Harvard Says It's Been Giving Too Many A Grades To Students (fortune.com) 125
An anonymous reader shares a report: More than half of the grades handed out at Harvard College are A's, an increase from decades past even as school officials have sounded the alarm for years about rampant grade inflation. About 60% of the grades handed out in classes for the university's undergraduate program are A's, up from 40% a decade ago and less than a quarter 20 years ago, according to a report released Monday by Harvard's Office of Undergraduate Education.
Other elite universities, including competing Ivy League schools, have also been struggling to rein in grade inflation. The report's author, Harvard undergraduate dean Amanda Claybaugh, urged faculty to curtail the practice of awarding top scores to the majority of students, saying it undermines academic culture. "Current practices are not only failing to perform the key functions of grading; they are also damaging the academic culture of the college more generally," she said in the report.
Other elite universities, including competing Ivy League schools, have also been struggling to rein in grade inflation. The report's author, Harvard undergraduate dean Amanda Claybaugh, urged faculty to curtail the practice of awarding top scores to the majority of students, saying it undermines academic culture. "Current practices are not only failing to perform the key functions of grading; they are also damaging the academic culture of the college more generally," she said in the report.
Oh goodie stack ranking (Score:4, Insightful)
Remember, America is about knowing your place.
Re: Oh goodie stack ranking (Score:1, Insightful)
If everybody is getting an A, your grading scale needs to be adjusted. You evidently are not presenting challenging enough material.
Has nothing to do with stack ranking.
Re: Oh goodie stack ranking (Score:5, Interesting)
Your position assumes a specific purpose of the grade, which many disagree with.
Is the purpose to show how well the material is mastered? If that is the case, then a high set of A grades is no reason at all to adjust the material's difficulty level. The nature of the knowledge itself is the only determinant. Like, say, algebra. If the goal of the A grade is to show how well you have mastered algebra, and a lot of people are getting As, that does not mean that your course content is bad. It just means that algebra isn't very hard and the people taking the course are good enough to master it. People who want more of a challenge can go take calculus.
But if the purpose of an A is to show how much better you are than everyone else who took the same class, THEN too many As is a problem. But that raises a very important question about what the purpose of the grade should be.
There are people who are interested in using grades as an objective assessment of your capacities, and there are other people who are interested in using it to find "the best of the best" in any given domain. These are two different purposes and they are clearly in conflict with each other.
Re: Oh goodie stack ranking (Score:4, Informative)
This is the right way to look at the dual implied purpose of grades, either as an absolute measure of proficiency or as a relative measure for that limited population.
The treatment of grades as an absolute measure is, of course, ludicrous. Even the mere exercise to establish a specification for an absolute proficiency scale is daunting, let alone the assessment of an individual based on that scale. We go along with this obviously flawed system because we're lazy and unaware of a better solution.
The relative "stack" ranking is the only somewhat useful measure. If I'm an employer that is evaluating Harvard college graduates, I want to know which students are at the top of their Harvard class because that means that they differentiated themselves against a bunch of very smart students. All I can tell about a 50th percentile student at Harvard that might have a highish GPA is that he did really well in high school or had rich parents, neither of which are relevant factors for offering a job.
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The problem with the relative ranking is that it's not consistent between any two years. As an employer you can't compare an A grade from 2025 with one from 2024 to know who is better suited to the job.
The ideal system would be a simple pass/fail for the course, and employers understanding that it's a guarantee of a minimum level of knowledge and the ability to learn more. Employment of graduates should be on the basis of developing talent for the role. Where evidence of special ability is required, the can
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The problem with the relative ranking is that it's not consistent between any two years. As an employer you can't compare an A grade from 2025 with one from 2024 to know who is better suited to the job.
It's much worse than that. Different professors for the same course in the same year can grade quite differently. Even if the curriculum is exactly the same, grading, including grading curves, is impossible to keep exactly the same. My son has friends taking the same math course. However, his friends take their tests one day before his class, so the second class gets additional information, and one teacher is known as an easier grader.
And it's even worse than what I just said. I used to spend ten hours
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Like every population of any size, the population of students will follow the normal curve, in terms of mastery of the subject matter. Even at Harvard, there's no way the vast majority of students *deserve* an A, even by your standard of mastery.
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The population of Harvard is at least (presumably) above the average in academic ability. As the grand-parent pointed out, what is the purpose of the grade? Is it a score relative to the population being tested or is it supposed to be a score relative to some population as a whole? If the former, they are giving far too many A's. If the latter, my bet is that Harvard students do better than the average of (for example) college students, so the grade may be justified according to those criteria.
