Harvard Faculty Imposes New Grading Standards to Curb Grade Inflation
In a recent vote, the Harvard faculty has elected to implement a new grading strategy termed the “20 plus four” formula. This decision, announced on Wednesday, aims to address long-standing concerns about grade inflation by limiting the number of full A’s awarded in each course.
Details of the New Grading Rule
The introduced rule stipulates that no more than 20 percent of students in any course can receive full A’s, with a provision to award this grade to four additional students. This adjustment is specifically designed to accommodate small, advanced seminars, which are typically more collaborative in nature.
The Problem of Grade Inflation
Grade inflation poses several issues. It reduces the incentive for students to deepen their learning, potentially leaving college with less knowledge and fewer skills. Furthermore, it complicates distinguishing truly exceptional students from their successful counterparts. Although high grades might reduce pressure, they have, paradoxically, become a source of stress. For example, at Harvard, even two A-minuses can disqualify students from graduating summa cum laude.
During the past seven years of teaching EC 10, Harvard’s introductory economics course, Professors Jason Furman and David Laibson awarded full A’s to over 4,000 out of their students, accounting for more than 49 percent. This statistic was below the average of other instructors, who, in the 2024-2025 academic year, awarded full A’s 60 percent of the time. While the top EC 10 students mastered the material, they did not all meet the high bar of ‘extraordinary distinction’ expected for a full A, according to the student handbook.
Addressing a Broader Issue
The challenge of grading rigorously relates to broader collective-action problems often discussed in EC 10 classes. These dilemmas occur when, despite consensus on benefiting society, individuals act in self-interest. Similar patterns have been observed in environmental issues, such as resource depletion and pollution. In academic grading, junior faculty may fear that strict grading results in poorer evaluations, decreased enrollments, and diminished tenure prospects. This fear contributes to escalating grade inflation.
Various deans urged faculty to limit A grades, but significant change didn’t materialize until a collective decision was made to act in the community’s best interest. Establishing a system that aligns individual incentives with societal welfare presents a sustainable solution. This principle is also a recurring theme in EC 10 discussions.