Harvard grade inflation report sparks student backlash and calls for stricter grading policies
An internal Harvard review found over 60% of undergraduate grades are now A’s, sparking student backlash and debates over tightening grading policies as the median GPA climbed from 3.64 to 3.83 this decade.
Key takeaways
- More than 60% of Harvard undergraduate grades are A’s, up sharply from ~25% two decades ago; the review warns grades are “too compressed and too inflated.” Report finds more than 60% of undergraduate grades at Harvard are A’s
- Median GPA rose from 3.64 (Class of 2015) to 3.83 (Class of 2025), intensifying calls to restore clearer differentiation. Median GPA rose from 3.64 to 3.83
- Students reacted emotionally — some fearful of grade cuts, others defending high marks as legitimate achievement. Students reacted strongly; some said they were “crying”
- Proposed fixes include median grades on transcripts, expanding the scale, in-person exams, and standardized grading — a mix of technical fixes and hotly debated policy choices. Recommendations include median grades and grading reforms
What the report found
Harvard’s Office of Undergraduate Education released an internal review describing the university’s grading system as “too compressed and too inflated.” The review states that more than 60% of grades awarded to undergraduates are A’s, a sharp rise from roughly 25% about 20 years ago. Report finds more than 60% of undergraduate grades at Harvard are A’s
It also highlights that the median GPA climbed from 3.64 for the Class of 2015 to 3.83 for the Class of 2025, an increase that the review links to both long-term trends and assessment changes during the COVID-19 pandemic. Median GPA reporting
The review warns that compressed grading makes it harder to identify exceptional students, potentially eroding trust in Harvard degrees and reducing the usefulness of transcripts to employers and graduate programs. Report: compressed grades erode transcript usefulness
Student reactions: fear, anger and debate
News of the review produced rapid, emotional responses. Many students expressed fear that stricter grading would lower GPAs and harm job or graduate-school prospects — one told reporters,
“I was crying,”
when she learned stricter grading was being considered. Student reactions reporting
Other students argued that higher grades may reflect real improvements in preparation, effort, or course quality; they contend that an A from Harvard still signals excellence and should not be dismissed as mere inflation. The mixed reactions underscore a tension between perceived fairness and preserving academic standards.
Faculty and administrative concerns
Faculty told the review they sometimes feel pressure to award higher grades, citing fears of poor evaluations or complaints — dynamics the report credits with pushing averages upward over time. Faculty concerns and grade pressure
Administrators warned that continued inflation could weaken public trust in Harvard credentials: when the majority of students receive A’s, transcripts contain less information about which students truly stand out. The review frames action as necessary to protect both rigor and reputation.
Proposed fixes and debate over solutions
The review outlines several options to make grades more informative. Suggested steps include:
- Add median grades to transcripts so readers can compare a student’s grade to the class median. Median grades on transcripts
- Expand the grading scale to better separate top performers — for example, limited use of an A+ category. Expand the grading scale
- Require in-person exams for some courses to reduce reliance on remote assessment and digital aids. Require in-person exams
- Standardize grading practices across sections to cut inconsistencies and make comparisons fairer. Standardize grading practices
Supporters say these changes would restore clarity and fairness; critics worry they could penalize students who legitimately earned high marks or introduce new inequities. Student groups have urged caution, asking that reforms consider why grades rose and how changes would affect real people. Student groups’ responses
National context: not just Harvard
Harvard’s debate reflects a long-term national trend: average GPAs rose more than 16% from 1990 to 2020, and A has become the most common grade at many institutions. National GPA trends and ED blog
Experts differ: some say grade inflation undermines transcript utility, while others argue higher grades can signal improved teaching, preparation, or learning outcomes. Harvard’s prominence makes its choices influential for employers and graduate programs nationwide.
Implications for San Luis Obispo
Economic impact: Local employers that recruit nationally may welcome clearer transcripts if Harvard adds medians or tightens grading — that could make résumés easier to interpret for San Luis Obispo hiring managers. Economic impact for local employers
Higher education and transfer students: Cal Poly and other regional schools may see changes in how graduate programs and employers compare applicants if elite institutions alter transcript conventions. National GPA trends affecting local applications
Community and families: Parents and counselors in San Luis Obispo may adjust advice, emphasizing internships, research, and letters of recommendation if stricter grading reduces inflated A’s. Community implications
Practical applications: Counselors will likely advise local students to broaden portfolios—research, internships, and recommendations—while employers may request contextual signals such as class medians if those become standard. Advice for applicants and employers
