Academic Attitudes and Performance as a Function of Differential Grading Systems: An Evaluation of Princeton's Pass-Fail System.

An empirical investigation of the Princeton University pass-fail system is presented. Findings based on questionnaire and academic performance data indicate that the pass-fail grading alternative is not the panacea that some educators envisioned. It is suggested that further study of the pass-fail system be undertaken before it becomes a permanent grading procedure in our Universities.