Harvard Implements Grade Cap to Combat Inflation of 'A' Grades
Too Many A’s? Harvard Moves to Cap Top Grades Amid Rising Grade Inflation
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Harvard University will cap the number of 'A' grades awarded to undergraduates at 20% starting in fall 2027, in response to rising grade inflation. This decision aims to restore the value of top grades, which have become increasingly common, with over 60% of recent grades falling in the 'A' range.
- 01The new grading policy was finalized by a faculty vote earlier this month.
- 02Princeton University previously implemented a similar cap in 2004 but rescinded it in 2014 due to negative impacts on student opportunities.
- 03The cap allows for 'A' grades to be awarded to 20% of students in a class, plus four additional students.
- 04Other grades, such as A-minus, will not be subject to this cap.
- 05The faculty will evaluate the new grading provisions after three years to determine their effectiveness.
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In a bid to address grade inflation, Harvard University's Faculty of Arts and Sciences has announced a cap on 'A' grades for undergraduates, effective from fall 2027. The decision, finalized by a faculty vote, comes after data revealed that over 60% of grades awarded recently were in the 'A' range. Faculty members argued that this trend made it difficult to distinguish truly exceptional work. The new policy will limit 'A' grades to 20% of students in each class, plus an allowance for four additional students. This follows a similar initiative by Princeton University, which capped 'A' grades at 35% in 2004 but later reversed the policy due to concerns about its impact on student competitiveness. Harvard's Dean of Undergraduate Education, Amanda Claybaugh, acknowledged the complexity of grade inflation, noting that while many recognize the issue, no effective solutions have been implemented until now. The faculty also voted to use average percentile rank instead of grade-point average for honors and awards. The effectiveness of these changes will be reviewed in three years, with the possibility of adjustments based on feedback.
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This policy change could significantly affect how students are evaluated and perceived in academic and professional settings.
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