This week on The Education Gadfly Show, Mike Petrilli goes solo to talk about grade inflation—what it means, how it’s changed over time, and why tougher grading standards help students learn more. He argues that easier grades don’t serve students well—and explores what states can do about it.

Then, on the Research Minute, Amber Northern shares new evidence from Texas showing that distance from public colleges—especially community colleges—strongly shapes whether students enroll in and complete college, with particularly stark effects for lower-income and Hispanic students.

Recommended content:

• Grade Inflation in High Schools (2005–2016) —Seth Gershenson, Thomas B. Fordham Institute
• Great Expectations: The Impact of Rigorous Grading Practices on Student Achievement —Seth Gershenson, Thomas B. Fordham Institute
• “Equitable” Grading Through the Eyes of Teachers —David Griffith and Adam Tyner, Thomas B. Fordham Institute
• Easy A’s, lower pay: Grade inflation’s hidden damage —Jill Barshay, The Hechinger Report
• Distance to degrees: How college proximity shapes students’ enrollment choices and attainment across race-ethnicity and socioeconomic status —Riley Acton, Kalena E. Cortes, Lois Miller, and Camila Morales, Economics of Education Review (2025)

Feedback Welcome: Have ideas for improving our show in 2026? We would love to hear them. Send them to thegadfly@fordhaminstitute.org