Have you ever experience grade inflation and why it effects people? In Scott Jaschik, “Grade Inflation higher and higher,” he defends how there are more A’s in four year colleges than two year colleges. Jaschik insists that community colleges have a lower GPA then four year colleges. Leading into community colleges this also creates a lot of less wealthy homes in our society because tuition is lower and staying in town is always save a lot of money as well. According to research, professors need to reevaluate their students on what they truly know about classes and athletics. Four year colleges are more likely to have less work then community colleges. Students are seriously affected by grade inflation.
College students are being affected by their GPA. Jachik states, “Community colleges, recent years have seen slight increases in the percentages of D and F grades awarded. While A is still the top grade, more than 36 percent of the share has gone down slightly in recent years.” The higher the grade is for students, the better they look from
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Students are more attracted to taking different classes of their choice of even part of their career field. Students see themselves as consumers which engages them to succeed in their learning and out in society. The more success in students’ lives the more they want to persuade themselves personally and persuade others that come across their paths to embrace more with society. Students learning enrollment will allows students to be responsible for signing up for their courses on your own which mean it can take a lot of their personal time to be an enrolled student. This will teach students how to recognize the way of improving their retention in
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
Stuart Rojstaczer talks about how higher education in the United States has decreased substantially these days. High grades are very common among college students when they should not be that high. Schools are handing out easy A’s to those who do not deserve them, decreasing the quality of education. Even more astonishing is the fact that students are spending less time studying and more time drinking and partying, students are consuming more alcohol than ever and degrade in a really fast way. Also Stuart Rojstaczer talk about that in private schools grades are much higher than in public schools, but virtually everyone was experiencing grade inflation. In addition to that one more scientific evidence is high GPA of American students, because
In the op-ed, “Grade Inflation Gone Wild,” Stuart Rojstaczer addresses the concern of grade inflation and its effects on students. Rojstaczer uses several different methods to prove his point of view to the reader. Rojstaczer links grade inflation to the sinking quality of education, as well as the rise of college alcoholics. While this op-ed does a satisfactory job appealing to the reader on a person-person basis, many of Rojstaczer’s main claims do not hold any scholarly evidence. This analysis over “Grade Inflation Gone Wild” will discuss whether Rojstaczer has written this editorial solely to convince readers of his opinion, or does Rojstaczer present a credible claim in higher education’s grade inflation.
In Matthew Sanders, “Becoming a Learner: Realizing the Opportunity of Education,” he teaches the readers that there is much more to college than the basic material in which we learn. We should approach our college education with an optimistic view on learning both who we truly are, as well as the material for specific job skills. Matthew Sanders states, “I am suggesting that you be more concerned about who you are becoming as a learner rather than about the specific job skills you may be acquiring.” It is vital to our growth in our educational studies. There are so many opportunities that come our way during college.
Will Harrel in his work “A defense of grade deflation,” argues that grade deflation distinguishes the students who are truly educated and exceptional from those who take easy classes in order to get by.
Dual enrollment “increases students’ confidence in their ability to perform in college” (An 58). The influence of how many credit hours someone can get while taking dual enrollment courses is also another reason many are motivated to go to college. They have a sense that they can finish college earlier than other people. Students can take as many dual classes that are offered at their school, which will make them want more since they have already started their journey through the college life in high school. Taking Dual enrollment classes help some people find that they are confident in their ability to complete college work. Some people believe that it is detrimental because it will exhaust the students and it will affect their extracurricular activities outside of school. This is a valid point, but some people are more worried about their education than they are of playing or doing something outside of school. Most people want to have good jobs and support their family from the work they put in to get where they want to be. The more Dual classes people took showed that their “Likelihood of experiencing positive post-secondary outcomes increases for every dual-credit course they complete. This means that the more classes people take, the more likely it is for them to keep on going and completing college with the most positive outcomes. These factors influence most
Former professor of geophysics, Stuart Rojstaczer, in his informative op-ed piece, “Grade Inflation Gone Wild,” featured in “Christian Science Monitior(2009),” investigates grade inflation among universities today. Rojstaczer’s purpose is to inform and educate universities on the inflation of grades, and how an A has become the average grade among those schools. He adopts a dismissive tone when generalizing and addressing the students on their behaviors and actions. Rojstaczer found over 80 universities with data on they’re grades, using this he was able to better understand the inflation and also analyze possible solutions. His logos based writing portrays a negative connotation on todays students and their ability to achieve within the classroom. There is no hiding that the standard for grades has been on the rise sense the 1960’s, and is now at an average GPA of a 3.0, but rojstaczer may have lost his audience with his arrogant approach.
