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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 the article “College is Not a Commodity. Stop treating it like one,” Hunter Rawlings explains how people today believe that college is a commodity, but he argues that it’s the student’s efforts; which gives value to their education. Rawlings states that in recent years college has been looked at in economic terms, lowering its worth to something people must have instead of earn. As a professor Rawlings has learned that the quality of education has nothing to do with the school or the curriculum, but rather the student’s efforts and work ethic. Rawlings explains the idea that the student is in charge of the success of his or her own education, and the professor or school isn’t the main reason why a student performs poorly in a class. Rawlings
However, such accusations such as laziness and entitlement, although common, have been prevalent amongst those of college age as proven in “A’s for Everyone.” Shepard had investigated the cause behind this and had put the blame on grade inflation in the years prior to entering college, the pressure to get superb grades due to high tuition costs, and most importantly the belief that “effort” constitutes a grade bonus. However, if one has entered the school system in America, one could see the relative ease in which one could improve their grades through inordinate amounts of extra credit. Multiple students have heard and even seen fellow students ask their parents to even come in for meetings of which equate to blaming their child’s poor grades on the teacher and harassing said teacher to allow their child, soon to be a hardworking, productive citizen of society, to get the “grade they
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.
We see a constant struggle between students and professors when it comes to the grading scale. These differences make learning a hassle. “I am placed in the position of having to figure out new ways to trick them into learning by designing ingenious new ways to grade,” says Vogel (339). The present grading system pushes students to take easy classes. Students on scholarships are afraid of taking hard classes because they run the risk of loosing financial aid if their grades don’t meet the average (Vogel 339). Farber agrees, “Getting graded turns people away from hard subjects,” (334). He offers his readers a utopia free of grades. This new...
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.
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
...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.
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 ...
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.
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
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.
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.
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
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.