
May 2 - May 8, 2023
www.TheExaminerNews.com 35
May 2 - May 8, 2023www.TheExaminerNews.com 35
I went into this reporting
process loaded for bear. The
target of my ire was homework
– especially for high school
students – and what seems to
be the preposterous volume of
after school work thrust upon
local teens.
The status quo struck
me as sending an inherently
contradictory message.
On the one hand, we tell our
kids to eat right, sleep right,
exercise, socialize, engage with
after school interests and prioritize mental
health.
On the other hand, we tell them to suck it
up and figure out a way to get all of their work
done at night, after, say, 12 hours of classroom
learning, clubs and sports or perhaps a part-
time job.
I’m no math whiz but the numbers just don’t
add up on fulfilling all those commitments
with time leftover to also eat well, sleep well
and generally unwind.
Something feels amiss.
But, after some reporting and research,
along with a desire to avoid confirmation bias,
I will say the issue does appear to be far more
complicated than my initial gut suggested,
even if my bottom line hasn’t changed.
At the Alter
One of the most thoughtful people in local
education is former Pleasantville schools
superintendent Mary Fox-Alter, currently a
Manhattanville College assistant director for
a doctoral program in educational leadership.
I went to Fox-Alter searching for easy
answers, but she emphasized how there are
no cookie-cutter policy solutions, and she
explained why it’s so critical to define the
terms the right way.
Not all homework is created equal, she
noted in a phone interview last week. (To
give a general sense of how complicated it
is to even establish a starting point premise
for discussion and policy prescriptions, Fox-
Alter reminded me how not all students
have a traditional “home” where they do
homework.)
Are the after school scholastic tasks just
busywork or are they designed to genuinely
enhance learning?
Are we talking about high achievers
working all day Sunday because they are
passionate about learning and competing in a
healthy fashion or because they’re following
strict demands from teachers and/or just
gunning for a higher grade point average?
Problems created by noxious levels of
college admission obsession are relevant
here too, at least in my view.
Educators need to focus on student
understanding and skill development when
assigning homework, Fox-Alter stressed.
She also points out the many variables
involved; the effectiveness of homework
can be influenced by factors such as culture,
individual family and student needs and the
learning environment.
“It should be customized,” said Fox-Alter,
Pleasantville’s superintendent for 11 years
through 2021, who now also serves as a
state monitor for the East Ramapo Central
School District. “You want to stop grading
homework; however, you want to maintain
accountability. You want to make sure that
homework focuses on learning.”
‘Solidify What We’ve
Learned’
In fact, when I first decided to
lambaste excessive homework
in this space, I wrongly assumed
that almost any local student I
contacted would tell me they
shared my general view.
I’ve known Fox Lane High
School sophomore Zach Cohen,
16, since he was a little boy. A
longtime friend of my older
daughter, Zach has always been
a particularly insightful kid. Even though I
knew he was a standout student, I figured
he’d gripe about workload.
“In terms of homework as a concept, I
do think it’s necessary for students just
to solidify what we’ve learned and time
management as well,” Cohen said in a phone
interview last week. “I mean, I would be a
much worse procrastinator than I am now if
I hadn’t learned how to get homework done
in general.”
Some nights are a breeze while other
evenings are punishing.
Zach has a passion for science. His work
in the Fox Lane science research program
is the type of at-home learning he’d pursue
whether it was “homework” or not.
“I’ll have a few weeks where I have no
homework at all, and I’ll just go home and do
what I want,” he said. “And then there will
be a few weeks where I’m working the entire
day on homework.”
Granted, course selection and academic
level come into play in this conversation.
However, shouldn’t students be protected
to some degree from themselves and/or from
potentially overbearing parents?
And while I spoke to one of the few students
in the “pro-homework” camp, even Zach,
with his passion for learning, acknowledged
issues with some of the volume.
“Right now, because of all the AP stuff, I do
feel like I am getting an unreasonable amount
of homework,” Zach conceded. “I have to do
a practice AP exam within the
course of a couple of days.
And that’s like three hours
over the course of a couple of
days, just for one class.”
Getting Busy
Zach’s mother, Natasha
Cohen, a novelist, also has a
14-year-old son, an eighth-grader, as well as
an 18-year-old son who’s a senior.
One topic we discussed was busywork.
Yes, there’s a need for repetition in
learning. But there certainly seems to be too
many occasions when students are assigned
tasks without a larger purpose in mind.
“Well, let’s say it’s a math problem and
you’ve learned the math problem, you
know how to do it, and then they give you a
sheet with 20 practice questions,” Natasha
lamented.
She also highlighted the stressors that
excessive levels of homework can deliver
into family life.
“There are actually a lot more kids than
people probably realize who are suffering
through school every day,” Natasha said.
