The article discusses the concerning trend of grade inflation in American high schools. It highlights that in 2016, 47% of high school students graduated with A's, and this number has likely increased since then, especially in higher-income districts. This is despite a decline in average SAT and ACT scores.
The author points out the inconsistency between rising GPAs and falling standardized test scores. This suggests that grade inflation doesn't accurately reflect actual student achievement.
A high school English teacher, the author acknowledges their own evolving perspective on grading. They sympathize with students' heavy workload and diverse pressures, suggesting the need for a more nuanced approach to evaluation.
The article criticizes the simplicity of the current grading system, arguing that reducing a student's complex learning process to a single letter is overly simplistic.
Ultimately, the article suggests that the widespread grade inflation in high schools requires attention and reform, implying a mismatch between grades and actual student learning.