There is a recent trend in North American primary and secondary education systems where schools are adopting policies that eliminate students' ability to receive a failing grade to zero or in some cases, a negative grade is issued. These no-pass, or minimum rating, policies, also called ZAP (Zeros Aren't Permit), have garnered as much support as opposition. Recognizing that not all students are capable of succeeding in the traditional education system, no-failure policies are designed around students' self-esteem. These policies utilize a multitude of assessment practices that enable or encourage a student to succeed. Minimum grading practices generally allow students to achieve a set minimum grade through a variety of different means designed to keep a student engaged in his or her 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 previous attempts. Opponents of these foolproof policies argue that these programs do not adequately prepare students for life beyond elementary school, where failure can have immediate and severe results. Most post-secondary institutions do not support foolproof education systems, and most employers will find the performance of an employee who does not complete assignments unacceptable and eligible for termination. As beneficial as a foolproof environment is to a student's confidence, these programs represent a greater disservice to that same student in their education and later in life. Foolproof policies can cause students to fall further behind in their education and encourage indifference… middle of paper… economic classes are uncertain. Until a minimum assessment program can be instilled in all schools, one that has positive emotional and educational effects on all students, those who struggle to achieve as well as those who succeed; passing grade policies will continue to fail students. Works Cited: Caneva, Gina. “For the sake of students, say no to the 'No-Zero policy' on grades.” Education Digest 79.7 (2014): 52-54. Canadian reference centre. Network. May 5, 2014.Carifio, James and Theodore Carey. "The Arguments and Data for Minimum Evaluation." Mid-Western Educational Researcher 25.4 (2013): 19-30. Educational research completed. Network. May 5, 2014.Greene, Jay and Marcus Winters. “Getting further by staying behind: A second-year evaluation of Florida's policy to end social promotion.” Education Working Paper Archive (2006): ERIC. Network. May 5 2014.