Personally, I
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I agree that grades should be relative to the Harvard student population. If a company or school wants to hire a Harvard graduate, they would expect that an A means they were the cream of the crop of Harvard, not just one of the top 90%.
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the IQ distribution will not be Gaussian
First, it does not follow that because Harvard caters to intelligent people, that the IQ distribution will not be Gaussian. The normal curve might not always start and end at the same point, given a certain subset of the population. But if the population is large enough, the normal curve will still apply.
Second, IQ does not correlate with all of the factors that make a student successful. It does not correlate with level of motivation to apply oneself, nor does it correlate with skills in every area. Just b
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Your position assumes a specific purpose of the grade, which many disagree with.
Is the purpose to show how well the material is mastered? If that is the case, then a high set of A grades is no reason at all to adjust the material's difficulty level. The nature of the knowledge itself is the only determinant. Like, say, algebra. If the goal of the A grade is to show how well you have mastered algebra, and a lot of people are getting As, that does not mean that your course content is bad. It just means that algebra isn't very hard and the people taking the course are good enough to master it. People who want more of a challenge can go take calculus.
But if the purpose of an A is to show how much better you are than everyone else who took the same class, THEN too many As is a problem. But that raises a very important question about what the purpose of the grade should be.
There are people who are interested in using grades as an objective assessment of your capacities, and there are other people who are interested in using it to find "the best of the best" in any given domain. These are two different purposes and they are clearly in conflict with each other.
So much depends on the major. There are what I call "opinion degrees", which are largely in the social arena, which all you have to do is catch on to the instructor's opinions, and agree. There's your "A". Everyone can have one.
Re: Oh goodie stack ranking (Score:2)
My own experience suggests no such situation, though there may have been some downgrading of headstrong teenagers who thought their political opinions were just as academically valid as career-long expertise in a given field
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There are what you call opinion degrees at Harvard? Seems like you'd have no way of knowing that unless you held one yourself. Though I guess you're free to call the sky the ceiling if you like.
My own experience suggests no such situation, though there may have been some downgrading of headstrong teenagers who thought their political opinions were just as academically valid as career-long expertise in a given field
It seems a little odd that you are positing that in order to know what is or is not an opinion degree specifically from Harvard is too have graduated in a specific field. This is not a court of law, this is academics, and I've spent over 40 years in one as a researcher, and now in an oversight mode.
My definition of opinion degree is one that a person basically gives their opinion (seems simple enough) and has limited employment opportunities outside of academics, which in turn tends to create a surplus of
Re: Oh goodie stack ranking (Score:2)
Not to mention, any reference to a need to agree with your instructor dropped out entirely.
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I'll pass, thanks, except to note that your wall of text is a far cry from what you started with. You don't think there has even been a PhD awarded for confirming Ohm's Law in specific scenarios? But I thought it wasn't open to interpretation... Not to mention, any reference to a need to agree with your instructor dropped out entirely.
Okay.
Short enough?
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It just means that algebra isn't very hard and the people taking the course are good enough to master it
Or that the AI they for assignments use has it down pat.
Dude it's fucking Harvard (Score:1)
There is very likely nothing that anyone can do to challenge them. So yeah no shit they're going to get high grades.
You don't go to Harvard for the education you go to Harvard to get contacts and do research. The grades are a formality.
But again we have to have a pecking order because that's how it wa
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Your only solace in this is that these privileged, favored elites will bump up against the maelstrom of AI, technology, debt, and the violent Left. That will break them, as management gets thinner and thinner, no one wants college pukes on their payroll, and they suffer through having the unwashed come into their hovel to fix the plumbing etc.
Meanwhile, you and I will keep our heads down, try to become grey men, and avoid contact with danger. Fat chance, danger will seek us out. Unless we fess up to truth a
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In that highly unlikely scenario the class would likely get all A's then.. That doesn't change a thing for what the school should be averaging overall.
Re: Oh goodie stack ranking (Score:2)
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No, I'm arguing that regardless of that the odds of having 20 straight up geniuses in one class is incredibly rare.
Re: Oh goodie stack ranking (Score:2)
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Re:Oh goodie stack ranking (Score:4, Interesting)
The correct answer is for colleges to stop giving grades at all. Grades should be given by separate testing institutions whose only job is to assess and rate competence in various domains. The purpose of the college is to give you the knowledge and skills you need to do well on the test, but not to administer the test.
