Lewis: Making the grade
Imagine you’re a gymnast. You attend competitions and consistently receive high scores, but so does everyone else. Mistakes? No problem. You just try again until you get it right.
Now ask yourself: What kind of behavior would that drive?
First, you’d likely believe you’re destined for greatness — maybe even the Olympics. Second, you probably wouldn’t practice as hard. After all, you’re getting great scores, and even failure gets a do-over.
Fortunately, gymnastics doesn’t work like that. You get your one shot, and if you fall off the beam — tough luck. Better practice harder next time. That’s what competition does: it reveals weaknesses, rewards effort, and drives improvement.
Now let’s turn to education.
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Between 2010 and 2022, high school grades soared. Today, 89% of students earn an A or B in math. Yet standardized math scores fell by over 6% during that same period.
This disconnect is called grade inflation, and it’s as dangerous as it sounds. Students are receiving higher grades despite performing worse. When I entered college, just 35% of freshmen had an A average. Today, it’s more than 80%. Did students get that much smarter? Sadly, no. Studies show that only one-third of college entrants possess the skills they need to succeed.
We’re giving kids medals for routines they haven’t mastered.
Meanwhile, political leaders argue over student loan forgiveness, education cuts, or whether Violet can have a gay uncle. What’s missing is any serious attempt to address the core need for standards in education. We keep asking what college should cost, but we rarely ask if students are ready in the first place.
The kids aren’t to blame. They’re victims, just like homeowners during the 2008 financial crisis. Back then, mortgage brokers approved loans for people they knew — or should have known — couldn’t afford them. Risky loans were bundled into investment products and passed off as safe bets. Then the whole system collapsed.
Sound familiar?
Today, we’re handing out high school diplomas stamped with straight A’s, encouraging students to take on massive college debt under the illusion that they’re prepared. Many aren’t. And like the housing bubble, this will burst too.
If students were earning C’s, some would work harder to improve. Others might choose paths better suited to their skills — trade school, apprenticeships, or direct entry into the workforce. That’s not failure. That’s clarity. But inflated grades steal that clarity.
Worse still, student loans aren’t tied to job prospects or future income. Many students graduate with degrees that offer little economic return — if they graduate at all. The result? Debt they can’t repay and a sense of betrayal by a system that overpromised and underdelivered.
I don’t believe this was done with malice. Most teachers, counselors, and policymakers genuinely want to help students succeed. But good intentions don’t excuse bad outcomes. It’s time to fix this.
So what can we do? Here would be my list.
Reset expectations: Grades must reflect actual performance. Schools should align grading with objective standards, not parental pressure or college admissions optics.
Reform assessments: Broader use of standardized benchmarks — not just high-stakes testing, but consistent, skill-based assessments — can help recalibrate grading systems.
Incentivize honesty: Educators should be rewarded for transparency and student growth, not grade inflation. That might mean supporting teachers when grades drop after stricter standards are introduced.
Link loans to outcomes: Student loans should be capped or structured based on the earning potential of chosen degree programs. If a career path pays $40,000 a year, students shouldn’t be allowed to borrow $100,000 to pursue it.
Expand alternatives: Promote non-college pathways as equally honorable and often more practical. Vocational training, apprenticeships, and certifications offer real opportunity without the debt trap.
The first step to recovery is admitting there’s a problem. Grade inflation isn’t just about transcripts — it’s about trust. If we want our students to succeed, we must stop pretending they already are.
Mark Lewis, a Colorado native, had a long career in technology, including serving as the CEO of several tech companies. He’s now retired and writes thriller novels. Mark and his wife, Lisa, and their two Australian Shepherds — Kismet and Cowboy, reside in Edwards.
