The Grade Inflation Epidemic

The epidemic of grade inflation is in June, and another graduate class wishes a high score among others among other things. Of course, "high" is a subjective goal. The first 'C' means average, but today and expectations and pressure on exchanging 'A' and 'B' will affect both teachers and students. This invalidates the value of traditional rating levels and creates many new problems. General grade inflation has a serious impact on the reliability of American secondary education and higher education.

In 2009, Greg Meier said that there was a level of inflation with a gradual inflation report at Waterloo University. First of all, in this study, "There is no consensus on how to define grade inflation, we will define GI as an increase over time in one or more undergraduates". From 1988/89 to 2006/07, the result of undergraduate A increased by 11.02%, it was confirmed that it increased by 0.656% per year. At 100 mathematics in the 2006/07 academic year, the scores of the 11,042 designated grade were 31.9% A, 22.0% B, 18% C, 16.3% D, 11.8% F. For the 400 level art course of 2006/07, the distribution of 50 specified grades is 100% A. There is no evidence that students are better prepared for students at the University of Washington in terms of improving mathematical scores for the first year. What is considered as the cause of grade inflation is that the administrator put pressure on improving performance.

The epidemic of grade inflation is in June, and another graduate class wishes a high score among others among other things. Of course, "high" is a subjective goal. The first 'C' means average, but today and expectations and pressure on exchanging 'A' and 'B' will affect both teachers and students. This invalidates the value of traditional rating levels and creates many new problems. General grade inflation has a serious impact on the reliability of American secondary education and higher education.