this system creates perverse incentives. To name but one, it actively punishes those who take risks by enrolling in truly challenging courses. All of this contributes to the strikingly poor record of American colleges in actually educating their students. As Richard Arum and Josipa Roksa showed in their 2011 book 'Academically Adrift,' the time that the average full-time college student spent studying dropped by half in the five decades after 1960, falling to about a dozen hours a week. A clear majority of college students 'showed no significant progress on tests of critical thinking, complex reasoning and writing,' with about half failing to make any improvements at all in their first two years of higher education.

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