should assignments be removed in school

25 Reasons Homework Should Be Banned (Busywork Arguments)

As students across the globe plow through heaps of homework each night, one question lingers in the minds of educators, parents, and students alike: should homework be banned?

This question is not new, yet it continues to spark lively debate as research findings, anecdotal evidence, and personal experiences paint a complex picture of the pros and cons of homework.

On one hand, proponents of homework argue that it reinforces classroom learning, encourages a disciplined work ethic, and provides teachers with valuable insight into student comprehension. They see homework as an extension of classroom instruction that solidifies and enriches learning while fostering important skills like time management and self-discipline. It also offers an opportunity for parents to be involved in their children's education.

However, some people say there are a lot of downsides. They argue that excessive homework can lead to stress and burnout, reduce time for extracurricular activities and family interactions, exacerbate educational inequalities, and even negatively impact students' mental health.

This article presents 25 reasons why we might need to seriously consider this radical shift in our educational approach. But first, lets share some examples of what homework actually is.

Examples of Homework

These examples cover a wide range of subjects and complexity levels, reflecting the variety of homework assignments students might encounter throughout their educational journey.

Spelling lists to memorize for a test
Math worksheets for practicing basic arithmetic operations
Reading assignments from children's books
Simple science projects like growing a plant
Basic geography assignments like labeling a map
Art projects like drawing a family portrait
Writing book reports or essays
Advanced math problems
Research projects on various topics
Lab reports for science experiments
Reading and responding to literature
Preparing presentations on various topics
Advanced math problems involving calculus or algebra
Reading classic literature and writing analytical essays
Research papers on historical events
Lab reports for advanced science experiments
Foreign language exercises
Preparing for standardized tests
College application essays
Extensive research papers
In-depth case studies
Advanced problem-solving in subjects like physics, engineering, etc.
Thesis or dissertation writing
Extensive reading and literature reviews
Internship or practicum experiences

Lack of proven benefits

Homework has long been a staple of traditional education, dating back centuries. However, the actual efficacy of homework in enhancing learning outcomes remains disputed. A number of studies indicate that there's no conclusive evidence supporting the notion that homework improves academic performance, especially in primary education . In fact, research suggests that for younger students, the correlation between homework and academic achievement is weak or even negative .

Too much homework can often lead to increased stress and decreased enthusiasm for learning. This issue becomes particularly pressing when considering the common 'more is better' approach to homework, where the quantity of work given to students often outweighs the quality and effectiveness of the tasks. For instance, spending countless hours memorizing facts for a history test may not necessarily translate to better understanding or long-term retention of the subject matter.

However, it's worth noting that homework isn't completely devoid of benefits. It can help foster self-discipline, time management skills, and the ability to work independently. But, these positive outcomes are usually more pronounced in older students and when homework assignments are thoughtfully designed and not excessive in volume.

When discussing the merits and drawbacks of homework, it's critical to consider the nature of the assignments. Routine, repetitive tasks often associated with 'drill-and-practice' homework, such as completing rows of arithmetic problems or copying definitions from a textbook, rarely lead to meaningful learning. On the other hand, assignments that encourage students to apply what they've learned in class, solve problems, or engage creatively with the material can be more beneficial.

Increased stress

Homework can often lead to a significant increase in stress levels among students. This is especially true when students are burdened with large volumes of homework, leaving them with little time to relax or pursue other activities. The feeling of constantly racing against the clock to meet deadlines can contribute to anxiety, frustration, and even burnout.

Contrary to popular belief, stress does not necessarily improve performance or productivity. In fact, high levels of stress can negatively impact memory, concentration, and overall cognitive function. This counteracts the very purpose of homework, which is intended to reinforce learning and improve academic outcomes.

However, one might argue that homework can teach students about time management, organization, and how to handle pressure. These are important life skills that could potentially prepare them for future responsibilities. But it's essential to strike a balance. The pressure to complete homework should not come at the cost of a student's mental wellbeing.

Limited family time

Homework often infringes upon the time students can spend with their families. After spending the entire day in school, children come home to yet more academic work, leaving little room for quality family interactions. This limited family time can hinder the development of important interpersonal skills and familial bonds.

Moreover, family time isn't just about fun and relaxation. It also plays a crucial role in the social and emotional development of children. Opportunities for unstructured play, family conversations, and shared activities can contribute to children's well-being and character building.

Nonetheless, advocates of homework might argue that it can be a platform for parental involvement in a child's education. While this may be true, the involvement should not transform into parental control or cause friction due to differing expectations and pressures.

Reduced physical activity

Homework can often lead to reduced physical activity by eating into the time students have for sports, recreation, and simply being outdoors. Physical activity is essential for children's health, well-being, and even their academic performance. Research suggests that physical activity can enhance cognitive abilities, improve concentration, and reduce symptoms of ADHD .

Homework, especially when it's boring and repetitive, can deter students from engaging in physical activities, leading to a sedentary lifestyle. This lack of balance between work and play can contribute to physical health problems such as obesity, poor posture, and related health concerns.

Homework proponents might point out that disciplined time management could allow students to balance both work and play. However, given the demanding nature of many homework assignments, achieving this balance is often easier said than done.

Negative impact on sleep

A significant concern about homework is its impact on students' sleep patterns. Numerous studies have linked excessive homework to sleep deprivation in students. Children often stay up late to complete assignments, reducing the amount of sleep they get. Lack of sleep can result in a host of issues, from poor academic performance and difficulty concentrating to physical health problems like weakened immunity.

Even the quality of sleep can be affected. The stress and anxiety from a heavy workload can lead to difficulty falling asleep or restless nights. And let's not forget that students often need to wake up early for school, compounding the negative effects of late-night homework sessions.

On the other hand, some argue that homework can teach children time management skills, suggesting that effective organization could help prevent late-night work. However, when schools assign excessive amounts of homework, even the best time management might not prevent encroachment on sleep time.

Homework can exacerbate existing educational inequalities. Not all students have access to a conducive learning environment at home, necessary resources, or support from educated family members. For these students, homework can become a source of stress and disadvantage rather than an opportunity to reinforce learning.

Children from lower socio-economic backgrounds might need to contribute to household chores or part-time work, limiting the time they have for homework. This can create a gap in academic performance and grades, reflecting not on the students' abilities but their circumstances.

While homework is meant to level the playing field by providing additional learning time outside school, it often does the opposite. It's worth noting that students from privileged backgrounds can often access additional help like tutoring, further widening the gap.

Reduced creativity and independent thinking

Homework, particularly when it involves rote learning or repetitive tasks, can stifle creativity and independent thinking. Students often focus on getting the "right" answers to please teachers rather than exploring different ideas and solutions. This can hinder their ability to think creatively and solve problems independently, skills that are increasingly in demand in the modern world.

Homework defenders might claim that it can also promote independent learning. True, when thoughtfully designed, homework can encourage this. But, voluminous or repetitive tasks tend to promote compliance over creativity.

Diminished interest in learning

Overburdening students with homework can diminish their interest in learning. After long hours in school followed by more academic tasks at home, learning can begin to feel like a chore. This can lead to a decline in intrinsic motivation and an unhealthy association of learning with stress and exhaustion.

In theory, homework can deepen interest in a subject, especially when it involves projects or research. Yet, an excess of homework, particularly routine tasks, might achieve the opposite, turning learning into a source of stress rather than enjoyment.

Inability to pursue personal interests

Homework can limit students' ability to pursue personal interests. Hobbies, personal projects, and leisure activities are crucial for personal development and well-being. With heavy homework loads, students may struggle to find time for these activities, missing out on opportunities to discover new interests and talents.

Supporters of homework might argue that it teaches students to manage their time effectively. However, even with good time management, an overload of homework can crowd out time for personal interests.

Excessive workload

The issue of excessive workload is a common complaint among students. Spending several hours on homework after a full school day can be mentally and physically draining. This workload can lead to burnout, decreased motivation, and negative attitudes toward school and learning.

While homework can help consolidate classroom learning, too much can be counterproductive. It's important to consider the overall workload of students, including school, extracurricular activities, and personal time, when assigning homework.

Limited time for reflection

Homework can limit the time students have for reflection. Reflection is a critical part of learning, allowing students to digest and integrate new information. With the constant flow of assignments, there's often little time left for this crucial process. Consequently, the learning becomes superficial, and the true understanding of subjects can be compromised.

Although homework is meant to reinforce what's taught in class, the lack of downtime for reflection might hinder deep learning. It's important to remember that learning is not just about doing, but also about thinking.

Increased pressure on young children

Young children are particularly vulnerable to the pressures of homework. At an age where play and exploration are vital for cognitive and emotional development, too much homework can create undue pressure and stress. This pressure can instigate a negative relationship with learning from an early age, potentially impacting their future attitude towards education.

Advocates of homework often argue that it prepares children for the rigors of their future academic journey. However, placing too much academic pressure on young children might overshadow the importance of learning through play and exploration.

Lack of alignment with real-world skills

Traditional homework often lacks alignment with real-world skills. Assignments typically focus on academic abilities at the expense of skills like creativity, problem-solving, and emotional intelligence. These are crucial for success in the modern workplace and are often under-emphasized in homework tasks.

Homework can be an opportunity to develop these skills when properly structured. However, tasks often focus on memorization and repetition, rather than cultivating skills relevant to the real world.

Loss of motivation

Excessive homework can lead to a loss of motivation. The constant pressure to complete assignments and meet deadlines can diminish a student's intrinsic motivation to learn. This loss of motivation might not only affect their academic performance but also their love of learning, potentially having long-term effects on their educational journey.

Some believe homework instills discipline and responsibility. But, it's important to balance these benefits against the potential for homework to undermine motivation and engagement.

Disruption of work-life balance

Maintaining a healthy work-life balance is as important for students as it is for adults. Overloading students with homework can disrupt this balance, leaving little time for relaxation, socializing, and extracurricular activities. All of these are vital for a student's overall development and well-being.

Homework supporters might argue that it prepares students for the workloads they'll face in college and beyond. But it's also crucial to ensure students have time to relax, recharge, and engage in non-academic activities for a well-rounded development.

Impact on mental health

There's a growing body of evidence showing the negative impact of excessive homework on students' mental health. The stress and anxiety from heavy homework loads can contribute to issues like depression, anxiety, and even thoughts of suicide. Student well-being should be a top priority in education, and the impact of homework on mental health cannot be ignored.

