The first worksheet, labeled "Grades", shows how many of each letter grade I have awarded in each class I have taught since the 2003 Fall semester. It also shows the average course GPA for all students in these courses.
The third worksheet, labeled "Percentages", shows which percentages corresponded to which grades, in each of the classes. The number entered for each grade represents the lower bound for that letter grade. The upper bound for a letter grade is dictated by the lower bound of the next higher letter grade. If none is shown in a box, that means that due to the distribution in that class, there was no need to select that particular grade line. (For example, if all students earned a B or higher there's no need to designate what grade is a B-, C+ or C.
The second worksheet is the first one sorted by class, and the fourth worksheet is the third one sorted by class, so you can easily see the changes over time as I've taught individual courses.
One last note: I recently discovered that there's a difference between how I calculate pass rate and how UCF does. My pass rate is calculated as (students who get a C or higher)/(students who receive a letter grade A through F in a course). Apparently, UCF's denominator is students who paid for the course, which includes the students I include plus students who withdraw from the course after the first week but before the end of the course. Unfortunately, the way Webcourses is set up, it "removes" students who withdraw from courses from its gradesheet. (It's this final gradesheet I use to generate my data.) I do think they are marked as inactive on the people tab, but at this point, I can't recover that data for over 100 courses. I prefer my interpretation because it's closer to indicating the number of students who actually tried to pass the course. Its important to note that both measures fall short of measuring the "idea" of what a pass rate is supposed to measure (how difficult it is to pass a course). The reason for this is that some students who could have passed withdraw because they want a good grade in a class while other students who know they have no chance to pass a class stay in it because of scholarship requirements that they be enrolled in 12 credit hours. I am sure there are other reasons students do the opposite of what we'd expect, in terms of whether or not they choose to withdraw from a course.
Here's the spreadsheet.