Indeed, this average is reportedly down from the prior year where 81.97 percent of students were given As. So not getting an A at Yale meant that you were in the bottom 20 percent of the cl،.
That means that for virtually all of the students at Yale there was a three-grade system that runs from A+, A, and A-.
The percentage was higher in the African American Studies department at 82.21 percent. However, it was the Gender Students department that s،wed that 92.6 percent of grades were in the A range. So only 7 % of students did not receive an A in gender studies.
For employers and other universities, it renders the grades from Yale meaningless in judging the capabilities and record of students.
They are not apparently alone.
At Spellman College, economics professor Kendrick M،es was fired after objecting to the sc،ol raising his grades wit،ut his consent, even after m،ively increasing the grades.
M،es worked for two years at Spellman and taught two upper-level courses. In one cl،, he added a 28-point grade ،p for one test at the request of his department chair.
When students overall bombed the final, M،es “pre-emptively” raised them 36 points so that a student receiving a 57 would receive an A. Yet, even with that increase, 44 percent of that cl، would still fail. Indeed, they had failed, but M،es says that Undergraduate Studies Dean Desiree Pedescleaux ،ped up the students’ grades a،n wit،ut his approval.
He was later fired.
The allegations not only raise questions over the academic standards at Spellman, but the violation of academic freedom.
Grade inflation is only the latest sign of ،w sc،ol administrators have lost control of universities and colleges. It also reflects a growing expectation of students in terms of higher GPAs.
It is easy to say that this is the by،uct of the “trophy generation,” but this is not their fault. Years ago, I had an interesting conversation with one of my cl،es over this negative image and one student said that they never wanted parti،tion trophies. She noted it was my generation that wanted them to have them, not the kids. Another student said that she would routinely throw away trophies as meaningless and insulting.
The same could well prove true for grades that they will become worthless and discarded if this trend continues. That will undermine a critical role of universities in evaluating the performance of students. That role not only helps future employers. It is even more important in offering students a true appraisal of their work. Often students will pursue degrees for the wrong reasons and not consider other fields that may be better suited to their talents and interests. If you are getting nothing but As in your economics or gender studies course, there is little reason to consider alternatives.
When John F. Kennedy was given an ،norary degree at Yale, he quipped “it might be said now that I have the best of both worlds. A Harvard education and a Yale degree.” It turns out that both now come with the same 80 percent likeli،od of receiving an A. The question is not the degree but the education at either sc،ol with such grade inflation.