My first year in the classroom was 2001. Having entered the profession with previous experience and a master’s that happened while I was already a working adult, I was eager for this career shift and to open my student’s minds to literature and writing. During the first weeks of school, I assigned my ‘college prep’ 9th grade English students to write an informal paper, asking them about themselves and their backgrounds. This was a ‘no right or wrong answers’ task, and I eagerly awaited their responses. A few days later, their handiwork was on my desk. I found nonsensical phrases, chicken scratchings, paragraphs that went on for rambling pages, and a few with no sentences or punctuation at all. Beside myself, I walked down the hallway to my department chair, and asked very simply, “How in the world am I supposed to grade these - almost none of them resemble an essay!” She replied with a knowing smile, “They must like you. They wrote a lot…” These were not disadvantaged students in an underfunded district, but average suburban 9th graders.
The lesson I learned that school year was nearly impossible for me to swallow. I needed to begin as if they had never taken an English class before. Woe was me to think that they had prior knowledge of sentence structure, capitalization and punctuation. With a few exceptions, the question loomed in my mind: “How on Earth did some of these kids pass middle school English?” I was forced to lower my expectations.
This is when I became aware of the awful policy where teachers in my district were put on probation if more than 30% of their students did not pass your class. I debated with my department on moral grounds. There were some instances where I struggled to find reasons to pass a student. I eventually debated this so much that my bosses grew tired and made the gentle suggestion that I should adjust my policies accordingly or consider transferring elsewhere. My reviews were excellent until that point. Fearing sanction, I adjusted while my liberal arts soul died a little bit.
Although I did not realize it at the time, this was an example of a budding trend in American education. Grade inflation is a serious issue that questions the validity and uniformity of what a high school diploma really means. In 2022, 89% of students earned an A or B in English, Social Science, Math and Science across the board. This, juxtaposed with the decline in basic math, reading and critical thinking skills, should be enough to give college admissions officers and employers pause.
According to the National Assessment of Educational Progress Transcript Study in 2019, national grade point averages, high school credits earned, and advanced/AP/IB courses taken are all on the rise. Yet, standardized test scores in 12th grade math assessments have significantly decreased. Why? Grade inflation all day.
When students have opportunities to turn in late assignments or retake tests until a “B” is achieved, the rigor of what is expected in the classroom inevitably declines. More than ever, parents and students are boldly self-advocating, which can be a good thing in some instances. But when teachers feel browbeaten by administrators and parents to give students infinite chances and assign students higher marks than they earn, it sends a clear message that students do not, indeed, need to try very hard. The organizational, time management, study/soft skills needed to succeed when high school is complete are woefully inadequate for some recent graduates, and colleges/employers are paying the price.
For families who have highly selective colleges in mind for their children, there is one very important thing to keep in mind: Your A student is not exceptional or gifted. Simply earning a 4.0 GPA does not signal what it used to, and while this level of GPA is table stakes for highly selective colleges and universities, in today’s admissions landscape, it isn’t nearly enough.
Parents, just because your student has earned a 4.2 GPA in high school does not mean that they will be a competitive applicant for selective college admissions. Test scores are making a comeback, and they are more important than ever for majors such as business, engineering, nursing, computer science and other majors. Wisely chosen, directed extracurricular experiences that relate to a student’s major of choice are paramount, as are rigorous coursework and excellent essays.
Parents, please understand that things have changed since your own high school graduation, and the college admissions landscape is more comprehensive and holistic. No longer is a 3.5 considered an above-average GPA. It isn’t enough to get in, as it may have been when you applied to school decades ago. I implore you to look at your student realistically, and adjust your strategy and expectations accordingly.
Other elements of the college application picture, such as test scores, class rank, essays and extracurricular activities are more important now than ever before. Strategic planning for every element of the application is key, and the importance of those standardized test scores, for better or worse, is on the rise.
That’s why now more than ever before, it is important to understand what colleges are looking for in competitive applicants, and to look the part without sacrificing authenticity. If you feel lost on where to begin, we’ve got your back! Book your DISCOVERY CALL with Access College America and demystify the admissions process. Keep earning those A’s - we can help you strategize the rest.
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