Never underestimate the staying power of a bad idea, especially in education. The no-zero policy in Newfoundland and Labrador schools is a prime example.

It’s been almost four years since the former Eastern School District officially implemented a no-zero policy. Teachers were no longer permitted to give zeros when work never came in, deduct marks for late assignments, or penalize students caught cheating on tests or assignments.

Despite widespread criticism from parents and teachers, school district administrators held firm to this bad idea. The neighbouring Western School District quickly followed with its own no-zero policy. Now, with the recent amalgamation of all English language school districts into a single province-wide school board, a de facto no-zero policy appears to be in effect across the province.

The philosophy underlying no-zero policies is quite simple. Proponents believe teachers should always separate behaviour from achievement when grading students. Since cheating on tests, handing in late work, and refusing to submit assignments are all examples of behaviour, they should not affect students’ academic grades. Instead, they argue, teachers should correct poor behavior in other ways.

Like many other education fads, this one sounds great in theory but quickly falls apart when implemented with real high school students. Once students find out about their school’s no-zero policy, it doesn’t take them long to conclude that assignment due dates have become mere suggestions. Without the ability to seriously penalize tardiness, teachers end up pleading with students to hand their assignments in.

No-zero policies became popular because they have been promoted by assessment consultants who lead professional development workshops. Ontario-based assessment consultants Ken O’Connor and Damian Cooper are two of the best-known advocates of no-zero policies. It should come as little surprise that both men spoke at education workshops in Atlantic Canada shortly before Eastern School District’s no-zero policy was formally adopted.

No-zero policies have also appeared in other provinces. In 2012, Edmonton physics teacher Lynden Dorval was fired by his school board for disobeying his principal’s no-zeros edict. Dorval went public with his concerns and steadfastly refused to budge from his position that the no-zero policy was a very bad idea.

Things did not go well for no-zero supporters. Not only did Dorval receive overwhelming public support for his stand, the Alberta Board of Reference recently ruled that his termination was unjust. In other words, Dorval had the professional right to challenge his school’s misguided policy.

Shortly after Dorval’s case became public, I analyzed the arguments used to support no-zero policies. The case for no-zero policies turned out to be very weak.

For example, Ken O’Connor regularly argues that zeros cause students to withdraw from learning and, to back up this claim, cites an article written by Thomas Guskey, an American education professor. When I looked up Guskey’s article, I found that he uses only one research study to support this argument — a 1992 article in the British Columbia Journal of Special Education by Deborah Selby and Sharon Murphy.

In their article, Selby and Murphy describe the experiences of six learning-disabled students in a mainstreamed classroom.

These students had negative experiences with letter grades and blamed themselves for their poor marks. While this might be true for the students in this study, it is patently absurd to generalize the experiences of six learning-disabled students to the whole student population.

Clearly, parents are right to be skeptical when assessment gurus claim that “decades of educational research” support no-zero policies.

It should come as little surprise that regular classroom teachers are some of the strongest opponents of no-zero policies. They know what it is like to work with real students, and they are not beholden to theories concocted by ivory tower academics.

Fortunately, there is a way for the English school board to extract itself from the no-zero quagmire. It should simply allow teachers to use their professional discretion when dealing with late or incomplete assignments. Sometimes students deserve an extension and sometimes they don’t. Since teachers are trained professionals, they are capable of making these decisions themselves.

No-zero policies are just as misguided now as they were four years ago. It’s time to end this province’s failed experiment with them.

Michael Zwaagstra is the Atlantic Institute of Market Studies (AIMS) Fellow in Common Sense Education, a high school teacher, and co-author of the book “What’s Wrong With Our Schools and How We Can Fix Them” (

*This opinion piece featured in the Telegram