Data aren't as easy for me to get as they were when I first collected data six years ago. Basically, people aren't as cooperative. That said, there are data available at universities that are still open to the idea of sharing knowledge. Imagine that! There are still some universities that believe that data should be open and public. What will they think of next?
OK, enough sarcasm. Here are some data from the Ivy League, Brown and Cornell. If you want to look at the graph in detail, just click on it. Brown and Cornell represent the high and low end of what can be found in these private schools grade-wise. Brown crashed through the 3.6 threshold last year. Cornell hit the 3.3 mark in 2004.When I stated to collect data way back in 2002, I had two notions that proved to be incorrect: grade inflation would be confined mostly to wealthy schools; rates of grade increases would start to wane as average grades approached a B+ level. That second notion was based on the idea that sooner or later professors would get embarrassed by the number of As they were handing out and they simply would hit a wall and say something to the effect, "Well I know I'm trying to be nice here, but this paper is so damn mediocre that sorry, I just can't give it an A."
If you look at the Brown data, you find that we still haven't hit that wall. Grades keep rising steadily. Even in the humanities, where the average grade is 3.7, grades are still rising. Excellent work, mediocre work, and maybe even lousy work in humanities departments get As at Brown (to be fair, it should be noted that about 1/3 of all grades in the humanities at Brown are Pass/No Credit). The situation isn't a whole lot better in the physical sciences.* Given the current state of grading at Brown, I would advise employers and graduate schools to ignore GPAs of Brown undergraduates altogether with the exception of the following rule of thumb: if a Brown student has less than an A- GPA, he or she is a slacker or just plain dumb or both. That last sentence was not meant to be sarcastic.
Cornell appears to be about 20 years behind Brown in terms of grading practices. Its grades continue to rise as well. Sometime around 2030, grades at Cornell may well enter the meaningless category and be like Brown today.
It's worth noting that if current trends continue at Brown, almost every student will have a 3.8 or better GPA by about 2040. Perfection of a sort will be achieved.
What's interesting to me is that somehow when confronted with the news that two thirds of all letter grades given at Brown are As, some professors continue to believe that all of these students are doing excellent work. They are living in a fantasy world.
For 15 years, I taught at a school very similar to Brown in terms of its student body. About 80 percent of the students were very bright. That percentage didn't change over time; students did not get significantly better over those 15 years. Grades did however go higher both in my classes and for the university as a whole.
In any given class about 1/6 were smart, creative, worked hard and truly produced excellent work. On the other end of the spectrum, 1/3 barely did a thing and should not have been in college.
That leaves another 50 percent of very good to fair students. Some lacked creativity. Some lacked a work ethic. Hardly any of those students worked more than three hours a week. What grade should those students receive? At Brown over two thirds of these fair to very good students who don't work very hard receive As. If I was one of the students at Brown who truly excelled, I would not be happy about being lumped together with those that are mediocre. Brown is abrogating its responsibility to reward excellence and push students to excel.
If Brown wants to give up on grading altogether that is of course its right. But the current state of affairs, pretending to have significant academic standards and handing out As two out of three times letter grades are given, is silly.
As noted above, Cornell may well be where Brown is in about 20 years. Quite a few others will likely get there sooner. Some schools may be there already; they also refuse to provide data on grades. Brown has made its grades meaningless, but at least it's willing to make that fact readily retrievable on its web site.
*The differential between humanities and sciences at Brown is typical of what I've seen elsewhere. The social sciences line up between these two extremes.



