ESSAY CONTEST: Do today’s students earn their grades?

As the years go on, students are pressured more and more — not only to maintain high grade-point averages, but to become involved in school activities, as well. The competition for colleges has become fierce and students are desperate to remain among the “cream of the crop.” But are students really maintaining their grades properly, or is there something we are missing?

Grade inflation has become common in high schools, yet people do not generally regard it as a problem. From rounding up grades, massive extra credit opportunities, and mere impression grades, these acts of “kindness” are devaluing the value of education and sitting up students for failure. Although it seems a minor issue, giving students a grade higher than they deserve will catch up with them later. It is more of a curse in disguise than something to be thankful for — even if it does earn them an extra A on their report cards.

One of the most common forms of grade inflation is rounding up grades. For example, designating an 89 as an A on their report card. Not only is the grade technically false, but it also gives students the idea that life will always be generous and giving. In the real world, life “is what it is,” and not everyone is going to give students that “last percentage” that they need. Giving them the proper grade (even if it is an 89.9 that results in a B+) will build character by helping kids learn that not everything comes easily, as well as help them work harder for the grades.

Teachers, more common than not, will give students the grade they need. The unfortunate thing about this, is when colleges look at a student’s transcript, they are unable to see the percentage a student has received in each class. They see only the letter grade. Unable to determine the difference, colleges could be selecting the students who receive 89 percent and were given an A rather than the students who had stronger and more deserving A’s.

Another not as typical but still common practice of grade inflation is known as “buying your grade.” Although it is technically not allowed by the school district to pay off your teachers, many teachers offer the opportunity to bring in class supplies for extra credit. Anything from reams of paper to Kleenex is considered acceptable, and will usually rack up tens of dozens of points for the buyer. This practice is not only unfair to the students who work hard for their grades, but also for the students who can’t afford to buy an endless supply of markers. Allowing students to bring in supplies for credit gives the wrong message. Instead of having students work hard for their grade, they are being taught that there are shortcuts to getting the grade. Unfortunately, they are cheating themselves out of their education, just as taking short cuts will cheat them out of many other things in life.

Although these practices are both common and wrong, there are other much more subtle things teachers do that inflate grades. Generally, the amount of points an assignment is worth is based on how difficult the teacher thinks the work is. The harder the work, the more points it will be worth. But are teachers really grading their work this way?

It was not until recently that I first heard one of my teachers complain about how low their class average was. So many teachers allow students to use notes and books on the tests they are taking, therefore making 100-point test now only a 100-point scavenger hunt. See the difference? The once-difficult assignments are being made easier, so that the teacher’s class average will go up.

Teachers are also starting to hand out something they like to call “participation” and “impression” grades. Participation grades are required points given for a student to read material to the class, share his own work, or be active in class conversations. By simply participating in these everyday classroom procedures, students are receiving points — often the equivalent to a homework grade. Does it really seem legitimate to earn 20 points just for reading aloud to the class?

Impression grades are another cheap way that teachers increase their class average. Based on the student’s work, number of missing assignments and general attitude toward the class, many teachers concoct a final “impression” grade on at the end of the quarter. Although this grade does not make a significant difference on either the extremely good or bad students, it will ultimately decide the final grade for the students on the border. Assuming a student holds a 79 average in one of his or her classes, his final grade will be determined more by the teacher’s feelings toward the student than anything else.

Whether their methods are obvious or subtle, intentional or accidental, teachers are undermining the true value of an education. Any student can bring in extra credit supplies or sway a teacher to increase his grade. It takes a real student, however, to earn his grades. The only problem is, grade inflation makes it difficult to differentiate between those students.

Tara Verderosa is a junior at Palo Verde High School.