Rethinking Student Success: When Grades Get in the Way

Grades have been part of education for generations. But have they really helped us achieve what we’re aiming for? At most colleges and universities, grades are seen as essential indicators of performance, accountability, and fairness. Yet, in the day-to-day reality of education, they can often work against the very things we value most.

For many students, handing out grades doesn’t foster a love of learning. Instead, it teaches them to play the system. It’s smarter to stick to what feels safe than to stretch beyond their comfort zones. Taking creative risks or tackling a challenging course might result in a lower grade, and in a world where GPA rules, that’s a risk most aren’t willing to take.

But there is something much more meaningful: a truthful dialogue about mastery and progress.

For one student who came to New College of Florida from a background of limited privilege, this model proved transformative. Without the pressure to maintain perfect grades, they were able to explore their interests boldly and take the time to develop skills where they needed improvement. Instead of focusing on an arbitrary letter, their professors helped them build a foundation for critical thinking and creativity. By graduation, this student had developed into a confident problem-solver and gained access to opportunities they might never have dreamed of elsewhere.

The truth is, grades favor the privileged. Students with access to elite prep schools, tutors, and resources often have a head start in mastering the “game” of education. Yet these same metrics rarely reflect other vital skills—such as creativity, resilience, or teamwork—that aren’t easy to score but are crucial for navigating life.

It’s time we rethought success. What if the goal wasn’t just about a grade but instead focused on each student’s unique growth? New College’s model reminds us that education is about learning how to learn—not just ticking boxes.

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