On Friday, President Bollinger announced that all classes will now be graded on a Pass/Fail only basis. Given that the intent of the Pass/Fail policy is to serve as an equalizing force in a context where many students are now facing more precarious and unequal living situations than they do under normal circumstances, we believe that in order to truly support the members of our community disproportionately impacted by COVID-19, the University should take this policy a step further by implementing an “All-A” policy, under which all students will be given an “A” grade for their work this semester, inspired by a petition by students at Harvard University for a “Double A” policy, under which students will be given a grade of “A” or “A-” in all courses.

Although we acknowledge and praise the intent behind the University’s decision to implement mandatory Pass/Fail, we do not believe that this policy is as equitable, forward-thinking, or all-encompassing as an “All-A” solution. We strongly insist that the administration consider that these policies have even greater reach, and acknowledge that the support behind them has come out of intense discussion amongst students in the wake of the policy change. Given the worry amongst many students regarding this decision, we believe that the decision was made without having completely explored the unavoidable detriments of the Pass/Fail policy, and the merits of alternatives.  Though the decision may have taken into account the petition for a Pass/Fail model that received over 4.7k signatures, it overlooks the concern clearly stated in that petition that a lack of grades may disadvantage students who rely on their GPA for financial and academic reasons—the very students the administration aims to support. The “All-A” model takes these students into consideration, while also achieving what the mandatory Pass/Fail model does for those without the means and security to perform as they normally would in class. Further, it eliminates the potential risk to a student’s academic standing that still remains under a Pass/Fail policy. Establishing a Pass/Fail policy where students might still receive a grade of “Fail” perpetuates the inequities of the traditional grading system Columbia University opted to abandon under these extenuating circumstances. Below, we have outlined our stances in detail, as well as the main reasons Columbia should adopt an “All-A” policy: 

