Strike four! Do‐over policies institutionalize GPA distortion

1995

This paper discusses the use of Scholastic Assessment Test (SAT) scores and other elements affecting institutional accountability in the University of Maryland system. It asserts that SAT scores in and of themselves are not accurate predictors of retention and success. The publication of SAT scores of first-time, full-time freshmen clearly is as not adequately accounting for the large numbers of transfers and part-time students who constitute these universities' complete undergraduate populations. The use of incoming first-time, full-time student SAT scores for purposes of accountability for retention and graduation rates penalizes these institutions. The recommendation is to focus on the 25th, 50th, and 75th percentiles of the distribution of the combined SAT scores, since these data provide a better representation of an institution's freshman class than does the average SAT score of first-time freshmen. These percentiles and the interquartile range measure the degree of homogeneity in SAT scores of a freshman class and thus more adequately describes the undergraduate student body. In a time of budget constraints, issues of technology, of articulation between high schools and two-year and four-year institutions, and of distance learning programs present both challenges and opportunities for institutions now educating a much wider array of students. Better methods will have to be found to track students coming out of new teaching styles such as 'school to work' and 'tech prep' programs. (BF)

The authors review current and past practices of the grade inflation controversy and present ways to return to each institution’s established grading guidelines. Students are graded based on knowledge gathered. Certain faculty members use thorough evaluative methods, such as written and oral presentations, plus examinations. Others may require only midterm and final examinations; these latter are usually insufficient to measure learning/mastery of course objectives. Supporting this study are profiles from select universities: some have undertaken the grade inflation controversy academically; others have been profiled in the news. The model is provided to ensure that degree candidates are academic experts in their field, having earned the credential through rigorous study.

Statistical Science, 1997

In response to the growing problem of grade inflation in American undergraduate institutions, alternatives to GPA and GPA-based student assessment are discussed. One alternative summary, based on a Bayesian latent trait formulation, eliminates many of the inequities associated with GPA-based measures and has been proposed as a replacement for GPA-based class ranks at Duke University.

2012

Grades are the fundamental currency of our educational system; they incentivize student performance and academic behavior, and signal quality of student academic achievement to parents, employers, postsecondary gatekeepers, and students themselves. Grade inflation compromises the value of grades and undermines their capacity to achieve the functions for which they are intended. I challenge the 'increases in grade point average' definition of grade inflation employed by critics and argue that grade inflation must be understood in terms of the signaling power of grades. Analyzing data from four nationally representative samples of high school students, I find that in the decades following 1972: (a) grades have risen at high schools and dropped at four-year colleges, in general, and selective four-year institutions, in particular; and (b) the signaling power of grades has attenuated little, if at all. I conclude that the concerns of critics who warn of rampant grade inflation are misplaced. Grades at secondary and postsecondary institutions are just as meaningful now as they were four decades ago.

This paper reports an extensive review of the literature in relation to grade infl ation from the 1970s to the present. With a decade-by-decade look, a review of whether grade infl ation exists begins the foundation for the furthering of the discussion to the possible root causes behind the phenomenon. Additional discussion is focused on the effects of grade infl ation on students and faculty; and on potential solutions by institutions. Subsequently, an empirical study was conducted that tests the leading theories as to the rationale of such a phenomenon. Finally, some conclusions are presented based on the results of this study.

2009

This study examines the change in undergraduate term grade point average (GPA) for students at one large research university over a 20-year period. Results show that SAT scores, high school GPA, receipt of merit aid, gender, race, and major play a significant role in predicting term GPA. A decomposition of the net change in term GPA (assessing the effects of change in student demographics) indicates SAT scores, high school GPA, and the receipt of merit scholarship have the greatest impact on term GPA. Although evidence demonstrates that these factors influence the change in GPA over time, the results account for a relatively small proportion of the variance, indicating the likelihood that other factors not included in this study have a greater influence on student GPA.

finalsite.ccsu.edu

International Journal of Higher Education, 2013

The argument is made that increasing enrollments and graduation rates cannot occur while maintaining academic standards. Several U.S. universities are attempting to increase their enrollments to counter the financial difficulties created by a reduction in state support. These same universities are also under growing pressure from their state legislatures to increase four-year graduation rates and make degrees more affordable. In this essay, we describe how some universities and programs are attempting to meet both of these goals by lowering academic standards.

An examination of data from the Consortium for the Study of Retention Data Exchange indicates that the proportion of full-time first-time students earning a first-semester grade point average below 2.0 is predictive of institutional retention and graduation rates. A case study in which institution-level data was disaggregated by first-semester grade point averages (GPA) of first-time, full-time students at a medium-sized public comprehensive university reveals stark intra-institutional differences in graduation and retention rates as a function of GPA. Findings suggest that the national discussion about accountability could benefit by reframing the debate to balance notions of the institutional responsibility for retention with student responsibility for persistence.

The grade point averages of college students have increased annually since the early 1960's, while scores on standard aptitude tests have dropped. Most educators believe the escalation of grades is not due to increased learning or better students.