Coddled Harvard students cry after dean exposes grade inflation, 'relaxed' standards



Harvard University's Office of Undergraduate Education released a 25-page report on Monday revealing that roughly 60% of the grades dished out in undergraduate classes are As. This is apparently not a signal that the students are necessarily better or smarter than past cohorts but rather that Harvard As are now easier to come by.

According to the report, authored by the school's dean of undergraduate education Amanda Claybaugh and reviewed by the Harvard Crimson, the proportion of students receiving A grades since 2015 has risen by 20 percentage points.

'If that standard is raised even more, it's unrealistic to assume that people will enjoy their classes.'

Whereas at the time of graduation, the median grade point average for the class of 2015 was 3.64, it was 3.83 for the class of 2025 — and the Harvard GPA has been an A since the 2016-2017 academic year.

"Nearly all faculty expressed serious concern," wrote Claybaugh. "They perceive there to be a misalignment between the grades awarded and the quality of student work."

Citing responses from faculty and students, the report revealed that the specific functions of grading — motivating students, indicating mastery of subject matter, and separating the wheat from the chaff — are not being fulfilled.

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"In the view of faculty, grades currently distinguish between work that meets expectations or fails to meet expectations, but beyond that grades don't distinguish much at all," said the report. "'Students know that an 'A' can be awarded,' one faculty member observed, 'for anything from outstanding work to reasonably satisfactory work. It's a farce.'"

Claybaugh acknowledged that grades can serve as a useful and transparent way to "distinguish the strongest student work for the purposes of honors, prizes, and applications to professional and graduate schools." However, since As are now handed out like candy and many students have identical GPAs, prizes and other benefits must now be dispensed on the basis of less objective factors, which "risks introducing bias and inconsistency into the process," suggested the dean.

The report noted further that Harvard University's current grading practices "are not only undermining the functions of grading; they are also damaging the academic culture of the College more generally" by constraining student choice, exacerbating stress, and "hollowing out academics."

Steven McGuire, a fellow at the American Council of Trustees and Alumni, highlighted the admission in the report that Harvard owes much of its current crisis to its coddling of unprepared students.

"For the past decade or so, the College has been exhorting faculty to remember that some students arrive less prepared for college than others, that some are struggling with difficult family situations or other challenges, that many are struggling with imposter syndrome — and nearly all are suffering from stress," said the report.

"Unsure how best to support their students, many have simply become more lenient. Requirements were relaxed, and grades were raised, particularly in the year of remote instruction," continued the report. "This leniency, while well-intentioned, has had pernicious effects."

The new report is hardly the first time the school has suggested that Harvard undergraduate students tend to be coddled, intellectually fragile, ideologically rigid, and slothful.

Citing faculty feedback, Harvard's Classroom Social Compact Committee indicated in a January report that undergraduate students "have rising expectations for high grades, but falling expectations for effort"; often don't attend class; frequently don't do many of the assigned readings; seek out easy courses; and in some cases are "uncomfortable with curricular content that is not aligned with the student's moral framework."

The January report noted further that "some teaching fellows grade too easily because they fear negative student feedback."

Claybaugh's grade inflation report has reportedly prompted complaints and whining this week from students.

Among the dozens of students who objected to the report and its findings was Sophie Chumburidze, who told the Harvard Crimson, "The whole entire day, I was crying."

"I skipped classes on Monday, and I was just sobbing in bed because I felt like I try so hard in my classes, and my grades aren’t even the best," said Chumburidze. "It just felt soul-crushing."

Kayta Aronson told the Crimson that higher standards could adversely impact students' health.

"It makes me rethink my decision to come to the school," said Aronson. "I killed myself all throughout high school to try and get into this school. I was looking forward to being fulfilled by my studies now, rather than being killed by them."

Zahra Rohaninejad suggested that raising standards might sap the enjoyment out of the Harvard experience.

"I can't reach my maximum level of enjoyment just learning the material because I'm so anxious about the midterm, so anxious about the papers, and because I know it's so harshly graded," said Rohaninejad. "If that standard is raised even more, it's unrealistic to assume that people will enjoy their classes."

