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. (To be continued)/PN