While some might argue that homework helps students develop resilience and coping skills, it's important to ensure these potential benefits don't come at the expense of students' mental health.

Limited time for self-care

With excessive homework, students often find little time for essential self-care activities. These can include physical exercise, proper rest, healthy eating, mindfulness, or even simple leisure activities. These activities are critical for maintaining physical health, emotional well-being, and cognitive function.

Some might argue that managing homework alongside self-care responsibilities teaches students valuable life skills. However, it's important that these skills don't come at the cost of students' health and well-being.

Decreased family involvement

Homework can inadvertently lead to decreased family involvement in a child's learning. Parents often feel unqualified or too busy to help with homework, leading to missed opportunities for family learning interactions. This can also create stress and conflict within the family, especially when parents have high expectations or are unable to assist.

Some believe homework can facilitate parental involvement in education. But, when it becomes a source of stress or conflict, it can discourage parents from engaging in their child's learning.

Reinforcement of inequalities

Homework can unintentionally reinforce inequalities. Students from disadvantaged backgrounds might lack access to resources like private tutors or a quiet study space, placing them at a disadvantage compared to their more privileged peers. Additionally, these students might have additional responsibilities at home, further limiting their time to complete homework.

While the purpose of homework is often to provide additional learning opportunities, it can inadvertently reinforce existing disparities. Therefore, it's essential to ensure that homework doesn't favor students who have more resources at home.

Reduced time for play and creativity

Homework can take away from time for play and creative activities. These activities are not only enjoyable but also crucial for the cognitive, social, and emotional development of children. Play allows children to explore, imagine, and create, fostering innovative thinking and problem-solving skills.

Some may argue that homework teaches discipline and responsibility. Yet, it's vital to remember that play also has significant learning benefits and should be a part of every child's daily routine.

Increased cheating and academic dishonesty

The pressure to complete homework can sometimes lead to increased cheating and academic dishonesty. When faced with a large volume of homework, students might resort to copying from friends or searching for answers online. This undermines the educational value of homework and fosters unhealthy academic practices.

While homework is intended to consolidate learning, the risk of promoting dishonest behaviors is a concern that needs to be addressed.

Strained teacher-student relationships

Excessive homework can strain teacher-student relationships. If students begin to associate teachers with stress or anxiety from homework, it can hinder the development of a positive learning relationship. Furthermore, if teachers are perceived as being unfair or insensitive with their homework demands, it can impact the overall classroom dynamic.

While homework can provide an opportunity for teachers to monitor student progress, it's important to ensure that it doesn't negatively affect the teacher-student relationship.

Negative impact on family dynamics

Homework can impact family dynamics. Parents might feel compelled to enforce homework completion, leading to potential conflict, stress, and tension within the family. These situations can disrupt the harmony in the household and strain relationships.

Homework is sometimes seen as a tool to engage parents in their child's education. However, it's crucial to ensure that this involvement doesn't turn into a source of conflict or pressure.

Cultural and individual differences

Homework might not take into account cultural and individual differences. Education is not a one-size-fits-all process, and what works for one student might not work for another. Some students might thrive on hands-on learning, while others prefer auditory or visual learning methods. By standardizing homework, we might ignore these individual learning styles and preferences.

Homework can also overlook cultural differences. For students from diverse cultural backgrounds, certain types of homework might seem irrelevant or difficult to relate to, leading to disengagement or confusion.

Encouragement of surface-level learning

Homework often encourages surface-level learning instead of deep understanding. When students are swamped with homework, they're likely to rush through assignments to get them done, rather than taking the time to understand the concepts. This can result in superficial learning where students memorize information to regurgitate it on assignments and tests, instead of truly understanding and internalizing the knowledge.

While homework is meant to reinforce classroom learning, the quality of learning is more important than the quantity. It's important to design homework in a way that encourages deep, meaningful learning instead of mere rote memorization.

Diathesis-Stress Model (Definition + Examples)
HPA Axis (Hypothalamic Pituitary Adrenal Axis)
General Adaptation Syndrome Theory
Careers in Psychology
The Stress Response (General Adaptation Syndome)

Reference this article:

About The Author

Free Personality Test

Free Memory Test

Free IQ Test

PracticalPie.com is a participant in the Amazon Associates Program. As an Amazon Associate we earn from qualifying purchases.

Youtube Facebook Instagram X/Twitter

Psychology Resources

Developmental

Personality

Relationships

Psychologists

Serial Killers

Psychology Tests

Personality Quiz

Memory Test

Depression test

Type A/B Personality Test

Why I Think All Schools Should Abolish Homework

Two brothers work on laptop computers at home

H ow long is your child’s workweek? Thirty hours? Forty? Would it surprise you to learn that some elementary school kids have workweeks comparable to adults’ schedules? For most children, mandatory homework assignments push their workweek far beyond the school day and deep into what any other laborers would consider overtime. Even without sports or music or other school-sponsored extracurriculars, the daily homework slog keeps many students on the clock as long as lawyers, teachers, medical residents, truck drivers and other overworked adults. Is it any wonder that,deprived of the labor protections that we provide adults, our kids are suffering an epidemic of disengagement, anxiety and depression ?

With my youngest child just months away from finishing high school, I’m remembering all the needless misery and missed opportunities all three of my kids suffered because of their endless assignments. When my daughters were in middle school, I would urge them into bed before midnight and then find them clandestinely studying under the covers with a flashlight. We cut back on their activities but still found ourselves stuck in a system on overdrive, returning home from hectic days at 6 p.m. only to face hours more of homework. Now, even as a senior with a moderate course load, my son, Zak, has spent many weekends studying, finding little time for the exercise and fresh air essential to his well-being. Week after week, and without any extracurriculars, Zak logs a lot more than the 40 hours adults traditionally work each week — and with no recognition from his “bosses” that it’s too much. I can’t count the number of shared evenings, weekend outings and dinners that our family has missed and will never get back.

How much after-school time should our schools really own?

In the midst of the madness last fall, Zak said to me, “I feel like I’m working towards my death. The constant demands on my time since 5th grade are just going to continue through graduation, into college, and then into my job. It’s like I’m on an endless treadmill with no time for living.”

My spirit crumbled along with his.

Like Zak, many people are now questioning the point of putting so much demand on children and teens that they become thinly stretched and overworked. Studies have long shown that there is no academic benefit to high school homework that consumes more than a modest number of hours each week. In a study of high schoolers conducted by the Organization for Economic Cooperation and Development (OECD), researchers concluded that “after around four hours of homework per week, the additional time invested in homework has a negligible impact on performance.”

In elementary school, where we often assign overtime even to the youngest children, studies have shown there’s no academic benefit to any amount of homework at all.

Our unquestioned acceptance of homework also flies in the face of all we know about human health, brain function and learning. Brain scientists know that rest and exercise are essential to good health and real learning . Even top adult professionals in specialized fields take care to limit their work to concentrated periods of focus. A landmark study of how humans develop expertise found that elite musicians, scientists and athletes do their most productive work only about four hours per day .

Yet we continue to overwork our children, depriving them of the chance to cultivate health and learn deeply, burdening them with an imbalance of sedentary, academic tasks. American high school students , in fact, do more homework each week than their peers in the average country in the OECD, a 2014 report found.

It’s time for an uprising.

Already, small rebellions are starting. High schools in Ridgewood, N.J. , and Fairfax County, Va., among others, have banned homework over school breaks. The entire second grade at Taylor Elementary School in Arlington, Va., abolished homework this academic year. Burton Valley Elementary School in Lafayette, Calif., has eliminated homework in grades K through 4. Henry West Laboratory School , a public K-8 school in Coral Gables, Fla., eliminated mandatory, graded homework for optional assignments. One Lexington, Mass., elementary school is piloting a homework-free year, replacing it with reading for pleasure.

More from TIME

Across the Atlantic, students in Spain launched a national strike against excessive assignments in November. And a second-grade teacher in Texas, made headlines this fall when she quit sending home extra work , instead urging families to “spend your evenings doing things that are proven to correlate with student success. Eat dinner as a family, read together, play outside and get your child to bed early.”

It is time that we call loudly for a clear and simple change: a workweek limit for children, counting time on the clock before and after the final bell. Why should schools extend their authority far beyond the boundaries of campus, dictating activities in our homes in the hours that belong to families? An all-out ban on after-school assignments would be optimal. Short of that, we can at least sensibly agree on a cap limiting kids to a 40-hour workweek — and fewer hours for younger children.

Resistance even to this reasonable limit will be rife. Mike Miller, an English teacher at Thomas Jefferson High School for Science and Technology in Alexandria, Va., found this out firsthand when he spearheaded a homework committee to rethink the usual approach. He had read the education research and found a forgotten policy on the county books limiting homework to two hours a night, total, including all classes. “I thought it would be a slam dunk” to put the two-hour cap firmly in place, Miller said.

But immediately, people started balking. “There was a lot of fear in the community,” Miller said. “It’s like jumping off a high dive with your kids’ future. If we reduce homework to two hours or less, is my kid really going to be okay?” In the end, the committee only agreed to a homework ban over school breaks.

Miller’s response is a great model for us all. He decided to limit assignments in his own class to 20 minutes a night (the most allowed for a student with six classes to hit the two-hour max). His students didn’t suddenly fail. Their test scores remained stable. And they started using their more breathable schedule to do more creative, thoughtful work.

That’s the way we will get to a sane work schedule for kids: by simultaneously pursuing changes big and small. Even as we collaboratively press for policy changes at the district or individual school level, all teachers can act now, as individuals, to ease the strain on overworked kids.

As parents and students, we can also organize to make homework the exception rather than the rule. We can insist that every family, teacher and student be allowed to opt out of assignments without penalty to make room for important activities, and we can seek changes that shift practice exercises and assignments into the actual school day.

We’ll know our work is done only when Zak and every other child can clock out, eat dinner, sleep well and stay healthy — the very things needed to engage and learn deeply. That’s the basic standard the law applies to working adults. Let’s do the same for our kids.

