All “A’s” In School – The Problem with Feeling Good
It is about time.
For years, many parents have quietly wondered what happened to honest feedback in education. Recently, Harvard faculty voted to limit grade inflation, acknowledging a problem that has been building for decades. When nearly everyone receives top marks, grades stop measuring achievement and start measuring participation.
As a parent, I have watched a version of this play out much earlier in the educational process.
More than once, I have looked through my children's homework and assignments only to find them returned with no corrections, no comments, and no indication of what was done well or poorly. Sometimes there is a check mark. Sometimes there is a smiley face. Occasionally there is simply a grade that seems disconnected from the actual work.
When I have asked teachers about it, I have heard explanations that sound familiar to many parents. “We want students to feel good about themselves.” “They were close.” “We focus on effort.” “We do not want them discouraged.”
I understand the intent. Every parent wants their child to feel confident. Every educator wants students engaged and motivated. Confidence matters.
Learning matters more.
The purpose of school is not to protect children from every disappointment. The purpose of school is to help them grow. Growth requires feedback. Feedback requires honesty.
If a math problem is wrong, it should be marked wrong. If a paper has errors, those errors should be identified. If a student earns a “B,” that grade should communicate that the work was good but not excellent. If the work earns a “C,” that should signal that improvement is needed.
An “A” should mean something.
When every effort receives the same praise and every assignment receives a top mark, students lose valuable information. They lose the opportunity to understand where they excel and where they need to improve. They lose the connection between effort and outcome. Most importantly, they lose the chance to develop resilience.
Some of the most important lessons in life come from falling short of a goal. A disappointing grade can teach preparation. A missed opportunity can teach discipline. Constructive criticism can teach humility. These experiences are not obstacles to growth. They are growth.
The real world provides feedback constantly. Employers provide evaluations. Customers make choices. Markets reward excellence. Organizations promote performance. Shielding children from honest assessment does not prepare them for that reality. It delays their encounter with it.
Children are more capable than we often give them credit for. They can handle correction. They can recover from disappointment. They can learn from mistakes. In fact, those abilities are among the most important outcomes education can produce.
The goal should never be making students feel bad about themselves. The goal should be helping them become better versions of themselves.
That requires encouragement. It also requires honesty.
An “A” should represent excellence. A “B” should represent solid work with room for improvement. A “C” should signal the need for greater effort or mastery. When grades carry meaning, students learn. When everyone receives an “A,” nobody really does.
