I rarely feature guest posts from those outside my own school, but when I read my NAIS & edleader21 colleague Chris Thinnes’ piece about Race to Nowhere and the vexing issue of homework, which I have written about here before, I offered to post it. Chris articulates very particularly and effectively my similar thoughts about this topic, and I am pleased to be able to share it here.
Race to Nowhere Has Some Homework to Do
Chris Thinnes is a parent and an educator who lives in Los Angeles. He is the Head of the Upper Elementary School & Academic Dean atCurtis School, a member of the Advisory Group of EdLeader21, and the director of the Center for the Future of Elementary Education at Curtis School (CFEE), which recently brought together educators from 103 schools and districts for “Transforming Elementary Education: An Evening with Sir Ken Robinson.”
In its latest emailed, tweeted, and web-based blitz encouraging schools to ban weekend and holiday homework, an impassioned group of self-styled activists has once again leveraged 21st century tools to provide a 20th century ‘solution’ to a 19th century problem: the overloaded assignment of dull, mechanical, and ineffectively designed homework exercises to millions of our nation’s youth. However, the similarly dull reasoning of their examination, diagnosis, and prescription (a ban, very simply, on weekend and holiday homework) will inevitably provoke irrelevant, unjustified, and blanket contempt for schools’ practices the rest of the year as well.
Race to Nowhere‘s activist arm, EndTheRace.org, swipes any reasonable analysis off the table with its burly forearm, before any of us — educators, parents, and students — have the chance to sit down to talk. In short, this campaign overlooks important dimensions of a complex discussion about the purposes of education and the needs of children, ignores forward-looking strategies about the appropriate design of learning opportunities at school and at home, insinuates a lack of professionalism and responsibility on the part of educators, and threatens further to divide, rather than to unify, educators and parents of children in our nation’s schools.
“The research on homework is clear and unanimous. Most homework does not increase learning, raise scores, or prepare students for the future.” -EndTheRace.org
If this were an accurate assessment of research ‘on homework,’ it would be compelling. However, this statement misrepresents the fact that only research on the overload of homework is ‘clear and unanimous’ in its findings: namely, that homework should be limited to developmentally appropriate workloads of 10 minutes per grade level per day. [http://today.duke.edu/2006/03/homework.html] (more…)