I think the real question is: how much of the degree is a signal and how much is an actual increase in knowledge/ability? I know since economists have done work

I think the real question is: how much of the degree is a signal and how much is an actual increase in knowledge/ability? I know since economists have done work on this and, to my memory, it’s split about 50/50. If it slides too far to the signal side, it becomes a bad proxy. Considering grade inflation is a thing, I wonder how much of that relationship gets eroded