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“Why Colleges Shower Their Students with A’s”, an essay by Brent Staples, argues that in the past few years colleges have been very lenient when it comes to grades, and they have basically been giving students A’s that they don’t deserve. The reasoning behind this is that colleges are “faced with demanding consumers and stiff competition” (Staples 935). Some departments are trying to save themselves from administrators canceling their course because students don’t want to take their class, making them lose their job. The way students and parents see it, is that they are getting their money’s worth. Staples builds common ground by offering a solution to the problem of grade inflation, he thinks that higher standards should be set for the more
In his essay, "Why Colleges Shower Their Students With A’s,” Staples claims that student grades are increasing for the wrong reasons, causing college degrees to become meaningless. Staples provides evidence that average grades have increased significantly over the last several decades, but claims that it is not because students are working harder. The real explanation for grade inflation, he argues, is the effect of grades on both students and their professors. Teachers give more A’s to receive better evaluations and increase job security. Students give more importance to their grades as a result of the rapidly increasing cost of a college education. Staples argues that modern
In his essay, “Why Colleges Shower Their Students with A’s,” Brent Staples argues that grade inflation in colleges results in college degrees becoming less valuable. Staples points out that grade inflation is happening among all colleges and there are many factors contributing to this problem. Colleges are willingly giving students good grades that they do not deserve so that the course will not be omitted from the lack of attendance. Part-time teachers’ jobs are at risk because their position is not guaranteed. These teachers were sometimes threatened by the students saying they will complain if their grades are not adjusted for a higher score. With this being said, students are putting pressure on teachers, causing their jobs to be in danger.
In the marketplace, products of poor quality are able to sell based off of a shiny finish rather than a superior function, which is relatable to the education world where schools issue empty degrees. From community colleges to Ivy League schools, within a very short time period average scores have become excellent scores. Full-time teachers have several motives for handing out high grades: avoid unpopular class cancellation, submission to administrative pressure, and to earn promotions. Similarly, part-time teachers with less job security than their full time counterparts have cause to give in to pressure as well, succumbing to threats made by complaining students. There
...n of the applause and approbation most have experienced all of their lives. The inflation diminishes the ability of colleges to educate. It is commonly thought of as a moral or ethical failing; it is in reality an education failing. Our recommendation is simple. Colleges and universities should make grades matter. “Ideally, there would be common definitions across institutions and, when possible, they would be accompanied by rich evaluative commentary…. but because we owe our college students a candid assessment of their achievements.”(Strauss). Their education should offer them a reality check so that they are prepared to build on what they truly do well and learn from what they do not.
Throughout the education system, the standards of grading continues to be a highly controversial issue; however, grading is an integral component of nearly all educational institutions, including the University of Oklahoma. We continue to question whether grade inflation is a big deal or not and strive try to come to conclusions. Grading will undoubtedly continue to utilize grades as a measurement to gauge a student’s skills and abilities. Students are also given grades as a means to assess their abilities and to provide an opportunity for self-improvement in the areas that have been graded unsatisfactory. Grades attract the most attention but provide the least information, and grading for the purpose of judgment has evolved to be the standard today.
In Artie Kohn’s “The Dangerous Myth of Grade Inflation” in Bergmann’s Academic Research and Writing, the author is skeptical regarding if the issue of grade inflation is really existent. It is shockingly apparent after reading the portion of the essay stating Harvard University’s two headlining quotes, each quote’s dates were spread apart by over a hundred years (Bergmann, 2010, pg. 260). Those representing Harvard University in the quotes come off as rather egotistic and overly confident in nature. The author states within the essay “To say that grades are not merely rising but inflated – and that they are consequently ‘less accurate’ now…is to postulate the existence of an objectively correct evaluation of what a student (or essay) deserves,
In the film Declining by degrees: Higher Education at Risk, John Merrow, the author, finds that colleges don’t tell students that many colleges just focus on their need for bodies, not necessarily you, but yes, you’ll do, if you can pay of course, and have what they are “looking for” don’t worry about the debt. Colleges want you and your money because the state cuts spending for schools, so colleges raise tuition costs, and increase enrollment. The price of an education is becoming more and more expensive, and the courses aren’t getting better, in fact class rooms are becoming larger which requires teachers to teach a more standardized version of their course. College graduate employers are complaining that college graduates lack critical skills such as written and oral communication, and comprehension, as well as their abilities to think creatively. Not all good jobs require a degree to work there, in fact not all jobs want them anymore. College graduates are discovering this ...
