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It is important to note the causes of grade inflation in the first place. As stated by Rojstaczer and Healy (2010), “Faculty attitudes about teaching and grading underwent a profound shift that coincided with the Vietnam War (see graph below). Many professors, certainly not all or even a majority, became convinced that grades were not a useful tool for motivation, were not a valid means of evaluation and created a harmful authoritarian environment for learning. Added to this shift was a real-life exigency. In the 1960s, full-time male college students were exempt from the military draft. If a male college student flunked out, chances were that he would end up as a soldier in the Vietnam War, a highly unpopular conflict on a deadly battlefield. Partly in response to changing attitudes about the nature of teaching and partly to ensure that male students maintained their full-time status, grades rose rapidly”. Then there seemed to be a lull in grade inflation until the 1980’s when grades began to rise again. “A new ethos had developed among college leaders. Students were no longer thought of as acolytes searching for knowledge. Instead they were customers


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