The trends from 1970-75 in course-by-course grading at a large public urban university are described. A total of 144 undergraduate courses were analyzed to determine if systematic grade inflation was occurring. Multiple linear regressions were fitted to more than 125,000 final course grades by courses. Most course grading patterns showed little evidence of systematic and homogeneous change over time. The increasing cumulative grade point average for undergraduates at the institution was not caused by a general relaxing of grading students. The supposition is that more students are moving away from traditional curricula into courses and degree programs that they find have grading standards reflecting their abilities and/or interests. Regression data for five courses, a chart on the net changes in average grades for 122 courses, and a conceptual schema for grade results are appended. (Author/SW)