The student paper indicated the university did not respond to its request for comment.

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Franklin & Marshall College said it was looking for a new 'gender-neutral' mascot — and got absolutely torched



Franklin & Marshall College in Lancaster, Pennsylvania, is looking for a new mascot.

The private school's Mascot Working Group page in September read that "our goal is to give it a form that is fun, gender-neutral, and full of personality ..."

'In a time where we are surrounded by so much racism and sexism, it makes sense why we would want a break from old white guys from the 18th century.'

The headline of a WHP-TV story published last week said as much: "Franklin & Marshall College embarks on search for gender-neutral mascot."

As you might expect, Facebook users who commented on the WHP story — as well as the accompanying question, "What do you think Franklin & Marshall College's new mascot should be?" — blasted the school's woke criteria. To wit:

  • "The Franklin and Marshall Snowflakes has a nice ring to it," one commenter opined.
  • "How about a sheep," another user offered.
  • "That’s the least of their problems," another commenter said. "Maybe The Cucks or The Laughables?"
  • Good grief!!!!!!!" another user exclaimed.
  • "A worm?" another commenter suggested.
  • "Please explain why?" another user wondered. "This is what’s wrong with everything. What are they trying to prove by doing this?"

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As it happens, as of Tuesday the "gender-neutral" reference was no longer on F&M's Mascot Working Group page.

Blaze News on Tuesday reached out to Franklin & Marshall College to inquire why "gender-neutral" was gone from the Mascot Working Group page, as well as why folks costumed as founding father Benjamin Franklin and U.S. Supreme Court Chief Justice John Marshall — the school's namesakes — no longer are appropriate or suitable mascots.

Franklin & Marshall sent the following reply to Blaze News on Tuesday afternoon:

Franklin & Marshall College regrets any misunderstanding or mischaracterization regarding criteria guidelines for mascot idea submissions, which has since been clarified on our website. The guidance shared with the F&M community, then and now, encourages mascot recommendations that take the form of creatures, animals, and figures, which is very typical of mascots for universities and sports teams.

The college’s prior mascots, “Ben” and “John,” were retired several years ago. A student-led initiative to develop a dynamic new mascot began during the 2024-25 academic year. At the same time, other campus constituents collectively expressed a desire for a new mascot that would bring renewed energy and enthusiasm to campus and athletic events.

Our intention has always been to identify a mascot that reflects the public leadership and spirit of Ben Franklin and John Marshall as our namesakes and to be inspired by our mascot, the Diplomat. The decision to create a new physical form for the mascot is an opportunity to represent our community spirit in a way that will champion F&M on campus, on the athletic field, and beyond.

Others at Franklin & Marshall have expressed rather pointed opinions about the "Ben" and "John" mascots.

Take an op-ed from F&M's student newspaper penned by one of its editors just a year ago titled, "Ben and John, It’s Time to Say Goodbye." In it, the author refers to the Ben Franklin and John Marshall mascots as "cartoonish, old white guys" who look "a little creepy."

The author also acknowledges that after three years she's never actually seen the "Ben and John [mascots] in the flesh. Why? It turns out, these mascots are taking some time off and have not been spotted in years. Rumor has it they might be replaced, too."

The op-ed also states:

In a time where we are surrounded by so much racism and sexism, it makes sense why we would want a break from old white guys from the 18th century. John Marshall was racist and fought to keep slavery in the United States, and while Benjamin Franklin was well known for being an abolitionist, he once owned slaves and held racist views, too. As more people become aware of their racist histories, now seems like the right time for a mascot change. Franklin and Marshall founded our college, but our wonderful community can be represented by so much more than just their names. We are Diplomats, after all, and you don’t have to be the ghost of a white man to be a diplomat.

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How Charlie Kirk’s life shows the power of self-education



Last year, my wife and I made a commitment: to stop coasting, to learn something new every day, and to grow — not just spiritually, but intellectually. Charlie Kirk’s tragic death crystallized that resolve. It forced a hard look in the mirror, revealing how much I had coasted in both my spiritual and educational life. Coasting implies going downhill. You can’t coast uphill.

