In light of the global pandemic, there have been many unforeseen circumstances including financial hardship, fear of general well-being, and an overall feeling of uncertainty. For students - both K-12 and higher education - there have been even more challenges. Students were forced to complete courses online with little to no guidance. Due to the surge in internet usage worldwide, many had poor or nonexistent internet connection. Academic resources were inaccessible for students who needed help. Therefore, students who made an effort to complete coursework should not have received final grades of anything less than a C. 

The grading policy at the University of Mississippi was changed early on to an optional Z/P/F scale upon completion of courses. While this change definitely signified progress, it still did not guarantee that those courses would meet degree requirements. That is because the university intentionally used its Z and P scales to distinguish grades of C and above from grades of C-/D. For students who indeed completed at least 50% of the course load following the great Academic Switch, receiving any grade less than a C would defy the true meaning of education: “the process of receiving or giving systematic instruction, especially at a school or university.” Since this shift was anything but systematic, it would seem fitting that such grades should not be taken into account. 

This issue especially would apply to graduating seniors who otherwise performed well prior to COVID-19. It would not be fair to penalize these students who had already proven that they possessed the qualifications necessary to graduate. More than likely, these students had career offers that were conditional upon successfully finishing their degrees. These candidates for graduation would have to reapply and attend classes in the fall following their insufficient virtual commencements, as most upper-level courses are not available in the summer adding to the stress and financial struggle of COVID-19.