The University of Michigan says letter grades are too stressful for freshmen. Starting next academic year, the college won’t assign grades for the first semester of some first-year students. This policy is a disservice to students. The college seeks to “curb the mental health crisis unfolding among college-aged individuals.” Freshmen in the College of Literature, Science and the Arts will be given pass or no credit for all classes. The goal is to help college students acclimate to the pressures of higher education. The college says concealing grades will help students “start strong.” Rather than apologizing for the remedial measure, the college is celebrating. It is “investing in students’ well-being and growth,” says the college, “by fostering a culture of connection and collaboration — rather than competition.” What about high-achieving students who welcome the mental health impact of seeing their own grades, or students who just like facing challenges? Too bad. They can’t opt out. “An opt-in structure would defeat the purpose of facilitating students’ transition to campus,” says the college. In other words, if a student chooses the pass/fail system, he might as well wear a scarlet letter. Therefore, everyone must participate. (One wonders if literature students will be allowed to read Nathaniel Hawthorne’s “The Scarlet Letter.”) It’s easy to imagine the mockery that will accompany Michigan’s announcement. Lest you think the students who are now shielded from letter grades are majoring in video gaming or basket weaving — no. The College of Literature, Science and the Arts offers majors in architecture, biochemistry, civil engineering, computer science, finance and risk management, microbiology and statistics. These graduates will one day build bridges, develop medications and manage corporate finances. The impulse to ease freshmen into college is understandable given the shameful performance of Michigan’s K-12 system. Even a highly competitive university is faced with many incoming students who struggle to diagram sentences or do middle school math. But the real culprits are the academic administrators who brought helicopter parenting to the college campus. Coddling young adults will not prepare them for adulthood. In her book, “The Up Side of Down: Why Failing Well Is the Key to Success,” Washington Post columnist Megan McArdle argues that failure is unavoidable and that its lessons should be embraced. Life is full of difficult challenges. These challenges do not get easier when we avoid them. Failure builds resilience. Grades are feedback. They serve the same purpose as a speedometer, scoreboard or scale. Grades provide valuable information that suggests a future course of action. There’s another problem with the University of Michigan’s plan: Where does it stop? It won’t be long before sophomores or other upperclassmen demand similar treatment. After graduation, some students will go to law school. Should we exempt them from the stress of the bar exam? Pilots, engineers and certified public accountants all have certification exams. Will they be given a pass? What about life’s other challenges? Job interviews. Pitching a client. Speaking in public. Starting and sustaining a marriage. Raising children. Working with your aging parents. Watching your preferred political candidate lose an election. To say nothing of personal conflict. The Wall Street Journal reported on a new trend of college students getting no-contact orders against fellow students rather than facing the discomfort of a tough conversation. High school and college experiences should prepare young people for life’s challenges. The University of Michigan’s new grading system fails the test. Michael J. Reitz is executive vice president of the Mackinac Center for Public Policy.
This article originally appeared on The Detroit News: Grades are feedback, not trauma. UM got it wrong | Reitz
Reporting by Michael J. Reitz, The Detroit News / The Detroit News
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By Michael J. Reitz, The Detroit News | USA TODAY Network
