Tag: easy

  • Easy A’s, lower pay: Grade inflation’s hidden damage

    Easy A’s, lower pay: Grade inflation’s hidden damage

    by Jill Barshay, The Hechinger Report
    February 9, 2026

    For more than three decades, grades in American schools and colleges have been going up, up, up. A’s are more common. Failure is rarer than it once was.

    At the same time, student achievement, as measured by standardized tests like the ACT and NAEP, has stagnated or declined. Grades say students are learning more. Tests say they are not.

    Does this disconnect matter? Maybe higher grades motivate students to show up to school every day and learn. Perhaps harsh grading discourages them. Maybe we should stop obsessing over academic rigor and focus instead on other qualities we want to foster: good attendance, behavior, participation and cooperation.

    A new study delivers an uncomfortable answer. It finds that lenient grading, or grade inflation, is actually harming students, leading not only to worse academic outcomes but also reducing their employment prospects and future earnings. 

    Related: Our free weekly newsletter alerts you to what research says about schools and classrooms.

    The study, “Easy A’s, Less Pay: The Long-Term Effects of Grade Inflation,” was presented in February 2026 at the Harvard Graduate School of Education by economist Jeffrey Denning of the University of Texas at Austin. A draft paper was co-authored with researchers from RAND, the University of Maryland and the University of Georgia. It has not yet been published in a peer-reviewed journal and may still be revised.

    But its findings are striking and build the argument against raising grades.

    Related: It’s easier and easier to get an A in math

    Students who experienced more lenient grading were less likely to pass subsequent courses, posted lower test scores afterwards, were less likely to graduate from high school and enroll in college, and earned significantly less years later.

    The economic cost is not small. Denning estimates that when a teacher doles out grades that are substantially higher (0.2 or more points on a 4-point scale, the difference between a B and almost a B-plus), his or her students collectively lose about $160,000 in lifetime earnings, measured in present dollars.*

    That’s the effect of a single teacher, in a single year. If a student encounters several grade-inflating teachers, the losses add up.

    Evidence from two very different places

    The researchers examined students in two settings: Los Angeles and Maryland.

    Los Angeles Unified School District provided data on almost a million high school students from 2004 to 2013, a period when graduation rates hovered just above 50 percent. The student population was more than 70 percent Hispanic, and failing grades were common.

    Maryland’s data followed about 250,000 high school students from 2013 to 2023. Graduation rates exceeded 90 percent, and the student population was more racially mixed. Maryland’s data allowed researchers to track college enrollment, employment and earnings, while the Los Angeles data ended with high school. 

    Related: Education official sounds alarm bell about high school classes

    Despite these differences, the pattern was the same.

    Students taught by lenient graders — defined as teachers who gave higher grades than expected based on standardized test scores and prior student performance — did worse later in high school. In Maryland, where there was data through college and into the workplace, these students were also less likely to attend college or be employed, and earned less.

    Seeing the same pattern in two very different systems strengthens the case that this is not a fluke of one district or one policy regime.

    When leniency helps and when it doesn’t

    The study makes a crucial distinction. Teachers who still kept A’s challenging, but only made it easier to pass — turning failures into low passing grades — did help more students graduate from high school, particularly those at risk of dropping out. That short-term benefit is real. For some students, passing Algebra I instead of failing it can keep them on track to graduate and possibly enroll in community college.

    But the benefit stops there. Those students do not show long-term gains in college degree completion or earnings. The leniency helps them clear a hurdle, but it does not build the skills they need afterward.

    By contrast, general grade inflation (teachers who raise grades across the board, from C’s to B’s to A’s) shows no upside and hurts students’ chances of future success.  

    Why good intentions backfire

    The study cannot directly explain why higher grades lead to worse outcomes. But the mechanism is not difficult to imagine. In a class with a lenient grader, a savvy student may quickly realize she does not need to study hard or complete all the homework. If she earns a B in Algebra I without learning how to factor or solve quadratic equations, the knowledge gaps follow her into geometry and beyond. She may scrape by again. Over time, the deficits compound. Confidence erodes. Learning slows. In college or the workplace, the consequences show up as lower skills and lower pay.

    As Denning put it during the presentation, there appears to be a “causal chain” of harm, even if he cannot measure directly how much less students are studying or how behind they’ve fallen. 

    Don’t rush to blame teachers

    Raising grades isn’t always an individual instructor’s decision. A 2025 survey documents the frustrations of many grade-inflating teachers who say that they feel pressure from administrators to comply with “equitable grading” policies that forbid zeros, allow unlimited retakes and eliminate penalties for late work.

