Abstract
This article investigates whether grade inflation is a concern in graduate communication programs, drawing on responses from Big Ten universities. Department chairs reported that grade inflation was not a significant issue, though many noted the increasing use of incompletes, which sometimes substitute for lower grades and complicate evaluations. Data from several institutions showed graduate grade point averages consistently ranging from the mid-3.4s to high-3.6s, with communication programs often slightly higher than university-wide averages. Some administrators interpreted these results as evidence of strong students, while others suggested that grades may no longer distinguish levels of ability. The discussion emphasizes that while grades provide limited information about student performance, other measures—such as perseverance, research productivity, and professional development—may better reflect graduate achievement. The article concludes that grade inflation is not viewed as a critical problem in communication graduate education.
Recommended Citation
Berg, David M.
(1988)
"Grade Inflation in Communication Graduate Education,"
Association for Communication Administration Bulletin: Vol. 63, Article 9.
Available at:
https://stars.library.ucf.edu/aca/vol63/iss1/9
