The adoption of a uniform scale of grades as well as a uniform standard in the frequency with which the different grades are assigned is a pressing need among colleges and secondary schools. (p. 636)
Several years later at John Marshall High School:
Our system requires (1) that the mark which is given for scholarship be based on achievement alone; (2) that a uniform distribution be arranged for the school; (3) that in each subject the pupils be grouped so as to approximate this distribution; (4) that marks assigned will approximate the distribution; (5) that ability tests will be given to all pupils to determine their probable learning rates
(Dustin, 1926, p. 29)
On page 30, the results from John Marshall are described:
We regarded failure of 2 percent of the class too low and one of 12 percent too high.
How have things changed, if at all, nearly 100 years later? You can be the judge.
Dustin, C. R. (1926). A scheme of objective marking. Educational Research Bulletin, 5(2), 28-31+40-41.
Starch, D. (1913). Reliability and distribution of grades. Science, 38(983), 630-636.