Like many alumni and casual onlookers, I couldn’t help but be bothered by the announcement that more than half of this year’s graduating class of the University of the Philippines Diliman were finishing with Latin honors – 2,243 out of 3,359 undergraduates, 305 of them summa cum laude, 1,196 magna cum laude and 742 cum laude. Critics were quick to point out that it was a sure sign of grade hyperinflation, that UP had turned into a diploma mill and that a UP education was no longer what it used to be.
Having taught in UP for almost 40 years, I disagree with the harshest of these conclusions – there are many external indicators to prove that UP graduates and UP as an institution are globally competitive and remain high above national averages in terms of professional certifications and such.
But the surge in honor graduates is indeed so high that it leads many to worry if a summa today means the same thing it did ten years ago, when only 15 out of 4,365 graduates claimed that distinction. What happened in between? Did both UP students and their professors become so suddenly much better that they outperformed historical expectations? Can we back this up with scientific data, or at least with some reasonable conjectures?
My own guess – and that’s all it is, an educated guess – is that we’re seeing the outcome of an enforced laxity in grading during the pandemic, when the normal grading rules were stretched to be as accommodating as possible to the situation that our undergraduates found themselves in – under lockdown, taking classes on Zoom under highly variable conditions of connectivity, with little or no access to physical libraries and laboratories, with little social interaction face to face and under the critical eye of hovering parents and siblings at home.
During the pandemic, in UP (and perhaps in other universities and colleges as well), a “no-fail” policy was put into effect; no student could be given a failing grade, except in cases of intellectual dishonesty. The normal one-year period for resolving “Incomplete” grades was extended. Professors could not “drop” students for absences or lack of communication. Students could opt to have their grades “deferred.” University rules on scholastic delinquency and retention were suspended. And because universities worldwide had to shift abruptly to online teaching, resulting in many adjustment problems on both sides of the video camera, UP decided that numerical grades earned during this adjustment period would not be factored into the General Weighted Average (GWA), on which Latin honors are based. Note that under normal rules – which, to my knowledge, are mostly if not entirely now back in effect – any one of these infractions or deficiencies could have cost you your laude; their relaxation meant that the door was now open for many candidates who might have been disqualified on technical grounds.
But then again, that’s just my personal explanation for this aberration (which statistically it is, if you’ve seen the charts). I don’t mean for any of this to diminish the pride, happiness and sense of accomplishment that I saw on the faces of the graduates and their parents that waterlogged morning of July 30 when UP Diliman held abbreviated commencement exercises despite the weather. No speeches were made to put safety over ceremony, but then perhaps none were needed, as the swell of “UP Naming Mahal” rose defiantly over the rain. You could not walk up to any one of those honor graduates and tell him or her “You don’t deserve your medal,” because you had no idea what he or she went through during the pandemic to earn it. If the system failed, then let it be faulted, and let the post-mortem happen, but don’t take it out on the students who only did what they were supposed to do.
Even as professor emeritus, I’m still teaching after retirement, and last semester I chose to teach Fiction Writing to a class of undergraduates, wanting to see for myself what our young people were thinking and also to give them the unusual experience of being taught by a grizzled old fellow. I was generally pleased with the level of talent and enthusiasm I encountered. As expected, two or three students stood out above the rest, many sat in the middle and a few lagged behind, not for incompetence but for such other factors as attendance and class participation, both important in a writing workshop. Most did well enough, in my estimation, to earn at least the 1.75 that would have qualified them for honors. Was I part of the grade inflation? But if they did much worse than that, then they had no business being in UP. I didn’t give out any “1.0”s, but I didn’t flunk anyone, either. If anything, my chief complaint would be how alienated our young people are from their social and cultural environment beyond their cohort and from their history. They can write well, but they still have to learn and understand what truly matters.
As far as Latin honors are concerned, it might help to see what the financial website Investopedia has to say on it, adjusting for the fact that it’s US-based:
“While Latin honors can look good on a diploma, college transcript or résumé, do they make any difference in real life? Two researchers at the University of Illinois at Chicago, Pauline Khoo and Ben Ost, attempted to answer that question in a 2018 paper titled ‘The Effects of Graduating With Honors on Earnings.’
“‘We find that obtaining honors provides an economic return in the labor market, but this benefit only persists for two years,’ they wrote. ‘By the third year after college, we see no effect of having received honors on wages, suggesting that firms may use the signal for new graduates, but they do not rely on the signal for determining the pay of more experienced workers.’ They also found that the economic benefit applied only to students who had graduated from selective schools.
“Critics of Latin honors are less concerned with their potential post-graduation benefits than the unintended effect they may have on students while they’re still in school. A 2011 editorial in Harvard University’s student newspaper, the Crimson, called for their abolition at the school.
“By rewarding students who achieve a minimum GPA across classes, the Latin honors system does more to discourage academic achievement than to encourage it. It encourages students to view classes outside of their concentration as a means to an end, the end being the highest possible grade, rather than an opportunity for intellectual exploration.”
Given our Pinoy penchant for titles and distinctions, I don’t see us getting rid of laudes anytime soon, but it may be time to find another and better way to recognize and reward student achievement beyond book learning.
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Email me at jose@dalisay.ph and visit my blog at www.penmanila.ph.