Thirty-six percent. That’s how much of their grade students believe should be based on effort (Altman et al., 2019). They said 38 percent in one previous survey (Adams, 2005) and 40 percent in another (Zinn et al., 2011). That was more than double the faculty response in each survey. In the 2019 survey, the researchers described this disparity as a “robust and enduring difference” (p. 205). Students also felt that effort should count most in required gen ed courses, which they don’t see as personally relevant. In those courses they reported that if a student was not “performing adequately” but trying hard, they should still get a D or a C (Altman et al., 2019, p. 205).