That matters because colleges are judged by how many As they give out. If they give out too few, students don't want to go there. Why would the? They know darn well that THEY will be judged by whether or not they got an A. So, colleges experience grade inflation because it draws students and money to the college.
Correct behavior is a product of correct incentives. With colleges providing both the education and the grade, they have every incentive to inflate. No amount of "honor" will fix that. Separate that out so that the college's only incentive is to educate well, and the testing institution's only incitive is to provide accurate assessments against objective standards, and the correct behavior follows naturally.
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Remember, America is about knowing your place.
In America, merit obviously has no place.
(FTFY, shitbag.)
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AKA grading on a curve. It goes both ways - if a test was exceptionally hard and everyone fails, you might curve the grades so it's not everyone failing.
Likewise, if there's too many A's, the curve will spread it out again.
It happens. There are classes that routinely have midterms that average around 40%.
And sometimes, you have classes where everyone gets 100%.
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It's gotten a bit confused over the years. At one time, an average student could expect a C. Calling someone a C student wouldn't have been much of an insult. A D student was under-performing. The real shame was at the point of D-.
But then, starting in grade school, parents expected A's and B's even from objectively average students. A's were for students who might even be at a point where they might skip a grade. Kids started betting grounded for too many C's and eventually for any Cs at all.
That's not to
Re:Oh goodie stack ranking (Score:4, Informative)
Where have you been lately? Trump claims to be doing exactly that. Although under his program to get an A you just have to pay him and praise him publicly.
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It all comes down to money and who you know.
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That's always been one path. There are others. Yes, Virginia, there are others, and always have been.
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That's always been one path. There are others. Yes, Virginia, there are others, and always have been.
Problem is, the standard crowd wants badly to retain their narrative that it is impossible to be successful unless you come from a wealthy family, and that it is impossible to rise socially, that it is all baked into money, money, and is a virtual law of physics.
ten again, there is me, born and raised in poverty, like eating surplus food and hand me down clothes poverty. Funny, I'm now a top ten percenter, and only stopped there because I felt that was high enough. I'm not the only one.
Meritocracy re
Re: Oh goodie stack ranking (Score:2)
The rank and file Left in America is motivated by violent envy. They are taught this in our public schools, reinforced in media, and encouraged by their self-serving leadership, who crave power and control. This is a Marxism strategy, plain on its face.
Now watch the useful idiots try and refute history and fact. Or employ ad hominem attacks, wailing 'you $$@&^@ l' or whatever. They are lost in their hate. Cannot be reached.
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The rank and file Left in America is motivated by violent envy. They are taught this in our public schools, reinforced in media, and encouraged by their self-serving leadership, who crave power and control. This is a Marxism strategy, plain on its face.
Now watch the useful idiots try and refute history and fact. Or employ ad hominem attacks, wailing 'you $$@&^@ l' or whatever. They are lost in their hate. Cannot be reached.
Marxism and its hellish offspring, communism, kind of sounds nice until you see how the incorrect assumptions at its base end up making for unprecedented human misery.
I have long said that pragmatism - which is based on demonstrable success, and adoption of what works - can take snippets from other 'isms, but never try to adopt a pure 'ism, be it communism, socialism, capitalism, libertarianism.
So here in the land so many hate, we have a lot of capitalism, a fair amount of socialism, snippets of liber
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"They need to return to more sane roots."
For instance, reject Marxism, and return to long-lost roots of, what, their history?
If you accept history, you're left with a jaundiced view of the historical Democratic Party. Go ahead, look it up.
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> The rank and file Left in America is motivated by violent envy.
How does the following fit in your analysis?
https://en.wikipedia.org/wiki/... [wikipedia.org]
Re: Oh goodie stack ranking (Score:2)
It fits well. First, I describe motivation, not action. Second, following the Wikipedia article, several of the footnoted articles actually failed to find significant (discernable is the word) differences in the motivations or tactics of the Left or Right. But more telling, the Wikipedia article seemed to ignore rioting, occupation, etc associated with Antifa, one reference describing these as "violence in the context of ideological clashes at protests". But not political? There is even significant comparis
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> the Left in America is motivated, motivated, by violent envy. Emotional, strident, extreme envy. It is expressed in many ways. Physical violence is only one means. Legislation, media reporting ...
I hear people saying the same kind of stuff about the right and I don't see that's any more wrong that what your saying about the left.
