Stop Homework

Yesterday, I wrote about just a few of the reasons I am opposed to summer homework. Of course that doesn’t mean I am opposed to reading for pleasure, learning for pleasure, or pursuing one’s passions. I’m just opposed to the school sending home the same kind of work it sends home during the school year – work that is mostly an afterthought, is busywork, and doesn’t engage a student.

Before you resign yourself to summer homework, though, make sure that your school is complying with all policies and guidelines.

Take a few minutes and check your school’s policy. You might be surprised to find that it forbids summer homework. If it does, just give your school principal a friendly call and remind her/him of the policy. But if your school policy doesn’t prohibit summer homework, don’t stop there. Be sure to check the district and state guidelines as well.

This is how you check the state guidelines:

Google your state name and Board of Education. When you get to your state’s website, put “summer homework” into the search box. If you don’t come up with anything, call the contact number and ask whether there are statewide guidelines on summer homework. If the person who answers the phone tells you that s/he doesn’t know, don’t give up. Ask who might be able to help you and ask to be transferred. If need be, go all the way to the Commissioner. All told, you won’t spend more than 5-10 minutes.

TOMORROW: What I discovered when I followed the above advice.

In Ray Bradbury’s Dandelion Wine, 12-year-old Douglas Spalding treasures

a whole summer ahead to cross off the calendar, day by day. …[H]e saw his hands jump everywhere, pluck sour apples, peaches, and midnight plums. He would be clothed in trees and bushes and rivers…. He would bake, happily, with ten thousand chickens, in Grandma’s kitchen.

After 4 years of running Stop Homework and talking to thousands of parents and children across the country, I know that summers no longer promise those complete and absolute carefree joys. Instead, most students across the United States will have homework hanging over their heads the entire summer.

It won’t surprise anyone here to know that I am adamantly opposed to summer homework. While I am a big fan of reading, those assigned summer homework books don’t usually appeal to most students, and they end up discouraging reading rather than promoting it.

Here are just a few of the other reasons I hate summer homework:

* students should have a chance to choose what they read
* if students were allowed to read books of their own choosing, they would read more
* students report that those summer assignments are collected but never looked at or discussed
* if students actually learned the material during the school year in a meaningful way, then there wouldn’t be “summer backslide,” one of the ostensible reasons for summer homework

Check back tomorrow and the rest of the week for some ideas on ways to advocate for an end to summer homework. And in the meantime, post your opinion on summer homework in the Comments.

There’s an interesting interview with Diane Ravitch in Slate, where this former assistant secretary of Education under George H.W. Bush talks about how she became an outspoken critic of testing and No Child Left Behind and how she changed her mind. I wrote about her book here. I’ve always been a big fan of Howard Gardner’s, Changing Minds: The Art And Science of Changing Our Own And Other People’s Minds (Leadership for the Common Good), so I figured this is a good time to mention it.

Read the interview in Slate here.

You can also listen to Ravitch’s radio interview with Leonard Lopate here.

I really like this piece, Pushing for Perfection–A Poor Choice in Parenting, sent to me by northTOmom, who often writes interesting comments here.

Pushing for Perfection–A Poor Choice in Parenting
The importance of allowing your children to be ordinary
by Joanne Kates
(from postcity.com)

I was talking the other day to a woman who described herself as “Type A, a bit of a control freak” and said that she knows this infuses her parenting style.

I admitted to her that I play for that team too, and that it hasn’t been so hot for my parenting. She seemed shocked.

She then asked me: “Would you do it differently if you had it to do over again?”

I said yes. Which I think made her want to throw up, but she gained control over herself and asked me for details.

I told her that my biggest parenting mistake was schools. In order not to get sued, I shan’t mention specific names, but I will confess to pushing both my kids to go to high-performance academically rigorous schools. Which neither of them liked. What a surprise.

My kids are both super bright (we all think that) so I thought they’d benefit from high academic standards.

At least that’s what I told myself. And other people.
Read the rest of this entry »

A few weeks ago, the Boston Globe ran a piece, Homework Hell. Here’s the letter, heavily edited, that the Globe published on Sunday in response:

Beth Teitell’s article “Homework Hell” (May 2) provided an important, albeit anecdotal, view of how homework can negatively affect family life, but the topic of homework and the ways many schools routinely apply the requirement deserves fuller treatment. Teachers, administrators, parents, and reporters would do well to consider what’s driving blind acceptance of homework at all levels and whether current practices are beneficial or based on nothing but an enduring myth. – Peggy Field / Norwell

Peggy Field sent me the full letter she had written to the Globe:

To the Editor:

Beth Teitell’s article “Homework Hell” in the May 2 Boston Globe magazine provided an important, albeit anecdotal, view of how homework can negatively affect family life, but the topic of homework and the ways many schools apply the requirement as a matter of routine deserves a much fuller and more serious treatment.

