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This should be implemented at our flagship schools in Texas including A&M.

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Are you saying that you think that there should be a cap on how many people can earn a certain letter grade in a class?

Over_ed said:

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Harvard continues to go forward with its new grading policy and its students are in a tizzy.
https://www.thecollegefix.com/its-racially-harmful-to-reform-grade-inflation-at-harvard-student-petition-argues/

Last year, greater than 60% of all undergrad grades were A's. The new policy - only 20% of students in undergraduate classes can get receive an A - with an exception for very small classes. This new policy was supposed to go into effect next fall, but is now being delayed until 2027 due to student protest.

The main talking point of the protests --> RACISM, because (obviously) minority students will earn fewer A's than non-minority :-)

My predictions -
Decent chance the faculty senate doesn't approve this when it votes in May. Ivy League profs won't want to deal with unhappy students.

If passed, a lot of students will be looking at comparable schools where they do not have to work as hard to have a great GPA.

But props to the Harvard administration for realizing that linking higher performance to earning an A results in better student outcomes. And excellence does not come from average performance.

This should be implemented at our flagship schools in Texas including A&M. And as far as racism: "...the soft bigotry of low expectations." comes to mind.

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By all means, let the inmates (students) run the prison. We know what Harvard and the Ivies are. They are diploma mills for elitists who expect (and often receive) the grades they pay for.

MattAg84 said:

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How about we try this radical idea where if you get 90% or more of the questions correct you get an A, 80-90% a B, 70%-80% a C… crazy right?!?!

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Well, it is kindof easy to game that system as a professor, no?

They are childish fools. Racism is what they claim because it has always been their most effective weapon.

The actual problem is merit versus the perverse incentive of grade inflation by the university and education system. If students demonstrate mastery of the material by objective measures, they deserve credit for it. If the standards are set properly and 60% of students legitimately get a perfect exam score using objective measures then they all have earned an "A".


What they look like us of course entirely irrelevant

TexasAggie81 said:

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Stupe said:

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Quote:

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This should be implemented at our flagship schools in Texas including A&M.

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Are you saying that you think that there should be a cap on how many people can earn a certain letter grade in a class?

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As a professor whose classes were often deemed very difficult, the cap was a gift to my students. Acknowledging that class discussions were extremely challenging and exams were even more difficult, I established a 15% rulein every one of my classes. That meant that even though 15% of the students in my classes did not EARN an A, the lowest point earning student that achieved the 15% threshold receive a curve after points necessary to actually reach an A level. It also meant that every person below the 15% threshold received the same curve. Bell curves are garbage. They are used to assure that the majority of the students in the class receive a C. As a result of the curve, I administered in my classes, everyone was helped to an equal extent. And there was never an occasion when 80% or even 20% of the students in my classes received an A.

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I had an economics professor at Blinn that had the same type of system. 20% A's, 35% B's, 35% C's, 10% F, no Ds (which was weird, because he was pretty fey).

Going into the final, I realized that I could receive a zero on the final and still secure an A. I was so far ahead, it was mathematically impossible to get a B.

I asked the professor if I could skip the final. He said no, that I would get a B if I skipped the final.

I showed up to the final with a box of crayons, and put them on my desk. The prof walked by before he handed out the final and threw them in the trash. He did not think it was funny. It was so worth it.

I did get the A.

nortex97 said:

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People like KBJ (magna cum laude Harvard) and Joy Reid are DEI examples of why Harvard imho should not be taken anywhere nearly as seriously as they pretentiously are today, imho. They are sort of the 'Royal Navy' of higher ed just riding on an old reputation they no longer deserve at all.

Joy Reid: "Yeah, I am DEI. I am bringing diversity and I’m bringing something great. Yeah, I got into Harvard with affirmative action."pic.twitter.com/DeF5DAvvss

— Defiant L’s (@DefiantLs) April 28, 2026

I don't really care I just think with their endowment they shouldn't receive federal funding to subsidize the pricey education/brain washing there.

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Which side of the discussion is she trying to support? Joy Reid & Justice DEI are two of the strongest arguments against these grading policies that one could make

BusterAg said:

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I had an economics professor at Blinn that had the same type of system. 20% A's, 35% B's, 35% C's, 10% F, no Ds (which was weird, because he was pretty fey).

Going into the final, I realized that I could receive a zero on the final and still secure an A. I was so far ahead, it was mathematically impossible to get a B.

I asked the professor if I could skip the final. He said no, that I would get a B if I skipped the final.

