Contrary to the belief that lenient grading reduces stress, grade inflation creates a compressed system where nearly all top grades are identical. This forces students into a frantic search for other ways to distinguish themselves and makes receiving a slightly lower grade, like a B+, a catastrophic 'scarlet letter'.
Public trust in higher education is inversely correlated with an institution's perceived remoteness and inaccessibility. Local community colleges, which serve a broad, local population, are the most trusted, while exclusive Ivy League schools are viewed as the least trustworthy by the general public.
Institutions like Yale style themselves as private but receive over a billion dollars annually in federal funds. This dynamic creates a social contract where universities owe the public a return on investment—a bargain many feel is being broken, leading to declining trust.
A Yale committee recommends reverting to a historical, focused mission: 'to create, disseminate, and preserve knowledge.' Vague, modern mission statements like 'improving the world' lack constraints and invite universities to stray from their core competencies, eroding public trust.
Individual professors are disincentivized from grading rigorously because students will avoid their classes, negatively impacting their evaluations. This collective action problem means that meaningful reform, such as mandating a 'B' average, must be implemented centrally and uniformly across the institution.
Holistic admissions, which look beyond test scores, are predicated on the public trusting universities to use this discretion to select students who will provide public benefits. As the public increasingly sees graduates going into elite, private-sector jobs, they question if this trust is misplaced and if the system merely advantages the already privileged.
The recommendation for a default device-free classroom is a strategic move for universities to define and protect their unique territory. It's about consciously designing the learning space to fulfill the core teaching mission, rather than passively letting external norms and technologies dictate the environment.
Students and faculty at top universities simultaneously celebrate their institution's exclusive, meritocratic nature while espousing rhetoric about interrogating hierarchies and promoting egalitarianism. This fundamental contradiction creates internal anxiety and contributes to public perception of hypocrisy.