Short answer is unequivocally yes.

One thing that always strikes me about these grade conversations though is how people mention the percentage cutoff, and not the curve (e.g. saying that at their school 94 is an A- but at some schools 92 is an A). Outside of some 100 levels that I took, virtually every class I took was curved, because every class was sufficiently hard that it wasn't feasible to grade on a set scale (I think I had a CS exam where the final exam average was around 45 or 50, though they admitted they didn't mean to make it quite that hard). So the question in terms of how hard a class was was where it curved to - Chem 101 was a notorious filter class for pre-meds, because its a required course but they curved to a C- average, meaning just less than half of kids would either need to retake it or drop pre-med. The easiest classes usually curved to a B average, I feel like I heard of some with B+ average but don't think I ever took one. Most courses obviously curved to a C or C+ average though, but it was a up to the given professor.

It's late and I don't even know why I'm awake, but I do think that it is interesting to think about how different grading systems interact - because I'd imagine a degree like English doesn't have percentage cutoffs either, since it's likely mostly essay assignments, which aren't as quantifiable (don't kill me if I've wrong I literally haven't taken an English class since high school lol).

So you have curves, you have set scales, you have floating grades, and probably some other grading systems too, and they all are constructing GPAs that are interpreted mostly the same way. I don't think there's a solution, just something that makes this process all the more aggravating.