1)In this fiery opinion piece, Staples argues that the proliferation of A grades devalues a degree

Subject:EnglishPrice: Bought3

Share With

1)In this fiery opinion piece, Staples argues that the proliferation of A grades devalues a degree. What are your thoughts about this?

2)Who do you think his audience is?

3. What is his opinion about the proposal of Valen Johnson as a way of dealing with "counterfeit excellence"? What do you think?

Editorial Observer; Why Colleges Shower Their Students With A's

 

The economist Milton Friedman taught that superior products flourished and shabby ones died out when consumers voted emphatically with their dollars. But the truth of the marketplace is that shabby products can do just fine if they sustain the veneer of quality while slipping downhill, as has much of higher education. Faced with demanding consumers and stiff competition, colleges have simply issued more and more A's, stoking grade inflation and devaluing degrees.

Grade inflation is in full gallop at every level, from struggling community institutions to the elites of the Ivy League. In some cases, campuswide averages have crept up from a C just 10 years ago to B-plus today.

Some departments shower students with A's to fill poorly attended courses that might otherwise be canceled. Individual professors inflate grades after consumer-conscious administrators hound them into it. Professors at every level inflate to escape negative evaluations by students, whose opinions now figure in tenure and promotion decisions.

The most vulnerable teachers are the part-timers who have no job security and who now teach more than half of all college courses. Writing in the last issue of the journal Academe, two part-timers suggest that students routinely corner adjuncts, threatening to complain if they do not turn C's into A's. An Ivy League professor said recently that if tenure disappeared, universities would be ''free to sell diplomas outright.''

The consumer appetite for less rigorous education is nowhere more evident than in the University of Phoenix, a profit-making school that shuns traditional scholarship and offers a curriculum so superficial that critics compare it to a drive-through restaurant. Two hundred colleges have closed since a businessman dreamed up Phoenix 20 years ago. Meanwhile, the university has expanded to 60 sites spread around the country, and more than 40,000 students, making it the country's largest private university.

Phoenix competes directly with the big state universities and lesser- known small colleges, all of which fear a student drain. But the elite schools fear each other and their customers, the students, who are becoming increasingly restive about the cost of a first-tier diploma, which now exceeds $120,000. Faced with the prospect of crushing debt, students are treating grades as a matter of life and death -- occasionally even suing to have grades revised upward.

Twenty years ago students grumbled, then lived with the grades they were given. Today, colleges of every stature permit them to appeal low grades through deans or permanent boards of inquiry. In The Chronicle of Higher Education, Prof. Paul Korshin of the University of Pennsylvania recently described his grievance panel as the ''rhinoplasty committee,'' because it does ''cosmetic surgery'' on up to 500 transcripts a year.

The argument that grades are rising because students are better prepared is simply not convincing. The evidence suggests that students and parents are demanding -- and getting -- what they think of as their money's worth.

One way to stanch inflation is to change the way the grade point average is calculated. Under most formulas, all courses are given equal weight, so math, science and less-challenging courses have equal impact on the averages. This arrangement rewards students who gravitate to courses where high marks are generously given and punishes those who seek out math and science courses, where far fewer students get the top grade.

Valen Johnson, a Duke University statistics professor, came under heavy fire from both students and faculty when he proposed recalculating the grade point average to give rigorously graded courses greater weight. The student government beat back the plan with the help of teachers in the humanities, who worried that students might abandon them for other courses that they currently avoided. Other universities have expressed interest in adopting the Johnson plan, but want their names kept secret to avoid a backlash.

Addicted to counterfeit excellence, colleges, parents and students are unlikely to give it up. As a consequence, diplomas will become weaker and more ornamental as the years go by.