Is a 95 average grade for honor students too high?

Netizens react to a viral post about grading system changes from a DepEd regional director’s speech.

Starting SY 2026–2027, students must post a 95 general average to qualify for honors, with grade transmutation removed.

That was the scenario raised in a public statement that quickly ignited debate online.

The remark came from DepEd Region VIII Regional Director Dr. Ronelo Al K. Firmo during a discussion with education stakeholders, drawing swift reactions from parents, students, and teachers. 

The death of transmutation

Critics warned that raising the honor cutoff to 95 intensifies pressure on learners without fixing overcrowded classrooms, uneven school resources, or lingering learning gaps. Supporters argued that dropping transmutation could lead to more honest grading and clearer signals on who actually needs academic support.

Under current Department of Education policy, a 90 average already qualifies for honors, while 95 is reserved for high honors. Grades today pass through a transmutation table, a fixed conversion system meant to standardize scores and, in some cases, keep students from failing.

Standards vs. stress

The online reaction has been a tug-of-war between two schools of thought: The excellence camp argues that the current system has led to “grade inflation,” where too many students receive honors, diluting the prestige of the award. They believe a 95-average requirement will force students and teachers to aim for genuine mastery.

The reality camp where parents and teachers warn that raising the bar to 95—without addressing overcrowded classrooms, lack of textbooks, and poor nutrition—is “pedagogical cruelty.”

“A 95 average in a classroom with 60 students and no electric fan is not a measure of intelligence; it’s a measure of endurance,” one viral comment noted.

The policy gap

As of April 2026, a 90 average still officially qualifies a student for honors under national DepEd guidelines. However, the remarks from Dr. Firmo indicate that the Department is seriously reconsidering how it measures “excellence.”

The question remains: If the safety net of transmutation is removed, are our schools ready to support the students who fall through the cracks?