    Lenient graders are not bad teachers. The study finds they are often better at improving non-cognitive skills. Their students behave better, cooperate more, and are less likely to be suspended. Still, in this study, that’s not translating into better life outcomes, as one would hope.

    Stricter graders tend to be better at raising students’ test scores in math, reading and other academic subjects. Despite that correlation, that doesn’t mean all tough graders are good teachers. Some are not. 

    Related: Nearly 6 out of 10 middle and high school grades are wrong, study finds

    This is early research. More studies are needed to understand whether there are similar workplace costs from college grade inflation. And there are questions about whether boys react differently than girls to inflated grades. 

    Teachers struggle to get students to engage in learning, which is full of setbacks, frustration and boring repetition. Maybe low grades won’t inspire students to do this hard work. But this early evidence suggests that inflated grades aren’t doing them any favors.

    *Correction: This sentence has been updated to reflect that the $160,000 lifetime loss is not per student, but for all the students who were taught by that teacher that year. Per student, the income loss ranges between $42 and $133 per year.

    Contact staff writer Jill Barshay at 212-678-3595, jillbarshay.35 on Signal, or [email protected].

    This story about grade inflation was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for Proof Points and other Hechinger newsletters.

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  • Exit Tickets in Higher Ed: Easy Ideas for Educators

    Exit Tickets in Higher Ed: Easy Ideas for Educators

    Some say that first impressions are most important. But every professor who finds their students aimlessly filing out of class two-thirds of the way through will say that students’ final impressions of class tend to last longest—what did they get from showing up, if they just breezed out again? Luckily, there’s an established way you can make sure students go out of the door with purpose and accomplishment: exit tickets. Aligning exit tickets with the key concept of the day’s lesson is essential for effective assessment and ensures that you are measuring student understanding of the most important learning objectives. Exit tickets are also used to assess understanding of a specific skill or concept from the day’s lesson, helping instructors identify areas that may need further attention.

    Exit tickets are one of the fastest, lowest-commitment types of active learning tools to implement. Essentially, you ask your students to provide a written answer to a question about their learning before they’re “allowed” to leave your class. Students can decide how to respond, such as through writing, drawing, or other formats, to best demonstrate their understanding. Exit tickets should take only a few minutes for students to complete, ensuring students spend their time meaningfully and efficiently at the end of the lesson. This helps students clarify, understand, and recall their learning better. And, if you feel the need, you can tie attendance or participation grades to completion. However, exit tickets are low stakes and are not meant to be graded, which encourages honest self-reflection. Designing effective exit ticket questions takes practice, and providing an example can help educators get started. Teachers design their own exit tickets linked to the objective of the lesson, ensuring alignment with the intended learning outcomes.

    Access customizable exit ticket templates for ideas to spark conversation and meaningful learning.

    Introduction to Exit Tickets

    Exit tickets are a simple yet powerful tool that educators can use to check student understanding and student learning at the end of a class period. These quick assessments—sometimes called exit slips—ask students to reflect on the day’s lesson and share their thoughts before leaving the classroom. Exit tickets promote student reflection and give quiet students a voice in expressing their understanding. Whether you teach a science class or any other subject, exit tickets can take many forms, from a sticky note handed in at the door to a digital form submitted online.

    Using varied formats for exit tickets, such as written notes or drawings, keeps students engaged and prevents boredom. Because they are low stakes, students feel comfortable sharing what they know and where they might need more help. For educators, exit tickets provide immediate feedback, making it easier to identify student needs and adjust instruction accordingly. Teachers must account for individual student perceptions and needs when reviewing exit ticket responses. By regularly using exit tickets, educators can ensure that every class ends with a clear sense of what students have learned and what concepts may need further attention in future lessons.

    Benefits of Using Exit Tickets

    Incorporating exit tickets into your teaching routine offers a range of benefits for both students and educators. In a college setting, exit tickets are widely used to foster effective teaching strategies and support educational goals. First and foremost, exit tickets provide a quick snapshot of student understanding, allowing you to identify areas where students may need additional support. By reviewing student responses, you can tailor your instruction to better meet the learning goals of your class and address any gaps in knowledge. Exit tickets also encourage students to reflect on their learning, helping them process and retain new information from the lesson. Because they are low stakes, students feel comfortable sharing what they know and where they might need more help. Maintaining low stakes with exit tickets encourages honest self-reflection and reduces student stress. This reflection not only boosts student engagement but also gives students a voice in their own learning by providing feedback to their teachers.

