A landmark report has revealed a dramatic and sustained increase in top grades at New Zealand universities, a trend researchers conclude is driven by systemic pressures rather than smarter students.
The study, Amazing Grades: Grade Inflation at New Zealand Universities by The New Zealand Initiative, analysed data from all eight universities. It found the proportion of A grades (A+, A, or A-) awarded has surged from 22% in 2006 to 35% today.
A significant spike occurred during the COVID-19 pandemic, with nearly half of all grades at the University of Auckland being an A. While grades dipped slightly post-pandemic, they have since rebounded.
Key Findings from the Report:
- Widespread Inflation: The rise in top grades is consistent across most disciplines. Pass rates have also soared, now regularly exceeding 90% and even 95% at some institutions.
- Unexplained by Data: Researchers ruled out common explanations like better-prepared incoming students, a higher proportion of female students, increased funding, or improved staff-to-student ratios.
- A Systemic Issue: The report identifies the primary driver as a funding model that ties university revenue to student numbers. Academics feel pressure to give high grades to attract and retain students.
- First-Hand Accounts: The findings are supported by anonymous testimonies from tutors and lecturers who reported being instructed to pass all students who submitted work and to award high marks for any “proper attempt,” regardless of accuracy.
Why It Matters:
The devaluation of grades has real-world consequences. Employers struggle to identify top talent, high-achieving students see their accomplishments diminished, and the incentive for all students to work hard is reduced.
“An A grade today doesn’t mean what it used to,” said report co-author Dr. James Kierstead. “It used to signal exceptional work. Now that meaning has been diluted.”
Echoing this concern, University of Auckland Psychology Professor Douglas Elliffe stated, “If failure is impossible, success becomes meaningless. We need to restore to our students the right to feel pride in true achievement.”
