A-pluses in a time of grade deflation

But there was no error. In a time when most Princeton undergraduates worry about grade deflation, Karen had received an A-plus, the highest and rarest letter mark given by the University. Karen’s real name, like those of other students in this article, has been changed to protect her privacy.

Much of the honor of an A-plus is the supposed difficulty of obtaining it, partly due to the requirement instituted in 2000 that professors submit a brief statement of justification. In spite of the policy revision, however, the distribution of the grade is not standardized, so some students and administrators question its significance.

In September 2000, the Faculty Committee on Examinations and Standing established new rules to govern the allotment of A-plus grades. Faculty members wishing to issue A-pluses must justify the grades in writing to several administrators, Dean of the College Nancy Malkiel explained in an e-mail. The policy change also diminished the value of the A-plus in GPA calculations from 4.3 to 4.0.

Malkiel said that the decrease in grade-point equivalents came from the need to normalize grading practices throughout the University.

“Part of the reason why we wanted to stop counting the A+ as 4.3 in internal GPA calculations was that some departments gave A+ grades routinely, others never,” she explained.

Having a standard of this nature is especially important for determining the winners of prizes for outstanding academic achievement, Malkiel said. The justification statement provides an important source of information for choosing winners of academic prizes and fellowships and helps advisers write letters of recommendation, Malkiel explained.

Since the more demanding policy was implemented, the already small number of A-plus grades has declined, Malkiel said. “That was certainly part of the point,” she noted. “We wanted faculty members to stop and think about what was really exceptional about the student’s work and then describe it to us.”

Registrar Polly Griffin declined to comment on how many students receive A-pluses, but the Undergraduate Announcement says an A-plus is awarded for “exceptional” scholarship that “significantly exceeds the highest expectations for undergraduate work.”

The logistical hassle may prevent some professors from issuing the grade, Adam ’10 said. He explained that for one class, a professor who had planned on giving him an A-plus did not hand the paperwork in on time.

“The paperwork is not onerous, but it does seem superfluous,” chemistry professor Martin Semmelhack said in an e-mail. He added that he typically gives four to six A-pluses in his courses.

The new policy leaves professors with room for interpretation, though.

Karen noted that in her case the grade was not indicative of the time she devoted to the class in comparison to her others. “Honestly, it was the easiest class that I’ve taken,” she said. “It was not one of the courses that I put much effort in.”

Get the best of the ‘Prince’ delivered straight to your inbox. Subscribe now »

Adam received an A-plus in an engineering class. His case was far from extraordinary, though, he said.

“I think this class had quite a few of this grade. [The frequency of A-pluses] was quite an anomaly,” he said. Adam explained that the straightforwardness of exams and problems made achieving this grade possible, adding that his professor would add 10 to 12 points to the class’ grades to compensate for the large number of students with low grades.

Seth ’10, who received two A-pluses in humanities courses, noted that the letter mark might also encourage favoritism as a way “for a professor to elevate a student above the rest.” It is “almost a gift the professor could give a student they like,” he said.

Susan Wolfson, an English professor who has given four or five A-pluses during her 20-year career at Princeton, said she does not give the grade capriciously, however. She explained that she has established criteria for awarding an A-plus that go beyond the official definition of work that exceeds typical undergraduate quality.

“It’s not just a crush on a smart kid,” Wolfson explained. “You get an A-plus for blowing the top of my head off.”

Wolfson said she looks for student work that “inspires me with original, incisive writing.” Her A-plus students have written “essays [that] are original and penetrating, the kind I wish I learned to write when I was an undergraduate,” she explained.

She added that students who receive A-plus grades from her “have high standards and push themselves.” These students seek out conversations with her, she said, and “they’re really interested in using the fabulous resources for learning that Princeton has to offer.”

Semmelhack also said that he has his own ways of determining the students to whom he awards A-pluses. “We look for the top section that has separated itself from the rest of the curve, including doing well on optional work and having a consistently very high exam record,” he said.

Students who have received A-pluses have mixed opinions, though, about the significance of the grade.

Because its grade-point value is the same as that of an A, the grade seems “extraneous,” Seth noted.

Mitch ’10, who received five A-pluses from Integrated Science — a six-course sequence — said he thought it was a wise decision to equalize the values of A and A-plus grades. Given the competitive nature of Princeton students, who are often preoccupied with grades, “All the premeds would be freaking out for getting an A-plus,” he said.

Some students who have been awarded A-pluses said the grades have served as meaningful recognition of the effort they have put into their academics.

“It’s like personal gratification. If you don’t tell anyone, it’s not a status symbol,” Mitch said. “[It’s] like an extra reward or even thank you for doing a good job.”

Before receiving his first A-plus, Seth “never considered an A-plus a possibility,” he said. Knowing that he got the grade in spite of the grade deflation policy made it even sweeter: “Grade deflation creates a sentiment of a glass ceiling,” Seth explained.

Wolfson noted, though, that an A-plus should not be treated as the be-all and end-all of education.

“Grades are only one indication [of success], and not the only one,” Wolfson said. “Some of my favorite students have been the ones who have suddenly woken up, caught fire, become excited, and who then worked very hard for a proud B-plus.”