| The problem of grade inflation has resulted in the erosion of the credibility of course grades. The central question for this study was to determine whether there was any difference in the award of final course grades between faculty classifications of full-time (tenured), full-time (non-tenured), and adjunct. The purpose of this quantitative comparative study was to assess the existence of grade inflation due to differences between (a) final course grade awards (as measured by percentages of As and Bs) awarded as criterion variables, (b) faculty classification, (c) course enrollment, and (d) teaching effectiveness as predictor variables at a two-year community college in the Midwest. Archival data were gathered from the faculty roster of approximately 235 faculty members who taught approximately 2,524 discrete courses collected for the 2010/2011 and 2011/2012 academic years. In addition, supervisor and student evaluation of teacher effectiveness was considered. ANOVA results for hypothesis 1 indicated a significant difference [F (2,66) = 3.59, p=0.03] in the award of final course grades of A and B by faculty classification. ANCOVA results for hypothesis 2 showed a significant difference [F (1,65) = 5.82, p= 0.02] in the award of final course grade and course enrollments. The implications of the study findings in situations where students were awarded higher grades than they earned academically may affect student preparedness for advanced coursework and may limit learning. Recommendations for higher education leadership included (a) the use of a class average grade point alongside student grade, (b) faculty professional development, and (c) encouraging faculty to perform formative course assessment and student evaluations as the semester progresses. Future research recommendations identified included (a) a cross-sectional research approach involving a larger number of two-year institutions, (b) a phenomenological research on faculty perceptions, (c) a descriptive study with expanded faculty characteristics in addition to the inclusion of remedial courses, and (d) a correlational research on other two-year institutions with a larger faculty pool. |
