Pundits have bemoaned grade inflation, the increase over time of American college students’ academic grades, for more than 100 years. But a new study indicates that, while students’ mean grade point average has increased by about 0.1 each decade since the 1960s, grade inflation doesn’t affect everyone equally.
Duke University’s Stuart Rojstaczer and Furman University’s Christopher Healy demonstrate in a piece they wrote for Teachers College Record that:
The mean grade point average of a school is highly dependent on the average quality of its student body and whether it is public or private. Relative to other schools, public-commuter and engineering schools grade harshly. These trends may help explain why undergraduate students are increasingly disengaged from learning and why the US has difficulty filling its employment needs in engineering and technology.
In short, all this discussion about grade inflation seems to be mostly about humanities majors in elite colleges. For students who major in engineering, or attend less selective schools, getting high grades is still tough.
The current grading policy across American colleges would seem to discourage students from enrolling in science or math programs. In addition, according to Rojstaczer, because less selective schools tend to reward lower grades, “these nationwide trends create perverse incentives and disincentives. We essentially reward wealthy students with high grades simply for being wealthy.”
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