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This report summarizes the grading policies of 14 colleges and universities and how those policies have changed between 1980 and 1990. Grading policies and practices in the business, chemistry, education, English, history, mathematics, and psychology departments at these institutions and the grading orientation and practices of faculty are also summarized. The report concludes that there appears to be pressure on institutions of higher education and their faculties to reduce what the public perceives as lax standards that result in rising grade-point averages. While some institutions seem to be taking steps to respond to this perception by introducing additional curriculum requirements and making efforts to raise standards, others, especially institutions most in danger of losing students who receive low grades, are likely to feel increased pressure to consider the impact on student evaluations when assigning course grades.