摘要：It is widely believed that high schools across Ontario have inflated grades in an attempt to help students secure admission to one of the province's univer- sities. Universities, in turn, have raised their entrance requirements to allocate available spaces among an expanding pool of applicants. The intensified com- petition for higher marks has put considerable pressure on students and teach- ers, leading to the emergence of a number of grade-enhancing practices which potentially distort the admission process at postsecondary institutions. This paper analyzes university admission data for 1983-1993 and concludes that (a) there has been only a moderate increase in entering marks across the system, (b) it is necessary to distinguish inflationary mark changes from changes reflecting demographic and budgetary factors such as the increase in the pool of applicants and in the available spaces, and (c) different trends in entering marks for various programs are largely the result of demographic factors. It is also shown that while increases in entering marks across the university system have been modest, entering marks at individual institutions have risen more sharply, a paradox explained by the redistribution of the first-year registrants among universities.
其他摘要：It is widely believed that high schools across Ontario have inflated grades in an attempt to help students secure admission to one of the province's univer- sities. Universities, in turn, have raised their entrance requirements to allocate available spaces among an expanding pool of applicants. The intensified com- petition for higher marks has put considerable pressure on students and teach- ers, leading to the emergence of a number of grade-enhancing practices which potentially distort the admission process at postsecondary institutions. This paper analyzes university admission data for 1983-1993 and concludes that (a) there has been only a moderate increase in entering marks across the system, (b) it is necessary to distinguish inflationary mark changes from changes reflecting demographic and budgetary factors such as the increase in the pool of applicants and in the available spaces, and (c) different trends in entering marks for various programs are largely the result of demographic factors. It is also shown that while increases in entering marks across the university system have been modest, entering marks at individual institutions have risen more sharply, a paradox explained by the redistribution of the first-year registrants among universities.
