YCC considers policy expanding Credit/D/Fail to distributional requirements
The YCC Senate is considering a motion to expand Credit/D/Fail to allow students to explore more rigorous or complex classes to fulfill their distributional requirements.

Chloe Edwards, Photography Editor
The YCC Senate expects to vote this semester on a proposal that would expand Credit/D/Fail to distributional requirements. Under current University policy, students can only fulfill these requirements through courses completed for a letter grade.
YCC Academic Policy Director Kyle Thomas Ramos ’26 — the bill’s lead sponsor — proposed the expansion after overhearing conversations within the Yale community about the difficulties students face in meeting distributional requirements. If the YCC passed the proposal, Yale College administration would make the final decision.
“A common concern is that distributional requirements, intended to encourage exploration beyond one’s primary field, often become mere ‘checkboxes’ satisfied by the easiest courses available,” Ramos wrote in an email to the News.
He believes that under the proposed policy, students would have the opportunity to broaden their scope of learning and enroll in more challenging classes distinct from their major without concern for their grades.
Ramos understands, however, that many Yale administrators fear that if the policy were enacted, it would “water-down” Yale’s prestige and the value of its liberal arts curriculum. He acknowledged recent media coverage regarding grade inflation at the University.
“It’s crucial that we uphold rigorous standards and dispel any perceptions that such claims may have merit,” Ramos wrote. “[The YCC shares] with the administration a desire to encourage students to look beyond their typical academic areas when fulfilling distributional requirements.”
Ramos said that what Yale’s intellectual community is lacking most is the courage to seek “genuine exploration” characteristic of the liberal arts.
He said that he is currently in talks with faculty and administrators to establish the policy, and that the administration is committed to working with students and their concerns regarding their education.
Yale College Dean Pericles Lewis told the News that he had asked the Committee on Teaching, Learning and Advising to meet with members of the YCC. He noted that the issue had been on the “broad agenda” of the committee, who is focused on advising this year.
He said that although Credit/D/Fail was a frequent part of conversations about academics and College policy, the number of students who use the option each year is relatively small. Lewis added that he was understanding of arguments both in favor and against the expansion of Credit/D/Fail.
“It would give people the incentive to try something a little bit harder. So it’s not like you’re looking for a gut class,” Michelle Jimenez ’28 said.
Jimenez told the News that she would be more inclined to pursue classes that she found interesting and would feel less intimidated by unfamiliar or challenging courses, knowing that the option to take the class without a letter grade was always available.
She noted that first years are less pressured to find courses that would be taken for a letter grade and that would satisfy distributional requirements. However, for upperclassmen, she observed there is more pressure to do so.
She added that she did not believe that allowing distributional requirements to be fulfilled by Credit/D/Fail would negatively impact students’ dedication or involvement in their courses.
These remarks were echoed by Titi Akingbemi ’26 and Ashley Raffaeli ’28, who felt that students’ own motivation and desire to do well would offset this possibility.
“If you got into an institution like this, you come from a place where not caring about classes is not your mindset,” said Raffaeli. “And it’s also Credit/D/Fail. So there is a possibility of you getting a D.”
Zavian Valedón ’27, however, believes that the current Credit/D/Fail policy is sufficient without amendment or change. Valedón said that meeting the distributional requirements is imperative to shape students into well-rounded intellectuals and individuals.
Students have up to six opportunities to Credit/D/Fail before they graduate, with two of them expiring after their first year.