@boneh3ad I am surprised at that statement because the really hard (for many students) classes like organic chemistry, P Chem, physics, and many of the technical engineering courses often have exams where the absolute grades range from 30-70 and are curved up. I have seen this in school after school, including the most prestigious ones where the students coming in were among the brightest. It is in many of the humanities courses where the grades don’t need to be curved because the grades on the exams and assignments are often quite high, especially those where the grades are based more on subjective essays rather than objective right/wrong answers.
@UCBUSCalum I believe for this system to work, everyone would have to adopt it so one was always comparing apples to apples, at least to some degree. Of course, there is no way to know if one profs test for Econ 101 at Cal was a lot easier than the one given by another prof at Wake Forest for the same course, but that is true now. So if this system produces more people that have A’s than the curve system, which I assume is what you are saying could be the issue, the schools would have to dig deeper into each student beyond just the GPA and MCAT/LSAT/… And that might not be such a bad thing, as there should be more to being a professional in these areas than just how you did on tests.