Getting out of hand: Grade inflation in American universities presents a significant issue, with minimal action taken to resolve it. The statistics are striking. For instance, the average GPA at elite institutions like Harvard has surged from 2.6 in 1950 to 3.8 today. In 2023, an astounding 80 percent of all grades at Yale were either A or A-.
A Wall Street Journal op-ed by German-American political scientist and author Yascha Mounk argues that a core issue is universities increasingly viewing students as “prized customers,” influenced by ever-rising tuition fees. To meet student demands and lifestyles, universities often opt to distribute high grades generously, an easy way to satisfy their clientele.
Additionally, Mounk suggests some professors feel uneasy exerting authority over students in their role as evaluators. He notes that a culture of “politeness” and a “greater fear of giving offense” in the US discourages giving critical feedback. This dynamic contrasts with that in England, where Mounk taught, where teachers are encouraged to present student assessments as a “poisoned Oreo cookie”—criticism sandwiched smartly between layers of praise.
Mounk contends that the American approach has rendered the grading system meaningless. When everyone scores an A, students can no longer accurately gauge their actual performance.
“The current grading system favors mediocre kids from stable homes over talented ones from less stable backgrounds,” he added.
Employers also face challenges in selecting suitable candidates, potentially worsening the talent shortage in the tech industry. Additionally, nearly 60 percent of young applicants now utilize generative AI for job applications, creating a recipe for disaster.
As a potential solution, Mounk highlights the example of Harvard’s retired professor Harvey Mansfield, who combated grade inflation by giving students their “real” and “ironic” grades—the former based on rigorous standards, the latter adjusted to university norms. However, such workarounds are inadequate. The straightforward solution involves restoring meaningful standards—grading on a strict curve, capping high grades, or adopting more granular scoring systems.
This philosophy aligns with a previous op-ed by Tim Donahue of The New York Times, advocating for professors to use B- grades for college essays more often, as it encourages students to make necessary corrections and realize the essay’s true potential, rather than causing its “early, convenient death.” However, Mounk points out that universities implementing unpopular reforms risk plummeting in the rankings.
His radical proposal is that, since the grading system has become an irreparable “charade,” universities should abolish grades altogether in favor of pass/fail scoring. Some elite graduate schools have already adopted this change. Mounk concludes that completely discarding grades could be the “least bad option” until academia finds the will to initiate a fresh start with honest evaluations.
Image credit: Caroline Culler
