<p>Is it Impossible to get an A?</p>
<p>It's not impossible to get an A. In some cases it's really hard, in others, surprisingly less hard. It's nearly impossible to get straight-A's, though.</p>
<p>In the Econ department, do you know a lot of people with GPA at least 3.7?</p>
<p>I believe the last person to graduate with a 4.0 GPA was in 2002. </p>
<p>B+'s & A-'s are much more common than A's (true when I was a TA at Chicago as well). Given that an A- = 3.75 and a B+ = 3.3, A 3.7, while "possible" is probably not "likely." </p>
<p>Often it comes down to how one plans. What courses are taken during 3 course quarters vs. 4 course quarters, how adventurous one wants to be (for example Calc 13000 series meets pre-med requirements, does one take the 15000 or 16000 series if one can?), etc. If a Hum concentrator, which science Core does one take? If a lower than expected GPA occurs during one quarter, how does one change courses, schedules, studying practices, etc. to adjust and make up for it the next? All this factors into getting that extra .2 or .3 on that GPA. </p>
<p>Then there is Andrew Abbott's data that show that there is little relation between GPA and earnings of Chicago graduates. All basically earn in the upper levels of income. I believe I remember reading that the difference between a 2.8 and a 3.8 GPA amounted to less than a 9% difference in income after 5 years in the workforce.</p>
<p>but what about not 4.0, but at least 3.6 - 3.7? Is it THAT hard?</p>
<p>Assume it is tough. I currently am auditing a class at the U. of C. where 25% of the class each are getting A, B, C, and D. And none of the students are stupid. The prof is just a tough, old-school grader.</p>
<p>I did get an A in a course I took over the summer, though. But then again, all I was doing during the summer was studying.</p>
<p>3.6-3.7 is definitely possible. Not easy, but definitely within reason.</p>
<p>Idad is correct in that there is little relation between GPA and earnings of Chicago graduates. For anecdotal evidence (and not bragging rights) my S who graduated in '05 with a approx. 3.0 average has earned over 6 figures in less than a year and just recently got a promotion that will more than double his salary. I think higher GPA's are needed for graduate admission and scholarship but my S really can't consider grad business school until after he gets a couple years of work experience under his belt. That's the path for Business School. He will see if his 3.0 hurts him.</p>
<p>i wonder if the difference in the 2.8 and 3.8 was due to the higher GPA's going into academics and being more driven intellectually vs. the 2.8's more business-focused, entering a market with the desire to make money. may be completely wrong but it's at lest a feasible explanation.</p>
<p>I remember reading somewhere that those who really apply themselves and stretch for a top GPA are those who want to enter the realm of academia. I'm not saying that's a bad thing, and it's definitely not a bad living (both monetarily and lifestyle-wise), but there is certainly more money to be made outside of it.</p>
<p>I believe the analysis was within occupation, but I too may be wrong.</p>
<p>Peacemaker, if you don't mind me asking, what type of job does your son have?</p>
<p>Yes, work experience really is needed for B-School. It is more of a prerequisit than something optional. My cousin is finishing up her business degree at the U. of C. this year, and she is turning 27, so she had years of work experience she went to school again.</p>
<p>But don't employers look at GPA? I heard that means a lot right now unless you have some other significant hook</p>
<p>Katharos, my son works for a hedge fund in Greenwich, CT. His former title was trader assistant. Now he is a "project manager" which means he can initiate trades under supervision and was put on the asian desk. He's got crazy hours but it's a great opportunity. He may end up in Singapore within the year if he does well.</p>
<p>My S majored in math, with a concentration in Statistics. He took alot of Econ classes and was planning on double majoring in Math and Econ but he didn't luck out with getting into certain classes. His GPA probably wasn't good enough for Econ. He was a teaching assistant to a couple of math professors and a Statistics Prof. These are nice jobs at UChicago.
dendankin - I think employers do look at your GPA in your first job but they look at other things too. At several places where my S interviewed, he had to take a math test. He aced those - U. of C. prepared him well! They also look at your internships and how comfortable you are in your interview. Future UChicago students - use the Career Office while you are there. Practice interviewing with alumni! It can only help your chances in the future.</p>
<p>Peacemaker,</p>
<p>Your son seems to be doing very well. Yes, nowadays, to be successful, it seems that long hours on the job are necessary - at least in the business world, in which my mother worked for many years (and is now just entering the workforce again). It is tough.</p>
<p>I am considering math, by the way, and your son seems to be making good use of a degree which many people (some specific people I know come to mind. . .) find useless due to the fact that it is very theoretical. But it developes the brain, which, as your son has shown, leads to good jobs.</p>
<p>I have known math majors who went on into business and medical fields, as well as teaching, so math can lead anywhere and is a sought-after degree. The math-econ degree seems particularly useful, in my opinion.</p>
<p>am I wrong about thinking that some employers, and probably all first-tier graduate school admissions offices know the difficulty/ease of schools like Chicago?</p>
<p>Having labored in the vineyards of academe for some time before entering into the private sector, both in teaching and administrative capacities, it has been my experience that they indeed do. Further, Chicago has an intellectual cachet that few others have, even those that claim more prestige.</p>
<p>I agree with you idad. Fellipe - I do think that employers know the quality of critical thinking that comes out of UChicago. They know that UChicago students are serious students and have been given rigorous coursework that can benenfit many kinds of jobs.</p>
<p>Katharos - Yes, math is a very useful major. When my S graduated in 2005, there were 76 others in his class with math majors. If you compare that to other schools, e.g. Stanford, it's about 7 - 10 times more. If you are considering math as your major, go see our friend, Diane H_____. She is the administrator/adjunct prof. (teaches calculus) that oversees undergraduate math majors. She is the one who has given us a lecture on how valuable math majors are. She says that the department coddles their majors. They want to make sure their math majors succeed and graduate with the right skills. </p>
<p>My S's work hours are crazy b/c he's on the asian desk. He goes in around 3 -4 p.m.and gets off around 3 a.m. The length of his hours aren't as bad as one of his roommates (also UChicago grad) who works for Bank of America. He works week-end hours too, totalling about 80 hours/wk.</p>
<p>How is the career office with helping graduates with other liberal arts majors find jobs?</p>
<p>Peacemaker, your son is successful and all, but, given his major and the job he has, I assume he's in the minority of grads who snatch those prized positions. What about the other liberal arts major, who are entering professional schools? How do they fare? How do the English, Languages, Computer Science, and Film majors do in the real world?</p>
<p>According to Andrew Abbott (Sociology of Occupations) Chicago grads regardless of occupation (and there is little correlation between concentration and occupation except in the sciences) end up at the nation's top income levels. His advice, don't worry about a career, just enjoy becoming an educated person.</p>
<p>i hear that the classes at U of C really challenge you and have little busy work. how is this done in intro psych for example? i go to a decent school but still we end up memorizing and regurgitating minor definitions that don't really add anything to the learning experience. this happens again in intro to statistics. how are classes like these different from other schools?</p>