Scholars have argued that grade inflation is pervasive throughout colleges and universities and that it is presently at an all-time high. Inflation is, however, a temporal concept: it is theoretically impossible for grades to keep increasing on a fixed scale. In this article we examine a related, though empirically distinct, phenomenon: the "distribution" of grades across fields in a university. We question global statements about grade inflation and examine if and how the university grading structure is internally differentiated. We use the idea of "consensus," the extent to which practitioners of a field agree, as a means to differentiate areas in a university. Based on undergraduate grade data from a large, public university in the U.S., we use cluster analysis to ascertain an "architecture" of grades. The results demonstrate significant variation in how grades are distributed across fields. The work identifies a need to probe further the linkages between field consensus, rigor, student learning, and grade allocation in college.