In this article concerning grade inflation, the author restricts his attention to the college and university level, although many of the tools and ideas developed here should be useful for high schools as well. The author considers the relationships between grades instructors assign and scores they receive on end-of-the semester student evaluations of teaching. In addition, he examines some of the possible causes of grade inflation, some of the major negative consequences of it, and some of the reasons why instructors are enabled (and often encouraged) by the system to engage in the practice. Also provided are some practical tools and ideas to help mitigate grade inflation and its negative effects.