Harvard Students React to Grade Inflation Report

Students at Harvard University are feeling anxious following a recent report suggesting that administrators should promote grade inflation. The Ivy League institution revealed that over 60% of grades are now A’s, a notable increase from about 40% a decade ago and just 25% two decades ago. This has led the university to evaluate the “integrity of the grades.”

Amidst this, there is concern among students regarding a proposal for professors to limit the number of A+ grades awarded, which is part of a broader push to tackle grade inflation. Many are, understandably, quite upset. Harvard freshman Sophie Chumbridze expressed her distress, saying, “I cried all day. I skipped class on Monday and just sobbed in bed because I felt like I didn’t get the best grade even though I worked hard.”

She described the experience as “soul-crushing.”

The leniency in grading has been attributed to professors, who, fearing negative evaluations from students, became more lenient on grades and aimed to avoid adding extra stress to those who were unprepared. Now, however, there seems to be a growing apprehension that lowering academic standards could adversely affect the university’s academic culture.

Students interviewed shared worries that stricter grading could heighten workloads and negatively impact “student mental health.” A number of students articulated fears that this shift could diminish their enjoyment of Ivy League classes. Freshman Keita A. Aronson reflected, “I killed myself all through high school to get into this school. I was looking forward to being fulfilled by my current studies rather than being overwhelmed by them.”

Another freshman, Zahra Rohaninejad, admitted she was anxious about upcoming midterms and essays, remarking, “It’s unrealistic to assume that people will enjoy classes if that standard is raised even higher.”

While some voiced concerns about the sacrifice of extracurricular activities for grades, others mentioned how students are already putting in significant effort to maintain their positions. Rohaninejad noted that common study spots were crowded at all hours, emphasizing that students often sacrifice sleep and socializing just to keep up with their coursework.

Peyton White, a freshman at Harvard, commented, “What makes a Harvard student a Harvard student is our commitment to extracurricular activities. Now we have to throw all that away and focus solely on academics, which undermines the essence of Harvard.”

Hudson C. McCarthy, an athlete on the lacrosse team, added that the current system doesn’t consider the daily commitments students juggle alongside their studies.

Nonetheless, some students supported aspects of the report while arguing that other institutions should also elevate their standards. Harvard sophomore Stephen A. Behun cautioned, “I worry that addressing this issue at Harvard alone might hinder students aiming to reach the next level who require strong academic records. Solving this problem without a full understanding of its professional implications could backfire.”

According to the report, A grades have jumped by 20 percentage points since 2015, particularly during remote learning amid the COVID-19 pandemic. However, students have reportedly remained just as engaged, with an average of 6.46 hours spent on studies outside of class each week.

Yet, some professors have cast doubt on these claims, stating they’ve had to reduce reading materials and reconsider assignments due to increased student complaints. This has resulted in many students in intensive reading courses reporting they are studying less than average outside of class.