The purpose of grading is to measure progress and assess learning. As students' progress through school, a record of their progress and learning serves as a demonstration of knowledge gained. Educators, students, parents, and other stakeholders agree that grading, or assessment of some sort is necessary. The most prevalent grading system is the 100-point grade scale where an A is a 90, a B is an 80, a C is a 70, a D is a 90 and 59 is an F. Often, with this grading scale failure to turn in work is scored as a zero. This means that not turning in an assignment is penalized five times more than a poorly completed assignment that earns an F. In other words, a zero is five times worse than an F. The current system is not an equitable measurement of learning or progress. It may be causing students to become disengaged as they realize passing a class can become impossible after one missing assignment. Many school districts have instituted a "No-Zero" grading policy. This means the lowest score a student can get on any assessment or report card is a 50, even if the student does absolutely no work. These no- zero policies have brought a new set of problems as teacher feel students are being given something for nothing. This study looked at a way to solve both problems: the disproportionate weight of the zero and the concerns of giving something for nothing. The researcher examined the use of a four-point grade scale, which allows for zeros to be entered for missing work. The zeroes in this case will be counted for and the student will be held accountable. The impact of the zeros and how they affect the students' grades for the rest of the semester will be examined. In this study the researcher gathered teachers' opinions and experiences with different grading policies. The purpose of this study was to determine how many teachers would be willing to switch to the four-point scale after they have been educated in it. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]