One of my colleagues, Jeff Gross (Asst Professor of American Literature and Culture), posted a really excellent essay entitled "Rethinking Grades" earlier today, which I want to recommend that everyone (especially educators in Tennessee) read post haste. There, he raises a number of questions about how we think about the phenomenon, widespread in higher education today, even at its most "elite" levels, of "grade inflation." (See here for lots of data and colorful charts about that.) Gross argues that grade inflation is not, as is widely held, simply a consequence of faculty surrendering en masse to students' highly-cultivated attitudes of academic entitlement (though that may, Gross concedes, be part of it). Rather, there are a host of complex academic, institutional, sociopolitical and economic forces which have colluded to produce this through-the-looking-glass condition in which we find ourselves, where (as Gross puts it) "satisfactory often means not good enough."
Not good enough for what? For many students, "satisfactory" grades-- by which I mean a 2.0 GPA on a 4.0 grading scale (a "C" average)-- are definitely not good enough to get into grad school, probably not good enough to get a "good" job and, worst of all, very likely not good enough to keep their scholarships, which in real terms means not good enough to finish college. So, as Gross notes, it could be the case that grade-grubbing students are just indulging an unjustifiable sense of "entitlement," but there are many good reasons not to assume that very reductive story.