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by skyblock500
27 days ago
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> "we gave full A’s to over 4,000 students, or more than 49 percent of the people we taught [...] they hadn’t all crossed the threshold of “extraordinary distinction” that the student handbook says a full A is supposed to represent" (Furman and Laibson). Perhaps we should look into why they received A without actually actually crossing the required threshold, rather than imposing arbitrary percentage limits. From the other side, if they do all demonstrate "extraordinary distinction", why should 29% of them suffer and not receive an A? I don't think the problem here is the number of students receiving A's, but instead what an A actually means. |
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