The No Fail or Minimun Grade Policies in North American Primary and Secondary Education

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There is a recent trend in North American primary and secondary education systems in which schools are adopting policies which eliminates the possibility of students to receive a mark of zero or in some cases, being issued a failing grade at all. These no-fail, or minimum grading policies, also referred to as ZAPs (Zeros Aren’t Permitted), have garnered as much support as they have opposition. Recognizing that not all students are able to succeed in the traditional educational system, no-fail policies are designed around the students’ self-esteem. These policies use a multitude of grading practices which allows for, or encourages, a student to succeed. Minimum grading practices generally allow for students to achieve an established minimum grade through a variety of different means designed to keep a student engaged in their studies. The positive impact to the social and emotional well-being of a student educated in a no-fail environment is undeniable; a student will gain confidence and be encouraged to continue to try even if they failed on previous attempts. Opponents of these no-fail policies argue that these programs do not adequately prepare students for life beyond grade school, where failure can have immediate and serious results. Most post-secondary institutions do not advocate no-fail education systems and most employers will find the performance of an employee who does not complete assignments to be unacceptable and fit for termination. As beneficial to the confidence of a student as a no-fail environment is, these programs pose a greater disservice to the same student in their education as well as later in life. No-fail policies can lead to students falling further behind in their education and encourage an indifference...

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...ing economic classes is uncertain. Until such a minimum grading program can be instilled in all schools, one which has positive emotional and educational effects on all students, those struggling to achieve as well as those that have found success; minimum grading policies will continue to fail students.

Works cited:
Caneva, Gina. "For Students' Sake, Say No To 'No-Zero Policy' On Grading." Education Digest 79.7 (2014): 52-54. Canadian Reference Centre. Web. 5 May 2014.
Carifio, James, and Theodore Carey. "The Arguments And Data In Favor Of Minimum Grading." Mid-Western Educational Researcher 25.4 (2013): 19-30. Education Research Complete. Web. 5 May 2014.
Greene, Jay, and Marcus Winters. "Getting Farther Ahead By Staying Behind: A Second-Year Evaluation Of Florida's Policy To End Social Promotion." Education Working Paper Archive (2006): ERIC. Web. 5 May 2014.

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