We are in the fourth week of our new series, Researching College Options, and we spent time in our last episode talking about the SAT and ACT and their almost-unavoidable continuing role in college applications and admissions. Yes, we said that there are plenty of test-optional and test-flexible colleges, but the SAT and ACT are not dead and buried yet and won’t be any time soon, if ever. That topic was just about as inevitable as college applications season gets into full swing as this week’s topic, which is the super-important high school grade point average (GPA).
Unfortunately, if your kid is about to be a senior, that high school GPA is pretty well locked in place at this point. A great fall semester might help a bit, but it won’t do much to change a GPA that is already based on six semesters of high school work and it won’t help at all if your kid is applying to a college under an Early Decision option and/or if your kid is applying to one or more colleges under an Early Action option by around November 1. Your kid’s current cumulative GPA is what it is, and now we have to help you and your kid think about how to deal with it.
So, here are a few paragraphs of background from our first book, How To Find the Right College: A Workbook for Parents of High School Students:
Unfortunately, there are no “high school grades optional” colleges that we know about. Certainly, most colleges will claim to look at the whole picture–a complete profile–of a student during the admissions process; nonetheless, that whole picture always includes high school grades. While there can be reasons that high school grades are lower than the student is capable of earning–such as difficult family situations or personal problems or trauma–those reasons would have to be explained compellingly in an essay or an additional letter of some sort to the college. In short, it is really very difficult to explain away mediocre or low high school grades.
When a student has mediocre or low high school grades, it is ideal if that student happens to have high SAT or ACT scores. Then, the college can imagine that the student is bright, but perhaps had some reason for not performing as expected in high school classes. None of those reasons would be a great excuse, but some colleges will make an exception for such a student.
However, most students who have mediocre or low high school grades do not have high SAT or ACT scores. For those students who have both mediocre or low high school grades and mediocre or low college admission test scores, the college choice with the highest cost-benefit ratio is probably a public two-year college–or maybe a public four-year college. By the way, great public four-year colleges can be just as difficult to get into as good private four-year colleges, so many of them are probably out of the running, too. If you look at the average high school GPAs of entering freshmen at many public state flagship universities, they are extraordinarily high–a 3.7 or 3.8 is not unheard of. Why again? Because many, many of the brightest students in a state want to attend–and do attend–the public state flagship university, for all the reasons we [have discussed before at USACollegeChat].
Understanding how important high school grades are in the college admission game is the first step, but it is one you should have taken with your senior several years ago. Parents of younger high school students, heed this early warning: Help your kid understand that there is really no way to make up for crummy–or even lackluster–high school grades when it comes time to apply to colleges. There just isn’t.
So, let’s look again this week at what we call Step 13 in our new book, How To Explore Your College Options: A Workbook for High School Students–that is, Step 13 of getting the information that your kid needs to make good choices about where to apply. Finding out all of the information we call for in Step 13 will give you an idea about how likely it is that your kid will be accepted by a college if he or she decides to apply. Of course, no one can say for sure whether your kid’s grades or admission test scores or extracurricular and community service activities or letters of recommendation will be appealing enough to get him or her admitted to a particular college. But several academic hurdles stand between your kid and one or more colleges on his or her Long List of College Options (LLCO), and high school GPA is one of those hurdles.
1. High School GPAs of College Candidates
So, we believe that your kid should find out the average high school GPA of admitted or enrolled freshmen in order to get a somewhat better grasp on whether he or she is likely to be admitted to that college. Here is what we wrote in our new book for kids like yours:
For many, but not all, colleges, you will be able to find the full distribution of high school GPAs and the average high school GPA of the students enrolled in the freshman class by looking under C11 and C12 of the common data set on the college’s website. [You will probably need to search for “common data set” on the college’s website, and you might find that the data sets are available for several years.] You also might find [high school grades] on a Class Profile sheet on the website, but you will not find this information on College Navigator [the online resource provided by the National Center for Education Statistics].
[The] average high school GPA will be on a 4-point scale. For example, a great college might show an average high school GPA of 3.8, meaning that its enrolled freshmen did extremely well in their high school courses.
As Advanced Placement and International Baccalaureate courses have become increasingly popular and as more high schools have started to “weight” students’ grades in those courses (and sometimes in their own honors courses as well), there has been a rise in high school GPAs. In other words, when a student in a high school with weighted grades gets an A in a regular course, that A is worth a 4.0, or 4 points. But if a student in a high school with weighted grades gets an A in an Advanced Placement course, that A is worth a 5.0, or 5 points?that is, the grade has more “weight.”
Whether your high school does or does not weight course grades is something that should be part of the high school narrative profile that your school’s counselor will send off to colleges with your high school transcript. That profile is helpful to colleges in judging your GPA.
Nonetheless, one effect of all of this weighting of high school course grades appears to be that average high school GPAs of incoming freshmen are on the rise. We can tell this anecdotally by the fact that many colleges we profiled in our virtual college tour [back in Episodes 27 through 53 of USACollegeChat], including some not super-selective ones, post surprisingly high average GPAs well over a 3.5 for the incoming freshman class.
So, look carefully at the average high school GPAs that colleges are putting out there and see how yours compares. And, remember, some colleges will not provide one.
