I recommend maintaining the current N/PR scheme.
Although some argue that without
traditional grading, colleges will lose their standards and "coddle" students, I am convinced that
the current N/PR system – in which students are graded on a pass/no-record basis during the first
term and on an A/B/C or no-record basis during the second term – best supports XXX students in
adjusting to college life. Moreover, the system encourages students to learn effectively and
prosper in their new society. The paper will evaluate the significance of maintaining the current
N/PR scheme.
Firstly, the first-year N/PR system can enable students to adapt to stress and college life.
Students encounter far more significant challenges when they enter college than in high school.
These challenges include more complex and advanced college-level coursework, a new
environment, exploring majors and careers, and balancing academic and personal life. According
to Malak - a Santa Cruz, California student - the most challenging aspect of starting college is
not schoolwork but learning to be an adult. Most first-year college students feel overwhelmed,
leading to stress and mental health problems. According to a survey conducted by Boston
University academics, the percentage of college students suffering from one or more mental
health issues has increased since 2013. A 2019 survey by the Pew Research Center found that
teenagers identified pressure to get good grades as the leading cause of stress for college
students. Therefore, the first-year N/PR grading system will considerably reduce students’ stress,
allowing them to adjust smoothly to the college system by learning to manage various stressors
without worrying excessively about grades. Moreover, XXX is a community of bright and
hardworking people, many of whom were straight-A students or award-winning academics
before joining. Entering a competitive environment might be more stressful and complicated
than previous transfers. Therefore, abolishing grades for the first semester can significantly
lessen this form of stress and safeguard students’ mental health, allowing them to integrate
comfortably into college life and better handle stress in the future.
Second, the un-grading method can significantly improve students’ learning and self-exploration.
Students must establish their study habits and academic style in their first college year. Joshua
Eyler, the Director of Faculty Development at the University of Mississippi and author of a
forthcoming book on grades, specifies that grades inhibit students’ creativity and desire to take
intellectual risks. Indeed, students frequently overemphasize grades, forcing them to neglect and
undervalue the process of discovering the unknown and pushing their educational limits. I have
observed that some of my high school peers select majors they are already accustomed to or
focus only on exam preparation to achieve excellent grades, which, in due course, restricts their
learning. Students pursuing outstanding grades rather than engaging in genuine learning can
impact their future learning habits and attitudes. Therefore, an un-grading system could radically
alter students’ perspectives of grading and promote actual learning. In addition, the first-year
N/PR (No Pass/Resubmit) system allows students to explore their interests without the pressure
of grades, thus reducing the perceived cost of pursuing new majors or areas in which they are
uncertain of their ability. Students might choose simple courses to help them acclimate to college
if first-semester classes were graded. However, given the opportunity to study without the
pressure of good grades for a semester, students are more likely to push their boundaries and step
out of their comfort zones, a concept that aligns with higher education's true purpose and values.
The current grading policy serves as a safety net –like an air mattress for bungee jumping –
encouraging and protecting students as they take courageous steps in their academic journey.
On the contrary, some critics argue that the first-year grading system makes students accountable
for their work, potentially lowering their motivation and effort, which could complicate
assessment and reduce college standards. However, un-grading for a single semester is
insufficient to undermine the foundation of the college evaluation system or students’
accountability for their work. In effect, the first-year grading system uses a pass/no-record basis
for the first term and an A/B/C/no-record basis for the second term, creating a gradual ascent that
helps students adapt to college-level coursework and life at an appropriate pace and level of
rigor. Indeed, the grading system benefits first-year students by reducing stress, encouraging
genuine learning and self-exploration, and creating a supportive environment to prepare them for
the upcoming academic challenges. Therefore, I firmly recommend maintaining the current
grading system.