Craig Cohen: Grade inflation no way to prepare students

Three years ago, Harvard professor of Government Harvey C. Mansfield conducted an interesting protest against grade inflation. The Chronicle of Higher Education reported that for his political philosophy class, Mansfield gave his students two grades: One for their transcript and the public record, and one to the students in private. The former was given in order to conform to Harvard's standards of giving one-fourth of its students A's and one-fourth of its students A-minuses. Needless to say, the grades given in private - the grades that the professor wanted to give - were much less flattering.

Dean of the College at Princeton Nancy Weiss Malkiel noted that this policy is more likely to impact larger, introductory classes than smaller, upper-level seminar classes because, "in smaller classes, where one works closer with students, it seems natural that overall grades would be better than in larger classes."

I thought long and hard for reasons why this is bad. As a student, this surely can't be in my best interest. I know from experience with the dreaded Wharton curve how annoying it can be to have any kind of grade cap. But when I looked at the situation in the greater context of grade inflation, I realized that this proposal actually makes a lot of sense.

Opponents may claim that it is not fair to limit the number of A's professors are allowed to give. If all students do A work, then they should receive an A. The idea behind this is that students should not be penalized for something that is beyond their control.

But this argument misses the boat. The whole problem with grade inflation stems from the fact that too many A's are given out in the first place. Thus, it's not necessarily the case that we are punishing students. Rather, this proposal seeks to remove a benefit to students that should not have been bestowed upon them in the first place. Top marks are supposed to reflect the idea of the teacher presenting a challenge and students meeting and exceeding it. Furthermore, this policy limits the number of A's on a broad level and is targeted to the bigger classes, where there is more likely to be a larger distribution of grades. If a good portion of students perform far above and beyond their teachers' expectations, then under this policy, they still can receive A's.

My colleague, Steve Brauntuch, remarked in his column in Wednesday's The Daily Pennsylvanian that this policy could have a detrimental effect on enticing kids to come to the school. What better way to attract prospective students than to tell them, "Come to Princeton! You'll probably get a B!" Brauntuch said. This argument is predicated on the idea that kids are entitled to good grades simply because they go to good schools. This notion is absurd, and it is a discredit to not just Princeton but all universities of high caliber.

Brauntuch further posits that this policy is unfair to Princeton undergraduates, because it is incredibly difficult to get into graduate schools and "the least they can do for their students is keep the playing field level." Is this really the role universities should play in undergraduate education? To serve as grade factories, rewarding students with grades they may not necessarily deserve in order for them to get into a great graduate school?

Extend that line of thinking. Let's do the same thing in grad schools, too, so everyone gets the job they want and no one has to work hard for anything. Better yet, let's give everyone tremendous raises for outstanding work they may or may not have done just so everyone stays happy. Ludicrous, no? Grade inflation has created this unrealistic safety net that ill-prepares students for the shocking realization they are met with when they enter the real world: Not everyone can be exceptional.

As Mansfield laments, "There is something inappropriate -- almost sick -- in the spectacle of mature adults showering young people with unbelievable praise. We are flattering our students in our eagerness to get their good opinion. That our students are promising makes it worse, for promise made complacent is easily spoilt."

Craig Cohen is a Wharton sophomore from Woodbury, N.Y. He Hate Me appears on Fridays.

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