Grade Inflation In Public Schools

Statistics indicate that the number of attaining a grade A in learning institutions such as colleges has risen considerably from 15% to about 43%. Moreover, the reports show that the As’ and Bs’ represents approximately 73% of all the grades in the public universities and about 86% of the private colleges (Lindsay). The significant changes in grade inflation seem harmless but have detrimental effects on the quality of education offered in the public universities and the private colleges. Therefore, grade inflation has not only affected students, but also society as well.

Grade inflation impacts negatively on the students in that they do not know where they stand thereby putting in the necessary effort to get where they are presumed to

The primary objective of education regards learning. Furthermore, parents invest a lot of capital to ensure that the students is being kept equipped with a quality education. Also, the scholarships present a challenge to both the students and the school faculties in that both parties have a feeling of entitlement and also reprimand fears regarding the value of the investment on the students (Johnson). Grade inflation means that the education system becomes less rigorous thus lessening the effectiveness of training in the higher institutions. The reduction of efficiency in the universities negatively impacts on the college diploma by reducing its worth. Therefore, the students in both the colleges and the universities are half-baked for the job market, thereby impacting on the hiring criteria of the businesses. For instance, the companies will find less value in hiring the college

For instance, the student is not pressured to achieve the desired results in that the professors behold them for approval in the cycle of the upward spiraling grades. Also, it presents a sensitive situation whereby the students is considered the customer who have invested in their education and hence the grades and the professors the employees thus influencing customer satisfaction. Therefore, in this model, the lectures have no leverage to push the students for the attainment of better grades. Moreover, the model has inculcated the student evaluations into the systems thus promoting grade inflation in that the model supports power shifts as the students are essential in the reappointment process (Eiszler 488). Therefore, it presents a scenario whereby the professors and other staff professionals do not have the authority to push the students. For instance, the system puts their careers at stake at the expense of pleasing their customers, the