Well, that is a rather straightforward explanation of the high school GPA as one determinant in college admissions. As parents, it shouldn’t surprise you at all. But now let’s look at a newer explanation of that high school grade inflation, which we referred to, and its consequences.
2. The New Research on High School Grade Inflation
This explanation comes to you from a July article in Inside Higher Ed, which is, in its own words, “the leading digital media company serving the higher education space. Born digital in the 21st Century at the height of the Internet revolution, our publication has become the trusted, go-to source of online news, thought leadership, and opinion over the last decade.” This article, by Scott Jaschik, is appropriately titled “High School Grades: Higher and Higher.” Here is what Jaschik said about a new study, which was just released:
The study . . . will be a chapter in Measuring Success: Testing, Grades and the Future of College Admissions, to be published next year by Johns Hopkins University Press. The two authors of the study are Michael Hurwitz, senior director at the College Board, and Jason Lee, a doctoral student at the Institute of Higher Education at the University of Georgia. . . .
The research is on students who take the SAT, and the study argues that these are representative of high school students who enroll in four-year colleges. The data come both from the Education Department and from surveys the College Board conducts of students who take the SAT.
A key finding is that, looking at cohorts of high school graduates who finished from 1998 to 2016, the average high school GPA went up from 3.27 to 3.38.
Notably, the gains were unequal among high schools, and the differences appear to favor students from wealthier (and whiter) high schools than average.
The study groups high schools by the magnitude of grade inflation. In the top decile of growth in average GPAs [meaning that the GPAs rose the most], black and Latino students made up only 22 percent of students on average, and only 32 percent of students were eligible for free lunch. But in the bottom decile of GPA growth [meaning that the GPAs rose the least], black and Latino enrollments were an average of 61 percent, and more than half of students were eligible for free lunch. The study finds that the average GPA at the high schools with the most grade inflation (top decile) has hit 3.56, while the average at places that haven’t seen much grade inflation (bottom decile, largely minority) is 3.14.
. . . [T]he study finds similar grade inflation in . . . weighted and unweighted grades. . . . (quoted from the article, emphasis added)
Well, that is quite a lot to process. It’s bad enough that grade inflation is taking place and skewing the way that everyone has to think about high school achievement. But it’s much worse to know that whiter and richer kids are disproportionately benefiting from what is already a lousy trend. You can draw your own conclusions about why that is happening. And here is one further surprising finding from the study:
. . . [T]he authors find that the proportion of students with A averages (including A-minus and A-plus) increased from 38.9 percent of the graduating class of 1998 to 47 percent of the graduating class of 2016. . . . (quoted from the article)
What? I was surprised–more like flabbergasted–to learn that almost 40 percent of students in the graduating class of 1998 had A averages (even considering that this was perhaps a somewhat select sample of that graduating class, like kids who took the SAT). Nonetheless, almost 40 percent seems high to me–or, more precisely, inflated already. The fact that the figure is now 47 percent is more arresting still. Do we really believe that almost half of the 2016 high school graduates–even half of the graduates who took the SAT–deserved A averages? That seems like a lot of kids to me.
But hold on a minute. Here is something that you might be thinking, something that would make these fantastic grades happy news, according to the article:
. . . [T]he authors acknowledge in their study [that] there could be a reason for the grade inflation that would make educators celebrate. What if students are smarter or are being better educated, and so are earning their better grades? The authors reject these possibilities, and cite SAT scores to do so. If students were learning more, their SATs should be going up, or at the very least remaining stable. But during the period studied, SAT averages (math and verbal, 1,600-point scale) fell from 1,026 to 1,002. . . . (quoted from the article)
Oh, so it’s just grade inflation after all. Here is the wrap-up and bottom line from the article:
While the authors said they didn’t think many educators would be surprised that grade inflation is present in high schools, they said it was important to look at the variation among high schools, a circumstance that has received less attention.
High schools “most prone to grade inflation are the resourced schools,” Lee said, “the ones with the highest level of affluence.” For those at high schools without resources, generally with lower GPAs, grade inflation elsewhere “puts them at a disadvantage in the college admissions process.” (quoted from the article)
So, this is one more instance of students from poorer communities–who are, as a matter of fact, disproportionately students of color–facing a tougher path to college. And this is one more instance of students from wealthier communities–who are, as a matter of fact, disproportionately white students–getting an undeserved break.
3. What Does It Mean for You
What does all this mean for your kid, regardless of how well-to-do or not-well-to-do your high school community is? It means that the race for good grades has gotten harder to win. Average high school GPAs of admitted freshmen are impressive–sometimes literally unbelievably impressive–even at colleges that are not in the top tier. If you have a senior at home and it is too late to improve his or her GPA, then you need to be sensible in looking at how your kid stacks up against the students who are being admitted to colleges on your kid’s Long List of College Options. If you have a younger kid at home, remind him or her every day just how important high school grades are–no matter what four-year college he or she is aiming for.
Find our books on Amazon!
- How To Find the Right College: A Workbook for Parents of High School Students (available as a Kindle ebook and in paperback)
- How To Explore Your College Options: A Workbook for High School Students (available in paperback)
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