Time and again we in higher education see polls that show students are not prepared for the world of work, while at the same time higher education steadfastly touts its success. And, in most all cases, higher education is right.
The monetary and non-monetary return to the individual and society for those with an associate degree and higher have long-term, positive impacts. This is due in large part to the faculty who develop (and frequently redevelop) courses, craft curriculum, review the viability of their program in consultation with representatives from employers, and employ instructional practices that have been shown to increase student success.
Yet, in one major way higher education is failing students – and arguably business. They are failing them by accepting that a grade of “D” in core courses like English 101 or college algebra (“gateway courses” which serve as the foundation of further learning), is a success.
It may well be that institutions do not even know they are doing so because the impacts aren’t felt until long after the student completes the course. Accepting that a grade of D in a foundational, core course as success is problematic for the following reasons.
First, grades of “D” typically do not transfer as a credit course.
While Mississippi is the only state to prohibit a general education course grade of “D” to transfer and a review of regional accreditor websites did not present a policy position, it is general knowledge and has been reported on in the higher education space that a course with a grade of D rarely transfers into an upper division program. This leads to students being required to retake courses they were led to believe they passed.
Second, earning a grade of “D” was found to be more common for black and Hispanic students than white students.
