There is a new
study regarding the effects of homework on performance in math and science
(When is Homework Worth the Time? Evaluating the Association Between Homeworkand Achievement in High School Scienceand Math). The study measures homework by the amount of time spent doing it and
shows little association between homework and grades, but a positive correlation
between homework and standardized test scores. The study has made the rounds in
the homework debate with different people weighing in with different points of
view. The study is featured in this morning’s Washington Post Education blog.
As a homework
critic, my first inclination is to look at the study to see how it is wrong or to
discount it as relevant to the homework debate. Perhaps, it overemphasizes test
performance, already a topic of controversy and debate. But I’ll resist that
natural inclination and take a different stance. Perhaps, it’s true. Perhaps,
homework has value and perhaps this is what it does, raises scores on
standardized tests. If so, it does not alter some basic tenets of my model, TheHomework Trap.
First, teachers
need to be educated in the theory, research and practice of homework. I have
yet to see a course in a catalog of a school of education titled “Homework.” I
peruse teacher websites and blogs and find a dearth of scholarly discussion on
the topic of homework. In 2006, I participated on Etta Kralovec’s homework
panel at the American Educational Research Association’s annual conference (the
largest educational conference in the country each year). There was Dr.
Kralovec’s panel (which I understand was the first such panel the conference
had), and, if I recall right, a couple of papers on research studies by Professor
Harris Cooper’s students. That was it! Although this conference covered a wide
range of issues for the teaching profession, it left the topic of homework, virtually
undiscussed.
Second, there is
the issue of parental authority. When I was a youth, my parents could have sent
me to a Stanley Kaplan course to prepare for the SATs. They did not, and I did
okay. My wife and I did not send our children to such courses, although she did
spend time with our oldest son reviewing a list of “SAT Hot Words.” Whether or
not we should teach to the test, during time at home, to give a child a “leg up”
is questionable. But the point is, parents make voluntary decisions on their
children’s behalf, all the time, whether it involves tutoring, learning
centers, scouting, music lessons, religious studies, or simply some relaxed time
playing a family game.
So, rather than
jump on one side or the other regarding this recent research study, I’ll
respond with a shrug of the shoulder and think “that’s interesting,” in the
back of my mind. But let’s get back to the two, fundamental issues we need to
know about homework.
- If homework is given, teachers need to be trained in the technique.
- As an activity that traverses the boundaries between school and home, regardless of homework’s value, parents must be recognized as the final decision-makers and the natural heads of their own homes.
*****
Dr. Kenneth Goldberg, is the author of The Homework Trap: How to Save the Sanity of Parents, Teachers, and Students, published by Wyndmoor Press.
I recommend giving copies of the book to the teachers at your child's school. Discount purchases are available through Wyndmoor Press. Single copies can be purchased at Amazon.
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