A newly released 25‑page report from the Harvard University Office of Undergraduate Education warns that the institution’s grading system has become overly lenient and no longer fulfills its academic purpose. Many students responded strongly, arguing the study misreads their workload and fails to reflect genuine performance.
According to the report, more than 60 percent of grades awarded to Harvard undergraduates are A’s, a substantial rise from roughly a quarter two decades ago. The median GPA climbed from 3.64 for the class of 2015 to 3.83 for the class of 2025. Dean of Undergraduate Education Amanda Claybaugh stated that grading is “too compressed and too inflated” and no longer “performs its primary functions,” describing the system as undermining the College’s academic mission.
The report suggests potential reforms such as allowing A+ grades, placing median grades on transcripts, and standardizing grading across course sections. It also indicates that faculty have reported instances of trimming reading lists and easing assignments in response to students’ preparation levels or complaints.
However, many students reject the report’s recommendations. They argue that their high grades reflect significant effort and rigour, not lax standards. One student said: “I skipped classes on Monday, and I was just sobbing in bed because I felt like I try so hard in my classes, and my grades aren’t even the best.” Other students warned that raising standards without addressing other pressures—such as rigorous admissions, extracurricular commitments, and mental‑health burden—could harm student well‑being.
From an academic quality perspective, the report raises valid concerns. If grades become indistinguishable, they lose their value as signals of performance. Employers, graduate schools, and students themselves may struggle to differentiate achievement levels. The university is responding to this challenge. But from a student experience perspective, enforcement of tougher grading may increase competition, stress, and anxiety—without necessarily promoting deeper learning.
In short, Harvard is acknowledging grade inflation and exploring reform, but students and faculty are wary of how change will be implemented and what it will mean for educational experience.