Last night, my wife and I re-engaged. We enrolled in Hillsdale College’s free online courses, inspired by the fact that Charlie had done the same. He had quietly completed around 30 courses before I even knew, mastering the classics, civics, and the foundations of liberty. Watching his relentless pursuit of knowledge reminded me that growth never stops, no matter your age.

The path forward must be reclaiming education, agency, and the power to shape our minds and futures.

This lesson is particularly urgent for two groups: young adults stepping into the world and those who may have settled into complacency. Learning is life. Stop learning, and you start dying. To young adults, especially, the college promise has become a trap. Twelve years of K-12 education now leave graduates unprepared for life. Only 35% of seniors are proficient in reading, and just 22% in math. They are asked to bet $100,000 or more for four years of college that will often leave them underemployed and deeply indebted.

Degrees in many “new” fields now carry negative returns. Parents who have already sacrificed for public education find themselves on the hook again, paying for a system that often fails to deliver.

This is one of the reasons why Charlie often described college as a “scam.” Debt accumulates, wages are not what students were promised, doors remain closed, and many are tempted to throw more time and money after a system that won’t yield results. Graduate school, in many cases, compounds the problem. The education system has become a factory of despair, teaching cynicism rather than knowledge and virtue.

Reclaiming educational agency

Yet the solution is not radical revolt against education — it is empowerment to reclaim agency over one’s education. Independent learning, self-guided study, and disciplined curiosity are the modern “Napster moment.” Just as Napster broke the old record industry by digitizing music, the internet has placed knowledge directly in the hands of the individual. Artists like Taylor Swift now thrive outside traditional gatekeepers. Likewise, students and lifelong learners can reclaim intellectual freedom outside of the ivory towers.

Each individual possesses the ability to think, create, and act. This is the power God grants to every human being. Knowledge, faith, and personal responsibility are inseparable. Learning is not a commodity to buy with tuition; it is a birthright to claim with effort.

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Charlie Kirk’s life reminds us that self-education is an act of defiance and empowerment. In his pursuit of knowledge, in his engagement with civics and philosophy, he exemplified the principle that liberty depends on informed, capable citizens. We honor him best by taking up that mantle — by learning relentlessly, thinking critically, and refusing to surrender our minds to a system that profits from ignorance.

The path forward must be reclaiming education, agency, and the power to shape our minds and futures. Every day, seek to grow, create, and act. Charlie showed the way. It is now our responsibility to follow.

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Wokeness? My students are more worried about the economy



One of the challenges of being a teacher is having to deal with how different young people are not only from yourself but also from whom you had been at the same age.

We expect political opinions, musical taste, and career aspirations to shift from one generation to the next, but with the passing of decades, it becomes harder to pinpoint the forces driving these changes.

It seemed to mean little to my students that modern people were now free to marry or not marry, or to have short-term liaisons or long-term relationships.

Take Generation Z. Most were born after 9-11 and have no real memory of the catastrophic event that brought terrorism and then war to the forefront of public attention. Moreover, Zoomers grew into their teen years shaped less by fears of terrorism and worries about war than by an increasing social liberalism.

By the time the oldest Zoomers, those born in the late 1990s, reached high school, media and educational institutions had discarded any pretense of maintaining neutrality about fundamental ethical and cultural questions in favor of actively promoting progressive stances on issues of race, sexuality, and gender.

Past progressive

Because they came of age in a climate where anything connected to religion, tradition, and middle-class norms could be condemned as backward and oppressive, Gen Z, I have found, has developed a very different relation to the values of liberal progressivism than have previous generations.

Boomers, Gen Xers, and Millennials tend to integrate gay marriage, gender transition, and identity politics into a broader narrative having to do with the continual expansion of freedom. Even when they criticize the excesses of social experimentation, they tend to emphasize the harm caused by excessive personal freedom to the health and well-being of the community.

