Although administrators have said that Harvard should be a leader in the fight against grade inflation, the Committee on Undergraduate Education has yet to take definite steps against the trend of rising grades.

Harvard's inaction comes in the wake of recent decisions at Stanford University and Dartmouth College to address the issue.

"Stanford has acted and Dartmouth has acted," Kenan Professor of Government Harvey C. Mansfield Jr. '53 said yesterday. "It's time for us to get off our duffs."

The average Harvard grade now floats between a B+ and an A-.

At tomorrow's CUE meeting, grade inflation is once again on the table, but it is unclear whether the discussion will lead to a vote.

At last month's meeting, CUE members discussed a proposal to place the mean grade as well as class size next to the student's grade for each class. The plan drew little support.

The proposal was discussed last year in the Faculty Council, the CUE committee and the faculty Educational Policy Committee. At November's meeting, the committee was supposed to "decide whether to resubmit the proposal for further discussion" to the Faculty Council.

But since the committee did not reach a decision, Dean for Undergraduate Education Lawrence Buell asked members to submit any ideas for combating grade inflation to him or Assistant Dean for Undergraduate Education Jeffrey Wolcowitz.

Last week, Buell sent committee members suggestions he received from Associate Professor of Applied Mechanics Howard A. Stone and Baird Professor of Science Gary J. Feldman. Neither professor's proposal includes transcript reform.

Stone's letter suggests "thinking some more" about the problem. He would like to look at each discipline and see what the average grade is. Then, a conference could be held among disciplines which could introduce a discussion and come to a middle ground, according to the letter.

Feldman outlines three problems in his letter: grade inflation, grade compression and grade inequalities.

"Grade inflation is probably the least of the problems," the letter reads. "What used to be a B+ is now an A-, and everyone understands that. It is just a relabeling."

Since the B+ has moved up to an A-, other grades have also moved up and are thus "compressed," Feldman explains. In other words, there is a smaller range of grades to give.

"Grade compression is a problem because it means that truly exceptional performance cannot be identified and encouraged," the letter says. And "grade inequalities between concentrations and between courses within concentrations are clearly bad because they encourage students to take irrelevant factors into consideration" when choosing classes.

In his letter, Feldman also urges "opening up the full 15-point scale" with the creation of an "A/B" grade, the equivalent of a 13. Each department could then announce its target goal for average grades in different types of courses.

For instance, the Physics department could set a 10.5 target for introductory courses and an 11.5 target for upper-level courses and try to stick to those goals, according to the letter.