Most teachers and parents consider a grade of zero acceptable for noncompliance of homework. It is common for instructors to give zeros for late or incomplete assignments. Unfortunately, few educators or parents question the validity or usefulness of the practice, and students continue to reap the consequences without benefit. Giving zeros as an academic measurement is inequitable and produces failure rather than performance.
     Administrators discovered that raising questions about grading procedures could induce powerful emotional responses from teachers. Many teachers resent directives regarding their grading procedures. Even when school policies exist, teachers often deviate from the prescribed standard to reflect the teacher’s personal preferences for evaluating students. Grading policies usually develop from teachers’ personal school experiences without questioning or considering the validity of the process (Friedman 1998).  
     Most educators agree that grades are a measurement of learning and should reflect academic achievement. However, many grading policies promise zeros for things like not doing homework, having incomplete or late assignments, being tardy, coming to class without books, chewing gum, or failing to follow through with any other required classroom detail. Unfortunately, many instructors combine behavior issues with a students’ academic measurement. Giving zeros for behavior issues is an inaccurate reflection of the student’s academic performance. Academic measurement should only measure learning. Behavior management policies should govern conduct (Dockery 1995, Friedman 1998, Page 2002).
     A zero is a mathematically imbalanced measurement. Letter grades usually have a ten (10) point range or less. For instance, A = 90-100, B = 80-89, C = 70-79, D = 60-69. Using this model, a uniform evaluation for an “F” should be F = 50-59. It is not equitable for the “F” to carry 59 points (0-59) while all other grades carry 10 points. An “A” averaged with an “F” should make a “C.” However, if the “A” is 100 and the “F” is 0, averaged they equal a 50 which is still an “F” (Dockery 1995, Page 2002).
     Teachers usually use zeros to motivate students to do better. However, zeros kill motivation. Two zeros, whether just or unjust, can destroy a good average.  Zeros produce discouragement and certain failure for those lacking self-discipline and parental support (Dockery 1995). Parents of ADHD students report that much of their child’s homework is completed but the student fails to give it to the teacher. Many students fail courses due to a lack of organizational abilities rather than defiance or laziness (VanDeWeghe 2004, Christian 2004). When teachers give zeros for homework assigned for extra practice rather than for academic evaluation, they are using grades as a behavior management tool. Recording a failing grade for assignments not intended for academic evaluation is not reasonable. Assigning zeros for homework issues is especially inequitable for students with organizational issues and dysfunctional homes that lack parental support.
     The grade of a zero does not benefit the advancement of a child’s education. Students through either laziness or avoidance, take zeros as an easy way out of doing the assignment. Students often avoid assignments like research papers, essays, and reports by taking a zero instead of doing the work. The student barely passes to the next grade without having gained these vital learning experiences. Students with organizational problems do not increase performance skills through the automatic zero. Neither does the automatic zero help students who do not understand the assignment gain the knowledge intended. In fact, the automatic zero threatens failure and produces discouragement.
     Teachers need to use logical consequences rather than a grade reduction when work is not completed or responsibilities are not fulfilled. There are several possible alternatives to giving a zero.
     The school can include tardiness and other behavior issues in the discipline policy rather than in the grading system. If the teacher must give a failing grade, give a grade no more than ten points lower than the last passing grade to make the measurement equitable. The teacher can have a voluntary or involuntary homework detention hall after school to help those who struggle with completing assignments.  The student receives a grade of incomplete until the student completes major assignments such as research papers, essays, and reports. These assignments are imperative to the student’s education. If the work remains undone, students can be sent to In-House Suspension to complete these major projects. The final average for the term is recorded only when the assignments are received and graded. The student cannot earn credit for the course until these valuable assignments are fulfilled. A minimal passing grade would be appropriate for extremely late assignments.  Completing the work is valuable and students should complete assignments.
     Administrators can create make-up sessions as part of the school calendar for each grading term that becomes required for those with incomplete work. Students who have completed their work can either have the day off or attend a field trip or special assembly.  School wide grading policies should govern grading procedures for assignments, tests, and homework. The teacher’s guidelines should include a no-zero policy. Teachers can be encouraged to inform parents of expected homework assignments and to offer support to families struggling with time management and organization. Parenting classes can be offered to discuss homework and test preparation strategies. The teacher should be reasonable about homework. Many homework assignments are for practice such as writing spelling words three times. Rather than assign a grade for practice assignments, teachers can record the lack of performance and give a discipline response after the offense is repeated three or four times.  A school-wide agenda can be used for recording assignments. Agendas teach organizational skills and gives a uniform procedure that helps students build organizational skills
     For many years teachers have followed grading procedures learned from their teachers without evaluating the effectiveness or appropriateness of the policies. Grades should measure academic learning. Receiving a zero for not putting your name on a paper or failing to do homework does not reflect a student’s lack of knowledge. Such issues are behavior responses not academic. Zeros promote failure rather than the student gaining more knowledge. Three 100’s averaged with one zero gives a score of 75. The zero forces failure and is not an evenhanded measurement of learning. Anything that is inequitable is unjust. If it is unjust, it is unethical. Therefore, giving zeros as an academic measurement is unethical.

 Works Cited

Dockery, E. Ray. 1995.  “Better grading practices.” The Education Digest 60:5 (January) 34-36.
Friedman, Stephen J. 1998. “Grading teacher’s grading policies.” National  Association of Secondary School Principals, NASSP Bulletin.  Reston: 82:597 (April) 77-83.
Page, Bill. 2002.  “Improving classroom grading procedures.” Teachers Net Gazette. Electronic website: http://teachers.net/gazette/MAY02/page.html.
 Christian ADHD Alternative Treatment List.  2003 “School Woes.” ADHD of the Christian Kind. Electronic website: http://www.christianadhd.com/schoolwoes.html
 VanDeWeghe, Rick. 2004.  “Research Matters.” English Journal. (High School Edition). Urbana: 93:4 (March) 76-80.

(A forum paper presented at Oxford Graduate School, Dayton, TN 2005)

 © 2005, Elderine Wyrick