This website is no longer active, but following is a copy of what was on it.
Welcome to the Web Site of
Parents United for
Sane Homework
(PUSH)
CONTENTS:
(Click on a section, or read from one to the next)
1) What is PUSH?
2) Tenets of PUSH
3) Why is Excess Homework in the Primary Grades Destructive?
4) Points to Ponder
5) Appropriate homework
6) Problematic Homework
7) Television, Computers and Video Games
8) Family Connection and Curriculum Completion Activities
9) Finding our Voice
10) Dealing with Teachers and Schools
11) Taking Action
12) Resources
13) Contacting Us
14) Help needed
WHAT IS P.U.S.H.?
PUSH is a group of parents and educators who are convinced by research studies, our own schooling, and our children’s school experiences that the current “pile on the homework” ethic in elementary school is wrongheaded and harmful to our children.
PUSH’s web site is a forum to provide information, interaction, and support to concerned parents. We seek to help parents to decide how to handle the homework issue optimally for their child, and to support them in dealing with their child’s teacher and school. We offer suggestions on family activities that we feel are a far superior use of time than homework.
Our immediate goals are to 1) Start a dialogue about the optimal role and types of homework, among parents, teachers, and school administrators; and 2) Gain flexibility in homework assignment and grading, so that parents can help design the best homework program for their children. Our ultimate goal is to change homework policy at the district, state, and national level.
TENETS OF P.U.S.H.
- Excessive homework in the primary grades is counterproductive. It turns kids off to school.
- Homework should be minimized, not maximized.
- “Family Connection Activities,” “Curriculum Completion Activities” or unstructured play are of far more value than homework.
- Homework should not be replaced by television or video games, which we recommend be off limits on weekdays.
- There are a small number of traditional, legitimate reasons for homework.
- Homework should be individualized.
- We should do what is appropriate for our children now, not “prepare for the future” (an oft-cited argument for homework).
- Parents should stand up for their children and “Just Say No” to inappropriate homework, in dialogue and cooperation with their child’s teacher and principal as much as possible.
- Parents should replace school homework with their own homework program.
- The most valuable homework focuses on the many subjects which our schools should be teaching, but for the most part are not: music, art, drama, handwork, foreign language, etiquette, character development, community service, social and emotional skills, etc. We call these “Curriculum Completion Activities.”
WHY IS EXCESSIVE HOMEWORK IN THE PRIMARY GRADES DESTRUCTIVE?
To examine the homework issue broadly, we need to look at it from a number angles. Are we trying to develop the whole child – body, mind, emotions and spirit – or just the intellect? Does homework help the intellect, anyway? What are the short and long-term effects of homework? What are the effects of homework on the family? Is it the best use of that block of time? What is it replacing?
Let’s start in the beginning, and ask ourselves, “What is the point of childhood?” What is the “job” of the child? A lot could be said, but one word sums it up: “play.” Play is children’s destiny, purpose, and how they learn. It is a perversion of childhood to try to structure every moment, to take away that free time for imagination and play. Children have the right to have their essential natures respected. Their mission and job is as important as that of adults
As for academics, according to Newsweek’s March 1988 article on Homework, over 100 research studies have concluded that homework in grades K-5 is counterproductive. It does not raise academic achievement, and is harmful to children’s attitudes toward school. Is this simply because children resent it? Because it is developmentally inappropriate? Because it crowds out more valuable activities?
Another way to look at it is that the shortest path between two points is not necessarily a straight line. We all want brilliant, creative and effective children. But pounding away at English, math and science is not necessarily going to produce the results we desire. When school is a joy (which usually has something to do with art, music, drama, hands-on learning, physical activity and social interaction); when children are fulfilled in all areas of their lives (involving a loving connection, “quantity time,” and fulfilling activities with their parents and friends) and when deadening and destructive influences are limited (TV, video games, etc.), achievement will be enhanced.
But perhaps the most pressing issue is that with both parents working in many families these days, time is obviously at a premium. Do we want to spend those precious evening hours fighting with our children over homework?
Being a follower of attachment theories of child development, I believe that the overwhelming need for parents and children is to attach. This can involve physical attachment, such as hugs, cuddling, holding, and massage. It can involve doing bonding type activities, such as cooking together, making music together, sharing hobbies or crafts, playing sports or games, or individual time with a child. It can mean mental sharing: discussing the day, dinner table conversation, verbal games. Evening outings can be wonderful: a walk, a visit to relatives. But homework? Does this have anywhere near the benefits of the aforementioned activities?
