Grade inflation is readily accomplished by watering down course content, a phenomenon commonly referred to as dumbing down. This produces a negative correlation between the GPA and the extent of learning as measured by standadized tests such as the SAT. High GPA's accompany low SAT scores and vice versa as shown of this web site under Problems with Letter Grades. (put Link here) Scores between various standardized tests, in this case the SAT, math, and English exams, however, are consistne with one another. If one is high, others are also high producing a positive correlation.
To attempt a comparison between the GPA and standardized test scores, we surveyed twenty one community and junior colleges in the state of Missouri. The survey (shown through this link) is constructed to provide assessment information from different programs of delivery including traditional day, evening and weekend, off-campus, as well as internet based dellivery. The extent to which insitutions provide this information is used to gauge the level of accoutability.
Twenty one community and junior colleges were contacted in early March, 2005 by mailing the survey form along with a letter of introduction explaining reasons for the survey. A sencon letter was sent to each instiution in April, again asking that the form be completed and returned. After receiving a letter from one of these institutions refusing access to such data, the remaining twenty schools were contacted by a third letter in May, again asking that the survey be completed and returned. To date, no reply has been received from any of these remaining schools.
We have no alternative but to conclude that accountability to the public at large does not exist at the institutional level in Missouri's community and Junior colleges. The types of assessment used, the extent of assessment between different programs of delivery as well as the rsults from any assessment effort cannot be determined at this time. Comparisons between the GPA and standardized test scores cannot be made. This holds true for both the institutional level and also for different programs of delivery withing the instituions. In fact, the number of different programs of delivery currently operating, i.e. day versus evening versus internet, etc., was not divulged. Whether coursework completed is identified by program on the academic transcript is not known.
The Initiative to End Grade Inflation is now attempting to determine where the source of accountability lies. Does accountability lie with the individual instituions; does it lie with the regulatory body, in this case The Higher Learning Commission of North Central, or does it lie at the level of state government? Results are posted as we receive them.