But all the references I'm finding of left vs right violence are all saying the amount of ideological and political violent acts from the right are much higher:
"assessing the d
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I was interested in the raw data regarding left- and right-wing violence. So much sop that I read the article at https://ccjls.scholasticahq.co... [scholasticahq.com] referenced in Wikipedia...
One incident caught my eye. Attributed to a right-wing assailant, I looked for biographical information. What I found was confusing.
This assailant, described elsewhere as right-wing, was black, homosexual, partnered with a Democratic party member who later was elected to public office as a Democrat. The assailant left a manifesto, ascrib
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> I still find the studies to be biased
Oh I don't doubt there is some bias. But I'm not seeing how that could even start to make a significant dent in the results.
a-BUH-buh, buh-buh (Score:1, Troll)
"A" doesn't mean anything. Because you haven't assigned a meaning to it! Except maybe, "This guy got got 90% of the test questions right." Who cares? You're a professional educator. I wanted you to teach him 100% of the subject matter, and you didn't.
That he got one more percentage point than the next guy down doesn't exactly move me. Because I don't care about ranking people! Your shouldn't either; it's dumb. Teach everybody everything.
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That's now how education works. Not that I expected you to know anything about it.
Re: a-BUH-buh, buh-buh (Score:2)
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Do you really need me to explain explain standards-based grading? Honestly...
That he got one more percentage point than the next guy down doesn't exactly move me. Because I don't care about ranking people! Your shouldn't either; it's dumb. Teach everybody everything.
Did you even read his post? This is the "substance" you think deserved a better reply.
Re: a-BUH-buh, buh-buh (Score:5, Insightful)
Re: a-BUH-buh, buh-buh (Score:3)
Re: a-BUH-buh, buh-buh (Score:2)
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So if you take th
Re: a-BUH-buh, buh-buh (Score:2)
There is the debate between (a) the grade showing your mastering of the curriculum and (b) the grade showing relative ranking.
I am for option (a) and any ranking should be a side effect of grading (those who get C rank lower than those who get A) and not the primary purpose of grading.
Re: a-BUH-buh, buh-buh (Score:2)
Some upward shift is expected (Score:4, Insightful)
If teaching were perfect, then all students would get A grades. If teaching methods did actually improve, some grade shift upwards would be expected. Or maybe college being a possible life long major expense makes students more serious about studying.
I don't think any of those things are the major cause of this level of grade inflation, but probably contribute at least a little.
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Perfect teaching engages the students in a way so they want to do the work.
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Harvard has also become more selective in the last 20 years. The US population has grown by 16% in the last 20 years but Harvard's undergraduate enrollment has stayed the same. And the number of foreign students has increased 60% over the past two decades. These factors alone could explain most of the grade inflation simply because the student body is smarter on average today than they were 20 years ago.
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If teaching were perfect, then all students would get A grades. If teaching methods did actually improve, some grade shift upwards would be expected. Or maybe college being a possible life long major expense makes students more serious about studying.
I don't think any of those things are the major cause of this level of grade inflation, but probably contribute at least a little.
Students also have to put in the work, It's a two way street.
Part of the problem is the path of least resistance. Friends who still teach say they will get calls from parent (!) over grades so at some point it's easier to give A's and let the real world sort it out
A good instructor knows what questions are say and others hard and can craft a test to be pretty assured it will fall into a certain score distribution. Reviewing answers can also identify confusing questions or gaps in th lessons if people regu
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If you want to make completely ridiculous assumptions, then any premise is falsifiable.
This is an article about Harvard, and Air Bud was not a documentary.
Is corruption happening? (Score:2)
I'm not saying this to undermine the legitimately bright students. But we have to understand that our Ivy Leagues have seen explosive foreign admissions last 20 years. Those students come from international families of either great power
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Professors are also getting pressured to give good grades and students that get marked down complain and get parents and administrators involved
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In light of those two facts, what bar are you talking about exactly?
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Grade Inflation Or Something else? (Score:1)
Re: Grade Inflation Or Something else? (Score:2)
When I was in college (stone tablet days), I had a Calc4 TA fail me. Didn't matter my tests and homework were 3.95. He instituted a mandatory attendance policy midway through the term and, with my not being there, I, like several others, didn't get the memo. Why didn't I go? I couldn't look at the dweeb without laughing (he dressed like a clown). I couldn't take him seriously. Yeahâ¦i should have. That, and I was doubled up on classes as I switched majors and needed to graduate on time.
