<p>I genuinely think that the distribution you mention, Lakemom, makes sense. After all, what student wants to see a D or F in one of their classes? Logically, it should be reserved for students who clearly “earned” that score (ex. If the mean on an exam is a 80, and you score a 23…then it’s probably logical that you would be in the D-F range of the curve). Logically, a course should have a grade distribution that is more skewed right (toward the higher end of the spectrum). I mean…generally speaking, students work hard in college to get the grades they have. Thus, from a somewhat more pathos driven standpoint, it just sucks to see your hard work and efforts translate into a C, D, or F. Students are human beings too, and they feel the same emotions, whether on CC (and “overachieving”) or not. I knew kids since high school that never wanted straight As, and could really care less about if they had a 4.0. That being said, they were still good individuals and students, and would have the same sad reaction if they got a C, D, or F as would a kid aiming for straight As. </p>
<p>While a lot of this discussion has been about means, grade inflation, standards, etc…let’s not forget the individuals behind these scores. Professors and students alike are human beings with true (raw) emotions and feelings, and in both cases (professors and students) like seeing success, which translates to a nice grade (whether that be A+ or B-, depending on the student). </p>
<p>Bottom line: It only makes sense to skew the curve of grades upwards, thus minimizing the amount of C/D/Fs.</p>
<p>It is not very meaningful to decide what B stands for without the context of each school, major, and student background. One ESL student got a B in journalism reporting. Another student from Singapore got a B in Calculus. The two Bs have different significance.</p>
<p>I think it depends on the class/major. There are classes where averages tend to be low and a B is considered a great grade, whereas in classes where the grades are towards the higher end that could be considered a bad thing.</p>
<p>If you get an A in English, introductory psychs, and most humanities courses, no one says “wow, congrats! I will buy the first round!” Whereas if you say “I got a B” there will be those who silently wonder what happened, and how lazy you really are (not necessarily the case, always! Some struggle with the above subjects, and do better in others.)</p>
<p>In science and math courses, an A is a great achievement for many, and is treated as such. A B is good, but a C? A C is barely passing. Congrats on passing, but…</p>
<p>I think it depends on the class. ‘B’ in diff. equations is pretty good (‘A’ would be stellar) vs. a ‘B’ in an intro math class. Also possibly the school as well. B’s at Caltech are probably equivalent to 'A’s at most regular universities.</p>
<p>It all depends on your norm. If you normally get Bs then it is not a bad grade, if you normally get As it is a bellow average grade, if you are a C then Bs are good, and if you are failing (Ds and Fs) then Bs are very good. In any case you should not be satisfied. Bs are not a bad grade, in fact they are a good grade, but NEVER be satisfied, even if you have a 98, you should tirelessly strive to stretch your arms for perfection as the great poet, Rabindranath Tagore said. I am not saying be an overachiever and lose your social life. That is the opposite of what I’m saying. You should have a balance in all your life endeavours and be content with a B, but strive ALWAYS for an A. As long as you work your hardest and put in your full potential you should be content with what you have done because rather than comparing yourself with others you should compare yourself to your full potential.</p>
<p>As in my liberal arts classes were pretty much expected if you did the work and didn’t slack off. As in my math classes are rare and sometimes nonexistent. I think a 3.0 for a B is too low personally.</p>