From Stuart Rojstaczer and Christopher Healy, grade inflation chroniclers extraordinaire (via Economix):
Here is historical data on letter grades awarded by more
than 200 four-year colleges and universities, confirming that the share of A grades awarded has skyrocketed over the
years:
1940 and 1950 (nonconnected data points in figure) represent averages
from 1935 to 1944 and 1945 to 1954, respectively. Data from 1960 onward
represent annual averages in their database, smoothed with a three-year
centered moving average.
Most recently, about 43 percent
of all letter grades given were A’s, an increase of 28 percentage points
since 1960 and 12 percentage points since 1988. The distribution of B’s
has stayed relatively constant; the growing share of A’s instead comes
at the expense of a shrinking share of C’s, D’s and F’s. In fact, only
about 10 percent of grades awarded are D’s and F’s.
Private colleges and universities are by far the biggest offenders on
grade inflation, even when you compare private schools to equally
selective public schools. Here’s another chart showing the grading
curves for public versus private schools in the years 1960, 1980 and
2007:
As
you can see, public and private school grading curves started out as
relatively similar, and gradually pulled further apart. Both types of
institutions made their curves easier over time, but private schools
made their grades much easier.
What accounts for the higher G.P.A.’s over the last few decades?
The authors don’t attribute steep grade inflation to higher-quality or harder-working students. In fact, one recent study found that students spend significantly less time studying today than they did in the past. In the last couple of
decades to a more “consumer-based approach” to education may be to blame, which they say
“has created both external and internal incentives for the faculty to
grade more generously.” More generous grading can produce better
instructor reviews, for example, and can help students be more
competitive candidates for graduate schools and the job market.
More disturbing, they argue, are the potential effects on educational outcomes. “When
college students perceive that the average grade in a class will be an
A, they do not try to excel,” they write. “It is likely that the decline
in student study hours, student engagement, and literacy are partly the
result of diminished academic expectations.”
All this jives with Cliff Mass's report that the University of Washington simply watered down its math assessment for Freshmen to reverse the trend of falling math scores in the 1990s.