So c
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So called âoeclassmatesâ didn't tell me eitherâ¦.one less âoeAâ to skew the curve in a competitive engineering school. Not that I was an âoeAâ student by any meansâ¦âB/Câ in many other classes.
Maybe you failed because nobody could understand what the fuck you were saying.
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Multiple choice question? If that even enters your thought process, are you sure your own college experience wasn't high-school level?
"...saying it undermines academic culture" (Score:5, Insightful)
Bad Premise (Score:5, Interesting)
If 90% of students in a class complete the required work, and score above 90% on an exam, then they are all deserving of an A. If a class is supposed to teach a set curriculum and the students master that curriculum, they deserve an A. Doesn't matter if it is 1 in 30 or 29 of 30 students.
Harvard does not admit "C" students from high school. They only admit students who have earned top marks in high school. Which means that the students there are generally pretty smart in the first place. Which seems to infer that the majority would be capable of achieving high marks in college as well.
Now if the class has a grading curve then it could be argued that that the curve is too generous.
Also, there is a big difference between freshman general ed classes - required for all majors - versus high-level classes that are specific to one's major. Is the grade inflation in the general ed classes or the higher level classes?
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Perhaps there is a harder version of Hemingway they could be teaching?
Given how competitive the kids are who made it through the insane contemporary university admissions derby, it's no surprise to see them continuing to run on the hamster wheel of credentialism like their lives depended on it.
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"Are you trying to say there's a difficult type of, say, linear algebra and an easier type?"
Of course there are. Simple matrix transformations of real numbers, eigenvalues, eigenvectors etc are a fairly simple type of linear algebra. Then you can move on to things like rank-nullity theorems, inner product spaces, general linear transformations over fields. After that, proving the spectral theorem/ Gershgorin's theorem, establishing dualspaces to vector spaces is a bit more advanced/difficult.
So yes, there i
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So, I'll say this - I teach a single class at a top 20 university. The average ACT score is a 34. The average GPA is 4.2.
I'd say about 10-20% of my students are actual high performers deserving of an A. About 10-20% of my students seem to be borderline functionally illiterate - incapable of reading and following directions (I am NOT joking). The middle 60-80% are just... fine. Generally low effort work, zero willingness to read anything beyond what is directly required to complete assignments, and with the
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[...] Which seems to infer that the majority would be capable of achieving high marks in college as well.
"imply"
Harvard has legacies (Score:2)
What's kind of interesting is there aren't enough of those legacy admissions for them to balance that out. I suppose it's possible they've stopped giving out gentlemen's Cs to those guys and it's now a gentleman's A but I doubt that cuz I don't think anyone would bother.
Then again it was extremely embarrassing to Bush Junior to be such
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In principle yes, but if you design a course to be manageable with a reasonable effort you will get a Gaussian around B to C. If it is left, the course was too simple or the grading to generous, if it is right the required effort was too much. As it is not easy to judge if an exam is fair, the grading scale is often shifted to the advantage of the students afterward if it shows that the average is too bad. Creating exercises and assigning fair points for intermediate steps isn't straightforward.
Gen Classes vs Honors (Score:2)
An 'A' from Harvard isn't ... (Score:1)
Problem is GPA matters after college in some place (Score:1)
Unfortunately places like Med School and Law School (just to name 2) use GPA as a very-heavily-weighted factor for admissions.
In reality any group of people is going to have above average, average, and below average. Just so happens that theoretically, the below average Harvard student is still way above the national average.
A self-contained system like a college, imo, should still have a general bell curve and be giving out mostly C's. Of course the material would need to be adjusted so that only a few ver
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Hmm, symbols message up.. that shoudl be a generic "U of State"
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good luck getting into a university physiotherapy program if you don't have all As
This is the problem with formal education (Score:2)
This all means is when you, as a student, get a grade in school (I don't care which school) you can't tell if that's your honest evaluatio
Darwin wins again (Score:1)
Here's what happens when you have a policy of "legacy admissions" that gives a free ride to the scions of wealth, power and privilege...DEI for families with the political connections to ruin the life of anyone who might dare to point out that their 20 year old offspring still have trouble dressing and feeding themselves.
That fluttering sound you hear is chickens coming home to roost.
They are just following Goodharts law (Score:2)
Where the measure becomes the rule.
