A.C. Will's Response to "The Case Against the Zero"

The Case for the Zero

These are not trick questions: Can all students succeed? Will all students succeed? Should all students succeed? When presented with these questions, most educators answer a resounding “yes” to the first, a less resounding, unsure “no” to the second; and a burble of verbal mush to the third.

Let us for a moment refrain from the political correctness which is slowly dooming our schools, and be candid with our responses. Can all students succeed? Absolutely. Will all students succeed? Absolutely not. Should all students succeed? Not if they are going to learn to function in modern society.

I know that some of you are writhing in your chairs by now, calling me all kinds of names, and insisting that this stance on education is far too uncompassionate, too unforgiving, and generally too pessimistic. Yes, it is harsh; but I am a teacher. My job is to educate, inspire, motivate, and prepare the valued citizens of tomorrow. My job is not to set students up for failure the second they step outside of the school’s walls.

If we agree that the purpose of education is to prepare students for life in the proverbial “real world,” should we not try to make school a bit more like the real world?

Currently, in America, 8% of the population maintains a net worth of $1 million or more. This means that 92% of Americans are not millionaires. I am not by any stretch a math genius; however, it would seem that it is far easier to fall into the 92% than the 8%. Thus, it is easier to fail at becoming a millionaire than it is to succeed.

Let us take this concept a step further. 12.5% of the American population is below the poverty line. This means that there is a 4% differentiation (this equates to roughly 33 million people) between the number of aristocrats and the number of paupers. Hence, it is easier to end up poor as opposed to rich.

Also, do you like your job? You should. You beat out hundreds, if not thousands, of salivating applicants just waiting to jump into that position. In America, there are an average of 308 applicants per job opening (research is based on job openings offering $22,000 or more per year). This means that an applicant can become one, or one among 307. It is exponentially easier to not get a job than it is to land that perfect career.

The list goes on and on; and in each new aspect of “real life” it seems to be far easier to fail than it is to succeed. Those that succeed must possess some quality or gift which separates them from the others. They must demonstrate some quality that causes them to stand out among the masses. Successful individuals must work harder than the rest, work smarter than the rest, be relentless in their pursuit of success, and generally have their act together. Unfortunately, Americans have embraced an educational system which raises students up under a system which is essentially the real world flipped upside down.

The mantras of modern day education are absurd: “Everyone will pass! A for effort! I’ll just curve the test! What if you get half credit for being three weeks late?” These (among others) are sung throughout the schools of America; and now we want to abolish the zero because it is “unfair.”

Briefly, let me run down the anti-zero debate. In a traditional grading system, there is a ten point differential between each of the first four letter grades (A=100-90, B=89-80, C=79-70, D=69-60). However, there is a 60 point differential between the lowest D (60) and the lowest F (0). This means that there are 40 points which constitute passing, and 60 points which constitute failing. It is easier to fail than to succeed, hence, more work is required to pass.

So, the concept of the zero is unfair. Of course it is! That is the beauty of it! It needs to be easier to fail a class than it is to pass. Students need to work, and when they fail to work, it needs to affect them longer than just until the next test. In life, it is easier to find the bottom than the top. In school, it should be easier to find the bottom than the top.

Students need to learn to fail, diagnose why, and make corrections. This process will never happen so long as they can work less, and yet still manage the same results as the completely devoted, diligent, and hard-working students.

Do not misunderstand. Students need to be encouraged, inspired, and pushed. Just understand that not all students will succeed, nor should they; and be okay with that. Some will take the easy road, and the easy road leads to the bottom. It is the way of the world.