I showed up to the final with a box of crayons, and put them on my desk. The prof walked by before he handed out the final and threw them in the trash. He did not think it was funny. It was so worth it.

I did get the A.

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yes, I am sure this experience has been the absolute peak of your existence so far.

The same song - the bigotry of low expectations rears its ugly head again.

BusterAg said:

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TexasAggie81 said:

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Stupe said:

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Quote:

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This should be implemented at our flagship schools in Texas including A&M.

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Are you saying that you think that there should be a cap on how many people can earn a certain letter grade in a class?

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As a professor whose classes were often deemed very difficult, the cap was a gift to my students. Acknowledging that class discussions were extremely challenging and exams were even more difficult, I established a 15% rulein every one of my classes. That meant that even though 15% of the students in my classes did not EARN an A, the lowest point earning student that achieved the 15% threshold receive a curve after points necessary to actually reach an A level. It also meant that every person below the 15% threshold received the same curve. Bell curves are garbage. They are used to assure that the majority of the students in the class receive a C. As a result of the curve, I administered in my classes, everyone was helped to an equal extent. And there was never an occasion when 80% or even 20% of the students in my classes received an A.

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I had an economics professor at Blinn that had the same type of system. 20% A's, 35% B's, 35% C's, 10% F, no Ds (which was weird, because he was pretty fey).

Going into the final, I realized that I could receive a zero on the final and still secure an A. I was so far ahead, it was mathematically impossible to get a B.

I asked the professor if I could skip the final. He said no, that I would get a B if I skipped the final.

I showed up to the final with a box of crayons, and put them on my desk. The prof walked by before he handed out the final and threw them in the trash. He did not think it was funny. It was so worth it.

I did get the A.

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In one of my grad Econ classes my prof looked over my shoulder during the first exam, watched me work a problem on my calculator, then told me my calculator was wrong and to stop using it. He said I'd entered everything correctly and gotten the wrong answer and advised me to retake the exam manually which I did and received an 81 on an exam I was convinced I bombed.

Fast forward to the final and I needed an 89 for an A in the class. Me and my new calculator walked out convinced I had my A. I got an 81. Not sure which outcome felt worse.

Well, economists just make up numbers anyway.

Why would anyone hire a graduate of that school?

This is a type of classic Marxist problem. Marxists forcibly put their version of "equality of equity" into society. But, all human interactions are continuously unequal. So, the purging will start externally, but then eventually it turns internal when they have neutralized external threats and need someone to blame for why they still haven't achieved their equity goals, etc.

In this case, since they can't achieve their goals, they are just not moving the goalposts - they have quit the game altogether, and would rather tear down the whole system instead of admitting defeat.

I wonder what the illustrious alum David Hogg thinks about this.
Harvard is a joke

At A&M, one of my PE's was Country and Western Dancing. 80% of the grade was points gotten during weekly dance competition, judged on by the class. And, you had to pick different partners for each competition, so you pretty much danced with everyone as there were 24 students. You got put into one of four groups of 3. If you lost a completion, you dropped one level. If you won, you went up a level. I think there were 8 competition. Once competition per week. First class of the week you worked on your dance. Second was the competition. There was a written test in the middle of the year and one at the end.

She announced to the class that only 2 A's were going to be given. Didn't matter what the actual grades were. She then clarified that the MAS was 2 A's. She said that everyone can dance, but it would be hard to get an A, so maybe consider taking it pass/fail.

Well, turns out, there were 4 in the same damn class from the Aggie Wranglers out of the 24.

LOL, i just prayed they all took it pass/fail.

I had a tally on who won the most points during each competition. Going into the last dance, my point total was tied for 3rd. First was a girl who started in the 1 group and won every competition. Not catching here. Second was a point away. The last competition I was able to dance with the best dancer in the class and we won that one. I was a point ahead and got the A.

LOL, just that one 1.5hr "practice" I had with this girl taught me more about dancing than I learned with years of dancing in a small town dance hall. That girl could dance.

Good thing A's were not racist back in the stone age.

Liberals destroy everything good and decent.

Up is down, wrong is right, evil is good, weakness is strength, incompetence is excellence, victimhood is heroism...

When I was at A&M, I would look up professors' grades before signing up for classes. I was happy with any prof that gave 20% A's since knew I had a chance if I worked hard.

LOYAL AG said:

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BusterAg said:

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TexasAggie81 said:

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Stupe said:

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Quote:

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This should be implemented at our flagship schools in Texas including A&M.

