American economist and Nobel laureate George Stigler once asserted that “if you never miss a plane, you’re spending too much time at the airport.” As a CHS senior about to graduate as co-valedictorian with a 4.0 GPA, Stigler’s aphorism hits hard: Have I spent too much time at the airport these last four years? Has the work, sacrifice, pressure, and time required to finish with a perfect report card been worth it? In short, probably. However, getting to that irresolute answer is complicated.
The allure of a flawless GPA is undeniable. A 4.0 represents academic excellence and is a beacon of accomplishment that can open doors to prestigious colleges and scholarships. The discipline required to achieve and maintain the highest grades also often translates into other areas of life, preparing students for the challenges of the adult world. So, who wouldn’t shoot for it? The answer is many, and many for good reasons.
First and foremost, aiming for a 4.0 GPA requires sacrificing other important aspects of life. It means hours spent with notes and textbooks rather than more fully pursuing passions; it is sacrificing sleep for studying; it means missing out on social events and status.
Then, as CHS senior and co-valedictorian Julian Valdez explained, “Once a 4.0 is reached that first semester of freshman year, the pressure is on to keep a 4.0.” Every homework assignment, research paper, quiz, or test could be the feather that tips the scales, the single slipup that costs you semesters of perfect letter grades.
It is vital to recognize that grades are just one measure of success, and that true fulfillment comes from a balance of academic achievement, personal development, and meaningful connections with others.
The near constant company of low-level stress is invariably punctuated by spikes of high-level tension. An example that comes to mind is when, as a sophomore, I was waiting in the month of June for the results of my Calculus II final. I squeaked out an “A” by the narrowest of margins. I semi-seriously fear that I will periodically startle out of dreams about that test for years to come. “It was third-year English for me,” recounted Valdez. “I definitely feared losing my 4.0 in that class and still can’t believe I got out alive.”
Another related peril of striving for a perfect GPA is identifying oneself and ones self-worth with it. When success is solely defined by grades, one may neglect mental and physical well-being, and sacrifice personal relationships and experiences in the process. Moreover, the relentless pursuit of perfection in academics can create unrealistic expectations and a fear of failure, ultimately hindering personal growth and resilience. The constant emphasis on performing at the highest level can detract from the joy of learning itself and stifle creativity.
It is vital to recognize that grades are just one measure of success, and that true fulfillment comes from a balance of academic achievement, personal development, and meaningful connections with others. Engaging in diverse interests and accepting that occasional setbacks are part of the learning process can lead to a more satisfying and less stressful high school experience. The true measure of success is not just in the grades we earn, but in the lessons we learn and the people we become in the process.
The key in the pursuit of perfection is to ensure that however difficult the quest, it results in a golden ticket rather than a golden cage. As Valdez concludes, “Getting a 4.0 for the sake of getting a 4.0 is not worth it. I recommend just doing your work, try[ing] to get good grades, but don’t worry about an ‘A’ every time.”
On the other hand, while I slightly mourn some of the social aspects of high school I shunned for academics, I am also slightly more grateful for the doors that a 4.0 has opened for me. I recommend that others shooting for the same manage to prioritize a holistic approach to education, valuing both academic excellence and personal growth, whether that means reaching and maintaining a 4.0 GPA or not.
Success in careers and life often hinges on problem-solving abilities, adaptability, and the capacity to collaborate with others. These qualities are not always captured or nurtured by conventional grading systems and certainly not by an obsession with perfection. Recognizing and addressing this gap is essential for fostering an approach to education that prepares one for the real world.
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