Or it shouldn’t be. Harvard may be moving to control grade inflation for its students—everyone gets an A—by capping the number of A’s a professor can hand out in his classes.
The whining and bellyaching from the students are loud and hysterical—”crude and absurd” they caterwaul. That shouldn’t matter to school management, though; the kiddies are there to learn in what should be a challenging environment, not to get stars on their calendars and Blue Ribbons for showing up.
A frenzied debate has gripped campus, with students protesting that the changes would increase stress, fuel competition, and discourage academic exploration.
Bunch of crybabies. Stress, as much as happiness and ease, are a part of life and is much more productive than celebrating unearned plaudits and partying. It’s cowardly of them to fear competition; aside from strengthening them for life in the world, competition is how progress is made—good ideas, mechanisms, techniques, et al., survive, even flourish, while bad ideas fall by the wayside. Without competition, the latter simply clutter to the point of pollution everything else. Finally, only the timid would be discouraged from exploration, and the stress and competition would only strengthen the timid, or move them out of the school altogether. Those pupils don’t belong in school, anyway; they’re only wasting their parents’ money and whatever school financial aid they’ve been getting.
“The fact that this policy even MIGHT go into effect with 94% student disapproval is absurd and goes to show how much this administration cares about us,” said one commenter on a Harvard discussion forum.
Crybabies, indeed. The school’s caring would be coming—if management has the backbone to proceed—in the form of badly needed tough love.
If the students put as much energy into their studies as they are in protesting having to work at those studies, they’d be doing better and be stronger graduates for that.
There’s another aspect to this, though:
Harvard’s faculty is set to vote next week on a proposal to cap the number of A’s per course, which now comprise more than half of undergraduate grades after years of inflation. The plan also suggests getting rid of GPA as an internal metric, instead using percentile rank to calculate honors like cum laude recognition.
It shouldn’t be up to the faculty, either. Their input would be useful on something like this, but they work, at least nominally, for the school management team, not the other way around, and this sort of thing more properly belongs as a management decision.
In the end, three things need to happen. The first is to implement the system without hesitation while recognizing, and acting on the recognition, that this is only a first step (capping A’s but not A-‘s is just silly). Second is to recognize that the decision is management’s not faculty’s and proceed with or without faculty “approval.” Third is handling the pupils and faculty members who can’t handle this academic culture change: expel the students who don’t adapt, and send the faculty members who don’t adapt (including by slow-walking implementation or finding ways to weasel-word around the change) on their way to another enterprise’s payroll.