Vicki Abeles is the author of the bestseller Beyond Measure: Rescuing an Overscheduled, Overtested, Underestimated Generation, and director and producer of the documentaries “ Race to Nowhere ” and “ Beyond Measure. ”

More Must-Reads From TIME

What Student Photojournalists Saw at the Campus Protests
How Far Trump Would Go
Why Maternity Care Is Underpaid
Saving Seconds Is Better Than Hours
Welcome to the Golden Age of Ryan Gosling
Scientists Are Finding Out Just How Toxic Your Stuff Is
The 100 Most Influential People of 2024
Want Weekly Recs on What to Watch, Read, and More? Sign Up for Worth Your Time

Is it time to get rid of homework? Mental health experts weigh in.

It's no secret that kids hate homework. And as students grapple with an ongoing pandemic that has had a wide range of mental health impacts, is it time schools start listening to their pleas about workloads?

Some teachers are turning to social media to take a stand against homework.

Tiktok user @misguided.teacher says he doesn't assign it because the "whole premise of homework is flawed."

For starters, he says, he can't grade work on "even playing fields" when students' home environments can be vastly different.

"Even students who go home to a peaceful house, do they really want to spend their time on busy work? Because typically that's what a lot of homework is, it's busy work," he says in the video that has garnered 1.6 million likes. "You only get one year to be 7, you only got one year to be 10, you only get one year to be 16, 18."

Mental health experts agree heavy workloads have the potential do more harm than good for students, especially when taking into account the impacts of the pandemic. But they also say the answer may not be to eliminate homework altogether.

Emmy Kang, mental health counselor at Humantold , says studies have shown heavy workloads can be "detrimental" for students and cause a "big impact on their mental, physical and emotional health."

"More than half of students say that homework is their primary source of stress, and we know what stress can do on our bodies," she says, adding that staying up late to finish assignments also leads to disrupted sleep and exhaustion.

Cynthia Catchings, a licensed clinical social worker and therapist at Talkspace , says heavy workloads can also cause serious mental health problems in the long run, like anxiety and depression.

And for all the distress homework can cause, it's not as useful as many may think, says Dr. Nicholas Kardaras, a psychologist and CEO of Omega Recovery treatment center.

"The research shows that there's really limited benefit of homework for elementary age students, that really the school work should be contained in the classroom," he says.

For older students, Kang says, homework benefits plateau at about two hours per night.

"Most students, especially at these high achieving schools, they're doing a minimum of three hours, and it's taking away time from their friends, from their families, their extracurricular activities. And these are all very important things for a person's mental and emotional health."

Catchings, who also taught third to 12th graders for 12 years, says she's seen the positive effects of a no-homework policy while working with students abroad.

"Not having homework was something that I always admired from the French students (and) the French schools, because that was helping the students to really have the time off and really disconnect from school," she says.

The answer may not be to eliminate homework completely but to be more mindful of the type of work students take home, suggests Kang, who was a high school teacher for 10 years.

"I don't think (we) should scrap homework; I think we should scrap meaningless, purposeless busy work-type homework. That's something that needs to be scrapped entirely," she says, encouraging teachers to be thoughtful and consider the amount of time it would take for students to complete assignments.

The pandemic made the conversation around homework more crucial

Mindfulness surrounding homework is especially important in the context of the past two years. Many students will be struggling with mental health issues that were brought on or worsened by the pandemic , making heavy workloads even harder to balance.

"COVID was just a disaster in terms of the lack of structure. Everything just deteriorated," Kardaras says, pointing to an increase in cognitive issues and decrease in attention spans among students. "School acts as an anchor for a lot of children, as a stabilizing force, and that disappeared."

But even if students transition back to the structure of in-person classes, Kardaras suspects students may still struggle after two school years of shifted schedules and disrupted sleeping habits.

"We've seen adults struggling to go back to in-person work environments from remote work environments. That effect is amplified with children because children have less resources to be able to cope with those transitions than adults do," he explains.

'Get organized' ahead of back-to-school

In order to make the transition back to in-person school easier, Kang encourages students to "get good sleep, exercise regularly (and) eat a healthy diet."

To help manage workloads, she suggests students "get organized."

"There's so much mental clutter up there when you're disorganized. ... Sitting down and planning out their study schedules can really help manage their time," she says.

Breaking up assignments can also make things easier to tackle.

"I know that heavy workloads can be stressful, but if you sit down and you break down that studying into smaller chunks, they're much more manageable."

If workloads are still too much, Kang encourages students to advocate for themselves.

"They should tell their teachers when a homework assignment just took too much time or if it was too difficult for them to do on their own," she says. "It's good to speak up and ask those questions. Respectfully, of course, because these are your teachers. But still, I think sometimes teachers themselves need this feedback from their students."

More: Some teachers let their students sleep in class. Here's what mental health experts say.

More: Some parents are slipping young kids in for the COVID-19 vaccine, but doctors discourage the move as 'risky'

LAST STRETCH!

You can still support your source of education news this teacher appreciation week.

The Hechinger Report

Covering Innovation & Inequality in Education

OPINION: The time has come to stop assigning letter and number grades

Letters to the Editor

At The Hechinger Report, we publish thoughtful letters from readers that contribute to the ongoing discussion about the education topics we cover. Please read our guidelines for more information. We will not consider letters that do not contain a full name and valid email address. You may submit news tips or ideas here without a full name, but not letters.

By submitting your name, you grant us permission to publish it with your letter. We will never publish your email address. You must fill out all fields to submit a letter.

Your email address will not be published. Required fields are marked *

Save my name, email, and website in this browser for the next time I comment.

Sign me up for the newsletter!

Should Schools Eliminate Homework?

Rachel Sokol

Recently, some schools districts in New York, Vermont, Florida, and Pennsylvania decided to ban homework. They claim that a student's time can be better spent reading, engaged in a sport/activity, or bonding with family members. Is it possible for kids to still process what they're taught at school and receive a solid, well-rounded education without doing any homework? At FamilyEducation we weighed the pros and cons of homework.

It Applies to Real Life

Parents Can Reinforce Concepts

Homework gives parents a glimpse of what their kids are being taught in the classroom--and armed with that knowledge, says Ridner, parents should become advocates for their child's learning. "Involve kids in cooking to help them practice math skills, have them help with gardening to introduce basic science principles, or take them on short educational outings after school to encourage learning."

Don't Rule Out Screentime

Introduce kids to educational apps. "Short, animated video lessons can keep your child engaged and teach them new material, or help them brush up on information they learned in class," says Ridner.

Kids Learn Differently

According to Ridner, it's important to remember that kids have different learning styles; some may be visual learners while others favor written words. "Some kids may need that extra time at home to master certain subjects, while for others, class time is sufficient. Helping your child learn at home allows you to experiment with different learning techniques and determine what works best for your child." Adds educator Franklin Schargel : "Homework allows students to deepen their learning and to raise questions about the work they do not understand." That's where supervised online research at home may come into play.

Consider "Splitting Up" Assignments

To help prevent "brain drain", Schargel suggests elementary school teachers 'break up' work to do at home; so every night is a different subject. "Monday can be Science, Tuesday -- English, Wednesday -- Math, Thursday -- History and so on," he says. Barbara Hershey, Executive Director, Parents, Teachers and Advocates, Inc., recommends 15-20 minutes of assignments for Kindergarten to 3rd grade, 4 times a week; and 20-45 minutes for grades 4 to 8, 4 times a week, plus test prep.

Lesson Concepts Should be Done at School

Karen M. Ricks, a certified Montessori elementary teacher and chef at OurKitchenClassroom.com argues that homework makes "no contribution to academic achievement for elementary children, and may only moderately impact performance for older students." She believes that the introduction, practice, and review of lesson concepts and objectives can and should be done at school during regular elementary school hours. "This allows children the remainder of the day for exploration of other extracurricular interests."

Consider the Mental Separation, and Leisure Time

Homework elimination, adds Ricks, gives young children plenty of free time after school in which to pursue music, art, sports, and leisure; provides adequate time for family meals, reading (independent and/or with a parent), and rest, and ensures ongoing enthusiasm for learning by allowing sufficient mental separation from academic activity. "Rather than resulting in laziness and a lack of desire, I believe homework elimination has exactly the opposite effect, motivating children to dive more deeply into activities which most interest them."

Kids Can Only Process So Much

Remember: Parents Cannot Always "Help" With Homework

"Some students have a parent at home who knows how to support them, and some don't," says Robinson. "Factoring homework into a student's grade is unfair at such a young age because it is so dependent on what a parent is able to do." At Robinson's school, those who agreed with homework elimination felt like it reduced stress at home, allowed families to spend more quality time together, and made their children happier. "Those that disagreed felt like they weren't as tapped into how their students were doing academically and wanted the extra push for their children."

Students Can Still Learn Responsibility

"Students can learn about responsibility in a variety of ways," explains Robinson, "and if you as a parent are nagging your child to do their work each night and find yourself in a constant battle, are you really teaching them to be responsible anyway?"

Nancy Gretzinger, EdD, an Arizona-based retired teacher, feels homework should be given as extra credit. "I don't believe kids will become lazy without homework, however, they will be unprepared for the responsibility, discipline, and amount of homework in middle and high school," she argues. "By middle school and especially high school, it can be hours of assignments per night."

Reading is a Solid Alternative

"I would highly recommend reading for 10 -30 minutes a night," says Gretzinger, who suggests schools supply a reading log documenting what kids are reading, and for how long. "Families might consider a group silent reading time for all members for several reasons, such as, it would give the family 'together time,' and illustrate the importance of reading. An alternative would be some type of game or puzzle, which can also be logged."

About Rachel

Subscribe to family education.

Your partner in parenting from baby name inspiration to college planning.

Share full article

Supported by

student opinion

Has a School Assignment or Activity Ever Made You Uncomfortable?

Have you encountered lesson plans, class activities or school traditions that should be recognized as outdated, sexist or racist?

By Shannon Doyne

Students in U.S. high schools can get free digital access to The New York Times until Sept. 1, 2021.

For years a high school in northwest Texas had a tradition of seniors role-playing life in the Middle Ages as part of an English class assignment that followed the reading of “Beowulf” and the works of Chaucer. The activity awarded points to students for complying with 11 “rules for chivalry.”

What were the rules? Boys were supposed to wear suits and ties, refrain from using vulgar language, hold doors for girls and call them “milady.” Girls were supposed to wear frocks and heels, clean up after the boys, bring them soft drinks and baked goods, and curtsy and lower their heads while addressing the boys by their “titles.”

