Students who take courses that are too easy for them often harm the experience of other students in the class. First, students who already know the course content skew curves in classes, an effect that is made worse by Princeton's grade deflation policy. This is unfair to students who genuinely want to learn another language or take an introductory math or science class and may discourage students from taking the course. Students coming from high schools without AP or IB programs are especially put at a disadvantage, and it may impact future decisions on course selection for students who have a bad experience freshman year.
The University should take steps to ensure that students who have achieved above a certain score on an AP, IB or placement exam do not enter lower-level classes that are intended for those with less knowledge. Students who wish to obtain an exemption from this rule should be required to meet with departmental representatives or faculty advisers in ther residential colleges to make their case. Furthermore, professors should be given instructions for how to identify students for whom courses are ill-suited and reassign them appropriately.
Additionally, more classes like ECO 200: Advanced Principles of Economics, SPA 103: Intensive Beginner's or Intermediate Spanish or PHY 103: General Physics I that are designed for students with some knowledge of the subject, but not a comprehensive understanding, should be created across departments. Such courses will help students who have a background in a subject but are not confident that they have the skills to begin study at Princeton at an advanced level find the right class. If departments are not big enough to form such classes, then they should allow students with background in their subjects to audit lower-level classes. This will get them ready for the next level without putting other students in the class at a disadvantage.
Princeton professors and administrators often encourage students to explore subjects unconnected to their majors, certificates or distribution requirements. This is a good thing, and seeing students taking such courses is heartening. The current policy is a disincentive for such behavior, however. Students will be reluctant to go out on a limb and try something new if they feel they are precluded from learning the material and getting a good grade because of their classmates' prior knowledge. With a slight change in policies, this kind of exploration, which is at the heart of the liberal arts experience, can become more the norm for students.
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