This article addresses the connection between two continuing trends in higher education: semester evaluation of faculty by students (SE's) and grade inflation. The two phenomena are explored historically; then a two-part plan is proposed to enhance the evaluation of both students and faculty. This solution does not replace current evaluation practices; it merely adds information on each student's relative performance. Although subject to criticism as radical reform, the plan is offered as a feasible check on grade inflation and diminished student responsibility--one that is consistent with long held higher education values, as well as recent calls for increased educational accountability. The author concludes that such efforts offer hope in reversing a set of disturbing trends in student achievement.