There is a recent trend in North American primary and secondary education systems in which schools are adopting policies that eliminate the possibility for students to receive a grade of zero or in some cases, be assigned a failing grade. These minimum or no-fail grading policies, also called ZAP (Zeros Aren't Permis), have garnered as much support as opposition. Recognizing that not all students are capable of succeeding in the traditional education system, safety policies are designed around students' self-esteem. These policies use a multitude of grading practices that enable or encourage a student to succeed. Minimum grading practices generally allow students to achieve a minimum grade established through a variety of different means designed to keep the student engaged in their studies. The positive impact on the social and emotional well-being of a student educated in a failure-free environment is undeniable; a student will gain confidence and be encouraged to keep trying even if they have failed in their previous attempts. Opponents of these no-fail policies argue that these programs do not adequately prepare students for life beyond elementary school, where failure can have immediate and serious consequences. Most post-secondary institutions do not advocate failure-free education systems and most employers will find the performance of an employee who does not complete their tasks to be unacceptable and suitable for dismissal. As beneficial to a student's confidence as a failure-free environment is, these programs do a disservice to the same student in their education as well as later in life. Fail-safe policies can lead students to fall further behind in their education and encourage indifference... middle of paper ...... economics courses are uncertain. Until such a minimum grading program can be instituted in all schools, one that has positive emotional and educational effects on all students, those who struggle to succeed as well as those who have succeeded; minimum grading policies will continue to fail students. Works cited: Caneva, Gina. “For the sake of students, say no to the “zero policy” on grading. » Education Compendium 79.7 (2014): 52-54. Canadian Reference Center. Internet. May 5, 2014. Carifio, James and Theodore Carey. “The Arguments and Data for Minimum Scoring.” Midwest Educational Researcher 25.4 (2013): 19-30. Educational research completed. Internet. May 5, 2014. Greene, Jay and Marcus Winters. “Going further by staying behind: A second-year assessment of Florida's policy to end welfare promotion.” Archive of Education Working Papers (2006): ERIC. Internet. May 5 2014.