The widespread acceptance of the phrase "grade inflation" poses a potentially damaging overstatement in reference to higher education. Grades are at an all-time high, but a review of the literature demonstrates that the improvement is not incongruous with a rise in faculty development programs and increased varieties of student support services. Students are not consumers who demand high grades from instructors in exchange for favorable teaching evaluations; instead, students aim to succeed through a communal effort to support their learning, and colleges and universities are rising to the challenge.