It’s time for Princeton to contextualize students’ GPAs
Grading is a subject of great mystery and concern at most schools, including Princeton, especially as finals season approaches and the end of the semester draws near. But conversations around grading reform are less prominent, and the Princeton community has yet to sufficiently grapple with the important questions of this debate. Are the systems we have in place conducive to student learning and growth — or are they harmful to those objectives? And do they constitute an accurate standard for assessing students’ academic progress and achievements (if such a standard is even possible)?