    As a resource, exit tickets make it easier to differentiate instruction and plan future lessons that are responsive to student needs. Exit tickets can be differentiated to meet the diverse needs of students in the classroom. Ultimately, using exit tickets can lead to improved student learning and achievement by ensuring that instruction is always focused on what students need most.

    There are a number of different kinds of exit tickets. Here are three examples, each with a different emphasis, to illustrate different approaches to exit tickets and how students respond to prompts.

    Minute Paper

    The minute paper is one of the favorite tools of James Lang, Professor of Practice at the Kaneb Center for Teaching Excellence at the University of Notre Dame. The minute paper exit ticket idea is particularly helpful in classes that are discussion- or lab-led.

    According to Lang, the end of the lecture is “when you want to say, ‘Okay class, we had a great discussion. Last five minutes here, I want everyone to write down in your notebook or index card, what are three key takeaways you had from this discussion, and what’s one question that you still have?’” This exercise helps students focus on the main points of the discussion, track their progress in mastering key skills, and reflect on their understanding. To further explain, this activity helps students consolidate their learning and allows teachers to assess specific skills or concepts covered in the lesson.

    If it takes place at the end of a lively class discussion, a minute paper won’t derail your students’ train of thought, but help to connect their ideas with the wider aim of the class. In addition to writing down key takeaways and questions, exit tickets can include specific prompts such as solving a math problem or defining a key term from the lesson. The best class discussions always spill out into the hallway, and a minute paper won’t dampen student enthusiasm.

    Muddiest Point

    If you are interested in customizing exit tickets to better support student learning, consider using the muddiest point exercise to focus on areas where students need the most clarification.

    In the ‘muddiest point’ exercise, students are given index cards and asked to write down what they least understood about that day’s lesson. You could consider making this anonymous in order to encourage honest responses. This method allows teachers to provide feedback and differentiate instruction based on what was taught and what students still find unclear.

    You can use this exit ticket to find out your class’s muddiest point by process of elimination. Ask your students to send you topics they feel most in need of clarification, consolidate them into a list, and see if there are any standout issues. Try to pre-dedicate time in the following class to address these issues.

    3-2-1 Reflection

    The 3-2-1 Reflection is a versatile and straightforward exit ticket idea that encourages students to consolidate their learning and think critically about the day’s lesson. In this exercise, students list three things they learned, two interesting facts or ideas that caught their attention, and one question they still have. This format not only helps students reflect on key concepts but also provides teachers with valuable insights into student understanding and areas that may need further clarification. The 3-2-1 Reflection can be easily adapted for any subject, making it a flexible tool to promote active learning and student engagement at the end of a class period.

    Formative Assessment and Student Accountability

    Formative assessment plays a crucial role in keeping students accountable for their own learning by encouraging continuous reflection and self-assessment throughout the course. Exit tickets serve as an effective formative assessment tool by prompting students to actively engage with the material and articulate their understanding or challenges. This process fosters a sense of responsibility and ownership over their learning journey, motivating students to identify areas where they need improvement and to connect classroom concepts to real-life contexts.

    To enhance student accountability, exit tickets can include reflective questions that encourage deeper thinking and personal connection to the material. Some examples of effective formative assessment questions include:

    • Describe a connection you can see between today’s material and your life.
    • What gave you the most difficulty today and why?
    • In 50 words or less, summarize today’s material.

    These prompts not only help students consolidate their learning but also provide teachers with valuable insights into student perspectives and potential obstacles. By regularly incorporating such reflective questions into exit tickets, educators can support a growth mindset and promote active, self-directed learning that extends beyond the classroom.

    Using Technology to Enhance Exit Tickets

    Technology offers exciting new ways to make exit tickets more engaging, efficient, and insightful. With digital exit ticket templates, teachers can quickly create and distribute exit slips that students can complete on their laptops, tablets, or phones. Digital access to exit tickets through tools like Google Forms or Top Hat makes participation easy and allows for immediate data collection. Using a platform allows students to submit their responses from anywhere, and for educators to collect and review data in real time. Exit tickets can be completed digitally through online polls, surveys, quizzes, and forms. Digital tools also allow for a variety of question types, such as multiple choice, short answer, or even interactive elements like videos or images, making the process more fun and accessible for students.

