The NY Times rewinds the typical homework debate. The post gets predictable pro and con responses: “homework is ruining my kid’s life” vs. “homework is a necessary component to learning”.
As is often the case, the situation at hand involves middle and elementary school students. High school homework rarely gets much scrutiny, unless it’s high achieving students complaining (with a lot of justification) about the huge amount of work they have to stay on top of to stay competitive.
But outside the top 10%, homework’s impact on high school students is a much neglected issue, and it shouldn’t be. Few people seem to understand the inordinate influence homework has on student transcripts—and the results, for the most part, are near-fraudulent.
High school students are far less likely to do assigned homework and the consequences for non-compliance are much higher, because students who don’t do homework often fail—not for lack of demonstrated subject matter skills, but simply for not doing their homework.
Don’t be distracted by the positive correlation. This is for individual grades, so the individual points are what matter. Notice how many students work hard, yet have failing test results, and how many students don’t work much at all, yet ace the tests.
This graph reflects the reality I point out ad infinitum: effort is only tangentially related to achievement, and then only at the individual level. Students who try harder don’t do better than students who don’t try at all. The lurking variable, of course, is ability.
For this reason, teachers should not include homework as a significant part of a grade, and should never allow missing homework to lower a grade. (This means, English teachers, that if a student doesn’t do an assigned essay, you find another way to assess the student.)
But of course, teachers routinely include homework as 25, 35, 50% of the grade. Happens all the time, and no one calls teachers on this behavior because it’s so damn cheap and easy to argue that homework is essential, good for both discipline and achievement. Never mind that there’s no real evidence for the latter, and the former should not influence grading.
The “homework proxy for effort” skew is understandable, given that teachers really can’t grade students purely on demonstrated ability. Teachers would fail too many students if they set an absolute ability standard. (See the above chart again if you need reminding.)
Teachers tend to value effort anyway—it makes them feel needed. So this preference, coupled with the real dilemma imposed by teaching and assessing students whose skills are far below the required ability level, gives them license to reward effort, to some degree.
But the degree matters.
Boosting hardworking students’ grades just a bit (say from one grade’s “+” to another grade’s “-”) is fine. While some may raise an eyebrow at the idea of giving a failing student a D- because he shows up and tries, I not only forgive this, but engage in the practice frequently.
Giving a student with mediocre math skills an A or B simply because they work hard and finish all their homework is quite another matter and worst of all, giving a low grade to students with excellent test performance—in many cases even failing the student—is outright fraud.
This happens every day, although it’s drowned out by all the middle class parent whining about how much work their middle schoolers have.
In high school, teachers are assigning homework, students aren’t doing it, and teachers are giving lower grades—often failing students completely—even though their skills are strong, simply because they don’t do their homework. Teachers are a moralizing lot, by and large, and they are far more comfortable giving low grades, or outright failing, kids who don’t try and aren’t compliant than they are doing the same to hardworking kids with low skills.
This leads to astonishingly bizarre grade results. Two students might each have very weak algebra skills but one gets an A, because she goes to a school that weights homework as 50 or more percent of the grade and does extra credit, while the other fails at the same school simply for not doing his homework. Students who can read at basic proficiency can fail English for not doing their essays, while functionally illiterate students who earnestly string together sentences on books they didn’t understand get Bs.
Five of my algebra sophomore students last year scored Basic on their state tests–but failed algebra for not doing their homework. One of my best geometry students failed geometry last year for not doing his homework—at least, he was one of my best students until he left for alternative high school because he’d failed so many classes (all by not doing homework) that he can’t graduate on a normal schedule. Several of my top Algebra II students this year took Algebra II/Trig last year and scored basic—but, yes, failed for not doing their homework. Meanwhile, I have colleagues teaching AP Calculus to students who scored Below Basic on all their math state tests up to that point. How can that happen?
State universities don’t use test scores for basic admission, but grades. Which explains why remediation is such a huge problem, doesn’t it?
Of course, at this point in a conversation someone will say, condescendingly, that the students just need to learn how to put in some effort, go through the motions, and I have to fight the urge to go find a baseball bat. Really? We’re talking about a nationwide problem and some idiot treats this as a cheap sermon on morality and obedience? Seriously?
I mean, never mind the fraud that teachers are engaging in, failing competent students while giving good grades to functional illiterates. Consider the massive waste of money thrown away because so many teachers confuse homework obedience with academic achievement. And of course, because our nation is convinced that all kids must be on the college track, there’s so little room for error that one or two Fs ensure that a student is off-track and just marking time until alternative high school is an option.
Districts desperate to stop teachers from indiscriminately failing otherwise competent kids (compared to the kids who are passing) institute those policies that annoy eduformers and earn them lots of mocking catcalls—Fs can’t be less than 50%, homework can’t be more than 10% of the grade, and so on—but these policies make perfect sense when considered in light of the money districts lose to dropouts and quick credit factories that allow students to collect enough credits without learning a thing—even less than they learned from the teacher who gave them an F.
Never forget: grades are a fraud. And in homework, stop wondering about how much is given, and start asking about how much it’s worth to the grade. Because if it’s more than 5%, it’s too much.