81% of Teachers View "No Zeros" Grading Policy as Harmful to Academic Engagement

Washington D.C. – A new report released in August 2025 by the Thomas B. Fordham Institute, titled ""Equitable" Grading Through the Eyes of Teachers," reveals widespread skepticism among K-12 educators regarding equitable grading practices, particularly policies that mandate minimum grades or eliminate penalties for late work. The study, based on a nationally representative survey of 967 teachers conducted in Fall 2024, indicates a significant disconnect between policy implementation and teacher sentiment.

Approximately half of K-12 teachers in the United States report that their school or district has adopted at least one equitable grading policy, with middle schools and majority-minority settings showing slightly higher rates of adoption. These policies often include "no zeros" (mandating a minimum grade of 50 percent for incomplete assignments), no late penalties, and unlimited retakes for tests. About 36 percent of teachers indicated their school or district adopted more than one such policy.

The report highlights strong opposition from teachers to several of these practices. A striking 81 percent of teachers believe that "giving partial credit for assignments that are never turned in" is harmful to academic engagement. This sentiment is consistent across various demographics, including non-white teachers and those in majority-minority schools, with 51 percent calling it "very harmful." One teacher remarked, > "Being given a 50 percent for doing nothing seems to enable laziness."

Furthermore, 56 percent of teachers view "allowing students to turn in late work with no penalty" as detrimental to student engagement. Many teachers expressed frustration that such policies remove incentives for timely completion and effort. Conversely, nearly 60 percent of teachers find that "basing part of a student's grade on participation" is helpful for engagement, and 44 percent say the same for incorporating homework into grades.

The study also found that while teachers largely desire high standards for students, many feel pressured to inflate grades. An overwhelming 71 percent of teachers believe grading policies should "set high expectations for everyone," rather than being reformed solely for fairness to disadvantaged students. Despite this, 84 percent of teachers reported that their supervisors would "be concerned if they [were to] give too many low grades." This pressure often leads to grade inflation, with one teacher noting, > "Grade inflation is pervasive. It's almost impossible to fail. A's are passed out like Halloween candy."

The Fordham Institute recommends ending policies like "no zeros" that lower expectations, refocusing fairness efforts on mitigating racial and socioeconomic bias through practices like anonymous grading, and incentivizing administrators to uphold high grading standards without penalizing teachers for assigning appropriate grades. The report emphasizes that codifying low expectations can be damaging to student learning and preparation for the real world.