Purpose: The purpose of this paper is to evaluate the evidence on whether grade inflation has led to an increasing emphasis on standardized test scores as a criterion for law school admissions. Design/methodology/approach: Fit probabilistic models to admissions data for American law schools during the mid to late 1990s, a period during which trends of grade inflation can be observed, and detect changes in emphasis on grades and standardized test scores as admissions criteria over time. Findings: The juxtaposing trends of grade inflation and of the increasing predominance of standardized test scores in law school admissions suggest the possibility that grade inflation has had a negative impact on the value of grades as a signal of student ability. Practical implications: The empirical evidence of potential undesirable consequences of grade inflation may persuade education professionals to take active measures to control the inflationary trend. Originality/value: Viewing grades as a signal of a student's ability, this study is the first attempt to measure the responses of signal receivers to grade inflation using real-world, behavioral data. (Contains 1 figure, 5 notes and 5 tables.)