When an A Means Less

In many countries, the average grades awarded by universities have risen steadily over recent decades. A grade that once signaled outstanding work has become, in some institutions, the most common mark of all. This trend, known as grade inflation, has provoked a lively debate about what grades are actually for.

Several factors appear to contribute. As tuition fees have risen, students increasingly see themselves as customers, and some instructors may feel pressure to award high grades to avoid complaints or poor course evaluations. Universities also compete for students and may worry that strict grading will put their graduates at a disadvantage in the job market.

Defenders of higher grades argue that the rise is not necessarily a sign of lower standards. Students today may simply be better prepared, and teaching methods may have improved. Moreover, if the purpose of education is learning rather than ranking, there is no reason why most students should not be able to achieve a high standard.

Critics counter that when nearly everyone receives top marks, grades lose their ability to distinguish between levels of achievement. Employers and graduate schools then rely more heavily on other signals, such as the prestige of the institution, internships, or standardized tests, which may favor students from wealthier backgrounds. Ironically, a system intended to reward all students generously could end up reinforcing the very inequalities it hoped to reduce.