Harvard University Grapples with Grade Inflation Amid Changing Academic Landscape
Concerns about grade inflation have recently been voiced by officials at Harvard University, where over 60% of student grades have been recorded as A’s. This figure marks a 25% increase compared to two decades ago, raising questions about the evolving standards of academic excellence.
A recent discussion by Ian Bogost, a professor at Washington University in St. Louis and a contributing writer at The Atlantic, sheds light on the complexities behind this trend. During an interview on NPR’s All Things Considered, Bogost explored various institutional factors contributing to the rise in grades.
One primary reason, Bogost suggests, is the heightened caliber of students now attending prestigious institutions like Harvard. With increasingly competitive admissions, students arguably merit higher grades. Additionally, the transformation of curricula to include modernized assignments and projects also plays a role.
The structure of academic employment contributes significantly, as about 75% of faculty nationwide are in non-tenured positions. Their job security can often hinge on student evaluations, potentially incentivizing the awarding of higher grades.
As universities strive to address student anxiety and mental health, the pressure on students has intensified. Rising tuition costs have further shifted the dynamic, turning students into “customers” seeking value for their substantial financial investment.
Bogost elaborates on this consumer-like behavior, explaining that the focus on student success has extended beyond academics to encompass wellness and satisfaction. “When you’re at college and you’re spending, you know, a hundred thousand dollars a year in some cases, that it’s impossible for the situation not to become one that’s more customer-like,” he stated.
Reflecting on his own teaching experience, Bogost noted a shift in student attitudes over the years, with many students now seeking precise instructions on achieving top grades. He emphasizes the importance of students engaging with assignments creatively rather than merely following a formula for success.
While the inclination might be to view grade inflation as a straightforward issue, Bogost argues it’s symptomatic of larger systemic challenges. He points to accreditation processes as an influencing factor and stresses that merely adjusting grading scales won’t address the root causes.
In closing, Bogost dismisses the notion that the blame lies solely with either students or professors. “The idea that either the students are lazy or the professors are soft, that’s – and it’s just not true,” he asserts, highlighting the complexity of the situation.
