I will never forget the first Open House meeting in the beginning of the school year when several parents complained about the length of time homework assignments took their child. Once one parent mentioned their concern, many others quickly commented on “the issue.” I didn’t know how to address their questions without stating the fact that I was not going to change my homework procedures; the homework that was assigned reinforced what the student had learned in class that day.
Needless to say, issues over homework policy in Los Angeles Unified School District have been a controversial topic for quite some time. On Monday, L.A. Unified decided to give students a break from homework by decreasing homework percentage to 10% of a students’ overall grade. In the article, many teachers addressed their concern that the policy would encourage students to slack off assigned work and even reward students who already disregard assignments. In addition, it could also penalize hardworking students who receive higher marks for effort.
The major reason why L.A. Unified decided to implement this policy was to limit the amount of homework so students can spend more time with their families or pursue extracurricular activities like sports or other hobbies. Parents indicated that, “The competition to get into top colleges has left students anxious and exhausted, with little free time.” In my opinion, homework should not be about the quantity of work assigned, but rather the quality. Teachers who merely assign busy work for students to complete are doing in injustice to the overall learning of students. However, it upsets me to see how the district can now determine teachers grading procedures. Previously, teachers could determine how much weight should be given to homework, tests, and other assignments. Now, educators must implement the new homework policy into their class, whether they support it or not.
1 comment:
Mona,
Your post brings up a lot of issues. First, should a district be able to determine an individual school or teacher's grading policy? Second, what is the value of homework and how much is too much (or what is not enough)? Given the diversity of schools and teachers in the LAUSD, I also question the district's ability to set a grading policy concerning homework. Given the numbers of schools in LA and the wide range of programs offered to students, it seems strange to set the same grading policy for all schools in the district.
For the individual teacher, homework is an interesting issue. Students should spend time reinforcing or enriching skills at home, and they should also be reading on their independent reading levels for 30 - 45 minutes a day (not all of which will take place in school). Although there are other ways beside grading to hold students accountable for doing their homework, the effort put forth at home should count for something. However, there are some important questions to consider - what is the quality of the homework assigned? Are teachers grading homework or just checking for completion? What supports are teachers or schools providing to help students of all ages remain organized at home? Are their homework help sessions, assignments posted online, and other resources available for parents and students concerning homework?
As an athlete and an overly involved student in high school, homework still came first. I don't think that extra-curricular activities are an excuse for students not completing their homework, because it should be the first priority. Athletics and extra-curricular involvement can boost a resume, but most colleges will look at grades first. That being said, I do think that there can a point at which students become too overloaded, and I also realize that holding an after-school job might be a necessity for many students.
However, having homework account for only 10% of a student's grade doesn't necessarily solve these problems, it just makes it more "okay" for every student to not complete assignments. I would rather see more supports created for homework completion, especially among those who participate in extra-curricular activities or hold after-school jobs. Perhaps providing study halls, before-school homework help sessions, or homework hot lines could help students complete their assignments. Coaches could also be required to allow "academic days," during which an athlete may miss one or two practices a season in order to study for a major test or complete assignments. Also, explicitly teaching students time management and organizational skills - especially in high school - can help students in school, college and the work place.
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