Duke Study Finds Wide Grade
Inflation
By Francine Miller
The Stanford Daily (Stanford U.)
STANFORD, Calif. - Some beg, some plead, some even flirt with
their professors -- all in the name of getting an "A."
But for Stanford University students, achieving those top
grades might not be so hard after all, according to a recent
grade inflation study at Duke University.
Stuart Rojstaczer, a professor of environmental science at
Duke, claims that universities throughout the nation -- including
Stanford -- employ grade inflation to award greater numbers
of students with higher grades.
"The 'C' grade has gone the way of the nickel candy
bar," Rojstaczer said.
He stated that students are more likely than ever to achieve
top marks.
With data from 34 colleges, Rojstaczer compiled a database
of grade-point averages dating back to the 1960s and published
the information on his Web site, www.GradeInflation.com. The
findings show that grade inflation has occurred at all institutions,
whether large or small, public or private.
According to Rojstaczer's database, Stanford students graduating
in 1968 averaged a GPA of 3.04. By 1992, that figure increased
to 3.44.
"The average GPAs are so high, it's difficult to distinguish
between those who are exceptional and those who are merely
good," Rojstaczer said. "As a result, the higher
grades have been devalued."
A similar phenomenon is hitting high schools, as well. A
recent UCLA survey of college freshman supported Rojstaczer's
findings and claimed that, while a little more than 15 percent
of first-year college students carried "A" averages
in high school, the portion was 44 percent by 2001.
However, homework hours have hit an all-time low, the report
stated. Nearly 85 percent of high school seniors spend 10
hours per week or less on homework.
Rojstaczer said that, aside from devaluation, grade inflation
disadvantages those who have graduated from institutions employing
fairer methods of student evaluation.
"It's speculation of course," Rojstaczer said.
"But a Stanford student with a GPA of 3.6 percent, for
example, would probably have a better chance of getting employment
than a student with a similar GPA from an institution where
assessment is stricter."
Michael Kirst, a professor of education, said that such findings
do not necessarily apply to Stanford.
"The students here are not in any real trouble,"
Kirst said. "They work hard and have been well-prepared
for higher education. Many of them deserve the high grades."
Education Professor Edward Haertel agreed that Rojstaczer's
findings should not overly concern Stanford students.
"On average [Stanford students] are producing a higher
quality of work and studying harder," Haertel said.
However, he acknowledged that methods of assessment differed
among University departments.
At Stanford, courses are graded based on a variety of models,
including criteria-based assessment and the traditional grading
curve.
Elliot Eisner, professor of child education, said that drawing
conclusions from Rojstaczer's findings would be hard without
further analysis. However, students who fulfill the conditions
of the grading models should be awarded the grades they deserve.
"If students are doing well academically and the quality
of work is high, then receiving the high grades is sensible,"
Eisner said.
Among students, there are mixed feelings concerning grade
inflation at Stanford.
"I feel it's pretty much true," said junior Julie
Hwang. "There are lots of good students, but the grades
are always bumped up to compensate for the grading curves."
Andrew Marienberg, a sophomore, expressed disagreement with
Hwang's point of view.
"It is not really easy to get an 'A.'" he said.
"I think the grades accurately reflect how well you know
the material."
Regardless how severe grade inflation at Stanford and other
institutions actually is, Rojstaczer maintains that it undeniably
exists.
"Grading is like a currency and it has been devalued,"
he said. "We need a new coin -- a new way of assessing
students."
Copyright ©2003 The Stanford Daily via U-Wire
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