education

Rankings – or standings – are particularly popular in the U.S. Where an individual, team, organization „stands“ is always in competitive comparison to other individuals, teams, organizations.

Examples of college and university rankings include US News and Business Report, Princeton Review College Rankings, College Prowler Traditional College and University Rankings. Subjects of rankings include Liberal Arts Colleges, National University, Research, Student Satisfaction, Diversity, Alumni Networks, among others.

Business school rankings are found in BusinessWeek, Forbes, US News Business School Rankings, Princeton Review Business School Rankings, Wall Street Journal Business School Rankings, Poets&Quants, the Economist. Subsets include region, country, specialization, composite, and endowment.

Law School rankings are found in Vault, LLM Guide, Princeton Review Law School Rankings, US News & World Report, Gourman Report, Hylton, Leiter, National Law Journal, QS World University Rankings, and Judging Law School Rankings.

Corporate rankings are found in Fortune 500, MarketWatch, Most Ethical Companies Rankings, Netweek Green Rankings, Careers.org Company Rankings, Forbes Company Rankings, SEO Company Rankings. Subcaterogies include revenue, ecologically friendliness, ethical behavior, innovation, size, industry, sector, social media presence, pay, employee satisfaction, and career development.

A comment by a German with extensive experience at the university level in the U.S.: “I think the real issue here is not how grades are officially classified but that there is a much stronger tendency of grade inflation in the US. 

Almost everyone gets an A, whereas a B already feels like a failure even though it’s officially considered “good”. 

Germans – at least at university level – are much more likely to give a student a C and think that she/he did a good job. When professors give a B they think the student’s paper is great. A basically means a professor could have written this.

It is getting more and more competitive to get into a prestigious university. One must be a straight A student with a high SAT score to even get into a prestigious public university, such as the University of Washington.

In 2012 the Seattle Times published an article which stated that the average GPA of incoming freshman at the University of Washington in fall 2011 was 3.75. This points out an interesting problem, which is the inflation of grades.

If students need to get better and better grades to get accepted to college, it will eventually devalue the GPA. Furthermore, it could create added stress for young students if they receive a grade that is not an A, such as an B or C. This type of grade inflation could influence the grading scale in a negative way.

Superlative: Of, relating to, or constituting the degree of grammatical comparison that denotes an extreme or unsurpassed level or extent; surpassing all others, supreme; of very high quality, excellent; excessive, exaggerated. The superlative form of nice is nicest, bad is worst, of interesting is most interesting.

The American academic system – high school, university respectively – uses the following scoring: A excellent (high school), 4.0 (university); B good, 3.0; C satisfactory, 2.0; D pass, 1.0; F fail, no credit.

Grade inflation occurs when higher grades are assigned for work that would have received lower grades in the past. The American academic community has attempted time and again to address the problem of grade inflation, but have yet to establish workable standards.

The New York Times online pubished an opinion piece by Mark Bauerlein, Professor of English Literature at Emory University in Atlanta, on May 9, 2015, entitled „What’s the Point of a Professor?“

In it Bauerlein – clearly an American of German descent – writes: „In 1960, only 15 percent of grades were in the A range, but now the rate is 43 percent, making A the most common grade by far.“

The auther further states that faculty members’ attitudes are kindly, too. In one national survey, 61 percent of students said that professors frequently treated them „like a colleague/peer,“ while only 8 percent heard frequent „negative feedback about their academic work.“ 

According to the survey more than half leave the graduation ceremony believing that they are „well prepared“ in speaking, writing, critical thinking and decision-making.“

„You can’t become a moral authority“, writes Bauerlein, „if you rarely challenge students in class and engage them beyond it. If we professors do not do that, the course is not an induction of eager minds into an enlarging vision. When it comes to students, we shall have only one authority: the grades we give. We become not a fearsome mind or a moral light, a role model or inspiration. We become accreditors.“

A comment by a German with extensive experience at the university level in the U.S.: “I think the real issue here is not how grades are officially classified but that there is a much stronger tendency of grade inflation in the U.S. 

Almost everyone gets an A, whereas a B already feels like a failure even though it’s officially considered “good”. 

Germans – at least at university level – are much more likely to give a student a C and think that she/he did a good job. When professors give a B they think the student’s paper is great. A basically means a professor could have written this.”

August 10, 2015. 8 a.m. Eastern Standard Time. National Public Radio (NPR). The segment is Marketplace. 

Stating that many students (pupils from elementary to high school) are returning to school, the announcer reports that school-related consumer shopping – supplies, clothes and electronics – is down 5% or more.

An expert is interviewed briefly. He is asked to give a grade for the disappointing results thusfar. His voice is low, unanimated, sounding a bit depressed: “I’d give it a B+.”

B+ is only half a grade from an A. And an A is considered to be excellent.