The University of Michigan's College of Literature, Science, and the Arts (LSA) will implement a pilot program starting in fall 2027 that will designate first-semester letter grades for incoming freshmen as either pass (P) or no credit (NC) on official transcripts.
University officials stated the policy aims to combat a perceived "mental health crisis" on college campuses and facilitate a smoother transition from high school. The intention is to allow first-year students to acclimate to college demands and pursue academic interests driven by intrinsic motivation.
While students will still receive traditional letter grades and professor feedback during the semester, these marks will not appear on external transcripts or influence cumulative Grade Point Averages (GPAs). The university will maintain internal records of these grades for administrative purposes, including advising, financial aid, and scholarships.
LSA, the university's largest undergraduate college, serves approximately 19,700 students. University leaders hope that by removing the immediate pressure of transcript-visible grades, students will feel more empowered to explore challenging elective courses without fear of negatively impacting their long-term academic record.
This initiative follows similar pass/fail or hidden-grade policies implemented at other institutions, including MIT, Caltech, Wellesley, and Swarthmore.
However, the policy has ignited debate among the student body. Some students express support, viewing it as a positive step toward alleviating academic pressure during a critical adjustment period. "If there are measures to ease the way for high school students coming to [university], I think that’s a good thing," said Alexander, an exchange graduate student from Austria. Ella Langlois, an LSA student, believes it's worth testing, stating, "I do think mental health is always super important." William Bushey, a civil engineering major, called it a "a good call," noting that many successful individuals struggle in their initial college courses.
Conversely, a significant portion of students voiced concerns that the policy could hinder development and fail to address the root causes of academic stress. Talan, a freshman neuroscience major, argued that shielding students from grade consequences is ineffective and that external factors, such as media access, are more significant contributors to mental health challenges. "I feel like grades are taken pretty seriously," Talan said. "And if you’re going to try, working as hard as someone who gets a C and passes with the same grade as you is kind of demeaning in a way."
Simran, a sophomore business major, suggested that the approach avoids teaching crucial resilience skills. "I think having more supportive resources is a better solution than hiding grades," Simran stated. "It’s something you just learn to move through. I’ve definitely done poorly in classes before, but it’s an upward battle at times… it’s a very important skill to have."
Other students worry the policy might merely postpone academic stress. Andrew Spencer, a biology, health, and society major, expressed concern that students might "slack off and not care about their grades in the first semester, and then not have the skills themselves for the second semester to come in and have a great work ethic."
Monica Diaz, a junior studying psychology and economics, offered a more nuanced perspective, acknowledging the critics' points while suggesting the temporary nature of the policy prevents it from being viewed as perpetual coddling. "I don’t entirely agree with that because I think it’s just slowly transitioning them into what it’s like to be at a school like the University of Michigan," Diaz said. "Obviously, after the first semester they’re not going to be coddled anymore."