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Academic Leadership Journal

Abstract

Grade inflation has been a “hot topic” in the higher education literature for some time now, due primarily to conflicting interpretations of grade-change data. While definitions of grade inflation vary, most seem to indicate that inflation has occurred if a higher grade is awarded without a co-occurring increase in student achievement, and is the outcome of decreased rigor in the assessment of student learning (see Boretz 2004; Young and ERIC Clearinghouse on Higher Education 2003). Thus, the controversy is in regard to whether or not reported changes in GPA and grade distributions reflect instructor leniency.

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