    Incorporating multimedia and creative projects can make exit tickets more enjoyable for students. Educators can use learning management systems, online survey platforms, or educational apps such as Top Hat to create and manage exit tickets, often with features like automatic grading and instant feedback. Digital exit tickets can also supplement online courses and support remote learning, making them a valuable tool for virtual or hybrid classrooms. By leveraging technology, educators can gain deeper insights into student understanding and learning, streamline the assessment process, and create a more dynamic classroom experience. Using digital exit tickets is similar to accessing information in a library—students benefit from the efficiency and breadth of digital resources, enabling more self-directed and effective learning. Digital exit tickets not only save time but also provide valuable analytics that help instructors identify trends, adjust instruction and support student achievement more effectively. Integrating technology into exit tickets reflects the role of technology in modern life and helps prepare students for real-life situations where digital skills are essential.

    Using Data to Inform Instruction

    One of the most powerful aspects of exit tickets is the wealth of data they provide to inform instruction and enhance student learning. When students submit their exit tickets at the end of a class period, educators gain immediate insight into student understanding of the day’s lesson. By carefully reviewing student responses—whether from multiple choice questions, short written answers, or creative formats—educators can quickly identify which concepts have been mastered and which require further attention.

    This real-time feedback allows educators to make informed decisions about how to adjust their teaching strategies to better meet student needs. For example, if exit ticket data reveals that many students struggled with a key concept, teachers can decide to revisit that material in the next class, provide targeted practice, or offer additional resources. Conversely, if students demonstrate strong understanding, instructors might accelerate the pace or introduce more advanced topics, ensuring that learning remains challenging and engaging.

    Regularly analyzing exit ticket responses is essential for differentiating instruction. By identifying patterns and trends in student learning, educators can create targeted interventions for those who need extra support and enrichment opportunities for those ready to move ahead. This approach not only supports individual student achievement but also helps the entire class progress more effectively toward learning goals.

    In addition to shaping instruction, exit ticket data serves as a valuable tool for providing feedback to students. When instructors review and respond to student answers, they help students reflect on their own progress, recognize areas of strength, and set goals for improvement. This ongoing communication fosters a sense of ownership and agency in learning, encouraging students to take an active role in their educational journey.

    To maximize the benefits of exit tickets, educators can use a variety of exit ticket templates and formats—ranging from traditional paper slips to digital forms. Digital tools, in particular, make it easy to collect, organize, and analyze data, allowing teachers to track student progress over time and quickly identify areas for instructional focus. Whether using sticky notes, online surveys, or interactive apps, the key is to create a system that regularly gathers meaningful data and uses it to inform future instruction.

    Ultimately, using data from exit tickets is an essential strategy for any educator committed to improving student understanding and achievement. By making exit tickets a routine part of your assessment toolkit, you can ensure that every lesson is responsive to student needs, every student has the opportunity to succeed, and your teaching is always informed by real evidence of learning.

    Exit Tickets: Classroom-Ready Examples

    Top Hat’s exit ticket template, designed with the help of instructional design experts, contains many helpful printouts. This helpful instructor resource offers four versions with two templates per category. Two of the versions can be used as jumping-off points for minute papers (assessing understanding and asking students to reflect and summarize), and the other two can be used for muddiest point exercises (finding gaps in learning, and what students would want covered the following class). These exit tickets serve not only as formative assessments but also offer additional benefits by supporting a variety of assessment strategies, gathering student feedback and enhancing classroom engagement.

    Access free exit ticket ideas here.

    Frequently Asked Questions About Exit Tickets

    1. What is an exit ticket in the classroom?

    An exit ticket is a short formative assessment that students complete at the end of a class to demonstrate what they learned. Exit tickets typically consist of one to three questions and help instructors quickly assess understanding, identify misconceptions, and adjust future instruction.

    2. What are the benefits of using exit tickets?

    Exit tickets help instructors check for understanding in real time, encourage student reflection, and provide actionable feedback without adding significant grading time. When used consistently, exit tickets can improve student engagement, support data-informed teaching decisions, and increase retention of key concepts.

    3. What are some effective exit ticket ideas for the classroom?

    Effective exit ticket ideas include asking students to summarize the key concept in one sentence, identify the “muddiest point” from the lesson, answer a quick multiple-choice question, apply what they learned to a real-world example, or predict how the concept will be used in a future lesson or exam. These prompts encourage reflection and help instructors quickly assess student understanding.

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  • Trump Wants to Cut Funding for California Schools Over One Trans Athlete. It’s Not So Easy – The 74

    Trump Wants to Cut Funding for California Schools Over One Trans Athlete. It’s Not So Easy – The 74


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    This story was originally published by CalMatters. Sign up for their newsletters.

    California’s schools and colleges receive billions in federal funding each year — money that President Donald Trump is threatening to terminate over the actions of one student. AB Hernandez, a junior from Jurupa Valley High School, is transgender, and on May 31 she won first- and second-place medals at the state track and field championship.