The Times reported that the school canceled this year’s activity after parents complained. While some students were excited to participate in the role play, other students were upset.

What are your initial thoughts about this role play and the reaction from the community?

Has a school assignment or activity ever made you uncomfortable? Have you encountered lesson plans, class activities or school traditions that should be recognized as outdated, sexist or racist?

In “ Texas School’s Lesson on Chivalry Asked Girls to ‘Walk Daintily’ and Obey Men ,” Maria Cramer writes:

The cancellation comes as many schools are re-examining traditions that are now being recognized as outdated, sexist or racist. It also highlighted, according to students, how even well-meaning lesson plans can backfire . “I really don’t think it was the teacher’s intention to have it be such a sexist lesson,” said Hannah Carreon, 18, a senior at the high school. “There were girls that were excited to get to do this finally and get to dress up.” She added, “But there were also a lot who were obviously upset about it.” School officials declined requests for an interview and the teacher did not respond to a request for comment. In a statement, the school district superintendent, Anita Hebert, said the assignment had been removed and the “matter has been addressed with the teacher.” “This assignment has been reviewed, and despite its historical context, it does not reflect our district and community values,” Dr. Hebert said. The exercise had been scheduled to take place on Wednesday. Female and male students, who had been reading “Beowulf” and the works of Chaucer, were given assignment sheets that described 11 “rules for chivalry.” They would be awarded 10 points for every rule they followed. Boys were asked to rise any time a female student or faculty member entered a room, to avoid profanity or “vulgar words” and to “allow ladies to leave the room before they leave.” Girls had to walk behind men or “walk daintily, as if their feet were bound”; address men with “a lowered head and a curtsy”; “clean up” after their male classmates; and “obey any reasonable request” from a man. According to Colin Tynes Lain, 18, a senior, the teacher had anticipated backlash and said students who were uncomfortable with the assignment could write a one-page essay instead. In the past, Mr. Lain said, the teacher had given parents and teachers a written disclaimer explaining that the goal of the project was to show how the chivalric code was used to obscure chauvinistic principles that harmed women. “That’s what she was trying to pull our attention to,” he said. “That this was not chivalry in any way.” Still, he said, he felt unsettled by the idea of treating students he is used to debating and bantering with in a demeaning way. “It definitely made me uncomfortable and I would say that was her goal,” Mr. Lain said. “At the same time, I understand why certain people would be mad.”

The article concludes:

Role-playing can be an effective pedagogical tool, but teachers have to be very careful that they are not reinforcing negative gender and racial attitudes, said April Peters-Hawkins, a former sixth-grade teacher who is now a professor of school leadership at the University of Houston College of Education. “What we typically see is marginalized groups continuing to be marginalized,” she said. “Black kids being asked to play the roles of slaves, Jewish kids being asked to play the role of victims of the Holocaust and girls being asked to be subservient.” Mr. Landers said he hoped that the teacher, whom he described as caring and well liked, would find another way to have students examine the misogyny of that era beyond studying old texts. “I feel like a lot of people are trying to cover up history; we shouldn’t do that,” he said. “If men, especially teenage boys, see how girls were treated back in the 1300s, they’ll get a better sense of how to treat women today.”

Students, read the entire article, then tell us:

What do you think about this activity? In your opinion, did the school make the right decision in canceling the role play? Why?

A student quoted in the article says that the point of the activity was to feel uncomfortable portraying sexist behavior and understand that the chivalric code harmed women. Do you think most students would reach this same understanding? Why do you say that? How likely or unlikely is it that the assignment might backfire, as the article warns can happen?

What are some reasons parents, students and other teachers might object to the activity? How would someone who holds the opposing viewpoint respond to each of those objections?

A school leadership professor is quoted as saying that a common problem with role-playing is in its design: Students from marginalized groups can often be marginalized in the activity as well. Have you experienced or witnessed anything that supports this claim?

Now that the activity has been suspended, what approach should the teacher employ instead to teach about sexism in the Middle Ages? Explain your answer.

Do you think any traditions that are part of your school are outdated? Do any of these traditions seem sexist or racist, or otherwise have the capacity to make people uncomfortable or feel like they don’t really belong? If yes, what are these traditions, and how should they change?

About Student Opinion

• Find all of our Student Opinion questions in this column . • Have an idea for a Student Opinion question? Tell us about it . • Learn more about how to use our free daily writing prompts for remote learning .

Students 13 and older in the United States and the United Kingdom, and 16 and older elsewhere, are invited to comment. All comments are moderated by the Learning Network staff, but please keep in mind that once your comment is accepted, it will be made public.

Local news, paywall-free.

MinnPost’s timely reporting is available for free, all year round. But our work isn’t free to produce. Support our nonprofit newsroom with a tax-deductible donation today.

Nonprofit, independent journalism. Supported by readers.

It’s time to stop assigning letter and number grades

Stay in the know.

MinnPost’s top stories delivered straight to your inbox Monday through Saturday.

Schools should move away from assigning letter and numeric grades during the pandemic and beyond. It’s time to eliminate both the way we grade and the grades we have assigned in the past. No student should be told that he or she is failing — particularly during or after the pandemic.

The pandemic forced school systems across the world to move to virtual platforms for teaching and learning. And ever since, students, parents and families have expressed concerns about grading.

One Nashville parent was told that her daughter with a disability was failing all her classes as a virtual learner. She was not alone: A December report revealed that nearly one in five Nashville public school students was failing at least one class. And Nashville is not the only city reporting an alarming number of students receiving failing grades.

Why we must reimagine our evaluation system

As educators, we have a responsibility to reimagine our habitual mindsets about how to evaluate student progress.

Part of that reimagining must include the elimination of numeric and letter grades as we have known them in the past.

Here are some reasons I believe it is time to stop assigning such grades:

Grades are too often used as weapons that can create psychological and emotional harm to young people whose experiences, cultural practices and behaviors are incompatible with their schools and educators.
Grades perpetuate an unnecessary and relentless ethos of competition between and among students.
Grades force educators (especially teachers) to place a number and/or letter value on developing students that fails to capture the complexity and diverse range of their learning, development, knowledge, understanding and growth. Indeed, students know and understand much more than we as educators will ever realize. Why attempt to reduce that knowledge and understanding to a numeric number?
Grades send messages about worth and value that can contribute to students’ lack of self-confidence and self-esteem. Students may start to see themselves as a “B” student in math or a “D” student in history.

In some of the 16,800 school districts across the U.S., there is already talk about changing grading policies. Proposals include allowing pass-fail options and not having grades at all.

Students know and understand much more than we as educators will ever realize. Why attempt to reduce that knowledge and understanding to a numeric number?

Ongoing feedback

We should build better ways for educators not only to determine how students are doing but to report those determinations. One method is ongoing feedback.

[cms_ad:x104] Ongoing feedback involves both written and oral feedback and conversation. It can include portfolio assessments that provide narrative feedback rather than one-dimensional grades. To make these assessments, teachers need time to provide written, narrative feedback to students, and schools need to build tools that capture the diverse ways students learn and develop.

Helping students assess their own work

So, as we live through this pandemic and beyond, let’s place a permanent moratorium on traditional grades for the sake of the humanity in P-12 schools and higher education.

This commentary is republished from T he Hechinger Report , a national nonprofit newsroom that reports on education.

WANT TO ADD YOUR VOICE?

If you’re interested in joining the discussion, add your voice to the Comment section below — or consider writing a letter or a longer-form Community Voices commentary. (For more information about Community Voices, see our Submission Guidelines .)

Join the Conversation

25 Comments

This might be the worst thing I have ever read.

Well, it seems that college aptitude tests are also out of favor and on their way out.

And if we do the same for GPA results, things are getting a little thinner to make judgements about where students may find success in their post secondary education pursuits. What’s left? A lottery?

Congratulations, you are on your way to Harvard!

And this is why America is falling far behind other 1st world countries in education. We don’t take it seriously enough and let failing students graduate when they shouldn’t and don’t push them when they need help. Graduating should be a significant achievement, not a participation trophy.

When you go to the doctor, you get a diagnosis specific to you and a treatment plan. Let’s say a kid is stuck in poverty, doesn’t have what he or she needs to succeed, and is experiencing a family trauma. That child needs help, not lectures. Grading without a workable plan to address the issue is less than useless.

And don’t expect a teacher with 30 high need students to handle it. Virtual learning was terribly challenging for the homeless, families with more kids than devices and poor internet access. Last summer my AP son lined up technology for every kid at his school who didn’t have it – with financial support. Guess what – performance didn’t massively slip as a result.

We cannot do away with the grade, but need to try help struggling students get their grades in better shape. Conservatives who don’t understand how poverty works really need to educate themselves, rather than shaming kids. You do it, and your kids will follow your poor example.

“We cannot do away with the grade, but need to try help struggling students get their grades in better shape.”

I agree with that 100 percent. Lets help struggling students. But getting rid of grades is nonsense. Its actually just abandoning the struggling students because no one will track that they aren’t doing well.

Exactly this. I don’t think grades are inherently bad–the abuses and problems associated with grades listed in the article are not about grades and will remain without them; abusive teachers and administrators will find another proxy, students still need emotional support. And I don’t think that grades should be done away with, especially since I don’t believe it will solve anything.

But we do need to be way more invested in making sure that every student succeeds to their potential by ensuring they have, at least, the resources to learn and the support to determine where they need to continue to improve. That may mean that we have to pay more teachers and teachers’ aides. That may mean that we need to build in peer-to-peer and adult-student mentorships as a formal part of the education process. That may mean that we need to build in more vocation training opportunities for some students. That may mean that we emphasize that going beyond high school isn’t a binary choice of college or not-college, or worse, college or failure (for what it’s worth, I think this is something that the business world needs to adjust too…but that’s a whole other conversation).

We DO need to give a bunch of kids a mulligan on this year, but that doesn’t mean that this year should be the model for years to come. While I am on board with removing the SAT and ACT as gateways to further education, grades (not SAT or ACT scores) remain the most predictive factor for whether a student is likely to succeed in college. And despite my caution on teaching kids that it’s college or failure is wrong, college is still important for many careers. We still need to ensure that students have a way to predict their own future with respect to it.

