One of the standard arguments against grade inflation is that inflated grades convey less information about students’ performaces to employers, graduate schools, and the students themselves.
In light of the grade inflation debate at Princeton, I decided to apply information theory, a branch of computer science theory, to the question of how much information is conveyed by students’ course grades. I report the results in a four-page memo, in which I conclude that Princeton grades convey 11% less information than they did thirty years ago, and that imposing a 35% quota on A-level grades, as Princeton is proposing doing, would increase the information content of grades by 10% at most.
I’m trying to convince the Dean of the Faculty to distribute my memo to the faculty before the Monday vote on the proposed A quota.
Today’s Daily Princetonian ran a story, by Alyson Zureick, about my study.