It could or could not be an issue (Score:2)
I don't think anyone would bat an eye if the tests are all the same difficulty and the % of students that meet the quality bar for an "A" grows. The implication here is that the difficulty is dropping for some reason and the student quality is what is remaining the same.
back in the old days, it wasn't so easy (Score:2)
My father was an excellent student, his son not so much.
He attended mostly British schools and said that getting good grades or marks as they're called was very difficult and he finished 2nd out of 10,000 in his university entrance exams.
Byproduct of Cost (Score:4, Insightful)
Grade inflation is pretty closely tied to the extremely high cost of attending high-end private schools. When you are paying $100k+ annually, the student becomes the customer rather than the product. Part of what the student is paying for is buying their way out of the "sink or swim" academic mentality of state schools (which typically charge below cost to in-state undergraduates). You upset the customer, and you burn the bridge for future donations. Donations from wealthy alums are a key part of most private school's operating budget and endowments.
More widely available information about professors also helps this cycle. Students can look up professors and see whether they have a reputation as an easy grader. From the perspective of the student, it makes the most sense to choose only easy graders if they are looking to maximize GPA (and hence job prospects). What happens then is any professor who gains a reputation as a "hard grader" will find students avoiding their course and giving bad reviews. A professor with chronically undersubscribed courses and poor student reviews will have difficulty with promotions and tenure. Therefore, there's no incentive from the professor's standpoint to give a bad grade- it only hurts them professionally. It may not matter once they have tenure, but by the time they get tenure they've probably worked a decade under a soft grading model and don't really have an incentive to change.
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Grade inflation is pretty closely tied to the extremely high cost of attending high-end private schools. When you are paying $100k+ annually, the student becomes the customer rather than the product.
Sure, but what the customer is buying is the prestige of being a Harvard graduate, and the further prestige of being a Harvard graduate with a high GPA, graduation Cum Laude, etc. But if the school isn't challenging that prestige will evaporate over time, because people will realize that Harvard graduates are no longer impressively smart or well-educated people. The value of the degree will decline and the customer will feel shortchanged.
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Perhaps, but the fact that people in exiting positions of power are disproportionately Harvard (or other elite graduates) means it tends to be self-perpetuating. It's also very difficult to get into Harvard. You either need elite academics, a compelling story, or big wealth/power backing you (often a combination thereof). The barrier to getting in alone maintains prestige.
You see this in elite law/business schools too. Top law firms/banks/consultancies often make offers to Harbard Law/Business school gradua
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At that level, grades are just for people gunning for Supreme Court clerkships and the like.
And with this you undercut your whole argument. Grades provide a way of sorting the student body by ability, whether said student body is composed of elite students or low-middling students (like my alma mater). As long as people want to know who the best of the best are -- and they do -- it's in the best interests of Harvard and the students to sort them effectively.
Note that the fact that Harvard Law has renamed A, B, C and D/E as High Honors, Honors, Pass and Fail, doesn't change that they are still g
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The idea is that they make it so that unless you are specifically familiar with Havard's grading system, you don't know what the grades mean. Only a select handful of prospective employers are. For most students, there is no effective sorting.
Yale law (by the way) takes it one step further and awards no grades whatsoever in the first year, which is the only year that typically matters for law firm hiring. Years 2-3 only matter for clerkships.
Dig deeper (Score:2)
A better question is what types of classes does this happen in. If STEM classes are inflating grades, that's one thing. If students of underwater intersectional basket weaving are getting As, that's another. Nobody needs more ego-inflated students with useless degrees.
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A better question is what types of classes does this happen in. If STEM classes are inflating grades, that's one thing. If students of underwater intersectional basket weaving are getting As, that's another. Nobody needs more ego-inflated students with useless degrees.
It's not clear to me which of the two you're saying is bad. I assumed that you were opposed to grade inflation in STEM fields at first, but your last sentence makes it sound like your concern is grade inflation in "useless" degrees.
See you and raise: Oxford and Cambridge MAs (Score:1)
The elite are laughing at normal people who work for a living.
https://monarchies.fandom.com/wiki/Master_of_Arts_(Oxford,_Cambridge_and_Dublin)
student reviews (Score:2)
As long as universities ask/allow students to review their professors, even considering it in tenure granting, there are going to be too many As handed out, as well as too many Cs.
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Do you think that if you believe hard enough that your beliefs become real? Like if Pinocchio wants to be a real boy enough then he can be, right? It is all about what you believe, apparently.
Re: (Score:2)
Mirror, mirror, on the wall...
Re: Fear of litigation (Score:2)