This study of undergraduate grading practices at Georgia State University investigated differences in grading patterns by major fields of study, controlling for such antecedents as scholastic aptitude, demographic background, course type, and longitudinal trends. The principal finding of the study was that major field is strongly associated with the grades students receive in courses throughout the curriculum. This and previous grade studies support the proposition that the various parts of the curriculum have different grading standards. There has been a shift of course enrollments and majors away from the traditional curricula to the newer curricula. It is suggested that many students have been avoiding courses with traditionally stringent grading practices, creating a condition which might be called "degree inflation"; that is, more students are moving into degree programs which they find have grading standards reflecting their abilities and/or interests. Extensive data tables and statistical analyses are included. (Author/MSE)