Abstract
Outcomes assessment in an academic family science program led to the accidental discovery of grade inflation that was causing impaction problems in upper-division major courses. The current analysis evaluates the effectiveness of a policy intervention designed to improve academic rigor in previously grade-inflated classes. The new policy required an annual grade distribution report placed in faculty personnel files in order to raise awareness of grading practices. Both before and after the policy change (2011 and 2018), we analyzed three data sources: course grade distributions, an objective, comprehensive exam for graduating seniors, and anonymous student surveys in classes. After the intervention, the percentage of As earned in classes was dramatically reduced, while performance on the comprehensive exam was dramatically improved. The number of failing grades remained constant, and student perceptions of classes in the program remained unchanged.
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