The need for attachment between family members never ends. In the middle and higher grades, time does need to be made for homework. But there’s no justifiable reason for starting homework earlier.
In fact, forcing young children to do unnecessary homework breeds a host of problems. As far as the effects on family relations, the words that come to mind are “tension” and “conflict,” if not “war.” There are some child rearing experts who say something like, “Don’t fight with children over homework. Let them take total responsibility for it. If they fail, they will receive consequences from the school, and learn from that.” However, in my experience, it is hard to let our children fail. I really hesitate to allow my children to be in a setting where they will fail, and that has caused many headaches and dilemmas for my husband and myself. We finally put one of our children in a private school, which had a more supportive atmosphere and a more flexible attitude toward homework.
Another thought: even if your child is complying with homework in the short-term, what are its long-term effects? There are many child-rearing philosophies that are based on forcing immediate compliance, but which breed deeper rebellion. I wonder if homework in the primary grades is in the same category.
I have a professor friend who said to me, “The caliber of students has gone down so much in the last ten years. I rarely have an outstanding student any more.” This is anecdotal, and could be the result of a number of influences. But could the trend toward homework at younger and younger ages be part of it? Has it damaged student motivation, and joy in learning?
Lastly, my thoughts about homework spring primarily from my own experience. I used to tell people, “When I was in elementary school, we didn’t have homework.” Then I slowly remembered that we did have a bit of homework, but it seemed so sensible that I didn’t even regard it as “homework”!
I remember studying for the weekly spelling test, bringing in news articles to share, and studying addition and multiplication. I was always a conscientious student, and if I felt myself falling behind in any way, I would assign myself homework! I would make math flash cards, or discuss more difficult school problems with my mother. In first grade, I told my mom I was having trouble with reading. She talked to my teacher, who suggested that my mother read text assignments with me in advance, and this solved the problem.
I do have several deep and everlasting academic regrets from my childhood, but they do not involve lack of homework! My regrets are that I didn’t persevere with music lessons, and that I didn’t study as many languages as possible, as early as possible. I am sure that the abilities to play music beautifully and to speak foreign languages fluently would bring me great pleasure, if I possessed them.
I still practice music, because I enjoy it so much, but I don’t think one ever achieves the effortlessness of earlier-schooled musicians as an adult. For music and foreign language, there is a “window of opportunity” before the age of 12 when learning is very easy. Beyond that point, efforts are inefficient, and fluency is rarely achieved.
Music practice makes more sense than anything else for our young children to spend their spare time on! As for foreign languages, it is a tragedy that they are not taught in the elementary grades. At least our San Diego Superintendent of Schools, Alan Bersin, has stated his desire to change that policy.
Finally, a disclaimer: If you feel your child’s homework policy is working for you and your child, then great. We are not trying to decide the homework issue in a particular way for everybody. If your child doesn’t have a problem with doing homework, if he/she seems to gain academically from it, if you sit at the dinner table and have a wonderful bonding experience while your child does his/her homework and you pay the bills or do your homework or reading, and help out occasionally when asked, then this is the picture of domestic bliss! It is also a positive picture for the higher grades, when research indicates that homework is of value, or for students who need remediation earlier.
POINTS TO PONDER
v Children are in school for six hours per day. Isn’t that enough? Why can’t they do the necessary work during that time?
v Did we have homework in the primary grades? Did we turn out okay? Is homework what we would have wanted for ourselves?
v Apparently children in Japan and China have more homework than our children. But are China and Japan turning out the great creative minds of the world?
v According to newspaper headlines, schools are in a state of crisis. Are we to believe that the “early homework” policy has had a positive effect on student achievement?
v Should a nine-year-old feel as much stress as a graduate student?
v Maybe we need to question our own views about “success.” If it requires filling every waking hour of a child’s life with work, then maybe this is a treadmill we should get off.
v Some people would have us believe: “You’ve got to ‘prepare’ preschoolers for Kindergarten! Next, prepare for those Ivy League college exams! Next, prepare for that big career! Next, prepare for the cushy retirement!” Have you noticed that these “preparations” always involve not doing what you want? This way of thinking will trap you until death, and the pay-off never comes. This is living out of fear, living for the future instead of the present. Have faith! Have hope! Live for what provides joy and meaning now!
v Homework is a crossroads where many of the missteps of our society converge and become visible, resulting in conflict that cannot be ignored. Homework conflict is the result of misguided schools (in need of a wide variety of reforms); mistaken views of child development (resulting in pushing academics on children too early); TV addiction (which schools need to take a strong stand against); and misordered priorities (that value student and parent “achievement” over whole person development and satisfaction).