And how would you handle the situation of students who just don’t care, won’t work to improve or achieve, won’t take advantage of tutoring or special programs to help them improve, are intent on creating problems in school, are truant, etc.? Those are the ones who typically fail. I think our schools do a very good job of offering willing students a chance to succeed. Unfortunately, some do not take the opportunity.

Also, I want to thank your son for being so proactive about helping his fellow students. Bravo!

Does everyone get a trophy too? Children are not learning the basics in public schools and we are afraid they may feel badly if they get a D or F in a class. C’s, D’s and F’s mean you need more work in that particular discipline. The problem we currently are having is a 2nd grader going to 3rd without the ability to read, Once you miss out on the basics, school becomes impossible. Not sure how giving a grade or not solves the main issue.

I agree with thesis. Often, and especially when done poorly, grading fits education researcher Paul Dressel’s definition of a grade as “an inadequate report of an inaccurate judgment by a biased and variable judge of the extent to which a learner has attained an undefined level of mastery of an unknown proportion of an indefinite material.” Feedback is key and learning outcomes are important. Ideas like “levels of mastery” is a possibile alternative to numeric or letter grades.

Levels of mastery? Isn’t that exactly what a letter grade is?

“Paul Dressel’s definition of a grade as “an inadequate report of an inaccurate judgment by a biased and variable judge of the extent to which a learner has attained an undefined level of mastery of an unknown proportion of an indefinite material.””

I suspect the Mr. Dressel has a title longer than this too many word for too little a concept quote. If I shortened the quote to “grades are bullshit because I say so” or “grades are bullshit” I believe that I would be saying the same thing. Wrongly.

I do see the value of an instructor writing out a several page opinion of the student’s learning, every quarter, on every subject, in detail so as to further the education of every student. I suggest that this idea be presented to the various teacher’s unions and school boards so that this idea can be implemented no later than this fall.

Or, a parent can simply call and ask a teacher how their son/daughter is doing in class … or show up for parent/teacher conferences. I know that many teacher initiate a call such as that if there are problems.

Some good ideas here to help children, problem is still, advancing 1st, 2nd and 3rd graders without the basics of learning. Once you can’t read as a 4th grader, they stop teaching reading basics. When you don’t understand basic math, 6×6=36 and 7×6=42, you are lost in any math class moving forward.

When the tax paying public understands kids are being pushed thru k-12 for the money attached to that child, things may change. As long as we have “school deniers”, nothing will change and this 40 year slide in educating the children will continue.

If an athlete fails to make a team or fails to win a contest do we blame someone else? (Well … some people probably do). If a business fails do we blame someone else? If a minister fails to keep all parishioners sinless do we blame the minister? If a counselor/psychologist fails to make someone mentally healthy do we blame that caregiver? If a doctor fails to save a life do we blame that doctor? Kids fail …. so blame the teacher and the schools. Doesn’t make sense. Let’s ensure that there is a system to help those who need help (and in schools there is that to an extreme degree) and then put the onus on the one who chose to fail.

If grades mattered, employers would ask applicants about them. But despite years or hectoring by educators, employers still do not care about grades.

Einstein is reputed to have said, “Not everything that can be counted counts. Not everything that counts can be counted.” How does one grade the bedside manner of a doctor? Can that be boiled down to a single number or grade? Of course not. Have you ever had to deal will a customer service representative whose performance is judged by his or her average call time? It leads to what Clark Howard refers to as “customer no-service”.

And what of educators themselves? Why don’t we boil down their performance to one number or letter? They don’t put up with nonsense like that. Quite rightly they would tell us that any such metric would never catch all of the small but very important things they do to reach students.

That’s really not true at all. Employers may not be looking at high school grades, but the steps in between rely on grades. You can’t get into med school without good grades. As a patient, I want a doctor who was smart and studied hard, as opposed to one who didn’t. Or a situation where no one knows.

Grades can be an imperfect measurement, but still have value.

Let us reimagine education.

Why not let parents choose the type (public or private) of school they want their kids to attend? They could choose a “non-grading school – union trickle down school” or a school the uses grades to asses progress and promote excellence.

Of course – this would involve being able to choose a school that is private. The taxpayers already fund students who attend religious colleges and universities, along with private colleges and universities.

Let us reimagine education in the real world.

Several years ago, as our kids approached high school, we did shop around a little. One of them being a very well funded, expensive, private religious high school with a great curriculum and fine teachers. And it was about twice the price of the local public school’s “per pupil unit” funding, despite a large endowment and strong annual giving.

They clearly told us they are not the place for turnarounds or special needs students: they don’t have the resources to accommodate them. Those types of students would be better off in a public school.

So your “reimagining” tells parents: Take your “per pupil unit” dollars and cart them off to private schools and leave the public schools with the most difficult and challenging and expensive kids to educate.

And then when these “turnarounds and/or special needs students” do not stack up against the recruited and “standardized” kids at the private school on testing and other measures you will use it as proof of your “reimagining” success.

Private schools can certainly do as they desire, but a well funded and quality K-12 public education system is critical to our success. And there are certainly things that need changing and fixing, but vouchers and other schemes like them are simply dishonest and evil.

I would be fine with ending taxpayer subsidies to religious colleges and redirecting the money to lower tuition at public universities. Good idea!

Been on that band wagon for many years. Freedom from Religion, why do my tax $ subsidize religion? And then they smart mouth me about religion and politics, Want freedom of religion, get out of my pocket book!

When will conservatives get it through their skulls? We will NEVER let you force your god on our children.

but it is OK to force your BS on others children

It seems to me that many conservatives are just trying to keep their God from being taken from them, and their children. Happy Holidays!

The alternative I was trying to describe, mastery, is described very well in a recent Washington Post Magazine article – https://www.washingtonpost.com/magazine/2021/10/20/crusade-end-grading-high-schools/?mc_cid=931133c3fb&mc_eid=0154f31c1e

You must be logged in to post a comment.

Thanks to our major sponsors.

We've recently sent you an authentication link. Please, check your inbox!

Get a code sent to your email to sign in, or sign in using a password .

Enter the code you received via email to sign in, or sign in using a password .

Subscribe to our newsletters:

Daily Newsletter MinnPost's top stories delivered to your inbox Monday through Saturday.
Events & member benefits Be the first to know about opportunities around MinnPost membership & events.

Lost your password?

Try a different email

Send another code

We took away due dates for university assignments. Here’s what we found

Senior Lecturer in History, CQUniversity Australia

Lecturer, CQUniversity Australia

Disclosure statement

This research was funded by a CQUniversity Learning and Teaching Research Development Grant.

Benjamin T. Jones does not work for, consult, own shares in or receive funding from any company or organization that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.

CQUniversity Australia provides funding as a member of The Conversation AU.

View all partners

Bahasa Indonesia

As university students around the country finish their final exams and assessments for the year, the idea of removing due dates might seem incredibly appealing.

Being more open-ended about when assignments are submitted may also seem like the logical next step for universities. Even before COVID-19, they have been looking for ways to make learning more flexible. This is generally done by offering units online or in a hybrid model , where some units are in person and some are online. But is it truly flexible if just the place has changed?

An emerging trend in the sector is “ self-paced learning ,” where students do not have to fit their learning into a university semester and there might be flexible due dates for assessments.

In other words, students with internet access and a laptop can study at a time and place that suits them.

At CQUniversity this is called “hyperflexible learning”. Our university already offers hyperflexible postgraduate units .

We wanted to know what the experience would be like for students and staff if hyperflexible units were offered at undergraduate level.

In a 2021 pilot study, we looked at four undergraduate history and communication units. The humanities was a good fit for the pilot because they attract a wide range of students, did not have tests or exams and had fewer restrictions like external accreditation.

We offered the units in the traditional mode and a hyperflexible mode. In the hyperflexible mode, students had access to all the unit content, could self-pace and did not have due dates for their written and oral assessments.

The unit’s content was self-paced, via short recorded videos and interactive learning modules , rather than traditional lectures. There were opportunities for learning with other students (like live Zoom tutorials), but these were not compulsory.

Of the group, 27 students chose to take the hyperflexible option. We interviewed them and three unit coordinators before and after the term about their experiences. We also surveyed all 12 humanities staff about their perceptions of hyperflexible learning.

While the sample size was small, students and staff suggested there are both risks and benefits to this type of study.

‘I wouldn’t have passed’: what did students say?

On balance, the students who took part had a positive experience. One even said:

If it wasn’t hyperflexible I wouldn’t have passed.

Several noted how assessment deadlines were a significant source of stress and relished the freedom to fit study around their life, rather than the other way around. Several said it made it easier to accommodate their work and family commitments.

One student said they were thrilled when they heard about the hyperflexible option because:

I am a very anxious student, and deadlines really, really stressed me out.

Other students suggested the quality of their learning was better in a hyperflexible model as they were able to “go deeper” on a topic that interested them and not have it reserved for one particular week. It was suggested that the hyperflexible unit allowed “study in a more intensive way”.

But students also raised concerns. Several noted it “feels a bit isolating”, “disconnected”, like they are “the only student doing it” and they are not “participating in the university experience”.

Others were worried they might not receive the same level of feedback from staff and there might be a temptation to “leave everything to the last minute”.

Read more: University fees are poised to change – a new system needs to consider how much courses cost and what graduates can earn

Doing two jobs: what did staff say?

University staff were generally more cautious about the benefits of hyperflexible learning. Common concerns were students would lose their sense of being part of a group, feel lost or overwhelmed, allow assignments to pile up, and it could ultimately see more students dropping out.

Staff were also concerned no due dates could increase their workload. They noted they would be less free to take leave or attend conferences if they did not have a reasonable expectation when their marking would be due. Even when students were being taught the same content, there were new challenges and as one staff member said:

I feel as though I am managing two cohorts.

Staff members did see benefits in hyperflexible learning also and most said they were willing to experiment with it. Several commented on the potential for motivated students to finish their degrees faster. One staff member noted that having now taught a hyperflexible unit:

I have confidence that most students get there in the end.

Read more: It's not just Australian students who need more food, university staff are also going hungry

Our study suggests removing due dates from undergraduate units has potential to make university study more accessible and less rigid, while reducing student stress.

One key issue is how students can maintain a sense of being together in a group, receive support, and feel a connection to their university.

Young man, studying on his own at night.

