Outrage At Harvard Grade Inflation Report Shows Rot In Higher Ed

The recent reactions by students of arguably the nation’s most prominent university to a report about grade inflation read like they came from the pages of The Babylon Bee, a satirical website. That they came instead from the Harvard Crimson speaks to the crises plaguing higher education.

The melodramatic wailing by Harvard students regarding the school’s grading policies does more than represent a parody of Ivy League education and woke 'snowflakes.' It reinforces that taxpayers are propping up a sclerotic, dysfunctional educational system that has problems extending far beyond rampant antisemitism and radical leftist politics.

Unfortunately, the Harvard report that drew such harsh student condemnation remains hidden on the university’s intranet, but a Crimson article gives the gist. The study found that more than 60 percent of grades awarded to Harvard undergraduates are A’s, compared to only a quarter of grades two decades ago. It concluded that Harvard’s current grading system is 'damaging the academic culture of the College.'

Cue the outrage from students, as documented in a separate Crimson story. One student expressed distress over the faculty’s desire to maintain high academic standards, stating, 'The whole entire day, I was crying. … I skipped classes on Monday, and I was just sobbing in bed because I felt like I try so hard in my classes, and my grades aren’t even the best.' This reaction highlights the mental health challenges facing today’s youth.

Another student lamented, 'I killed myself all throughout high school to try and get into this school. I was looking forward to being fulfilled by my studies now, rather than being killed by them.' These comments imply a belief that effort will necessarily equal results, suggesting a cultural expectation that excellence should come easily.

Students wanting to be 'fulfilled by my studies' seem not to understand the purpose of higher education. The act of learning itself should serve as its own source of fulfillment, regardless of societal focus on grades. Another student voiced concern that focusing solely on academics undermines the essence of being a Harvard student, which includes engagement in extracurricular activities.

The grade inflation report also indicated the negative impact of social media, with faculty in the humanities and social sciences reporting that they have had to adjust their curricula due to increasing student complaints. This trend suggests that a generation accustomed to brief social media content may struggle with traditional academic rigor.

The Harvard report illustrates the need to reinforce a culture of excellence in higher education. Such a culture would promote striving for achievement to an objectively high standard, recognizing that not everyone will reach that standard, but that all who make an earnest attempt will gain satisfaction from their efforts. The true sense of fulfillment should come from the act of self-improvement, irrespective of whether one fully attains excellence.

Chris Jacobs, founder and CEO of Juniper Research Group, emphasizes that universities should embody the call to greatness. For Harvard, or any institution, to do otherwise represents a gross dereliction of duty, not to mention a waste of taxpayer funds. Harvard’s willingness to engage in introspection necessary to reevaluate its role represents a ray of hope, but it also underscores the significant journey higher education must undertake to rediscover its purpose in society.