APPROPRIATE HOMEWORK
Memorization
Children throughout time have studied for the weekly spelling test, and that makes sense (though in my day you weren’t required to write the word five time and turn it in; you just did whatever it took for you to learn those words).
Memorizing the addition and multiplication tables definitely makes sense. Education involves at least some memorization, and that probably requires reinforcement in off hours.
I wish our kids did have to memorize poetry. Every individual’s head is always filled with something, and how preferable that it be something of value!
Reading
The requirement of reading for 15-30 minutes per night makes sense. Though don’t “book reports” destroy the pleasure, at least until kids are older?
Remediation
No child should be allowed to fail, or even to fall behind, without every effort being made to intervene and help them. So if a child is below grade level or behind the class, then homework designed to help them catch up might be appropriate. But it should be an individualized program, covering only the subjects that the child is behind in.
Performance based
Performance based homework is an obvious way to motivate children. For example:
- An assignment is begun in class. If a student is diligent and finishes, then no homework. If the student does not finish, the remainder is homework.
- A preliminary spelling test is given on Monday. The student is assigned to study only the words that she misses.
PROBLEMATIC HOMEWORK
“Busy work.”
Anything which involves students doing exercises that they already know, or that there is no clear or overwhelming reason for, may fall into this category. Busy work also may include duplication of what the child already does in school.
Practice makes perfect, but to what extent? At what point in a child’s life? And is this the most important thing to do with that block of time?
“Parent ghostwriter homework.”
You’ve seen them … the projects which you stare at incredulously, wondering how a first or fifth grader could possibly produce such works of art, such meticulous papers … Sooner or later it dawns on you that what is really being shown here is the parent’s ability to do fancy stuff on their computer or drawing table.
If these assignments are acknowledged as “family homework,” they may be okay, particularly if all students have access to computers somewhere. But let’s at least get some intellectual honesty about what’s going on here!
“Prerequisites lacking” homework
Many parents complain about homework being assigned when their kids lack the necessary foundations. An example would be research papers, when kids have not been taught the writing, research, and organizational skills.
TELEVISION AND VIDEO GAMES
It is amazing what creative pursuits children will come up, once the TV is turned off. My children have created an “art museum,” filled with portraits they have drawn while getting siblings to pose, and started holding chess tournaments, completely on their own, in the last month. Boredom has been called the Mother of Creativity, and we highly recommend it, especially combined with adult supervision, and some resources such as books, art supplies, and dramatic play figures, dolls or costumes.
Many books and articles have been written about the destructive effects of television. (Some are listed under “Resources.”) These effects fall into several broad categories:
- TV violence desensitizes children to violence. Many cartoons are particularly violent.
- Even if children watch “educational television,” the act of watching TV itself is passive and mesmerizing.
- TV displaces other, more active and creative activities.
- TV breeds isolation, as opposed to being in relationship with others.
- TV is particularly destructive to very young children, and some people think it causes Attention Deficit Disorder.
TV does have a powerful attraction for children, and forbidding it altogether may give it the appeal of “forbidden fruit.” But greatly limiting TV is one of the best things a family can do. Our own family policy is no TV during the week, and three hours maximum on weekend days, after everything else is done: chores, clean-up, baths, and a half-hour of reading.
Video and computer games are one very small step above TV, and should be similarly limited. In our family it is “one hour, after all work is done” (which it seldom is).
The exception to all this is that I think we are all grateful for the “electronic babysitter” when parents have an occasional crisis, such as “must take a nap right now or will lose it, or crash the car,” or “child has gotten chickenpox and I have a major test to study for.” Thank goodness we can stick the kids in front of the TV. But let’s be honest about the fact that this is for the parent’s sake. It is not benefiting the kids, and the electronic babysitter is best used sparingly.
Most importantly, it is time for schools to take a stand on the TV and video games issue. Schools need to provide information on how destructive these pursuits are in unlimited form. If we’re looking for a more sane use of time and less homework, there needs to be an accompanying policy that the extra time should not be filled by more TV.