Teitell’s piece seemed promising at first, illustrating the real rifts that can occur between parent and child when parents are put in the position of homework enforcer. However, the piece veered into a discussion of vague “parental anxiety” before concluding with an exhortation from Boston Teachers Union President Richard Stutman to parents to “keep your anxiety to yourself” when helping out.

Omitted is the possibility that parents can maintain a positive attitude toward school, teachers and learning, and continue to urge their children to work hard and do their best, while asking questions of their child’s teacher and school officials about homework policy.

Many important questions about the stated goals, educational validity and simple fairness of compelling students (and their families) to devote periods of at-home time to additional school work — particularly in elementary and middle school grades — are simply not being asked by those who should be asking such questions. Existing thorough and respectful examinations of the subject, not only by Alfie Kohn but also by Sara Bennett, Etta Kralovec, John Buell and Cathy Vaterott, are blithley ignored in lieu of complacently maintaining the status quo.

Few would argue that taking time outside of school to thoughtfully puzzle out a vexing calculus problem or computer program, or to read a novel or historical text at length, is a negative. But teachers, administrators, parents and education reporters would do well to take a step back and consider what is actually driving blind acceptance of homework simply as a matter of routine at all levels, and whether current practices are beneficial or even harmless, or if they are based on nothing but an enduring myth.

Time Out From Testing and other organizations and individuals from across the country are launching a May 29th postcard campaign asking First Lady Michelle Obama to encourage the President to put an end to the use of High Stakes Testing. On the campaign trail, Michelle Obama stated:

No Child Left Behind is strangling the life out of most schools…. If my future were determined by my performance on a standardized test I wouldn’t be here. I guarantee that.

Time Out From Testing is asking that everyone send a postcard on May 29th. You can write something like this:

Dear Michelle Obama:

We want the same education for our public school children that you provide for Malia and Sasha. Our child is not a test score.

Encourage the President to end the use of high stakes standardized tests!

Sincerely,
Name:
Address:
Signature

Mail to: First Lady Michelle Obama
White House,
Washington DC

Finally, let Time Out From Testing know that you sent a postcard so that it can have an accurate count of the postcards sent.

Today, FedUp Mom answers the final question she posed five weeks ago in her guest post where she suggested that people read Such, Such Were the Joys by George Orwell. Read her answers to the other questions she posed here, here, here, and here. And, of course, don’t forget to chime in with your own answer.

(A big thanks to FedUp Mom for taking the time to write and for her thought-provoking posts. If you want to write your own guest post, please email me.)

Such, Such Thursdays
by FedUp Mom
(part 5)

QUESTION #5 (Extra Credit):

(from Such, Such Were the Joys)

“There never was, I suppose, in the history of the world a time when the sheer vulgar fatness of wealth, without any kind of aristocratic elegance to redeem it, was so obtrusive as in those years before 1914… The extraordinary thing was the way in which everyone took it for granted that this oozing, bulging wealth of the English upper and upper-middle classes would last for ever, and was part of the order of things… How would St. Cyprian’s appear to me now, if I could go back, at my present age, and see it as it was in 1915 [when Orwell left the school]? … I should see them [the Headmaster and his wife] as a couple of silly, shallow, ineffectual people, eagerly clambering up a social ladder which any thinking person could see to be on the point of collapse.”

How does Orwell’s historical moment compare to our own? Is our social ladder on the point of collapse?

**************************************************************************************

The moment Orwell describes, of smug wealth on the verge of catastrophe, is of course very similar to our situation about two years ago, and similar to the situation in the US on the verge of the Great Depression. Now that we have embarked on another economic collapse, what changes can we expect to see to our schools?

It is clear that the public schools will soon be hurting badly. They were kept afloat for a while by federal stimulus money, but that will run out over the next couple of years. We will see programs being cut. I’ve heard through the grapevine that our local public elementary school is already experiencing overcrowded classrooms. The job market for new teachers is terrible.

At the same time, NCLB remains in place, and everyone is fixated on test scores. So less money will mean fewer “frills” like gifted ed, arts, and music . The grade-level tests, which were meant to function as a floor, have become the ceiling that nobody bothers to teach beyond.

As the recession continues to unravel our economy, the public schools will continue their descent. If we’re lucky, we’ll see some growth in alternative schooling, including homeschooling co-ops. Anyone who can manage it will send their kids to private schools.

What do you predict?

Last week’s New York Times had a piece, Plan B – Skip College, suggesting that going to college is not the be all and end all for many students, noting that no more than half of those who began a four-year bachelor’s degree program in the fall of 2006 will get that degree within six years. Moreover, some economists and educators are arguing that there should be credible alternatives for students unlikely to be successful pursuing a higher degree, or who may not be ready to do so.

Read the piece here.