This is the most ridiculous argument I have heard regarding education. Community colleges may be less expensive than four-year schools, but that doesn’t mean you have to sacrifice quality education. Classes held at community colleges are usually smaller than university classes. The curriculum is more in-depth and there is more of an open exchange between teachers and students. Additionally, most of the time teachers from 4-year schools will teach at community colleges, consequently proving that community college quality of education is just as high as a 4-year university.
The Consequences of Grade Inflation When students arrive at university, professors expect them to understand the material to an exceptional standard. The problem is that grade inflation is occurring more regularly in secondary schools and universities across the country and when these students’ marks are sent to universities or colleges, the student may be given multiple scholarships for something that he/she should not have earned. Grade inflation is conceived between both students and teachers, meaning that the students are given higher grades when they have inadequate learning, reading, and verbal skills, while the teachers do not have to grade as many papers as they should in the real curriculum. There have been multiple examinations that have confirmed that grade inflation is very real and still occurs today. Students seem to think that they do not need to put forth much effort in school to do well, and grade inflation encourages this thought.
Mckenna Harpster Ms.Rushfeldt English, Block C February 26, 2024 The Small village of Lidice, Czechoslovika The village was quiet until the Nazi cars showed up in the early morning, nobody was awake or prepared for what was going to happen that day. This was the day that the small village of Litduice was not a village anymore, it was destroyed to the point where it was just dirt and rocks. The village was taken off the maps even though it was still there, you could not see anything because everything was gone: the homes, schools, the churches. In 1944, the people in Lidice had their village destroyed by the Nazis because Hitler believed that they killed his topman during the war.
Students go to college in search of knowledge, a new lifestyle, and the hope of a job after graduation. For many young adults, college is a rite of passage into an independent, mature new lifestyle. Not only is higher education a rite of passage, for some, it is also an opportunity to have a better life. Overall, college is a wonderful part of many people’s lives, yet the way the college education system is conducted wastes students time and money. College is basically composed of two parts: general education classes and major specific classes. General education courses are the source of wasted time and money, and should not be required of students. A few of the problems associated with general education classes are that they are basically a repeat of high school, unfortunately they can be the demise of students, they are costly, and they waste time.
Grade retention, better known as “staying back”, “being held back” or “repeating”, has been the topic of much debate within the educational system. The controversy which surrounds this long-standing issue has been reinforced by such topics as the recent endorsement of academic standards. Research indicates that “the rate of retention has increased by approximately 40% in the last 20 years with as many as 15% of all American students held back each year and 30-50% held back at least once before ninth grade” (Dawson, 1998). These discouraging statistics pose copious problems within a school system. The difficulties can be appreciated at the organizational level, as well as inside the classroom and, most troubling, within the individual students. The consequences, both positive and negative, reverberate throughout the school system. Grades retention is an issue which requires a prodigious amount of examination and should be considered carefully and thoroughly.
The foundational documents helped me realized that student engagement is important when trying to retain and developed them. There are two key components in engagement (Wolf-Wendel et. al., 2009). The first component is the amount of work that students put into their education and activities that lead to their experiences and student success (Wolf-Wendel et. al., 2009). The second is how higher education allocate resources and learning opportunities to motivate students to attend and develop from (Wolf-Wendel et. al., 2009). The Student Personnel Point of View, 1937 philosophy proposes that we should develop the student as whole instead of developing them intellectually. According to The Student Personnel Point of View, 1949 it is the campus community to develop a student physically, socially, emotionally, and
Education plays important role in society. It determines the final development of an adult’s personality. In today’s society most jobs require a University degree. To receive a University degree students need to rely on a good education system. Does America provide this? The American education system has relied on the grade point average system for a long time. The problem with this is there is not a universal GPA grade point system varying from course to course. This creates an inaccurate way to determine ones overall achievements. Teachers have different standards than others, grade inflation can occur and students can be exposed to different learning environments. Does the education system need to change to create fairness?
The transition from high school to university can be challenging for many students. Students quickly notice differences between the academic expectations of high school compared to those of universities. High school is heavily structured, students’ attendance and participation are regularly monitored, and teachers are in daily contact with them and provide regular feedback. On the contrary, university students are responsible for organising their course schedules. They are not mandated to attend lectures regularly and professors do not monitor their attendance in the majority of the courses. Additionally, assignments and tests are the only source of feedback. Students experience a higher level of discretion and freedom in universities. However, the freedom given to students can have negative impacts on their academic success. Many students attend the lectures sporadically and some do not attend them at all and merely do the assigned work. Moreover, students who attend lectures regularly and come to lectures prepared are more likely to succeed and do well in the course than students who do not. The lectures provide the opportunity to further explore and discuss ideas as well as ask questions and clear up any ambiguities about that specific idea. Therefore, universities should promote regular attendance by making students realize their financial, academic and social responsibilities as university students.