SUGGESTED HOMEWORK POLICY OPTIONS
- “Homework points” for all extracurricular activities. This could include music lessons and practice, sports, Scouts, community service work, all reading and writing, art, even imaginative play. Limit the number of points that may be earned in one category (i.e. playing sports every day of the week will not cut it).
- “Homework points” for keeping the TV off.
- “Homework journal,” kept by children, in they describe what they have spent their out-of-school hours on.
- Promote wise use of time. Talk to children about the preciousness of time, and how childhood is usually the only period in life in which there is time for extensive music practice, crafts, sports practice, etc. Impress upon children the importance of how their time is spent.
- Individualized homework assignments for different students.
- Consult parents, individually, about their goals for their child, what would constitute an optimal homework program, and how they can help.
- Self-assigned homework. Have a time of each day or week when students evaluate their work, perhaps in comparison to good-quality student work. Then students would design their own homework program in the areas where it is needed, in consultation with their teacher. This would cause students to think about their own goals and progress.
SUGGESTED “FAMILY CONNECTON ACTIVITES”
AND “CURRICULUM COMPLETION ACTIVITES”
Parents, please note: this is your chance to get your child to do all those activities that you know are so beneficial, yet they are reluctant to do: music practice, going to the opera, just about anything that parents suggest! Give children the choice of your activity or the school’s homework!
Some options:
- Unstructured play.
- Reading aloud.
- Art projects.
- Music making (singing, playing instruments, music lessons).
- Drama (reading or acting out plays or skits or improvising).
- Dancing.
- Dinner table conversation (sharing “best and worst” events and feelings of the day, current events, and impromptu one-minute speeches on any silly topic are my favorite choices. At other times, I realize we are too “conversationally challenged” to do any of this, and even reading aloud at the table provides a much better atmosphere than wolfing down food while the children fight.)
- Games (board games, dramatic games, intellectual games, imagination games).
- Outings.
- Science experiments.
- Chores.
FINDING OUR VOICE
v I keep being told that parents who think homework is excessive are “a minority.” Funny, because every parent I talk to is angry and disgusted over their children’s homework. Are we really a silent majority? Is a “vocal minority” behind the excessive homework push?
v Are we being intimidated by the implication that we care less about the “success” of our children than the “vocal minority?” It’s time that we find our voice. We know that we are intuitively horrified by what is being imposed upon our children. We need to give voice to the concrete reasons why excessive homework is destructive (see “Why is Excess Homework in the Primary Grades Destructive,” Section 3).
v Step one is to start the dialogue over this issue, in each living room and at each school. Step two is to advocate for specific changes at a District and larger level.
DEALING WITH TEACHERS AND SCHOOLS
Some suggestions:
v Call your District and request a copy of their homework policy (how many minutes are suggested per grade). You may find that District policy is being violated.
v Schedule a meeting with your child’s teacher to discuss homework.
v Of course, it always helps to try to be as appreciative of the teacher’s efforts and as non-confrontational as possible.
v Tell the teacher your viewpoint and feelings about homework. Discuss how it has affected your child’s attitude and your family. You could discuss your own childhood, and whether you had homework.
v You might want to ask the teacher his personal viewpoint about homework: does he feel it helps students, or is he going along with school or District policy, or homework-oriented parents?
v Refer the teacher to this web site, or print it out for him.
v Tell your child’s teacher that you would like to modify the homework policy for your child.
v Let the teacher know which parts of his homework you don’t have a problem with, if any.
v Suggest an “alternative homework” program, and list or discuss what you would like to do with your child in place of homework (see “Family Connection Activities”).
v Offer that you (if your child is in Kindergarten or the beginning of first grade) or your child will keep a “Homework Journal,” and write a few sentences per night describing what activities she did after school. Ask for this to count as writing homework.
v If you do not receive complete satisfaction from your child’s teacher, schedule an appointment with the Principal (which may be a good idea anyway).
v Request that your child not have her grade lowered for not doing the class homework. You may want to insist on this, or take the philosophical “who cares what grades she gets in first grade?” attitude. I don’t think the college admissions committee will check.
TAKING ACTION
Homework Log
Great idea from Mark Wertheimer, Vice-Principal of The Classical Academy, in Colorado Springs. This is a classical charter school with a homework reduction policy in force! You can have both a rigorous curriculum and minimized homework!!