For educators, hyperflexible learning is a distinct form of teaching and staff members would need to be adequately trained and supported. This way of teaching is individualistic and seeks to fit study around the needs of each student. To some extent, this is in conflict with the ideal of university as a learning community.

Although the responses to the pilot program were largely positive, there is still a lot more we need to know about the impact of removing due dates and time pressures. For example, although due dates were removed, students still had to complete their assessments within the semester – due to university and government policies.

Also, while this approach might fit the assessment-focused humanities, we don’t know how this works in disciplines that are more heavily exam-driven (like health and IT).

Ultimately, risks associated with hyperflexible learning and the impact on both staff and students need to be considered carefully before adopting these approaches for undergrads.

So, sorry students – seems like you’ll have to finish that essay this week after all.

Universities
Higher education
Student experience
Hybrid learning

Want to write?

Write an article and join a growing community of more than 183,300 academics and researchers from 4,953 institutions.

The Classroom | Empowering Students in Their College Journey

Why School Letter Grades Should Not Be Banned From Schools

GPA: What it is and How to Calculate it

A, B, C, D and F: They’ve been around since our grandparents’ days. These letter grades are marked on students’ assignments, tests, and report cards a handful of times each school year, as an indicator of whether or not Johnny is an ace student, an average student, or struggling mightily to get by. This grading system has withstood the test of time, and yet it has detractors. Some wonder how that can be. However, more and more public schools are moving away from this traditional grading system, but there are some good reasons to keep it in place.

Early Letter Grades

The concept of assigning a score or rank to assignments, assessments, and student work has been firmly in place since 1913. Schools have utilized a standardized system of grading using letter grades. The history of this type of assessment trace loosely back to Yale in the late 18th century when students who accumulated 20 academic points earned an “Optimi.” Sixteen points was the equivalent of “second Optimi.” Twelve points was “Inferiores” and – gulp – only 10 was “Pejores.” One can only presume that there was no classification for “F” because having reached this point, the student would no longer be attending Yale.

Current Letter Grades

After a few years of traditional education, virtually every parent and child understands the meaning of letter grades. It's a standard set of score that correspond with a student's performance on specific tasks. A is typically equivalent to excellent work or mastery of content. B is an indication that the student is doing well; average to above average. C is the score directly in the middle, and equates to average. D is below average and F is a failing grade; failing to meet minimum standards.

With the current letter grade system, students know exactly what each grade means, there is a familiar language within academic evaluation; therefore you can handle any grade accordingly. Schedule a conference with the teacher or have a talk – stern, concerned or congratulatory – with little Sally. Letter grades allow parents to act with conviction right out of the starting gate and then make adjustments as they get more information.

Imagine the confusion that could occur if – as is beginning to happen – some schools use alternative grading systems and others stick with letter grades. This can cause uncertainty if a child changes schools, possibly even blemishing his academic record if “B” doesn’t quite equate with the new school’s “pretty darned good” equivalent.

It potentially becomes more of a problem if the student is changing schools because he’s moving up to middle school, high school or college. Students can flounder at a critical point in their educations if the old framework they’ve been working within throughout their entire academic careers is suddenly removed and replaced with something else.

Post-Secondary Education

Admittance and acceptance protocols at colleges and universities depend to a great extent on a student’s grade point average. A B letter grade typically confers 80 to 89 points in grade school and high school, but what does a verbal assessment equal in terms of points? Verbal assessments are open to interpretation, which at the very least would cause post-secondary schools a lot of extra manpower to decipher for purposes of acceptance.

Even adults need a good reason to tackle difficult or even unpleasant projects – otherwise, the frequently used word, "procrastination," might never have been born. They want raises, recognition and promotions in exchange for a job well done. Kids are no different and, in fact, their immaturity may make grading motivating factors even more important to their accomplishments.

Letter grades provide motivation and goals. They say, “You’re here,” and “Here’s where you have to go to achieve the next level.” There’s little or no ambiguity because letter grades are consistent and easy to understand. If Johnny wants a better letter grade, he knows he’ll have to prep and study for that exam. There’s a direct correlation between action and letter grade ramifications.

The Case Against Letter Grades

Detractors of the letter grade system argue that a student may be less likely to tackle difficult challenges because messing up might lower her A to a B, but it’s hard to imagine any quality grading system that would not be affected by poor performance unless it literally notes, “A for effort, at least.” However, if the final product was substandard, no matter how hard Sally tried, Sally can only benefit from going back to the drawing board so she can understand how to get it right next time.

Detractors also say that once a student reaches his or her letter grade goal, they are likely to stop trying and coast through to the end. He’s already there, right? What’s left to do? Plenty. An A at mid-semester doesn’t guarantee an A at term’s end – there are assignments and tests to come, so becoming complacent and slacking off will only bring that A down. The argument of possible coasting doesn’t particularly make sense. Even if the student doesn't immediately acknowledge the importance of maintaining, they will most likely remember next semester when their mid term grade is an A.

The Disadvantages of a Letter Grading System

Factors That Affect GPA

The Effects of Holding Someone Back in Kindergarten

How to Calculate a Weighted GPA to an Unweighted

How to Curve Grades Fairly

What Is a Benchmark Test in Education?

How to calculate a report card grade, how does a gpa work.

SeattlePI: The Pros and Cons of Report Cards and Letter Grades
NEA Today: Are Letter Grades Failing Our Students?
Indiana University Bloomington: An A Is Not An A Is Not An A: A History of Grading (PDF)

Beverly Bird has been writing professionally since 1983. She is the author of several novels including the bestselling "Comes the Rain" and "With Every Breath." Bird also has extensive experience as a paralegal, primarily in the areas of divorce and family law, bankruptcy and estate law. She covers many legal topics in her articles.

Should Schools Get Rid of Grades?

We asked, you responded.

A comprehensive—and controversial—report on education in Australia has savaged the concept of A – E grades . Now, the continuation of the NAPLAN is in question . So, should Australian schools ditch grades? Or, is it the best system of measurement available? We asked our members. Here’s one great response.

As a recent high-school graduate of 2017, I can confirm that students suffer from the grading system.

I valued myself by my grades, and so did my parents and my school, which aimed to achieve excellent academic results. I was in an environment where, if you performed poorly, it was frowned upon, and if you performed well, it was celebrated. For example, in Year 10, I was presented to the entire school along with other students for being a 'Model Student', having an average A grade across all subjects.

Entering into the HSC, I had high hopes. My straight-A history gave me a lot of confidence. Unfortunately, I found my marks dropped dramatically and I was soon failing nearly everything. Seeing the dreaded percentage or grade scrawled in red on my paper became my worst nightmare. I couldn't understand what was happening; I was trying harder than ever, but my marks just kept falling. I lost faith in myself.

Despite this, I believe grades should be kept in schools. Why? The grading system allows students to know where they stand and the quality of work they are producing. It is a very effective tool, particularly if detailed feedback is also provided.

However, schools, parents and the students themselves do not focus on this benefit of the grading system; instead, we all focus on the grade itself, thinking A is excellent, B is good, C is average, Ds are bad, and Es are unacceptable.

During parent-teacher interviews, my teachers would often say I was a *insert letter here* grade student. The grade was me. Some teachers even pointed that out, saying I'd be 'lucky' to get a B grade, not that if I looked at my results and their feedback and identify where I could improve and studied hard, I'd be able to see better results.

The motivation behind the grading system needs to publicly change in order to benefit students.

Yes, we know that our grade is 'feedback' on how we are performing in class. However, we need to be able to understand that we all have the ability to improve, and that a grade doesn’t define our capabilities.

In conclusion, the grading system should stay. However it should be advertised as an opportunity to learn and improve.

Congratulations to Caitlin for winning this week's writing challenge: Should Schools Get Rid of Grades? Caitlin wins a $50 Westfield gift card for her submission. For your chance to win, check out our latest writing challenges in our Competitions section . Also, be sure to follow this guide on how to win the writing challenge.

Ref: b99d050d-a3cd-4573-a2df-a8e900297d36

Why Financial Literacy Should Be Taught in Schools

Welp: New Education Reforms Won’t Let You Coast on an 'A' Anymore, May Scrap Grades Altogether

Should Australia Ditch the ATAR?

Five People in the Performing Arts Industry to Come Out of WAAPA

HOYTS - $12.50 HOYTS GA ticket (Mon-Thurs)

Win a share of $1,000 worth of gift cards with our survey quiz

Comments & feedback.

Share your opinion

Emoji cheat sheet Formatting Comment guide line s

Hey there! Join the Student Edge fam to:

Gain access to exclusive deals
Win epic prizes & paid surveys
Get helpful study tips and tricks

18 Advantages and Disadvantages of Homework Should Be Banned

Homework has been a part of the schooling experience for multiple generations. There are some lessons that are perfect for the classroom environment, but there are also some things that children can learn better at home. As a general rule, the maximum amount of time that a student should spend each day on lessons outside of school is 10 minutes per each grade level.

That means a first grader should spend about 10 minutes each night on homework. If you are a senior in high school, then the maximum limit would be two hours. For some students, that might still be too much extra time doing work. There are some calls to limit the amount of time spent on extra limits to 30 minutes per day at all of the older K-12 grades – and some are saying that homework should be banned outright.

Can teachers get all of the lessons taught in an appropriate way during the 1-2 hours per subject that they might get each day? Do parents have an opportunity to review what their children learn at school if none of the work ever gets brought back home?

There are several advantages and disadvantages of why homework should be banned from the current school structure.

List of the Advantages of Why Homework Should Be Banned

1. Homework creates a longer day for students than what parents work. There are times when parents need to bring work home with them after a long day of productivity, but this time is usually part of a compensation package. Students do not receive the same luxury. After spending 6-8 hours at school, there might be two more hours of homework to complete before getting through all of the assignments that are due. That means some kids are putting in a longer working day than their parents. This disadvantage means there are fewer moments for going outside, spending time with friends, or pursuing a hobby.

2. There is no guarantee of an improved academic outcome. Research studies provide conflicting results when looking at the impact of homework on a student’s life. Younger students may benefit from a complete ban so that they can separate their home and classroom experiences. Even older students who perform projects outside of the school benefit from time restrictions on this responsibility. Design flaws exist on both sides of the clinical work that looks at this topic, so there is no definitive scientific conclusion that points to a specific result. It may be better to err on the side of caution.

