For much of Harvard’s history, it was almost taken for granted that high-performing students would receive top marks. Yet in recent semesters, the university has begun to see a modest but notable decline in the number of A grades being awarded.

This shift has been welcomed by Harvard’s leadership overseeing undergraduate education. In a message sent to faculty members earlier this week, Dean Amanda Claybaugh acknowledged that many instructors had become more rigorous in their grading and that their efforts were already having an impact.

According to data she shared, A grades made up 53.4 percent of all grades issued in the most recent fall term, down from 60.2 percent the year before. Claybaugh recognized that tightening grading standards was not an easy process, especially as some professors reported receiving less positive feedback from students as a result.

The university has been engaged in a broader effort to address what administrators describe as persistent grade inflation. Later this year, Harvard may formally adopt new grading policies based on recommendations released in October. Among them is a proposal to introduce an A+ grade, which Harvard currently does not use. The idea is to better distinguish truly exceptional academic performance, rather than treating a standard A as the highest achievement.

Harvard is not alone in confronting this issue. Research shows that grade inflation has been widespread across U.S. higher education for decades. Critics argue that when too many students receive top marks, grades lose their meaning, outstanding academic work becomes harder to recognize, and overall academic standards are weakened.

Christopher Schorr of the America First Policy Institute praised Harvard’s reduction in A grades as a step in the right direction. Still, he noted that even the current level of A grades would have been considered extraordinarily high just a few decades ago.

To better understand the problem, Harvard’s Office of Undergraduate Education conducted surveys of both students and faculty last year before issuing its October report. The report urged instructors to restore greater integrity to grading practices.

Beyond adding an A+ category, the report suggested other changes, including placing more emphasis on students’ actual mastery of course material rather than their effort, and adding median course grades to transcripts to provide context for individual performance.

Harvard has not mandated that professors lower their grades. Faculty members continue to have full control over how they assess students in their own courses. Nevertheless, the university’s ongoing discussion of grading standards appears to have encouraged many instructors to be more selective in awarding top marks.

Schorr emphasized that for reform to be effective, it would need to be applied consistently across departments. If only a few professors grade more strictly, students may simply avoid their classes, undermining the broader goal of reform.

Historical data highlights how dramatically grading patterns have changed at Harvard. In 2005, only about 24 percent of grades at Harvard College were A’s. By 2015, that figure had risen to just over 40 percent. During the COVID-19 pandemic in 2020–21, A grades peaked at nearly 63 percent before settling slightly above 60 percent last year.

Officially, Harvard defines an A as reserved for work showing extraordinary distinction and complete mastery of a subject.

Other elite institutions have grappled with similar challenges. Princeton attempted to curb grade inflation in 2004 by recommending limits on the percentage of A grades. While this initially reduced top grades, students complained that it created unnecessary competition and discouraged collaboration. Princeton later abandoned the policy in 2014, after which A grades began rising again, reaching 45.5 percent in 2025.

Harvard’s own faculty survey revealed widespread concern about grading practices. Many newer professors said they were surprised by how lenient grading had become, while long-serving faculty members noted a clear shift from earlier standards.

One major factor contributing to grade inflation appears to be student course evaluations. Professors worry that tougher grading could lead to poorer evaluations, which might affect promotions, job prospects, or tenure decisions. At the same time, some instructors may feel pressure to award higher grades to attract more students to their courses.

In her message to faculty, Claybaugh acknowledged these concerns and thanked instructors for their commitment to restoring academic rigor.

A faculty committee is now reviewing Harvard’s grading policies and is expected to propose reforms early in the spring semester. These recommendations will then be presented for a faculty vote by the end of the term, potentially shaping how Harvard grades its students for years to come.