<p>If you got mostly straight A's in high school, would you get mostly straight A's in college too? How hard is it to get a 4.0 GPA in college if you had a good GPA in high school?</p>
<p>Depends on a lot of things! How hard is the college, how hard are the classes, are they graded on a curve? That said people can get a 4.0 in college, however it's not as common as people doing it during High School.</p>
<p>But what if you get a 4.0 in high school? Does that mean you'll have a high chance of getting a 4.0 in college assuming you study exactly as hard?</p>
<p>Uh no. Different classes require different workload. You may wind up studying more or less at the end.</p>
<p>I heard a college prof say that u should study something like 2hours for every hour of class i college...so there's less class time but more studying...much diff from high school</p>
<p>Yeah but studying is strictly optional. Nobody will really know how much you study. Is there actually real proof that the amount of time you study is equal to better grades?</p>
<p>Keep in mind that (if you go to a challenging school) most of the people that you are going to school with did at least as good or better than you in high school. Since the average in most college courses is a B-/C+, clearly you're not all going to do as well as you did in high school. Someone needs to get the C.</p>
<p>Is that the reason professors use the 'curve'? To make grades more valuable?</p>
<p>3 hrs of study per 1 hr of class is what they say.</p>
<p>Making the degree more valuable is a reason to curve down or to increase the class difficulty so that grades go down.</p>
<p>Curving, in general, is a good way to standardize grades from one class to another or one year to another. For instance, if the professor in section A is really good and the class gets grades as per a normal curve. Section B's professor, however, is not good and the class performs poorly. You don't want to penalize them for the poor professor, so you curve the grades to a set point to eliminate that factor.</p>
<p>It's "a" reason for curving.</p>
<p>But curving has limitations. What if the professors develop better teaching methods or the students at top colleges get smarter every year? Better teaching methods and stronger students every year could account for more 'A's'.</p>
<p>If the professor has some new method for teaching something and the content is easier to learn, then they need to change the course and add more content or a project of some kind to further develop the students' understanding.</p>
<p>If the students are better every year, then the school's reputation should (eventually) increase, and the increased effort required to achieve a certain grade should be reflected in the school you go to, not your grade.</p>
<p>A 4.0 in college is harder to maintain than a 4.0 in high school (I had a 3.98 in high school - all A's & 1 B). It may be different at different places, but here at Davis a A- is a 3.7 not a "4.0".. so that means you really have to get A's or A+'s to maintain a 4.0. I did it for my first two quarters of freshman year.. but then the A-'s started comming and now I have a 3.82.</p>
<p>The standard grading policy is as follows:</p>
<p>A = 4.0
A- = 3.7
B+ = 3.3
B = 3
B- =2.7
C+ = 2.3
C = 2
C- = 1.7
D = 1
F = 0</p>
<p>(Grade) * (Credit Hours) = Honor Points for course</p>
<p>(Sum of Honor Points)/ (Sum of credits earned)=GPA</p>
<p>There is no such thing as an A+ at college (aside from random schools that differ).</p>
<p>Here there is an A+, but it's a 4.0 also so it doesn't make any difference whatsoever</p>
<p>A+ is a 4.33 depending on school</p>
<p>What if the course give numerical grades like 88? Is that a B+? Then how do the college diffrentiate between a 88 and a 87 or a 86? Do they estimate or average them?</p>
<p>At my school, 4 students in the whole school got 4.0 for the whole year last year if that´s any hint.</p>
<p>Does getting 4.0 means u have to get 100% on every tests, quiz, and finals?</p>
<p>If all your classes are curved, you can get a 4.0 by staying, on average, one standard deviation above the mean in all of them.</p>
<p>Many of my professors claim that, at the end of the term, peoples' numerical grades fall in a distribution such that it is easy to make the cutoff percentages for A, B, C, and so forth. There is apparently a cluster of As, then a gap, a cluster of Bs, a gap, etc.</p>