The Problem of the Inflation Grade In Education Essay

Today, the problem of the inflation grade is one of the main issues in the contemporary education because the US education system tends to the devaluation of grades. The devaluation of grades raises the question of the real quality of the US education because high grades do not reveal the actual academic performance of students since their knowledge and skills may not really be as high as their high grade implies. The question that begs is whether current high grades received by many students really mirror their level of knowledge and skills or it is simply a new trend in the contemporary education to give students high grades through the decrease of the level of requirements to academic knowledge and skills of students.

At this point, it is possible to refer to articles written by Stuart Rojstaczer and Phil Primack, where they explore the problem of the grade inflation and devaluation in the US. Stuart Rojstaczer in his article Grade Inflation Gone Wild reveals the strong trend to the consistent rise of grades in the US education compared to the past. The trend to the growth of grades in the US has started since 1980s and now the average grade obtained by American students is consistently higher compared to the past, while some schools and educational institutions have as high GPA as 3.6 that is a very high grade level that means that the majority of students have A degree. The author argues that students grow accustomed to receive B+ grades without making much efforts. This is why the author concludes that students receive high grades and the devaluation of grades leads to the devaluation of grades and education in the US. The inflation of grades does not mirror the actual knowledge of students but rather mirror the intention of educators to give students good grades just to keep their level of satisfaction high and to show the overall positive performance of students in educational institutions.

Phil Primack in his article Doesn’t Anybody Get a C Anymore? raises the same problem as does Stuart Rojstaczer. Phil Primack also reveals the fact that students do not expect to receive low grades as they go to school or college. Instead, they are accustomed to receive high grades and grow disappointed, if they receive a B grade. However, the author argues that such a situation leads to the loss of the true value of grades since students do not appreciate their grades anymore. They do not view B grade as a good grade, for example, because they have high expectations and count on A grades only. This is why students cannot perceive other grades as good ones. In such a situation, the author warns that students cannot adequately evaluate their performance and they view grades as the ultimate point of their education, whereas they do not associate their grades with the assessment of their actual performance and level of academic knowledge. Therefore, Phil Primack also concludes that the devaluation of grades leads to negative effects because it leads to the misunderstanding and misinterpretation of grades by students because they take high grades for granted and do not view grades as the objective assessment of their academic performance.      

Therefore, the devaluation of grades or grade inflation has apparently the negative impact on the US education. On the one hand, students do not take their grades seriously as the assessment of their actual academic performance and their level of knowledge. On the other hand, the grade inflation leads to the misrepresentation of the overall academic performance of students because it is impossible to assess adequately the real performance of students. If the majority of students receive high grades, it is impossible to evaluate their performance adequately because this high grade does not mirror the actual level of knowledge. This is why the problem of the decrease of the quality of education emerges. If grades do not assess the actual academic performance of students, they are inaccurate and inadequate. Therefore, they cannot be viewed as criteria for the evaluation of the quality of the US education. Moreover, if students are not interested in their grades because they are certain that they can earn high grades without making much efforts, then they are discouraged to learn and are not motivated to learn hard. The lack of interest and motivation of students to learning also leads to the downturn of the quality of education in the US.

Findings of Stuart Rojstaczer and Phil Primack are credible and grounded on the statistical analysis of grades earned by students in the US. The trend to the growth of the average grade level is evident and is supported by findings of many other studies dedicated to this problem. This is why their findings are quite reliable and trustworthy. At the same time, the evaluation of results obtained by researchers is very important in terms of better understanding of the actual situation in the US education. In this respect, the US education is very attractive for international students and traditional American educational institutions are viewed as leading educational institutions in the world. This is why they are very competitive in the global market. In such a situation, high grades are supposed to prove the quality of education in the US and, therefore, increase the competitiveness of the US educational institutions in the global educational market. However, the authors reveal the fact that the grade inflation prevents grades from being the reliable criteria for the assessment of the quality of education in the US.

On the other hand, researchers ground their findings on the general growth of the average grade rate and high expectations of students. However, they do not bring any comparative data to show the actual quality of education in the US compared to other countries and, what is more, they do not reveal the correlation between grades and academic level of students in other countries that would enhance the validity and reliability of their findings. In other words, both authors fail to provide any comparative data to show the relationship between the change in the grade level and the academic performance of American students. The growth of the grade level may be the evidence of the overall growth of the quality of education, but both authors just rebuff this idea because they just do not accept the idea that the majority of students may have B+ grades only.

Thus, even though findings made by Stuart Rojstaczer and Phil Primack lack the comparative analysis and evidence of the correlation between the grade inflation and decline of the quality of education, their findings are still very important because they question the accuracy and reliability of the overall assessment of student academic performance in the US. The high level of the academic performance leads to the improvement of grades, but the researchers question the possibility of such considerable and steady growth of the grade rate without fundamental changes in the quality of the US education. This is why the existing system of student assessment needs to be revised to ensure that grades really mirror the actual academic performance of students.

Works Cited:

Primack, Phil. “Doesn’t Anybody Get a C Anymore?” From Inquiry to Academic Writing: A Text and Reader. 2 nd ed. Eds. Stuart Greene and April Lidinsky. Boston: Bedford/St. Martin’s, 2012. 69 -71. Print.

Rojstaczer, Stuart. “Grade Inflation Gone Wild,” From Inquiry to Academic Writing: A Text and Reader. 2 nd ed. Eds. Stuart Greene and April Lidinsky. Boston: Bedford/St. Martin’s, 2012. 69 -71. Print.

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"The terms offer and acceptance." freeessays.club, 17 May 2016

[Accessed: April 1, 2020]

"The terms offer and acceptance." freeessays.club, 17 May 2016

[Accessed: April 1, 2020]