1. Following in the footsteps of other universities: A petition at Harvard is currently circulating with widespread support, calling on Harvard to adopt a “Universal Double A Model for the spring 2020 semester, giving students either ‘A’ or ‘A-’ grades for every course.” Yale University students have similarly called upon their universities to remove the “Fail” option in a petition called “No Fail Yale,” which has gathered 1700+ signatures. However, many universities have chosen an “optional Pass/Fail” policy, which we believe disadvantages the most marginalized in our communities. We hope that Columbia will take into consideration the efforts made by students mobilizing at Harvard and Yale and rise above what other universities have done during these exceptional circumstances. Ultimately, we believe that an All-A policy is one that universities and colleges across the country should adopt. Collectively offering one of these policies would promote inter- and intra-institutional equity. The authors of this petition have already been in contact with several other universities, and hope that enacting a joint policy to promote educational equity would serve as a powerful roadmap for other academic institutions during this highly uncertain and unprecedented time.
2. We stand against an opt-in Pass/Fail policy: An option to uncover grades at the end of the semester, or to select which classes one chooses to take for a letter grade, would only exacerbate the inequities currently affecting students. Students in comfortable and safe living conditions currently would more likely “opt-in” and receive letter grades, while those in dangerous, unsafe, and precarious conditions would more likely adopt the Pass/Fail option. While the academic standing of these impacted students would not change, they would not have the luxury of a real choice, and their peers will have an even more pronounced advantage.
3. The option of failing a student should be unequivocally removed: Under the current circumstances, Pass/Fail cannot be considered a “safer,” more equitable option, so long as it preserves the possibility of a grade of “Fail.” For many students returning home to dangerous, precarious, and unsafe conditions; having to support their family members; having to work; living under extreme stress of mental health; and more, means failing is a very real possibility. For the most disadvantaged students within our community, the ability to complete even the “bare minimum” required to pass is uncertain. Professors across Columbia University schools will redesign and edit their syllabi in unanticipated ways. Further, they will be unable to accommodate for all their students’ needs, and undue pressure and burden will be placed on students to explain their unique situations to their professors. In classes where participation and one assignment count for the majority of the grade, students are at elevated risk of failing if they cannot complete that one assignment for personal reasons and/or due to the suspension of meaningful instruction and library access. For people who might have family members or loved ones affected by the COVID-19 virus, completing their assignments and showing up to class may be the last thing on their minds, and those are typically the measures by which a grade is given.
4. Given that we propose eliminating the “Fail” grade under this policy, we believe in a universal grade that does not depend on typical academic performance: All academic courses will undoubtedly no longer hold the same academic quality, and students should not be penalized for being unable to produce their normal quality of work. Students will face challenges building individual relationships with their peers and professors. However, some students will be more affected by the lack of in-person instruction than others, specifically small seminars, language courses, studio classes, lab-based classes, and will be more likely to fail. Under these conditions, typical measurements of achievement and ability in coursework no longer meaningfully apply. Recognizing these exceptional circumstances, some professors have already significantly reduced course work, or even announced that they will be giving A’s to all of their students, but this show of compassion and awareness of the needs of their students will be overruled by the Pass/Fail policy. We argue that an “A” grade in a typical class represents that we have more than met expectations—given the difficult circumstances, the mere act of showing up to class and offering support to our community at this time is doing just that.
5. Many disproportionately impacted students are the ones who rely on grades to keep or apply for merit-based scholarships and fellowships: The “All-A” model protects those students, as well as those on academic probation or leave who require a certain grade to remain in good academic standing and receive financial aid. In addition, this policy takes into consideration the many international students who receive third-party funding on the condition that they maintain a specific GPA. Currently, there is little assurance that institutions or application committees will take the pandemic into consideration in the years to come, especially when students relied on this semester to show academic improvement on their transcripts or become eligible for programs. To those who will lose deeply needed scholarships, jobs, and acceptance to programs that could have changed their trajectory out of poverty, Pass/Fail could potentially close doors—especially for seniors. So far, there has been no assurance from many such programs how Pass/Fail will be taken into consideration, or whether any adjustments to admissions standards will be maintained for more than a year, which is when many students will be applying to those programs. Ultimately, we believe it is the university’s job to address the potential negative effects the Pass/Fail policy might pose on its students instead of leaving it to the whims of these other institutions. 
6. Some students were on track to raise their GPA this semester following personal or family emergencies during previous semesters: COVID-19 is creating pressing circumstances for many people in the Columbia community. A greater number of people are now facing physical/mental health and/or financial crises, but many students faced such circumstances in previous semesters when no mandatory Pass/Fail option was available. Many of these students already have lower grades and W’s on their transcripts due to such circumstances but have worked tirelessly this semester to improve their GPAs. Some students may even be better positioned to work effectively now than they were in previous semesters due to unique personal circumstances. By earning an A-range grade this semester and having the work they’ve put into their courses come to fruition in some form, these individuals can reclaim the opportunity they would have had to raise their GPAs while still avoiding a culture of toxic competitiveness. An “All-A” policy would effectively serve students who previously faced crises and need to improve their academic record while protecting all students during this unprecedented COVID-19 pandemic.
7. It is misguided to believe students will abuse or benefit unfairly from an “All-A” policy: The situation we find ourselves in today has shown us, more than ever, that the foundation of meritocracy in an inherently inequitable world is a fragile one. We urge the administration to act in good faith and assume, as admissions officers did when they made their decisions to accept each and every one of us, that students still want to get as much value out of their education as they can afford to. In striving to do so despite these unprecedented challenges, we should be recognized for our efforts. 

If President Bollinger and the Columbia administration are truly committed to instituting an equalizing policy, the new Pass/Fail policy falls short. We, the undersigned students, implore you to hear the voices of your students to protect the most vulnerable of us, and adopt an “All-A” policy. Now, more than ever, we are in need of widespread solidarity, which means listening carefully to the concerns of those whose futures are the least guaranteed.