Kelley School of business Tightens Standards: A Shift in Admissions and grading
Indiana University’s Kelley School of Business is facing scrutiny over recent changes to both its admissions criteria and grading policies, sparking concerns among students and parents about fairness and transparency. These shifts come as teh school experiences a surge in applications, leading administrators to seemingly tighten standards.
Rising Admissions standards & a Controversial Change
Kelley has seen a dramatic increase in applications – reportedly around 27,000 for approximately 2,000 spots – prompting a raise in the minimum grade required for automatic admission from a B to a B-plus, effective for the current incoming cohort. This change has been met with backlash from families like that of Christopher Duff, whose son had already committed to Indiana University based on the previously stated B requirement.Duff labeled the change a “bait and switch,” arguing the school altered the rules after commitments were made, leaving students with limited recourse.He alleges a meeting with the undergraduate admissions director, Alex Bruce, revealed the school had over-committed for the incoming class.
Grading Policies Under Scrutiny
Alongside the admissions changes,Kelley is also implementing stricter grading practices. The school will now enforce a grade distribution, mirroring policies at institutions like Columbia Business School. Moreover, a new attendance policy for Career and Professional Success (CPS) courses will penalize students for absences: three absences are permitted without penalty, but subsequent absences result in grade deductions – one-third of the final grade after four, a full letter grade after five, and automatic failure after six, with exceptions considered on a case-by-case basis.
These changes are occurring alongside a requirement for all Kelley students to complete CPS courses focused on soft skills like team building and business communication.Faculty members express concern that the new GPA targets create an artificial ceiling on student achievement, hindering the mastery-based learning these CPS courses aim to foster.
Lack of Transparency & Administrative Response
The Kelley School has been largely unresponsive to direct questions regarding the grade recalibration. A spokesperson provided a statement emphasizing the school’s commitment to “rigorous and fair” courses that support student advancement and reflect performance quality,while ensuring ”fair and consistent” grade distribution. This statement closely aligns with the messaging faculty have been instructed to deliver to concerned students and parents.
The combination of these changes, coupled with the lack of clear communication, has fueled speculation about a intentional effort to reduce the student population and maintain kelley’s selectivity in the face of increased demand. While administrators maintain a separation between admissions and academic departments, some, like Duff, remain skeptical.