---

Are you saying that you think that there should be a cap on how many people can earn a certain letter grade in a class?

---

As a professor whose classes were often deemed very difficult, the cap was a gift to my students. Acknowledging that class discussions were extremely challenging and exams were even more difficult, I established a 15% rulein every one of my classes. That meant that even though 15% of the students in my classes did not EARN an A, the lowest point earning student that achieved the 15% threshold receive a curve after points necessary to actually reach an A level. It also meant that every person below the 15% threshold received the same curve. Bell curves are garbage. They are used to assure that the majority of the students in the class receive a C. As a result of the curve, I administered in my classes, everyone was helped to an equal extent. And there was never an occasion when 80% or even 20% of the students in my classes received an A.

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I had an economics professor at Blinn that had the same type of system. 20% A's, 35% B's, 35% C's, 10% F, no Ds (which was weird, because he was pretty fey).

Going into the final, I realized that I could receive a zero on the final and still secure an A. I was so far ahead, it was mathematically impossible to get a B.

I asked the professor if I could skip the final. He said no, that I would get a B if I skipped the final.

I showed up to the final with a box of crayons, and put them on my desk. The prof walked by before he handed out the final and threw them in the trash. He did not think it was funny. It was so worth it.

I did get the A.

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In one of my grad Econ classes my prof looked over my shoulder during the first exam, watched me work a problem on my calculator, then told me my calculator was wrong and to stop using it. He said I'd entered everything correctly and gotten the wrong answer and advised me to retake the exam manually which I did and received an 81 on an exam I was convinced I bombed.

Fast forward to the final and I needed an 89 for an A in the class. Me and my new calculator walked out convinced I had my A. I got an 81. Not sure which outcome felt worse.

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Was that back when the HP and the TI were still competitors? In HS during the UIL calculator competition, the answers were calculated with the new HP calculator. Those "no equal sign" calculators carried an extra digit, and thus the answers were slightly off.

When grading, they realized this as there were alot of students that got zero right. So, they didn't award any winners until they created a new sheet calculated by TI calculators in order to try to get the actual winner. Pretty funny. Answers with TI and answers with HP. At A&M, there were several of my Profs that I joked about this story and asked which calculator he would use to grade.

Harvard tuition is determined by the Bill Curve.

TexasAggie81 said:

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Stupe said:

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Quote:

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This should be implemented at our flagship schools in Texas including A&M.

---

Are you saying that you think that there should be a cap on how many people can earn a certain letter grade in a class?

---

As a professor whose classes were often deemed very difficult, the cap was a gift to my students. Acknowledging that class discussions were extremely challenging and exams were even more difficult, I established a 15% rulein every one of my classes. That meant that even though 15% of the students in my classes did not EARN an A, the lowest point earning student that achieved the 15% threshold receive a curve after points necessary to actually reach an A level. It also meant that every person below the 15% threshold received the same curve. Bell curves are garbage. They are used to assure that the majority of the students in the class receive a C. As a result of the curve, I administered in my classes, everyone was helped to an equal extent. And there was never an occasion when 80% or even 20% of the students in my classes received an A.

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See I never understood this but there might be a good reason.

Were your classes too hard by design? Meaning even an extremely intelligent student couldn't pass normally.

Or

Were they hard but you weren't a good teacher so your students couldn't perform?


Or

Were the majority of students not good enough, either intelligence or grit, or some combination thereof to not be able to handle the material?


What was the cause and your theory behind it? Just curious.

> Harvard - grades are racist oppression !!!

Seems like the more direct point is not their sound bite, but that Harvard is racist and is claiming minorities aren't able to produce quality work

Grade inflation is everywhere. I am all for 90%+ for A.

Democrats sure do love them some rationing, don't they?

Don't Ivy League schools hand out unlimited Q drops as well? As soon as their grades go south they just drop the course and take something else. Doesn't matter either their parents or the government are paying for it.

At A&M what did we get, 5 total Q drops for our entire enrollment?

DEI liberal army. Should not have let them take over academia and the media. Nothing but lies now.

Take the n-word away from liberals, so now they have to be creative in multiple ways to continually insult black people. We need a national divorce, you'll never convince me otherwise.

MattAg84 said:

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How about we try this radical idea where if you get 90% or more of the questions correct you get an A, 80-90% a B, 70%-80% a C… crazy right?!?!

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. I've always thought to set the bar high and see how many you can get over the bar.