“And then they get home and they just have
to do all this busywork, and it’s just making
their life harder.”
With all of this in mind, I wondered what
districts were doing to address related issues.
Culture Club
At the Bedford Central School District,
where the Cohens reside, Superintendent
of Schools Dr. Robert Glass told me a new
homework policy will soon be adopted.
While it’s not yet final or approved by the
Board of Education, and additional edits might
be looming, the current language in the draft
policy essentially says how homework is
designed to foster independent study skills,
develop responsibility, reinforce in-school
learning and prepare students for class
participation.
The policy does outline guidelines for time
expectations and how assignments will be
weighted in grading, taking into account age
group, individual student and developmental
considerations.
It also emphasizes how homework should
not rely on parental/guardian involvement
and must be mindful of cultural and religious
observances.
But in my amateur view, there’s not
enough explicit detail addressing the need to
keep time requirements manageable.
Even in accepting all of the complexities,
I still fail to fully grasp why policy goals can’t
be developed to generally discourage more
than X amount of required after school work
per day, with grade level and other variables
in mind.
It can be a guideline, not a mandate; a
culture change, not a granular decree.
How about we basically ban, at least in
general policy spirit, any high school student
getting saddled with more than an hour of
mandated homework on any given night?
Of course, there are long-term projects,
reading assignments and studying, all making
it impossible to enact any neat formula. Yet
that doesn’t mean we can’t redouble efforts to
keep most of school in school.
Numbers Game
The average high school student spends
nearly seven hours per week on homework,
according to the National Center for Education
Statistics.
Setting aside the highly
variable nature of these
stats, and even if taking the
numbers at face value, also
keep in mind how some
weeks are obviously far more
demanding and stressful than
the seven-hour weeks, in order to even
arrive at that average. You really only need
one grueling homework night per week to
torpedo a healthy sleep schedule.
Research has also shown that a whopping
70 percent of teens in the U.S., ages 13 to 17,
cite anxiety or depression as significant
problems among their peers.
While studies about homework’s impact
can be murky and often fail to consider all the
nuanced and localized factors at play when
scholars make grand pronouncements, I did
review several serious studies that appear
to empirically confirm some common-sense
conclusions.
In 2013, social scientists conducted
a significant study on the subject, focused
on 10 high-performing high schools in upper
middle class communities.
Students who did more hours of homework
experienced greater academic stress, physical
health problems and lack of balance in their
lives, according to findings published in The
Journal of Experimental Education.
Just from a layman and anecdotal
perspective, I really can’t imagine how
this finding could be anything less than
unequivocally true.
Party Like it’s 1899
Yes, the homework debate is old, and high-
profile. It certainly isn’t slipping beneath
anyone’s radar screen. At the same time,
I’ve been surprised to find what strikes me
as a general fatalism on the subject – an
acceptance that high school students studying
through the wee hours and then waking at the
crack of dawn is just written into the stars.
“We haven’t changed the configuration
of a school day since the 19th century,”
Fox-Alter observed. “Kids deal with it and
teachers – your poor wife is in the midst of
this – are expected to do more in the same
time structure.” (My wife is a second-grade
teacher.)
The Khan Lab School in Palo Alto, Calif.,
for example, maintains an extended day
better coinciding with parent schedules – 8
a.m. to 6 p.m. – and students are provided
the opportunity to complete all of their work
at the nonprofit private school, allowing
proper time at home for family, hobbies, non-
academic interests and rest.
Here in New York, the North Rockland
Central School District eliminated all home
learning assignments on weekends and
school breaks back in 2019, and also enacted
daily time limits on how long assignments
should take.
Earlier this year, the president of Ireland
even weighed in, stating his desire for an end
to homework.
Stress Ball
Just last week, I was told of an area
school principal who met with student
representatives and that district’s board of
education.
She told her colleagues how the tension
and angst she feels inside her high school is
palpable, with student anxiety through the
roof.
Her basic message: the kids are not all
right.
Even though excessive homework
obviously isn’t the only culprit – social media,
hormones, substances, and families are just
a few other variables that jump to mind – it
certainly can’t be helping the tightly wound
stress ball that is adolescent life in 2023.
While many educators advocate for “good
homework,” not busywork, there can also be
too much good homework.
The whole topic can be vexing, with lots of
important questions and caveats, and there
are few obvious answers or simple solutions.
Yes, homework policy should prioritize
learning, not achieving. But it should also be
mindful of volume.
Are we sincere when we advocate for
adolescents to live healthy, well-rounded
lives?
If so, despite the hedging, I still think
there’s just way too much damn work for
students after the school day is done.
We need to give kids a chance to breathe,
and hopefully be all right.
By Adam Stone
Stone’
Throw
s
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Homework Overload: Balancing Education with Sanity