    “A Biological Male competed in California Girls State Finals, WINNING BIG, despite the fact that they were warned by me not to do so,” Trump said in a social media post last week. “As Governor Gavin Newscum (sic) fully understands, large scale fines will be imposed!!!”

    Despite this post and a similar threat a few days earlier to withhold “large-scale” federal funding from California, Trump lacks the authority to change the state’s policy toward transgender athletes without an act of Congress or a decision by the U.S. Supreme Court. And recent court cases suggest that Trump also may have a hard time withholding money from California.

    California state law explicitly allows transgender students in its K-12 school districts to compete on the team that matches their preferred gender, but the Trump administration has issued multiple directives that restrict access to girls’ sports, including a letter last week from the U.S. Department of Justice telling high schools to change their policies.

    On Monday, California Attorney General Rob Bonta sued the Justice Department over its letter, saying it had “no right to make such a demand.”

    “Let’s be clear: sending a letter does not change the law,” said State Superintendent of Public Instruction Tony Thurmond in a statement to school districts. “The DOJ’s letter to school districts does not announce any new federal law, and state law on this issue has remained unchanged since 2013.” On Monday, Thurmond sent his own letter to the Trump administration, refuting its legal argument.

    California receives over $2 billion each year for its low-income Title I schools, as well as over $1 billion for special education. At the college level, students receive billions in federal financial aid and federal loans. Even if Trump lacks the legal authority to change state law, he could still try to withhold funding from California, just like he tried with Maine. In February, Trump asked Maine Gov. Janet Mills if her state was going to comply with a presidential executive order — which is not a law — that directed schools to bar transgender girls from certain sports. Mills said she’d comply with “state and federal laws,” effectively rebuking the president.

    The Trump administration has since tried to withhold funding from Maine, but legal challenges have prevented it.

    The NCAA vs. California state law

    Trump made banning transgender youth athletes a centerpiece of his 2024 presidential campaign, and it’s remained a focal point for his administration this year. Nationally, Americans increasingly support restrictions on transgender athletes, according to surveys from the Pew Research Center. Gov. Gavin Newsom, who last year signed legislation supporting trans students, spoke out against transgender athletes in a podcast this March, saying it was “deeply unfair” to allow transgender girls to compete in girls’ sports.

    Female athletes with higher levels of testosterone or with masculine characteristics have long faced scrutiny, biological testing and disqualification. Debates about who gets to participate in girls’ or women’s sports predate the Trump administration — and Newsom — and policies vary depending on the athletic institution.

    In 2004, the International Olympic Committee officially allowed transgender athletes to compete in the sport that aligned with their gender identity, as long as the athlete had sex reassignment surgery, only to change that policy in 2015 and require hormone testing. In 2021, the committee changed the policy again, creating more inclusive guidelines but giving local athletic federations the power to create their own eligibility criteria.

    Across California, youth leagues, private sports leagues and other independent athletic associations all have their own policies. Some allow transgender women and men to participate; some restrict who can compete. Some require “confirmation” of a participant’s gender, such as a government ID or statements from health care professionals, while other associations take the athletes at their word.

    California’s colleges and universities are not allowed to discriminate against transgender students but state law doesn’t provide any guidance beyond that. After the presidential executive order in February, the National Collegiate Athletic Association (NCAA), which independently regulates college sports, changed its rules, prohibiting transgender women from competing and putting colleges in a bind. Roughly 60 California universities are part of the NCAA, including almost all of the UC and many Cal State campuses. Community colleges, which represent the bulk of the state’s undergraduates, are not part of the NCAA.

    “There’s a strong argument (the NCAA rules) could violate state law and federal equal protection,” said Elana Redfield, the federal policy director at UCLA’s Williams Institute, which studies LGBTQ+ issues.

    Amy Bentley-Smith, a spokesperson for the California State University system, declined to comment about how the NCAA policy conflicts with state and federal regulations. She said the Cal State campuses abide by the NCAA rules — preventing transgender athletes from competing — while still following state and federal non-discrimination laws regarding trans students.

    Stett Holbrook, a spokesperson for the University of California system, said the UC does not have a system-wide policy for transgender athletes. He did not respond to questions about whether the campuses abide by NCAA rules.

    Unlike the NCAA, the California Community College Athletic Association allows transgender athletes to compete. A spokesperson for the association, Mike Robles, said he’s aware of the NCAA rules and the Trump administration’s priorities but he did not say whether the association will modify its own policy.

