comment: >
  
  All of this is negligible if the professor still doesn't like rounding up grades. Your grade should reflect your work, not be processed twice over via letter grades and again on the 4.0 scale.
context: I would argue that a mitigating factor is that GPA isn't really used for individual classes, but over the whole education. In that time frame, we might assume that a student's course grades will be randomly distributed about their "true competence" in that class, so in fact an 89% student is only slightly less likely to get an A- than a 90% student. Thus, their average grade should tend to reflect that, where they'll both be hanging out around a 3.5 over the forty or so courses that constitute a degree. >
  
  Sure, there may be some mitigation but I don't see how this makes the conversion of in-class percentage to 4.0 any better.  To receive a 3.5, one must have an equal amount of A- and B+ (of the same credit value). Meaning that a typical 0.5% of in-class, in all of one's classes, has the weight of 0.2 on the 4.0 scale. Thats a massive step for what could simply be a student getting a single question wrong in every class. >
  
  Do all classes have the same grading scales now? When I was in college each class tended to have its own grading scale, which was then potentially subject to a curve being implemented. In my experience, an 89% in one class could be a B+, while that same percentage could be an A in another. Therefore, it wouldn’t make sense to associate GPA to raw percentages of points you received in all classes. >
  
  It really depends on the state and school. For the case youre referencing most professors usually convert the percentage into a letter based on their own criteria but the vast majority use the same metric. >
  
  I would challenge your assertion that a vast majority use the same metric. That certainly differs from my experience and from what I’ve generally seen, professors have freedom to grade on whatever scale they choose. 
  A raw percentage score that a student receives can be as much a reflection of the quality of the teacher and how easy a given assignment is. >
  
  I would argue the exact opposite of what you are. The GPA system needs to be built to reflect lower grades, not higher. In the past 40 years GPAs have drifted up almost a full .5 points. Someone with a 4.0 average today would theoretically have been expected to have a 3.5 40 years ago. So... a student who would have had a 3.5 and a student who would have had a 4.0 grade 40 years ago would have a 4.0 average today. What you have done by all of those round ups is taken away the accomplishments of those students who would have had a 3.6 or above 40 years ago. 40 years ago a 4.0 might have been enough on its own to take you to the next level and/or get you that scholarship. Now it is a 4.0 and x,y,z. >
  
  So I think the overall restructuring of the GPA system is fine. However, I'd ask whether the upward drift in GPA over the last 40 years is due to inflation of grades or rather is it due to students having access to better studying methods? You seem to be that this change is taking away from accomplishments made 40 years ago. I'd say that's only true if the upward drift in GPA is caused by factors other than students study habits and overall effort. >
  
  I think it's a combination of improved study habits but also institutional pressure.
  The administration doesn't like failing students or giving them poor grades - this shows especially in graduate school, where you kinda have to try to fail. There's a saying among graduate students where you take the "gentleman's B" in a situation where you basically check out of a class and don't put in any effort to succeeding (because, for example, you have research or other commitments that are taking up much of your time), but don't actively hamstring yourself either, thus getting a B. >
  
  So then you must also have a problem with the A-F grading scale too (and any discontinuous range scale).
  Sometimes ancillary considerations can bump a student's grade from 89% to an A-. This is why it's important to attend class, complete homework thoroughly, and participate/ask questions when in class. Not only does that increase your chances of earning an A, but it also provides a modicum of insurance in case you're a borderline case between two letter grades. A professor who remembers that you tried your hardest, cared about the material, and respected the professor may bump you up.