Not so much any more, perhaps, with news this week grade compression at New Zealand universities means in a few years’ time an A is expected to the most commonly awarded grade.
Once a student’s dream grade, a signifier of supreme work, the A is becoming commonplace.
New Zealand Initiative research found that back in 2006 about a quarter of Otago students were awarded As for their work; that was more than one third by 2024.
During the same period Bs, Cs, Ds and Es became less commonly awarded, and As (36%) were expected to overtake Bs (38%) as the most often seen letter on someone’s academic transcript.
There is an argument this is a good thing. Maybe today’s students are smarter and better taught than their parents and the proliferation of As is evidence of that.
However, there is also an argument that what is happening in our universities is the phenomenon of "grade inflation" — a gradual but general awarding of higher grades for work of similar quality than that handed in over previous years.
As have briefly overtaken Bs before, during the pandemic period when more generosity may have been offered by markers in recognition of the obstacles to learning imposed by pandemic precautions.
However, the researchers believe current trends suggest As for all could be the way of the future.
Even worse, New Zealand’s universities could be heading on the same trajectory as those in the United States, where grade inflation is a well recognised issue.
There the problem is driven by a competitive tertiary education market where exceptional results attract future students and play a role in academics securing funding, research grants and tenure.
The situation is not so cut throat in New Zealand, but at a time when cash-strapped universities are trimming costs and looking closely at courses perceived to be uneconomic, academics could well feel pressure — consciously or unconsciously — to pad their students performance a little.
One way universities have tried to combat grade inflation is to do what Otago has done — introduce various types of A grades, such as A+ and A+ distinction.
That could help to a degree, but it will require forensic rather than cursory examination of a job candidate’s CV by a potential employer to ascertain what all those As actually amount to.
What it also has the potential to do is devalue what was once a reliable indicator of steady and solid work — a perfectly respectable B. With As aplenty on offer, a B could suddenly look inferior on paper to the actual quality of work presented.
Universities New Zealand, the voice of the country’s eight universities, accept grades have been increasing, but assert excellent teaching, better assessment and improved support for students are the significant factors behind that progression by learners rather than any external pressures on academics and institutions.
It uses examination panels to monitor for marking discrepancies, and all universities use external examiners in an attempt to safeguard the integrity of a New Zealand university degree remains intact.
It is to be hoped UNZ is correct. Graduates need to be capable, and their grades need to appropriately demonstrate their likely ability outside of an educational setting.
But the A-train trend, if not cause for alarm, is certainly something which needs to monitored to ensure the degree system is not derailed.
