In response to this, Cooper delicately suggested that my idea of a childhood afternoon well-spent is idealized and elitist. Maybe so. But the argument that homework is a net benefit for most kids has a big weakness. When homework boosts achievement, it mostly boosts the achievement of affluent students. They're the ones whose parents are most likely to make them do the assignments, and who have the education to explain and help. "If we sat around and deliberately tried to come up with a way to further enlarge the achievement gap, we might just invent homework," New York educator Deborah Meier told Kohn.
I e-mailed the principal of Eli's public elementary school, Scott Cartland, to ask about homework, and he emphasized the value of encouraging reading and making room for long-term projects. But he also fell back on logic that he admits is not, well, logical. "It has been drilled into our collective psyche that rigorous schools assign rigorous homework," Cartland wrote. "I recognize that this is a ridiculous thought process, particularly since your research suggests otherwise, but it's hard to break the thinking on this one. How could we be a high-achieving school and not assign homework?" How indeed. I hope the education establishment begins to wrestle with this question. If not, maybe it's time to move to Japan.
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