    The U.S. Constitution is silent on trans students

    In February, just days after the president’s inauguration and the executive order regarding transgender athletes, the U.S. Department of Education launched an investigation into San Jose State after a women’s volleyball player outed her teammate as transgender. The education department has yet to provide an update on that investigation.

    With the Trump administration’s focus now on CA K-12 school districts, the legal debate has intensified. In its letter to the state’s public schools last week, Assistant U.S. Attorney General Harmeet Dhillon said allowing transgender girls to compete in girls’ sports is “in violation” of the Equal Protection Clause of the U.S. Constitution and asked schools to change their policies.

    But the U.S. Constitution doesn’t say anything about transgender athletes, at least not explicitly.

    Instead, Dhillon is offering an interpretation of the Constitution, “which doesn’t carry the full force of law,” Redfield said. The laws that do govern transgender athletes, such Title IX, aren’t clear about what schools should do, and the U.S. Supreme Court — the entity with the power to interpret federal law and the Constitution — has yet to decide on the matter.

    That said, many lower level judges have already weighed in on whether the Constitution or Title IX law protects transgender students or athletes.“The preponderance of cases are in favor of trans plaintiffs,” Redfield said. “The federal government is contradicting some pretty strong important precedent when they’re making these statements.”

    After Trump’s comments about AB Hernandez, the nonprofit entity that regulates high school sports, the California Interscholastic Federation, changed its policy, slightly. For the state’s track and field championship, the federation said it would implement a new process, whereby AB Hernandez would share her award with any “biological female” that she beat. All “biological female”  athletes below Hernandez would also move up in ranking.

    On May 31, Hernandez shared the first-place podium twice and the second-place podium once, each time with her competitors smiling supportively, the San Francisco Chronicle reported.

    A spokesperson for the governor, Izzy Gardon, said that approach is a “reasonable, respectful way to navigate a complex issue without compromising competitive fairness.”

    This article was originally published on CalMatters and was republished under the Creative Commons Attribution-NonCommercial-NoDerivatives license.


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  • Eliminating grade inflation isn’t as easy as ABC

    Eliminating grade inflation isn’t as easy as ABC

    A perfect grade point average isn’t what it used to be. As grade inflation continues worldwide, more students are earning top marks, but it isn’t always deserved. Critics argue that inflated grades make it harder to distinguish truly exceptional students, while supporters say they reduce stress and improve confidence. 

    From high schools in the United States to universities in Europe, the debate over grade inflation is shaping education systems and college admissions. But is this trend helping students succeed, or is it setting them up for failure?

    Grade inflation is the trend of rising student grades over time without a corresponding increase in academic achievement, often making higher grades less reflective of actual learning or ability. 

    High school is meant to prepare students for higher education, but with grade inflation, many students feel unprepared. 

    Take high school senior Ruby Schwelm. “As a student who has dealt with inflation, I’ve noticed I don’t receive grades and feedback that reflect my actual understanding of the content,” Schwelm said. “I feel like I’m just going through the motions of my courses, completing assignments without really engaging with the material. This makes it hard to track progress, see where I need improvement and feel prepared for college.”

    The rising GPA

    According to a study by ACT, a non-profit organization that runs one of two standardized tests used in the United States used for college admissions, the average adjusted grade point average (GPA) of students in the United States has risen from 3.17 in 2010 to 3.36 in 2021. 

    The report said that grade inflation “calls into question the degree to which we should rely on grades to measure academic achievement or predict future grades.” This shift challenges the typical role of grades as a reliable measure of knowledge, starting a debate over whether they still hold value in measuring students’ abilities.  

    Many educators believe that the shift in grading has led to a lack of rigor and academic accountability. Josh Hsu, a high school English teacher at the Tatnall School in Wilmington, Delaware where I go to high school, said that many students now equate a C with failure, despite it being historically recognized as an average grade.

    “There seems to be a threshold of how low grades will go, and that bar gets pushed higher and higher,” Hsu said.

    This trend has caused concern among educators who feel that the traditional grading system no longer differentiates students based on their academic performance. 

    “What does an A mean if everybody has an A, right?” Hsu said. 

    The psychological effects of grade inflation

    Proponents of grade inflation argue that it helps students maintain self-confidence and reduces academic stress. 

    Sara Gartland, a high school math teacher at the Tatnall School and adjunct professor at the University of Delaware School of Education, said that “there’s a lot of tension in what a grade is.” 

    She worries that students today see grades as a measure of their worth rather than as a tool for learning. Grades should function as a feedback loop between teachers and students rather than a rigid measure of success, Gartland said. 