The article from the New York Times, “Student Expectations Seen as Causing Grade Disputes,” by Max Roosevelt, has brought up many creative ideas on grades. This article shows that we as students often confuse our grades between effort with the final product. I find this article interesting because, many future occurrences in our life can depend on our grades in high school and college. Reading this article can also help us decide what plan of action we need to take personally, to put in the right amount of effort in to be rewarded with good grades. First we need to consider why grades actually matter
With the finite amount of resources embodied as exceptional marks, this system impairs the proletarians of an educational institution. Students who are not amongst the upper quartile of their class, but retain noteworthy comprehension of the material they are taught, are being cheated of any academic accolade. What was once a palpable achievement is now a distant illusion of an unattainable goal. The depression of A’s would be detrimental to students both mentally and emotionally. A student who is constantly displaying an apex of effort may still receive low marks. This could crush a student’s self-esteem and remove any incentive that used to be present. The lack of motivation would counter the initial theory that students would be propelled to reach their maximum potential with this
Over the past decade or so many cash for grades programs are popping up all over the United States. Despite the title, these programs are not ways for students to pay other people to do their school work for them. Instead the programs are incentive ways to increase A+ work in students by motivating them with the promise of a reward. Cash for grades programs can help students develop proper school etiquette such as: attending all classes, exhibiting good behavior, completing all assignments, and studying for tests and actually doing well on them. Even though the programs seem to produce model A students once they graduate, cash for grades programs can have negative impacts on students during their high school careers and even after graduation.
Some educationists believe that awarding high grades have increased the competition. They think that getting higher grades requires efforts, and it will motivate students to do more hard work to achieve “A” because most of their contemporaries will be getting above average
I noticed my neighbor got payed $5 for every A she got. I asked my mom, “ why don’t I get paid money for good grades?” She rebutted, “ it's your job to get good grades.” In our society paying students’ money for good grades is intolerable. Ultimately, school’s are bribing the students’ money for good grades. School’s should just let the kid choose his or her own path.Why shouldn’t pupils get paid? Well, if schools were to pay students’ money to raise academic scores, its just going to put pressure on the student, takes away the child’s natural sense of learning, and it will not last in the long run.
Today, because of the way the grading system is set up, the main focus of most students is to be characterized as a straight A student or to find themselves at the top of their class. Most often this is shown by a series of letters or numbers in a piece of paper, or as it is delivered more recently, in an online website. This is the primary way of measuring a child´s progress through school. Sadly, for many families and students, the grade is the ultimate goal, and the key to their success. Some parents even go as far as rewarding their children for good grades, ascribing a monetary value or some materialistic prize to each good letter, or on the other hand, taking away privileges for each bad one, demonstrating that the knowledge is not what matters in the end, but how well your teacher thought your effort was reflected on a project or how well you can memorize the information necessary for you to be successful in a quiz or test, disregarding the valuable knowledge we as students should absorb for this experience.
The demand for a higher education degree is becoming more and more prevalent and necessary; and with tens of thousands of dollars being spent on college tuition annually (over 14,000 dollars for in-state public tuition, and over 33,000 dollars for in-state private tuition on average, according to the Bureau of Labor Statistics), students are forking out a lot of money for a quality education. Though college degrees are becoming more of a necessity for most well paying jobs, it is still the student’s choice to attend college and spend all of that money. I believe that as consumers of the service that is education, if students are to spend this kind of money, they should be able to control their time spent in the classroom, but attendance policies and their repercussions at the college/university level are not making that possible. Grading on attendance policies at the college/university level is too harsh, and should be done away with all together.
Colleges have been boosting grades to make the school look better in many different ways. As an example, “A recent study of 200 colleges and universities found that more than 40 percent of all grades awarded were in the A range” (Slavov). Colleges raise the grades of every student to make the college look better on a national ranking. Colleges love omit to say that they are one of the best colleges to attend. Seeing a college with A ranting will make people want to apply to that college. Next, many schools give their students higher ranking grades then the grades they deserve. “A” grades are the number one grades given out in American schools. For instance, “Most recently, about 43 percent of all letter grades given were A’s, an increase of 28 percentage points since 1960 and 12 percentage points since 1988” (Rampell). The amount of A grades have been increasing for decades. Schools will do anything to make their institution look better. Even if it means making students less prepared for jobs in the future. These schools love being able to say that they are an A