“My suggestion to parents is that they keep a daily log of “true” homework
time for their students for at least two weeks, keeping track of how much
time was spent on each subject. This data speaks volumes to teachers and
usually results in action to reduce loads. It also serves to give
perspective to parents who might remember specific marathon nights, but may
not count the nights where work loads were minimal. If parents have done all
this and have brought it to teachers without significant changes from them,
(an administrator may need) to be involved.”
Grant Elementary (Mission Hills, San Diego, California)
In November the PTA had a meeting about homework. It was supposed to focus on the appropriateness of homework, but somebody invited a representative from the District, and it became a meeting on “How to Get Your Child to Do Homework.” The Representative showed a dreadful video featuring Lee Crashen (of “Assertive Discipline” fame) teaching parents how to coerce their children to turn off the TV for a few minutes in order to do their assignments. I was disappointed in the meeting, but it did lead to a spot about homework on Channel 7 (the District Representative was good enough to steer the news reporter to Grant Elementary to find anti-homework parents), and to the formation of this web site!
RESOURCES
Books
· The End of Homework: How Homework Disrupts Families, Overburdens Children and Limits Learning, by Etta Kralovec and John Buell. This book says it all!
- The Battle over Homework: An Administrator’s Guide to Setting Sound and Effective Policies, by Harris Cooper. Harris Cooper is one of the leading researchers and voices in the sane homework movement.
Online Articles
- “Help! Homework is Wrecking My Home Life!” Article from “Education World” is the most helpful and balanced treatment I’ve seen; discusses parent-initiated homework.
http://www.education-world.com/a_admin/admin182.shtml
- “Homework Bound.” January 3, 1999 New York Times article gives fascinating history of trends in homework, and summarizes the current research. http://www.nytimes.com/library/national/010399-edlife-homework.html
- “Educators Ponder How Much Homework?” Inspiring article from Evansville Courier & Press describes how an Indiana school district has created a policy of minimizing homework. http://courier.evansville.net/cgi/view.cgi?/199811/03/+homework_news.html+199811
- “Homework: What’s Enough? One District Takes Its Stand.” October 10, 2000 article from New York Times describes how the Piscataway, NJ school board put limits on homework. Available online from New York Times archives for $2.50. www.nytimes.com/archives
- “Homework: Time to Turn It In?” Helpful article from National Education Association Today, April, 1999. http://www.nea.org/neatoday/9904/scoop.html
- “Too Much Homework” cover issue of Time Magazine, from January 25, 1999. Articles inside, accessible from this Time archives web address, include “The Homework Ate My Family” and “A Prescription for Peace” by Howard Gardner. http://www.time.com/time/magazine/toc/0,9263,1101990125,00.html
- “Homework: What Does the Research Say?” Excellent research summary from the ERIC Clearinghouse on Elementary and Early Childhood Education and National Parent Information Network. http://ericps.crc.uiuc.edu/npin/pnews/pnewn97/pnewn97e.html
THE VALUE OF PLAY
- American Association for the Child’s Right to Play
“The Case for Elementary School Recess” http://www.ipausa.org/recess.htm
FAMILY ACTIVITIES & ENRICHMENT
Community service
- Looking for community service projects for your kids to participate in? They’re hard to find for the young, but KidsKorps has finally come along with an incredible, much-needed program: www.kidskorps.org
EFFECTS OF TELEVISION, VIDEO GAMES, AND COMPUTERS ON CHILDREN
Books
- Endangered Minds, by Jane Healy, Ph.D.
- Failure to Connect, by Jane Healy, Ph.D.
- Four Arguments for the Elimination of Television, by Jerry Mander
- The Plug-In Drug / Television, Children and the Family, by Marie Winn
- What To Do After You Turn Off The TV: Fresh Ideas for Enjoying Family Time, by Frances Moore Lappé, Ballantine Books, 1985. One of the world’s most intelligent political and anti-hunger activists turns her attention to family activities!
Thank you for visiting the web site of
Parents United for Sane Homework
We hope you found it thought-provoking and helpful.
Please visit again, as this web site will continue to have new material added.
Please give us your support, by lending your name or helping out, as every person counts in the battle for sane homework!
We wish you the best in dealing with your child and your child’s school!
Material on the web site was written by Daria Doering, (doeringsx5@home.com) unless otherwise noted
Daria Doering 
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