    She also emphasized the importance of second chances. “I tend to see that really what students are looking for is, ‘Do I have a second chance if today is not my best day?’,” she said. 

    This perspective aligns with educational philosophies that prioritize mastery over memorization. Many teachers now allow students the opportunity to make corrections and retake assessments to make sure that students truly understand the material, which can also lift the burden of test stress off of students. 

    Elevated grades and equity

    While grade inflation is happening across the country, there have been concerns over whether grade inflation is proportionally impacting students of different incomes and communities. 

    Hsu said that parents of students in private schools often expect their children to earn high grades to get into a top college in return for the price of tuition. While this belief may lead people to assume that wealthier students have proportionately higher grades than lower-income students, this actually is not the case. 

    The ACT’s study shows that the average GPA of students in a household with an income of under $36,000 a year has grown much faster than the GPA of students in a household with an income of $100,000 from 2012 to 2021. This could be due to teachers inadvertently trying to give a break to students from low-income families to try and level the playing field. 

    Gartland argues that teachers should provide students with the tools they need for success and take into consideration things that may impact a student’s performance outside of the classroom. 

    “That [grade on a test] doesn’t necessarily take into consideration your drive to school that day, whether or not you forgot your lunch that day, or let’s say you had a particularly exciting life event or a particularly upsetting life event, and you didn’t get to spend the amount of time studying that other students did, all sorts of other things,” she said. 

    With this mindset in education, students are being treated with equity, allowing them the opportunity to experience the same academic success, even if there are barriers in their way. 

    Global patterns in how students are graded

    While the issue of grade inflation is often discussed in the context of schools in the United States, grade inflation is a global issue. A 2024 study, by researchers at the College of New Jersey, found that many countries, including the United Kingdom, Germany and Canada have all experienced rising average grades over time. 

    However, the extent of grade inflation varies from country to country. Australia, for example, maintains relatively strict grading standards through the use of relative grading and limited reliance on student achievement.

    This study also showed that there are many differences in grading practices from region to region. In the United States, professors were significantly more likely to use curved grading, a practice strongly associated with grade inflation. 

    In contrast, educators in Europe and the South Pacific gave lower average grades and curved fewer grades, suggesting a more conservative approach to grading. Asian countries showed grading patterns similar to the United States, with higher usage of grade curves and slightly elevated grade averages.

    These disparities have real implications. Grade inflation complicates international admissions, making it harder to fairly compare students from different educational systems. 

    It can also distort hiring practices. The international study on grade inflation found that in Sweden, students from schools with inflated grades were shown to earn up to 5% more than peers with equivalent abilities. Ultimately, when grades become inflated, they lose their value as an objective measure of performance, creating global challenges in education, employment, and equity. 

    A shift in college admissions 

    As I went through the process of applying to college, I learned from my college counselors how grade inflation has affected the college admissions process. As grade inflation rises, colleges and employers are shifting their focus away from GPAs and toward other indications of student potential. Admissions officers are increasingly looking at extracurricular activities, personal essays and recommendation letters to evaluate applicants.

    According to a report by the group FairTest, which works for equity in educational assessments, standardized tests, which once served as a counterbalance to inflated grades, are also becoming optional at many colleges and universities, further complicating the process of evaluating students.

    Hsu said he worries that without clear academic standards, the education system could lose its credibility. “If you don’t have a set of standards, then it just becomes the Wild West, and then you have everyone getting A’s and B’s and you have students with GPAs that they didn’t earn,” he said.

    Employers, too, are placing greater emphasis on internships and real-world experience rather than assuming high grades equate to a strong work ethic and mastery of material. 

    With the recent trends of grade inflation, we can expect the average GPAs of students across the country to continue to rise. Hsu worries some students have become lazier in recent years. This raises concerns about how this will impact the future of education and if students will be prepared for life post-graduation.

    “Everyone wants instant gratification now,” Hsu said. “They don’t want to work at things as hard because if they have challenges, they’re not willing to stumble through those challenges or fight through them.”

    Questions to consider:

    • What is meant by grade inflation?

    • How can student achievement be measured without letter or number grades?

    • Do you think that getting an A on an assignment should be difficult? Why?

     

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  • Three Easy Tax Fixes That Would Help Students Succeed

    Three Easy Tax Fixes That Would Help Students Succeed

    As Congress works on a sweeping rewrite of the tax code, students and families across the country are watching—and hoping this moment leads to real change that will increase access to higher education. The conversation in Washington will likely center on what to keep, what to cut, and how to fit higher education into the massive, complex puzzle that is the U.S. tax code. But lawmakers have a chance to do something simple but powerful: pass three bipartisan tax fixes that would make a big difference for low- and middle-income students.

