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They learned that at least one university in Ontario - the University of Waterloo - assesses new engineering applicants partially on the basis of which high school they attended and not solely on their grades.īy tracking high school students’ graduating averages and comparing them against their first-year university GPA, the university was able to determine the average percentage drop of students from different schools when they moved to university. Thousands of students received unsettling news this fall regarding the rigour of their high school grades. Send this page to someone via email email.Some pretty credible people, armed with pretty credible evidence say grade inflation – getting better grades for the same work or less – is real. Outside of higher education, this report may win you bet or help you win an argument. But it also puts pressure on grades – and not in a good way. That puts pressure on expensive intervention and support programs. And they have be sure a credible number of those enrollees graduate. Schools have to increase their revenues, which is to say enrollments. In the arena of higher education, this report probably won’t change much, as the factors that likely drive grade inflation and downstream inflated completion rates are only increasing. Likewise, courses and departments that are seen as easy – the easy As – see their enrollments and revenues grow. And reviews matter, especially if you’re an adjunct or contract instructor whose contract is up for regular review.
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Those include the reality that professors who give better grades or grade more permissively get better reviews. The report doesn’t get deep into why grade inflation may be happening, though they buzz past a few factors that incentivize it. Even so, it’s difficult to look away from a data and evidence-filed report which says that degree standards have changed – that is to say, degraded - because of grade inflation.
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Significantly, the report makes that linkage, saying, “Increasing grades explain, in a statistical sense, a majority of the changes in graduation rates in our decomposition exercise.”įurther, and perhaps most importantly, the paper’s authors said that “increases in college GPAs cannot be explained by student demographics, preparation, and school factors.” They also add that their data, “present evidence that the increase in grades is consistent with grade inflation.” Adding elsewhere in the report, “We find evidence that the increase in grades is due to grade inflation,” and, “These facts combined with trends in student study time and employment suggest that standards for degree receipt have changed due to grade inflation.”Īs with all such research, replication and verification will be important – this is still a working paper.
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If the two are linked closely – that higher grades boosted college retentions and completions since the 1990s - it means that over the past 20 plus years, a significant number of college graduates would not have earned degrees if grading had stayed flat to the 1970s and 80s standards. also increased over this same time – rather steadily since the 1990s. The researchers also write that, by examining student-level data from nine large, public universities, liberal arts colleges and other sets of data, G.P.A. Net cost, state support, stagnant academic preparation, increased enrollments, students spending less time studying and more time working should all reduce competition rates – yet, they went up.
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The report authors note that most of the things that would otherwise influence graduation rates, are negative.