In other words, regardless of whether one thinks this is a positive development or not, the idea that the U.S., and the rest of the world along with it, has been set on a course of increasing personal choice and expanding individual self-determination has been taken for granted by nearly all.

Vexed by sex

But this past semester, a conversation with the undergraduates in my upper-level seminar hinted that Zoomers are prepared to see these matters quite differently.

I teach at a university in South Korea with a large population of international students. Many of the Korean students have attended international schools which follow an Americanized curriculum and have grown up watching Disney and Pixar films, as well as engaging with social media that also brings them into contact with progressive ideas.

In discussing topics like sexual equality and changes in sexual mores, there was surprisingly little readiness among the students to view the right of women to have careers or the freedom to have sex outside of marriage as the result of an emancipatory political struggle.

Older liberals, of course, believe that these gains were won by fighting against a staid, conformist, and conservative establishment that was dead set against change. The basic liberal narrative divides the bad old days of unquestioning conformity from a present or a future marked by tolerance, openness, and experimentation.

While such a conception of history has been overused in contemporary society, I was shocked to discover how foreign such a way of thinking was to my students.

Freedom rot

When I brought up how much freer individuals are today in comparison to the 19th century, when an adulterous affair could lead to irrevocable banishment from respectable society, the students were hesitant to describe modern sexual mores as liberating. It seemed to mean little to them that modern people were now free to marry or not marry, or to have short-term liaisons or long-term relationships. Instead, they preferred to describe the conditions of their lives in terms that called to mind a “prison.”

What weighs on them is the predicament of living at a time when competition keeps growing ever more intense for the emblems and markers of middle-class affluence that are shrinking in supply. The idea of viewing gay marriage and even gender equality in the manner of the older generation of progressives — as a reassuring sign that the world is becoming more just, free, and equal — seems to offer little in the way of reassurance against the daunting economic realities they feel are bearing down on them.

Who’s the boss?

But it is not only the rising cost of living and the disappearance of economic opportunity that accounts for this change in mindset. What is perhaps just as decisive is the fact that Zoomers are the first generation for whom social justice and identity politics had become entrenched as the governing ideology, in which expressing the wrong views about race, gender, and sexuality could have severe consequences for one’s future.

As much as Zoomers may be convinced that the U.S. and the West committed grave moral wrongs in having colonized or dominated the world, it does not escape their attention that members of victim groups for whom previous generations had extended much sympathy have now become authority figures possessing the power to punish those who deviate from the ideological line.

Thus, Gen Z is much less likely to regard woke progressivism as an emancipatory force that will ultimately improve the lives of all. Rather, they are prone to regard it as a weighty burden that they must bear in order to demonstrate that they are good and moral people.

As with other forms of deontological ethics, it is necessary to uphold political correctness for its own sake, and not because one derives a concrete benefit or advantage from doing so. The psychological burden of carefully controlling one’s speech is the price of living in a diverse and open society, which they feel they have no choice but to accept.

That they feel they have no choice is the consequence of a progressive education, which distorts and effaces the past.

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Use your illusion

Zoomers might be under far fewer illusions than Millennials about how political correctness actually functions in society, but ask them how diversity and tolerance came to be the most important values, and you are likely to get bewildered looks. Being free of the spell of the emancipatory narrative of liberalism seems to come at the price of not being able to know the story of how one arrived at the grim destination of woke liberal hegemony.

Zoomers are shrewd enough to recognize that the system which seeks to control them is a hodgepodge of prohibitions and freedoms, a mess of license and licenses, and a motley of opiates and superstitions. The insidious aim of their education appears to have been to fill them with so much confusion and uncertainty as to leave them immobilized and at a loss as to how to proceed.

This education has had the effect of making them reticent. Yet, at the same time, Zoomers can show an intense curiosity about the things their education has not taught them or sought to discourage them from learning in the first place.

Described as a cautious group, brought up in a time of ideological conformity that seeks to root out rebellion and independence, Zoomers, especially when approached in a gentle and humble spirit, are likely to embrace as helpful advice the lessons that current-year liberalism wants everyone to forget.