According to the National Assessment of Educational Progress 2009 High School Transcript Study; student scores are on the rise, the average high school student in 2009 graduated with a GPA of 3.0, while in 1990 the average was 2.68 (13). As students’ scores continue to rise; we must ask, are we evolving into beings with a higher intelligence or have students found a way to receive the highest score through grade inflation? If students are not in fact finding a way to receive the highest score and are presenting such high achieving work; then they must be truly learning in schools, or are they?
This rise in grades, known as grade inflation, affects those in all levels of education. Those graduating from secondary level of education and entering post-secondary are given a false sense of the knowledge they gained through schooling and struggle in the new environment. Those graduating from the post-secondary level and proceeding into careers believe they are prepared to forge forward with their lives, but find themselves without the knowledge to carry out their work. Thus, most students in areas where grade inflation is present are learning less about the subject matter presented to them in the classroom, but earning scores that lead to the belief that a higher level of learning is occurring in these classrooms. As a high school student, I was in the “advanced” level and was placed in the more rigorous courses, such as Advanced Placement (AP) and College in High School (CHS) courses. I maintained a 99 percent average throughout my high school years. Many in turn believed that I had done a great deal of learning in my high school years; while in truth, I learned far more about how to achieve the score without putting my best work forward. I learned certain facts for a test, then promptly forgot them and moved onto the next topic for the next exam. I am not saying I learned nothing from my high school courses or that I am simply a highly accomplished grading con-artist. I learned as much about ancient ruins and calculus as that of navigating the system to produce the least amount of effort and receive the greatest reward. My most recent and notable experience with grade inflation and its consequences was my AP Physics course and exam. I received a 98 percent in the course for the whole year, but when the time came for the official exam I was unable to perform and pass the test. I memorized the answers needed for the tests and quizzes of the course, but failed in learning the data needed to achieve a score relative to my coursework for the official AP exam. Is this an instance unique to me and my high school, sadly no. In a local private school teacher’s …show more content…
Students who attend a school with high grade inflation; much like my alma mater, struggle as they make the change from high school to college. Several students are shocked when work that in the past would have earned them the highest score in now earns them a significantly lower score; which they deem unacceptable on their own personal scale. If they attend a college or university where there is present grade inflation this doubt and inability to have the “level of mastery” mentioned by Stanoyevitch carries into their careers. Now we have not only students with a false sense of knowledge, but our community is now filled with teachers, scientists, and the like who have the minimal knowledge they needed for schooling. How can we expect to find effective and learned members of the work field when we fail to prepare ourselves for the experience ahead of …show more content…
I believe we are missing one key point of learning, gaining skill by studying. In Stuart Rojstaczer’s article titled “Grade Inflation Gone Wild” he states “Many [students] study less than 10 hours a week—that’s less than half the hours they spent studying 40 years ago” (68). He also mentions that grades had risen since that time. Is this not enough to show the lack of learning we as students are doing? We see the grades rise, but the hours of studying, an integral part of learning, decline. Therefore, we must conclude that grade inflation has led to a decline in the true learning of students in both high school and
This rise in grades, known as grade inflation, affects those in all levels of education. Those graduating from secondary level of education and entering post-secondary are given a false sense of the knowledge they gained through schooling and struggle in the new environment. Those graduating from the post-secondary level and proceeding into careers believe they are prepared to forge forward with their lives, but find themselves without the knowledge to carry out their work. Thus, most students in areas where grade inflation is present are learning less about the subject matter presented to them in the classroom, but earning scores that lead to the belief that a higher level of learning is occurring in these classrooms. As a high school student, I was in the “advanced” level and was placed in the more rigorous courses, such as Advanced Placement (AP) and College in High School (CHS) courses. I maintained a 99 percent average throughout my high school years. Many in turn believed that I had done a great deal of learning in my high school years; while in truth, I learned far more about how to achieve the score without putting my best work forward. I learned certain facts for a test, then promptly forgot them and moved onto the next topic for the next exam. I am not saying I learned nothing from my high school courses or that I am simply a highly accomplished grading con-artist. I learned as much about ancient ruins and calculus as that of navigating the system to produce the least amount of effort and receive the greatest reward. My most recent and notable experience with grade inflation and its consequences was my AP Physics course and exam. I received a 98 percent in the course for the whole year, but when the time came for the official exam I was unable to perform and pass the test. I memorized the answers needed for the tests and quizzes of the course, but failed in learning the data needed to achieve a score relative to my coursework for the official AP exam. Is this an instance unique to me and my high school, sadly no. In a local private school teacher’s …show more content…
Students who attend a school with high grade inflation; much like my alma mater, struggle as they make the change from high school to college. Several students are shocked when work that in the past would have earned them the highest score in now earns them a significantly lower score; which they deem unacceptable on their own personal scale. If they attend a college or university where there is present grade inflation this doubt and inability to have the “level of mastery” mentioned by Stanoyevitch carries into their careers. Now we have not only students with a false sense of knowledge, but our community is now filled with teachers, scientists, and the like who have the minimal knowledge they needed for schooling. How can we expect to find effective and learned members of the work field when we fail to prepare ourselves for the experience ahead of …show more content…
I believe we are missing one key point of learning, gaining skill by studying. In Stuart Rojstaczer’s article titled “Grade Inflation Gone Wild” he states “Many [students] study less than 10 hours a week—that’s less than half the hours they spent studying 40 years ago” (68). He also mentions that grades had risen since that time. Is this not enough to show the lack of learning we as students are doing? We see the grades rise, but the hours of studying, an integral part of learning, decline. Therefore, we must conclude that grade inflation has led to a decline in the true learning of students in both high school and