Publication Date



Technical Report: UTEP-CS-14-50

Published in International Mathematical Forum, 2014, Vol. 9, No. 28, pp. 1363-1367.


At present, the amounts of knowledge acquired by different graduates of the same program are usually compared by comparing their GPAs. We argue that this is not always the most adequate description: for example, if, after completing all required classes with the highest grade of "excellent" (A), a student takes an additional challenging class and gets a "satisfactory" grade (C), the amount of her knowledge increases, but the GPA goes down. We propose a modification of the GPA which is free of this drawback and is, thus, more adequate for describing the student's knowledge. We also provide a psychological explanation for why people cling to the traditional GPA.