Outside of a handful of “elite” schools, I literally could not tell you anything about the quality of most schools.
I care far more that you can actually deliver value.
I think grades are very much an indication of performance, more generally a valuable part of the student experience and growing as an adult, if you can't be bothered grading...step aside, plenty of other people want your job and are willing to work for it.
This is it right here. All it takes is for there to be no countervailing incentive for rigor, and for maintaining high standards to be a lot of extra work. For all that we occasionally moan about slipping standards in education, nobody's calling the school administration on their 20-year-old kid's behalf to complain about an undeserved A.
30 femtoseconds into thinking about how to approach the task I realized that it was and always had been impossible to compare grades across institutions, across courses taught by different faculty within the same institution, and even across different revisions of a course taught by the same faculty within the same institution. Did the TA in the fall 2020 Aerospace Flight Mechanics class post good review guides or did they hang the class out to dry just to watch the carnage?
As far as I'm concerned, every course in every degree program should be pass/fail.
You either met the standard or you did not. It has been my experience that 10x'ers don't exist, rockstars fizzle out, and the best coworker is one who is easy to work with, meets the standard, is eager to learn, and is willing to help out no matter how big or small the ask.
My director of engineering, my direct and only supervisor, and a 40-year aerospace veteran who sits at the top of a 300-man org chart will sweep up the lab and take out the trash if we're all busy. (muttering "FOD FOD FOD" the entire time but still) That kind of mentality is more important than a 4.0 (or is the school a 5 or 6 point institution?) transcript.
And now we know why the bolts keep coming out of Boeing plans :P
Joking aside, I agree, this (very untestable) skill / attitude is the key thing I look for too. But it really depends on the role, I'm mostly concerned with getting a reference I trust.
Internships have almost completely replaced this imo, but i think that mostly speaks volumes to overall disappointing performance of education in recent decades.
They still had to grind out the work. Actually, some of the BS in academics is not that different from the BS in the corporate world. They're going to have some BS metric, and depending where you work, they just thumb their scales for developers they want to keep (or lose).
In my experience, there are many "developers developers", and outside of software, engineering geniuses with poor grades. That said, these developers often seemed to have other issues, and frankly might be wrong for like 80% of gigs.
If someone is genuinely talented, but thinks there's zero value in demonstrating that with more abstract, academic pursuits that tells you something about them. Perhaps more of a problem for stuffy corporate jobs.
When you do grade inflation the institutions will loose trust in the grade quickly and revert back to internal testing.
One issue is that evaluation of teaching is often heavily based on student ratings, so there's a huge incentive to avoid conflict and resentful feelings. There is in fact good reason for weighing ratings, because they are predictive of objective learning outcomes, but my sense is the pendulum of emphasis on them has swung a bit too far. I'm old enough to have had a glimpse of an different era and zeitgeist, and have seen what happens when you have instructors who teach poorly, are out of touch, and then blame it on lazy students, but I now I think sometimes basing so much on student feelings is a bit too much.
I also have colleagues at well-known private institutions who have told me very, very clearly and directly that they not infrequently have pressure from administration to give students better grades. They have multiple stories of the college getting calls from a parent who is a significant donor, complaining about their child's grade, and asking the professor if there's "any way the student can make up some of the grade" or something like that. It's never a direct order, and there's never a request to just change the grade outright, but you can tell that there's an implicit message that if they were to ignore them repeatedly, they would make things difficult.
Really like a lot of things in higher education, grade inflation involves a lot of things other than the process of assigning a grade per se, and the interaction between the student and the instructor. There's a lot of cultural and sociofinancial variables involved, many of which are difficult to quantify and might not really be in people's conscious awareness all the time.
Then again, where I've been at there were deliberate but reasonable efforts to rein in grade inflation, and I've never really felt like I was being overly generous for its own sake or to avoid trouble later. In my experience, if you are very very clear about expectations and your grading criteria, and they are reasonable, students don't complain.
Another issue I rarely see brought up in this is that I think increasingly students are counseled by college advising to drop courses if they are struggling. In fact, as I think about it, they track this very very very closely, and have a systematic screening process to flag students who might not do well, with check-ins all the way up through midterm. Some of this is due to new conditions of federal higher educational loans, but some of it is just due to changed advising practices to be more proactive. If you have a bunch of students who might have otherwise failed dropping the course in the second week, where there's no record of a grade in their record, it will look like grade inflation when it's really a type of selection bias.
I remember as a TA I caught a student cheating (very blatant, included a paper trail with obvious lying) and the professor was like "eh, give him an 8/10 instead of a 10/10". That was the attitude 15 years ago, I can't imagine what it's like now if trends have continued..
My wife is a mature student doing her PhD, she was negotiating grades as part of her TA duties with a professor and his number one priority was avoiding student complaints. Legitimate lines i listened to them say:
“That student did a terrible job, they should only get 8/10”
“This kid is going to complain, let’s give them 9. I don’t think they deserve to pass but i don’t want to answer their emails.”