The Growing Debate on First-Year University Grades in Canadian Higher Education
In the midst of exam season across Canadian universities, a provocative opinion piece published in The Globe and Mail has ignited national conversation. Rhonda N. McEwen, president and vice-chancellor of Victoria University in the University of Toronto, argues that traditional grading is failing first-year students by imposing undue pressure during a critical transition period. This debate touches on longstanding issues in Canadian higher education: high first-year attrition rates, student mental health struggles, and the need for more flexible assessment models to foster genuine learning and exploration.
Canadian postsecondary institutions enroll over one million undergraduates annually, with first-year students facing a steep learning curve. From adjusting to independent living and rigorous academic demands to navigating social networks, the first year sets the tone for degree completion. Yet, data reveals persistent challenges. According to the Organisation for Economic Co-operation and Development (OECD) Education at a Glance 2025 report, 13 percent of first-time bachelor's entrants in Canada drop out after their initial year, aligning with the OECD average but signaling room for improvement. Explore the full OECD findings here.
Retention rates vary widely among institutions. Maclean's 2025 university rankings highlight top performers like the University of Calgary at 95 percent first-to-second-year retention for full-time students, while others like Mount Saint Vincent University lag at 68.9 percent. These disparities underscore the uneven first-year experience, where grades often serve as both motivator and barrier.
Challenges First-Year Students Face in Canadian Universities
Entering university represents a profound shift for most Canadian students, many of whom come directly from high school environments with grade inflation issues, particularly in Ontario where high school averages have risen steadily. A CBC analysis notes clustering around 50 percent passing marks and high 90s, distorting preparation for postsecondary rigor. First-year courses demand critical thinking, self-directed study, and time management—skills not always emphasized in secondary education.
Statistics Canada data on persistence shows that while many 15- to 19-year-olds persist in postsecondary programs, first-year hurdles contribute to early exits. Factors include academic overload, homesickness, financial stress, and mismatched expectations. In competitive fields like engineering or health sciences at institutions such as the University of Waterloo or McGill University, low first-year GPAs can derail ambitions, even for capable students adapting slowly.
The transition is compounded by diverse student backgrounds. International students, comprising up to 30 percent at some Ontario colleges before recent caps, face language barriers and cultural adjustments. Indigenous and first-generation students often encounter additional systemic obstacles, as highlighted in university equity reports.
The Pressure Cooker of Traditional Grading
McEwen's piece spotlights how grades incentivize risk aversion. Students, eyeing med school or law with GPA cutoffs above 3.8, opt for 'safe' STEM courses over humanities like philosophy or literature, despite personal interests. This narrows intellectual breadth at a time when interdisciplinary skills drive innovation, as argued in David Epstein's Range, which champions generalists.
In Canada, this manifests in enrollment patterns: University of Toronto data shows heavy STEM loading in first year, sidelining arts despite their value in developing communication and ethical reasoning—key for future leaders. The permanence of first-year marks on transcripts amplifies stakes; a tough semester's C average lingers, unlike later recovery.
Moreover, grading inconsistencies arise. Subjective disciplines yield variable marks, while objective ones like math punish minor errors harshly. This fosters competition over collaboration, with students prioritizing points over deep understanding.
Mental Health Toll on First-Year Students
Grade pressure exacerbates Canada's postsecondary mental health crisis. Universities Canada reports 70 percent of students say mental health negatively impacts academics, with 75 percent experiencing struggles. A University of Toronto Varsity opinion labels U of T's grade obsession a major mental health contributor, fostering anxiety and burnout.
Studies like those from Campus Mental Health show first-year international students fare worse, with higher distress levels. Post-COVID trajectories reveal disrupted mental health patterns persisting into 2025-2026. Initiatives like counseling mandates help, but root causes like grading persist.
Rationale for Scrapping First-Year Grades: Pass/Fail Proposal
McEwen advocates pass/fail for first year: maintain standards via feedback, eliminate ranking. Benefits include:
- Encouraging course exploration across disciplines.
- Allowing adaptation time without transcript scars.
- Promoting resilience through safe failure and recovery.
- Reducing cheating incentives, as noted in Susan Blum's Ungrading.
This mirrors elite med schools' pre-clinical pass/fail, prioritizing learning over comparison.
Ungrading Experiments in Canadian Higher Education
Canada leads in ungrading pilots. Toronto Metropolitan University (TMU) Arts faculty reports positive feedback: instructors refocus on learning, students engage deeper. Simon Fraser University and UBC's Centre for Teaching, Learning and Technology promote ungrading to shift from grades to process.
Concordia University's Centre for Teaching explores collaborative grading; Capilano University minimizes grades for feedback emphasis. A 2020 Maclean's piece called for nationwide pass/fail. Though not first-year-wide, these build evidence for scaling.
Stakeholder Perspectives: Students, Faculty, Administrators
Students value flexibility; surveys show preference for feedback over letters. Faculty mixed: some fear standards drop, others note better engagement. Administrators like McEwen see innovation alignment. Critics worry employability signals loss, though pass/fail is common elsewhere.
In UK, Birmingham Law School excludes first-year marks from degrees, boosting confidence.
Challenges and Implementation Considerations
Shifting requires policy overhaul, faculty training, clear pass criteria. Equity concerns: ensure pass/fail aids underrepresented groups. Pilot programs, like TMU's, offer blueprints. Funding for support services essential.
Photo by Chelsey Faucher on Unsplash
Future Outlook for Assessment Reform in Canada
As enrollment stabilizes post-caps, focus shifts to quality. With mental health priorities and innovation demands, pass/fail first year gains traction. Universities like Queen's (94.2% retention) model success through holistic support. Expect pilots expanding by 2027, positioning Canada as assessment leader.
For students and educators, reform promises broader minds, resilient graduates, thriving economy.
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