    These fixes may not grab national headlines, but for those trying to pay tuition, cover everyday expenses, return to school to finish a degree, or chip away at their student loan debt, they could make a meaningful difference. In a time of deep partisan divides, Congress should focus on policies with broad, bipartisan support—especially those that are low-cost and already proven to help students succeed.

    Here are three commonsense ideas that would do just that:

    1. End the Tax on Pell Grants—So Students Can Keep the Aid They Deserve

    For over 6 million low-income students, the Pell Grant is a lifeline—essential financial aid to help cover the cost of college. But under current tax law, Pell Grants used for some non-tuition expenses like housing or childcare can be taxed as income. That means students from families earning less than $60,000 a year could end up with a tax bill just for trying to make ends meet while earning their degrees.

    Even worse, a complicated interaction issue between Pell Grants and the American Opportunity Tax Credit (AOTC) means many students at lower-cost schools—especially community colleges—lose access to the up to $2,500 of aid available under the AOTC entirely. Under current law, students can’t apply both Pell Grants and the AOTC to the same tuition costs. If a Pell Grant covers most or all of a student’s tuition, as can be true for community college students, there may be nothing left to claim the credit on. The only workaround is to apply the Pell Grant to other expenses—like housing or childcare—which then makes it taxable. It’s a frustrating and unfair setup that affects an estimated 550,000 Pell-eligible students every year.

    Repealing the taxability of Pell Grants and fixing this interaction issue would allow students to keep more of the financial aid they’ve earned and simplify their tax filing process. Bipartisan legislation—the Tax-Free Pell Grant Act—would make this change, and it’s time for Congress to act.

    2. Modernize Section 127—So More Working Students and Families Can Access Education

    Today’s students aren’t just full-time undergraduates living in dorms. They’re parents, veterans, career changers, and working professionals going back to school to earn a degree or build new skills. One of the best tools to help them is employer-provided education assistance under Section 127 of the tax code, which lets employers provide up to $5,250 per year in tax-free educational assistance and student loan repayment.

    This benefit helps working students cover tuition, buy course materials, and even pay down student loans. But there’s a catch: the $5,250 cap hasn’t changed since 1986, and the provision allowing employers to use the benefit to help with student loan payments is set to expire this year.

    Several bipartisan bills—such as the Upskilling and Retraining Assistance Act and the Upward Mobility Enhancement Act—would raise the cap and allow benefits to cover education-related tools and technology. Another bill, the Employer Participation in Repayment Act, would make student loan repayment a permanent option.

    Modernizing Section 127 is a smart, low-cost way to expand opportunities for students who are balancing work, life, and learning—and give employers a powerful tool to invest in their workforce.

    3. Simplify Higher Ed Tax Credits—So Students Actually Receive Benefits for Which They’re Eligible

    In theory, the AOTC and Lifetime Learning Credit (LLC) are designed to make college more affordable. But in practice, the system is so confusing that many students don’t even know they’re eligible—let alone understand how to claim the credits.

    Only 60 percent of eligible students claim the AOTC, and take-up rates are even lower for low-income students. That means thousands of dollars in aid per student are going unclaimed, simply because the system is too complex.

    Students deserve better. A single, streamlined tax credit would help more people afford college, finish a degree, or return to school for career training. Past bipartisan proposals have called for combining the AOTC and LLC into one simplified, flexible credit. These plans would also expand what counts as eligible expenses—like computer equipment and childcare—so the benefit reflects the real costs students face today.

    By making the system simpler and more effective, Congress can ensure that intended benefits actually reach the students who need them most.

    A Better Deal for Students

    Comprehensive tax reform doesn’t come around often. This year, Congress has a chance to use that opportunity to advance policies that support the millions of students working hard to improve their lives through education.

    Fixing the tax treatment of Pell Grants. Modernizing employer-provided educational assistance. Simplifying higher education tax credits. These aren’t controversial ideas—they’re bipartisan, fiscally modest, and widely supported by educators, employers, and students alike.

    If Congress wants to demonstrate that tax reform can be fair, effective, and focused on the future, they should start by putting students first.

    Students, families, and advocates should urge their representatives to make higher education a priority in this year’s tax reform. They can easily do so using ACE’s Voter Voice feature. For more, visit our Tax Reform resource page.

    If you have any questions or comments about this blog post, please contact us.

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  • Becoming good at math is easy, actually (Han Zhango)

    Becoming good at math is easy, actually (Han Zhango)

     

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