Across the country, parents, teachers, and students are also voicing their opinions in the homework debate.
On the issue of the actual educational value of homework, it may seem straightforward to many educators that reviewing lessons and practicing concepts after school would correlate to a greater retention of course material, but studies suggest that the link between assigned homework and academic achievement is drastically overinflated.
Anywhere between 65%-75% of each school’s student body qualify for free or reduced lunch programs, so it was decided that students should not be singled out for failing to adequately complete take-home assignments.
“We don’t want kids to be unfairly penalized for their work because they don’t have the resources or support they need at home,” explained Randy Clark, Fentress County Schools’ Curriculum and Instruction Supervisor.
Researchers at the University of Virginia’s Curry School of Education found in a 2012 study that math and science homework didn’t correlate to better student grades, but it did lead to better performances on standardized tests.
And when homework is assigned, the help provided by parents often mitigated any of the positive effects of the work.
One option is changing the paradigm of assigned homework to infuse hands-on, student-led engagement with class lessons as a way of piquing student interest in the material.
And instead of simply limiting homework to the teacher/student/parent sphere, allowing students the opportunity to show off exceptional homework to a larger audience can give them a further incentive to put in their best effort.
The Great Homework Debate Some educators aren’t fans of the new policy.
Tammy Linder, a sixth grade teacher at Allardt Elementary School, is one of them.