Grades should reflect the amount of work students accomplish in their classes, as well as the level of intellectual ability students have. But a report raises concerns that students’ grades may reflect a trend of grade inflation instead.

The Office of the Registrar reports student grade-point averages have risen from 2.81 in 1994 to 2.99 in 2001. The question surrounding this is whether students are smarter or if higher grades are becoming easier to receive.

In a perfect scenario, GPAs would represent the willingness of students to learn, the integrity of their work and the amount of work put forth in the class.

But someone could take a difficult class, earn a 2.0 and learn more from it than someone taking an easier course who earned a 4.0.

Though there is no direct evidence to prove students are receiving higher grades for doing less work, there always is a concern that societal pressures may push students to strive for higher GPAs rather than for a learning experience that will prepare them for their future careers.

There is often too much emphasis placed upon GPAs in high school, and not enough on the actual learning process. One could assume the practice of taking easier classes in high school for better grades is a habit that could carry over into college.

As a safeguard, instructors should work to ensure they are providing the best educational experience possible to their students. When good grades are given out too readily, the value of a good GPA diminishes.

Students also should do their parts to work for the grades they receive, because their grades should reflect the work they’ve done.