3. Homework restrictions reduce issues with classroom burnout for students. Homework stress is a significant problem in the modern classroom for K-12 students. Even kids in grade school are finding it a challenge to maintain their performance because of the pressure that daily assignments cause. About 1 in 4 teachers in North America say that there are direct adverse impacts that happen because of the amount of learning required of students today. It can also cause older students to drop out of school because they can’t stay caught up on the work that they need to do.

When students have a chance to have time to pursue interests outside of the classroom, then it can create healthier learning opportunities in the future for them.

4. Banning homework would give families more time to spend together. One in three American households with children say that the homework assignments that teachers give are the primary source of stress in their home. When kids must complete their work by a specific deadline, then there is less time for families to do activities together. Instead of scheduling their time around their free hours, they must balance homework requirements in their plans. There are even fewer moments for parents to be involved in the learning process because of the specific instructions that students must follow to stay in compliance with the assignment.

5. Student health is adversely impacted by too many homework assignments. Kids of any age struggle academically when they do not have opportunities to finish their homework by a specific deadline. It is not unusual for school administrators and some teachers to judge children based on their ability to turn work in on time. If a child has a robust work ethic and still cannot complete the work, the negative approach that they might encounter in the classroom could cause them to abandon their learning goals.

This issue can even lead to the development of mental health problems. It can reduce a child’s self-esteem, prevent them from learning essential learning skills, and disrupt their ability to learn new skills in other areas of life outside of the classroom. Even the risk of self-harm and suicide increase because of excessive homework. That’s why banning it could be a healthy choice for some people.

6. Banning homework would help students get more sleep. Teens need up to 10 hours of sleep each night to maximize their productivity. Students in grade school can need up to 12 hours nightly as well. When homework assignments are necessary and time consuming, then this issue can eat into the amount of rest that kids get each night. Every assignment given to a K-12 student increases their risks of losing at least one hour of sleep per night. This issue can eventually lead to sleep deficits that can create chronic learning issues. It may even lead to problems with emotional control, obesity, and attention problems. Banning homework would remove the issue entirely.

7. It would encourage dynamic learning opportunities. There are some homework projects that students find to be engaging, such as a science fair project or another hands-on assignment. Many of the tasks that students must complete for their teachers involves repetition instead. You might see grade school students coming home with math sheets with 100 or more problems for them to solve. Reading assignments are common at all grades. Instead of learning the “why” behind the information they learn, the goal with homework is usually closer to memorization that it is to self-discovery. That’s why it can be challenging to retain the data that homework provides.

8. Banning homework would provide more time for peer socialization. Students who are only spending time in school before going home to do homework for the rest of the evening are at a higher risk of experiencing isolation and loneliness. When these sentiments are present in the life of a child, then they are more likely to experience physical and mental health concerns that lead to shyness and avoidance.

These students lack essential connections with other people because of their need to complete homework. The adverse impact on the well being of a child is the equivalent of smoking more than a pack of cigarettes each day. If kids are spending time all of their time on homework, then they are not connecting with their family and friends.

9. Some students do not have a home environment that’s conducive to homework. Although some kids can do their homework in a tranquil room without distress, that is not the case for most children. Numerous events happen at home that can shift a child’s attention away from the homework that their teacher wants them to complete. It isn’t just the TV, video games, and the Internet which are problematic either. Family problems, chores, an after-school job, and team sports can make it problematic to get the assignments finished on time.

Banning homework equalizes the playing field because teachers can control the classroom environment. They do not have control over when, where, or how their students complete assignments away from school.

10. It would eliminate the assignment of irrelevant work. Homework can be a useful tool when teachers use it in targeted ways. There are times when these assignments are handed out for the sake of giving out busy work. If the content of the work is irrelevant to the lessons in the classroom, then it should not be handed out. It is unreasonable to expect that a student can generate excellent grades on work that is barely covered in the classroom.

The Organization for Economic Cooperation and Development reports that given students just four hours of take-home assignments per week has a detrimental impact on individual productivity. The average U.S. high school already pushes that limit by offering 3.5 hours of extra assignments per week.

List of the Disadvantages of Why Homework Should Be Banned

1. Teachers can see if students understand the materials being taught. Homework allows a teacher to determine if a student has a grasp on the materials being taught in the classroom. Tests and school-based activities can provide this information as well, but not in the same way. If the data sticks outside of the educational setting, then this is an excellent indication that the process was effective for that individual. If there are gaps in knowledge that occur in the homework, then the learning process can become individualized to ensure the best possible results for each child.

2. Homework can reduce the stress and anxiety of test-taking. Students often study for tests at home to ensure that they can pass with an acceptable grade. Walking into a classroom only prepared with the notes and memories of previous lessons can create high levels of fear that could impact that child’s final result. Banning homework could place more pressure on kids to succeed than what they currently experience today. This disadvantage would also create more labels in the classroom based on the performance of each child in unfair ways. Some students excel in a lecture-based environment, but others do better at home where there are fewer distractions.

3. Assignments can be an effective way to discover learning disabilities. Kids do an excellent job of hiding their struggles in the classroom from adults. They use their disguises as a coping mechanism to help them blend in when they feel different. That behavior can make it a challenge to identify students who many benefit from a different learning approach in specific subjects. By assigning homework to each child periodically, there are more opportunities to identify the issues that can hold some people back. Then the teachers can work with the families to develop alternative learning plans that can make the educational process better for each student because individual assignments eliminate the ability to hide.

4. Parents are more involved in the learning process because of homework. Parents need to know what their children are learning in school. Even if they ask their kids about what they are learning, the answers tend to be given in generalities. Without specific examples from the classroom, it is challenging to stay involved in a student’s educational process.

By sending homework from the school, it allows the entire family to encounter the assignments that their kids are doing when they are in school during the day. Then there is more adult involvement with the learning process, reinforcing the core ideas that were discovered by their kids each day.

5. Homework provides opportunities for students to use deeper research. The average classroom in the United States provides less than 60 minutes of instruction for each subject daily. Generalist teachers in grade school might skip certain subjects on some days as well. When there are homework assignments going home, then it creates more chances to use the tools at home to learn more about what is happening at school. Taking a deeper look at specific subjects or lessons through independent study can lead to new thoughts or ideas that may not occur in the classroom environment. This process can eventually lead to a better understanding of the material.

6. The homework process requires time management and persistence to be successful. Students must learn core life skills as part of the educational process. Time management skills are one of the most useful tools that can be in a child’s life toolbox. When you know how to complete work by a deadline consistently, then this skill can translate to an eventual career. Homework can also teach students how to solve complex problems, understand current events, or tap into what they are passionate about in life. By learning from an early age that there are jobs that we sometimes need to do even if we don’t want to them, the persistence lessons can translate into real successes later in life.

7. Assignments make students accountable for their role in the educational process. Teachers cannot force a student to learn anything. There must be a desire present in the child to know more for information retention to occur. An education can dramatically improve the life of a child in multiple ways. It can lead to more income opportunities, a greater understanding of the world, and how to establish a healthy routine. By offering homework to students, teachers are encouraging today’s kids how to be accountable for their role in their own education. It creates opportunities to demonstrate responsibility by proving that the work can be done on time and to a specific quality.

8. It creates opportunities to practice time management. There can be problems with homework for some students when they are heavily involved in extra-curricular activities. If you give a child two hours of homework after school and they have two hours of commitments to manage at the same time, then there are some significant challenges to their time management to solve. Time really is a finite commodity. If we are unable to manage it in wise ways, then our productivity levels are going to be limited in multiple ways. Creating a calendar with every responsibility and commitment helps kids and their families figure out ways to manage everything while pushing the learning process forward.

Verdict of the Advantages and Disadvantages of Banning Homework

Some students thrive on the homework they receive from their teachers each day. There are also some kids that struggle to complete even basic assignments on time because of their home environment. How can we find a balance between the two extremes so that every child can receive the best possible chance to succeed?

One solution is to ban homework entirely. Although taking this action would require teachers and parents to be proactive in their communication, it could help to equalize the educational opportunities in the classroom.

Until more research occurs in this area, the advantages and disadvantages of banning homework are subjective. If you feel that your child would benefit from a reduced workload, then speak with the teacher to see if this is an option. For teens and older students, there is always the option to pursue a different form of education, such as a vocational school or an apprenticeship, if the traditional classroom doesn’t seem to be working.

By providing an email address. I agree to the Terms of Use and acknowledge that I have read the Privacy Policy .

DepEd: No-homework plan to help students attain school-life balance

DepEd: No-homework plan to help students attain school-work balance

DepED Secretary Leonor Briones. INQUIRER FILE PHOTO / GRIG C. MONTEGRANDE

MANILA, Philippines — The Department of Education (DepEd) has expressed support to the proposed no-homework policy from kindergarten to high school, stressing it would help students achieve a school-life balance.

DepEd in a statement Wednesday cited Memorandum No. 392 issued in 2010, which advised teachers to limit assignments to a “reasonable quantity” and eliminating it during the weekends.

“The said issuance aims to enable learners to have more quality time with their parents, family, and friends by limiting the homework/assignment to a reasonable quantity on school days and by eliminating the same during weekends,” Deped said.

“By ensuring that they complete all assignments and projects in school, the no-homework policy enables our learners to find a balance between their academic development and personal growth by having ample time for enjoyable activities with family,” it added.

DepEd Secretary Leonor Briones earlier expressed its support to the proposed legislation, stressing that formal education should be done inside schools.

“Ang gusto natin, lahat ng pormal na pag-aaral, assignments, projects, whatever, gawin sa loob ng eskwelahan. Pag-uwi nila, libre na sila, free time na nila to be with their parents, with their friends,” Briones said in a recent radio interview.

Separate bills calling for a no-homework policy were filed at the House of Representatives by Deputy Speaker Evelina Escudero and Quezon City Rep. Alfred Vargas.

Escudero’s bill seeks to eliminate homework and limit school activities within the campus while Vargas’ measure wants to stop teachers from assigning homework during weekends. /kga

Disclaimer: Comments do not represent the views of INQUIRER.net. We reserve the right to exclude comments which are inconsistent with our editorial standards. FULL DISCLAIMER

We use cookies to ensure you get the best experience on our website. By continuing, you are agreeing to our use of cookies. To find out more, please click this link.

