I think we'd be better off if the qualifier were mandated, regardless of holding a degree and at what GPA. The metaphor of a degree being a pointer to a body o

I think we'd be better off if the qualifier were mandated, regardless of holding a degree and at what GPA. The metaphor of a degree being a pointer to a body of knowledge fits well here -- I think it was pg who I originally got that metaphor from. I can imagine extending the metaphor to where the degree points to a graph of knowledge, and the GPA is a walk length. No knowledge of which nodes are touched, just how many. Hopefully this metaphor isn't too much of a stretch. :-) The problem is that the GPA to walk relationship isn't well defined at all, and it still doesn't say what they know, or more importantly how well they think and learn. The only thing I can really glean from a degree-holder and their GPA is that they were able to learn some body of material at the pace of a college-level course, and were able to retain and work with that information well enough to get the GPA they have. Maybe, depending on how grading is done, and what their grade was based on. It is a very weak indicator even then, but better than using it for determining stored knowledge. I think it might be better to include as part of the qualifier (in fact, maybe even most of it) a problem they need to learn and apply new things to solve.