2 September, 2013
After reading many articles about grade inflation in different educational institutions of USA I came up with the idea that grate inflation is a fancy or oversimplify word to describe hard work of students and teachers, advance educational system and modern syllabi. We are underestimating hard work of many people while using the word: grade inflation. In given readings different articles highlighted similar viewpoints about grade inflation in various educational institutions.
For instance, in the article A History of College Grades Inflation by Catherine Rampell the graph illustrates huge difference between grades of college students of 1960s and 2011. To explain the difference between grades of college students Ranpell clarify that now- a- days teachers are more lenient and they bestow even mediocre students with good grades (Rampell, 1). This argument is not convincing enough to make us believe the reason behind high grades of today’s students. Let suppose, today’s teachers are lenient that why student score high marks but what about market products which are much better than the same products in 1960s? For this argument the suitable justification is that with course of time the quality of not only market products but also quality of education is enhanced due to skilled instructors, modern infrastructures and novel technologies used in educational institutes.
Second argument for grade inflation is Vietnam War. According to Alper, during Vietnam War teachers become more lenient because they do not want to kill their students in Vietnam (Alper, 43). Here I believe that Vietnam War may be reason for higher grades but not for grade inflation because it is overt that no one wants to be killed, so may be students start to do hard work during Vietnam era to achieve higher grades. Consequently, they can have good career instead of being killed in Vietnam. Further, Essig in his article The Economics of Grades argue that one of the reasons for grade inflation is elite colleges because students are paying smart money due to which they also demand for smart grades (Essig, 1). I think that grades cannot be sale or buy and as far as the reason for higher grades in elite schools; I believe that they have more fee and at the same time they are providing more facilities, highly qualify teachers, and modern moods of education. In addition to this they are updating their syllabi and they are also providing extra classes and TA’s ( teacher assistants ) to help students outside of class as a result students achieve high grades.
Furthermore, in many articles STEs (Student Teacher Evaluations) are highlighted as a cause of grade inflation because research has proven that teachers who give good grades have good STEs. Many people argue that, most of the teachers give good grades to get good STEs. It is palpable that if a teacher is good he or she will teach better, consequently, students will get better grades and it is also overt that good teacher will get better STEs. The positive correlation of good STEs and A’s doesn’t means that teachers are giving A’s to student for good STEs. I believe that positive correlation of good STEs and A’s is due to hard work of teachers and students. I think that if we use grade inflation in this case we are underestimating hard work of teachers and students.
Finally, we should appreciate good grades rather than addressing them as grade inflation because grade inflation has negative connotation which undervalue hard work of teachers and students. Here I do agree with those people who address goods grades as Higher Grades instead of Grade Inflation.
Rampell, Catherine. “A History of College Grade Inflation.” The New York Times 14 July 2011:
Essig, Laurie. The Chronicle of Higher Education. 2011. Print.
Boretz, Elizabeth. College Teaching. Vol. 52. 2004. Print. Ser. 2.