Stop Throwing Tech Into Classrooms Without a Purpose (and Other Expert Advice to Schools)

The use of educational technology products in schools has risen dramatically over the last two years, and teachers have stepped out of their comfort zones to use those products to engage their students.

But there’s a wide range of skills and philosophies among educators in their use of technology to enhance student learning, and teachers don’t always have the proper support to develop lessons that integrate technology.

As technology use becomes more commonplace and sophisticated in classrooms , how can teachers effectively harness technology to benefit student learning? And what can principals and district leaders do to support teachers?

During an Oct. 19 Seat at the Table online discussion , Education Week opinion contributor Peter DeWitt, Education Week Assistant Managing Editor Kevin Bushweller, Ladue (Mo.) School District Director of Technology Patricia Brown, and South Knoxville (Tenn.) Elementary School instructional coach Megan Cooper shared their ideas.

Focus on what’s best for students

When thinking about how to utilize technology, the most important priority for educators to remember is that students have to be “at the forefront in all the decisions that we make,” said Brown, who worked as a technology integration specialist at Ladue for more than a decade before becoming technology director.

Sometimes students come to class without their laptop or iPad, or they bring the laptop or iPad but it’s not charged and ready for use. The problem, Brown said, is that the students probably “don’t see the value in what they’re using that technology for.”

But if students knew they were going to be using the technology for “something that allowed them to create” or have “meaningful learning” through interactive activities, they’d most likely come to class with their laptop or iPads ready to go, Brown said.

“When they don’t see the value in it—and that goes for teachers as well—they’re not going to put in the effort to make sure they have it,” Brown said. “It’s so important to look at, first, your curriculum, and then, find the ways that technology naturally is a part of what your outcomes and your goals are.”

Provide the right kind of professional learning

The best way to ensure that educators can naturally integrate technology into their curriculum is by providing them with appropriate professional learning opportunities, according to the panelists.

“It’s really [about] supporting those teachers and giving them that professional development and understanding of ‘How do I best serve my kids? What do they need and how can I support their learning?” Cooper said.

But for some teachers, professional development might hold a “negative tone,” Brown said.

“When a teacher hears ‘you’ve got to go to professional development,’ they’re like, ‘ugh, I’m gonna take a sick day,’” she said. So the first step is “changing that narrative,” which is why she prefers the term “professional learning” or “lunch and learn.”

Speaker giving presentation to a large crowd at a conference. Photographed from behind the crowd.

Here are some tips that Brown and Cooper have to make professional learning more engaging for teachers:

Give teachers the choice of what they want to learn.
Change it up. It doesn’t always have to be a workshop model or conference-style. Try a cohort model, where a group of educators who teach the same grade level or the same content area are learning together. Or go to a different location, like a restaurant, with a smaller group.
There should be time built in for teachers to play, to look at the resources and connect it with their curriculum.
Let teachers learn from each other so they know how tools work in practice.

“There was a lot of pushback at first [when our district introduced a 1-to-1 computing initiative] because a lot of teachers weren’t prepared or ready for that transition,” Cooper said. But now that they’re more used to teaching with technology, there’s been “a shift in the mindset” and teachers are more willing to implement technology into their lesson plans.

But just because there’s an app for that doesn’t mean that teachers should ditch paper and pencil and hands-on activities, the panelists said.

“There’s a time and a place for technology, and understanding when that should happen is so important,” Brown said. “If you’re consistently throwing the technology [into classrooms] without a purpose, it just doesn’t work. It’s not effective.”

Sign Up for EdWeek Tech Leader

Edweek top school jobs.

Images shows colorful speech bubbles that say "Q," "&," and "A."

Sign Up & Sign In

What regulation covers what information can be transferred from an ERB to an ORB?

What regulation covers information stating that you can retire from active duty (w/ re...? 16 Votes 12 Comments
What regulation covers barracks bed size? 54 Votes 28 Comments
What regulation covers disrespect towards a NCO? 63 Votes 26 Comments
Is there any army regulation that covers eyebrows? 73 Votes 30 Comments
what regulation covers being forced to spend money ? 72 Votes 37 Comments
What regulation covers BAS? 4 Votes 8 Comments

Join nearly 2 million former and current members of the US military, just like you.

Capabilities
Explore All Groups
Business Services
Privacy Policy

Welcome to RallyPoint!

IMAGES

Tips to know how to complete school work and assignments
What Are the Assignment Types and How to Cope With Each of Them
5 steps to successful assignment preparation
How to Write an Assignment: Step by Step Guide
Are School Assignments Important?
5 Tips and Tricks to Get Your Assignments Done Fast

COMMENTS

Should We Get Rid of Homework?
The teacher side of me can acknowledge that there were assignments I gave out to my students that probably had little to no academic value. But I also imagine that some of my students never would ...
25 Reasons Homework Should Be Banned (Busywork Arguments)
Excessive workload. The issue of excessive workload is a common complaint among students. Spending several hours on homework after a full school day can be mentally and physically draining. This workload can lead to burnout, decreased motivation, and negative attitudes toward school and learning.
Why Homework Should Be Banned From Schools
American high school students, in fact, do more homework each week than their peers in the average country in the OECD, a 2014 report found. It's time for an uprising. Already, small rebellions ...
Students' mental health: Is it time to get rid of homework in schools?
For older students, Kang says, homework benefits plateau at about two hours per night. "Most students, especially at these high achieving schools, they're doing a minimum of three hours, and it's ...
Should Students Get a 'Do Over'? The Debate on Grading and Re-Doing
Denying a re-do gives students an escape from learning whatever was on the original assignment, Wormeli explained. Conversely, allowing students to redo an assignment signifies that what matters ...
Should we do away with exams altogether? No, but we need to rethink
Myth 3: exam study does not enhance learning. Organising yourself to study promotes self-regulation and metacognition (that is, your understanding and control of your own learning processes). Re ...
Is homework a necessary evil?
Beyond that point, kids don't absorb much useful information, Cooper says. In fact, too much homework can do more harm than good. Researchers have cited drawbacks, including boredom and burnout toward academic material, less time for family and extracurricular activities, lack of sleep and increased stress.
No, Students Don't Need Grades (Opinion)
Students began completing all assignments, became more engaged learners, and even passed standardized tests at higher rates than their peers in classrooms with traditional grades. There are four ...
OPINION: A leading researcher offers ideas for evaluating student
In some of the 16,800 school districts across the U.S., there is already talk about changing grading policies. Proposals include allowing pass-fail options and not having grades at all. Still, educators tend to be preconditioned to assign grades — not necessarily because we believe they best reflect our assessments of student learning and ...
The significant learning benefits of getting rid of grades (essay)
The goal is to show them their learning, by comparing their early and later understanding, and to help them feel pride at their body of work. It also forces them to review the material, which research shows fosters retention. Students suggest their grade, which I can accept or not. No, not every student suggests an A.
Should Schools Eliminate Homework?
Barbara Hershey, Executive Director, Parents, Teachers and Advocates, Inc., recommends 15-20 minutes of assignments for Kindergarten to 3rd grade, 4 times a week; and 20-45 minutes for grades 4 to 8, 4 times a week, plus test prep. Lesson Concepts Should be Done at School
Eliminate Grades, Change the Educational System (Opinion)
Assignment completion is not an indicator of learning, especially if it isn't a great assignment. This includes homework. Homework should be practice and differentiated appropriately, not graded.
Has a School Assignment or Activity Ever Made You Uncomfortable?
By Shannon Doyne. March 8, 2021. Students in U.S. high schools can get free digital access to The New York Times until Sept. 1, 2021. For years a high school in northwest Texas had a tradition of ...
It's time to stop assigning letter and number grades
Schools should move away from assigning letter and numeric grades during the pandemic and beyond. It's time to eliminate both the way we grade and the grades we have assigned in the past. No ...
We took away due dates for university assignments. Here's what we found
Published: October 27, 2022 3:05pm EDT. As university students around the country finish their final exams and assessments for the year, the idea of removing due dates might seem incredibly ...
Thoughts on allowing redoing assignments? : r/education
Assignments can always be late and can always be re-done. Studies show that this is a very effective method of education. The drawbacks are grading random stuff you assigned 2 months ago, but the kids love it, learn from it, and get better grades because of it. As a math teacher, I insist on having them redone.
Why School Letter Grades Should Not Be Banned From Schools
A is typically equivalent to excellent work or mastery of content. B is an indication that the student is doing well; average to above average. C is the score directly in the middle, and equates to average. D is below average and F is a failing grade; failing to meet minimum standards. With the current letter grade system, students know exactly ...
Should Schools Get Rid of Grades? · Student Edge News
As a recent high-school graduate of 2017, I can confirm that students suffer from the grading system. I valued myself by my grades, and so did my parents and my school, which aimed to achieve excellent academic results. I was in an environment where, if you performed poorly, it was frowned upon, and if you performed well, it was celebrated.
18 Advantages and Disadvantages of Homework Should Be Banned
Family problems, chores, an after-school job, and team sports can make it problematic to get the assignments finished on time. Banning homework equalizes the playing field because teachers can control the classroom environment. They do not have control over when, where, or how their students complete assignments away from school. 10.
Should professors eliminate deadlines?
To minimize negative impacts on students' intellectual growth, Svartdal offers a succinct message. "Long-term deadlines should be avoided," Svartdal wrote in an email. Short-term deadlines serve as motivators for accomplishing accessible tasks. They also imbue each step in the process of completing a longer-term project with more meaning ...
DepEd: No-homework plan to help students attain school-life balance
DepEd in a statement Wednesday cited Memorandum No. 392 issued in 2010, which advised teachers to limit assignments to a "reasonable quantity" and eliminating it during the weekends. "The ...
Stop Throwing Tech Into Classrooms Without a Purpose (and Other Expert
But just because there's an app for that doesn't mean that teachers should ditch paper and pencil and hands-on activities, the panelists said. "There's a time and a place for technology ...
What regulation covers what information can be transferred ...
CPT Scott Jewett. Posted >1 y ago. All of my awards were put on my ORB so it would match my DA Photo. All deployments were transferred as well so they would match my awards. If I remember correctly there is only so much room for schools. So I listed the ones that were most applicable and left the others off.