Grades do not Reflect Intelligence

As young adults we have been tested many times over the years, whether it be by a parent, friend or
life itself however, the most common of tests we receive are from school. Growing up we were taught
to believe that A meant smart and F meant dumb. Time and time again this caused distress in
students who were very smart but declared dumb by the education system. Contrary, students who
were receiving higher marks are not necessarily the most intelligent. Eventually, people came to the
realization that the marks received on tests in fact were not an accurate representation of ones
intelligence but merely a showcase of their ability to memorize information. Firstly, the education
system does not properly reflect ones intelligence due to common inflation of marks.

Secondly, while we are all different, the education system provides us with the same learning and
thirdly, grades are the result of effort not intelligence. As the years pass the entry level for most elite
university programs rise and are currently well over 90 percent, as a high school student this can be
very discouraging. Students are under an immense amount of pressure to do well and this rubs off on
the teachers. More often then not teachers are faced with the pressure from students and parents
asking or even demanding higher grades, many times they often ascribe any lack of high marks as
the teachers fault. Coincidently, as of 2007 more than 60 percent of Ontario high school graduates
had an A average, and 10 percent had an A+ average. According to Western University professor
James Côté that’s up from 40 percent in 1980. (Authority) In todays society many are obsessed with
the best, resulting in many parents wanting to send their children to the best schools.

This ultimately leads to schools feeling pressure to maintain their supreme standing. Many schools
use the success of their past students to enhance their title. For both these reasons listed, inflation
occurs. Schools and teachers are raising the marks of their students to their benefit. Of course they
are just trying to help however, more often than not they are doing the complete opposite. According
to a 2010 report from Brock University, students who entered university with a 90 percent or higher
average in high school experienced a dramatic drop of 11.9 percent. Whereas students with high
school marks in the 60-79 percent range only dropped 4.4 percent. (Statistic) Grade inflation does not
truthfully assess students learning, resulting in greater problems for their future. With the common act
of inflation it is hard to decipher the difference in learning abilities between students.

As human beings we are all diverse, not one an identical copy, now if this is the case why does the
education system treat us like we are? (Rhetorical question) The education system has made some
improvements over the years by dividing students based on their learning but there is much more
work to be done. In high school there is a lack of diversity in available courses. There are a multitude
of academic courses and very little courses related to apprenticeships and trades. High schools push
and push for students to take these academic courses and follow suite to university, when the reality
is not everyone is meant to go to university, and that is not a bad thing. However, the truth of this is
being concealed by all the grade inflations and false hope given to students.
After high school many students will come to the unfortunate realization that just because they did
well in high school does not mean they will do the same in university and the high school education
system will be to blame for that. If high schools represented college in a more positive way, many
students would feel more comfortable and confident in taking the appropriate courses to
accommodate to their learning needs. In reality, many students aren’t even aware that they have so
many more options outside of these academic courses because the high schools are not making
them available. This results in students who learn differently to be put in the same classes and tested
the same ways, resulting in one being smarter than the other, when this is in fact not true.

Albert Einstein once said, “Everybody is a genius. But if you judge a fish by its ability to climb a tree, it
will live its whole life believing that it is stupid.” (Authority) Therefore, high schools should not test all
students equally, but take the time to adhere to their learning abilities and follow suite with appropriate
courses and testing. In addition to every student being completely different, it doesn’t help that there
are so many of us. There are 105 secondary schools in the Toronto District School Board alone,
meaning there are approximately 87, 273 students, and 5, 800 teachers. (Statistic) Now in this whole
system of people, one can’t help but wonder, is my A+ the same as you’re A+? (Rhetorical question)
If Sally is an intelligent student who doesn’t try hard at all and is managing to pass with B’s and Julie
is at a lower intelligence level but working her butt off to turn her C’s into B’s does this mean these
grades are equivalent? (Example) Do these grades communicate anything about Sally and Julie’s
intelligence, or are they merely a showcase of their efforts? (Rhetorical question)

Grades are important yes, but they cannot determine ones intelligence. Grades show teachers how
well you are able to retain information; they are an example of who sat down, put the effort in and
studied and who didn’t. Yes, it may be easier for an “intelligent” person to get good grades, but
someone of mediocre intelligence can also get good grades with hard work. High schools make test
marks out to be everything, when in reality, as stated before; they are not an accurate representation
of ones intelligence. Just because John got perfect on a math test and Billy didn’t, does not mean
John is smarter, it means they excel in different areas and should be treated accordingly. Time after
time many students will find themselves discouraged by their low marks, but that does not have to be
the case. With the right amount of effort, and the right guidance everyone has the opportunity to be a
genius.

It is now time for the education system to put their best foot forward and conjure the effort to make
this happen. In conclusion, it is evident that high school grades are no longer an accurate
representation of students’ intelligence. Grades are inflated, students who are at completely different
ends of the spectrum are getting the same tests and effort now differentiates most students’ grades,
how can one possibly believe that this system accurately demonstrates the knowledge of our youth?
(Rhetorical question) High schools need to develop a system that can evenly show case everyone’s
intelligence. Until that is done, high achieving students will keep being told their brilliant and low
achieving students will keep being pushed from, grade to grade. Overall, the question still remains, if
academics cannot determine our intellect, what is the true test of intelligence?

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