When honors go bland

By Herman M. Lagon

Latin honors, which used to be a mark of achievement for only a few, now seem to be all around at graduation. Cum laude, magna cum laude, and even summa cum laude have become common sights onstage. This phenomenon is not isolated. Latin honors seem almost commonplace across public and private schools nationwide, sparking a public debate: Is this surge evidence of declining academic standards, or does it reflect genuine progress in our educational systems?

I remember a social media post that questioned the meaning of these honors amid such widespread distribution. “How is it that so many graduates receive Latin honors when our international test scores, like the PISA, are low?” one netizen asked. The query tapped into a broader conversation about grade inflation and what we truly value in education. Grades, once indicators of mastery, now face scrutiny. Are they symbols of effort and achievement or mere numbers shaped by easier grading and lenient policies?

Many educators and students have noted the shift toward what some call “compassionate grading.” The rise of mental health awareness in academia has been a positive step. Yet, it has also led some teachers to soften their grading to support students’ well-being, especially post-pandemic. According to education researcher Michael Tan, more professors are abandoning strict grading scales, and “terror teachers” are becoming rare. The challenge of balancing compassion with academic rigor has intensified, especially as students increasingly view grades as reflections of self-worth rather than learning outcomes. The effect, though unintentional, has fueled grade inflation and widened the gap between academic accolades and actual skill proficiency.

Another factor in the rising number of Latin honors is the “mass promotion” phenomenon, which is even more prevalent in basic education. Teachers are increasingly encouraged to avoid giving failing marks, a move driven by policy directives that prioritize students’ “welfare” over strict academic standards. This results in more students reaching college with high GPAs but often lacking core competencies. Even as they earn Latin honors, many struggle with real-world skills—a gap employers are quick to notice. According to a study by the Philippine Business for Education, high academic grades often do not translate into workplace readiness. In a competitive job market, soft skills and adaptability weigh more than transcripts full of 1.0s.

Reflecting on the rise of Latin honors reveals another complex layer: social class. Attaining Latin honors, while admirable, often reflects privilege as much as merit. Students from wealthier backgrounds frequently have access to resources, such as tutors and technology, that help them maintain high GPAs. In contrast, students from less privileged backgrounds may not have such support, making it challenging to compete academically. Therefore, the increasing rate of Latin honors may unintentionally spotlight economic disparity, as wealthier students have an advantage in sustaining high grades over those balancing academics with financial or familial responsibilities.

This reality is underscored by the experience of students who navigate school strategically, aiming not to learn deeply but to maintain high GPAs. Such an approach, which values grades over intellectual curiosity, reflects a shift in how students approach education. As noted in a study by the new DOST-SEI director, Dr. Jayeel Cornelio, some students select courses or instructors they believe will yield higher grades, diminishing the incentive to engage in rigorous intellectual exploration. This approach produces graduates who are well-versed in exam-taking but often unprepared for the complexity of real-world challenges.

Latin honors are meant to signify academic excellence, but what happens when this distinction loses its luster? Educators like Randy David argue that academic honors should challenge students to develop critical thinking skills and confront intellectual discomfort. When honors become widely attainable, their motivational impact diminishes, transforming them from rare achievements into standard fare. When detached from real mastery, the pursuit of excellence risks reducing education to a “race to the top” in terms of grades alone.

To assess Latin honors’ real-world relevance, one needs only consult employers. Many hiring managers have noted a disconnect between academic accolades and job performance, often finding that a candidate’s  GPA holds less weight than demonstrated adaptability and practical knowledge. As local HR practitioner Jeremaiah Opiniano observes, graduates who excel academically are sometimes ill-equipped for the nuanced demands of the workplace, including interpersonal skills and resilience. This sentiment echoes findings in a 2023 study from Harvard Business Review, where employers ranked “learning agility” and “critical thinking” above grades or honors in terms of career success.

We are not alone in facing this issue; grade inflation has been a topic of concern worldwide. The number of high-achieving students has soared in the United States and the United Kingdom. Researchers like Valen Johnson in “Grade Inflation: A Crisis in College Education” warn that this trend diminishes the integrity of academic credentials, making it difficult for employers to discern genuine academic rigor. It reflects a broader shift in educational priorities, with teachers and institutions feeling pressured to retain students through grade-based incentives rather than promoting deeper engagement with the material.

Ultimately, the debate over Latin honors asks us to examine what education truly means. In the tradition of integrity and self-reflection that guides us, it is worth considering how these honors serve students’ growth beyond academia. Are we nurturing students who value the pursuit of knowledge, or are we creating graduates skilled in navigating a grading system? Excellence is about self-discipline and a commitment to truth, not just achievement for its own sake. The real honor lies not in the title but in applying one’s education to create a meaningful impact.

Sadly, the glitter of Latin honors has undoubtedly faded under the weight of grade inflation and shifting standards. But if we return to the core values of education—curiosity, integrity, resilience—perhaps these honors can regain their value, not as common currency but as symbols of a genuine learning journey. After all, in a world of many summa cum laudes, perhaps the rarest quality of all is authenticity.

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Doc H fondly describes himself as a “student of and for life” who, like many others, aspires to a life-giving and why-driven world grounded in social justice and the pursuit of happiness. His views do not necessarily reflect those of the institutions he is employed or connected with.