Overscheduling kids’ lives causes depression and anxiety, study finds
How important is homework, and how much should parents help?
One-size-fits-all math homework may be more helpful than you think
There’s no such thing as a bad test taker, but anxiety is real
A college student created an app that can tell whether AI wrote an essay
A new AI chatbot might do your homework for you. But it's still not an A+ student
Three reasons teens need later school start times
Is Homework Valuable? Depends on the Grade. Teachers Share Their Approaches
How Parents Can Create a Nightly Homework Ritual for Reluctant Children
Sponsored
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Now a trio of economists say they’ve been able to calculate some of these psychological costs.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In a new \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0272775723001504?via%3Dihub\">\u003cspan style=\"font-weight: 400\">data analysis published in the February 2024 issue of the Economics of Education Review\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, three economists from the University of Georgia and the Federal Reserve Board found that students are assigned so much homework and signed up for so many extracurricular activities that the “last hour” was no longer helping to build their academic skills. Instead, the activities were actually harming their mental well-being, making students more anxious, depressed or angry. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We’re not saying that all these activities are bad, but that the total is bad,” said Carolina Caetano, one of the study’s authors and an assistant professor of economics at the University of Georgia. Homework and scheduled activities, she said, were eating away at time for sleep and socializing, which are also important. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The downsides of homework and scheduled activities were most pronounced during the high school years, when students are feeling pressure to earn high grades and load up on extracurriculars for their college applications, the researchers found.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Unfortunately, the researchers weren’t able to put a precise number on how many hours is too much, and Caetano explained to me that the number might not be the same for everyone.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parents who worry that their children might be overscheduled should ask themselves whether they feel their days are so busy that their children don’t even have time for spontaneous play dates, Caetano said. “If you feel stretched, you’re probably on the too-much side of this,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Caetano and her research team analyzed the time diaries of 4,300 children and teens, from kindergarten through 12th grade. The diaries had been collected over the years, dating back to 1997, as part of the \u003c/span>\u003ca href=\"https://psidonline.isr.umich.edu/\">\u003cspan style=\"font-weight: 400\">Panel Study of Income Dynamics (PSID)\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a large nationally representative household survey overseen by the University of Michigan. Children, parents and survey workers kept track of a random weekday and a random weekend day for each child, allowing the researchers to see how children spent every minute.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The researchers described a wide assortment of activities intended to improve children’s skills as “enrichment.” Homework was the largest component, adding up to two thirds of the total enrichment hours. The remainder of the enrichment time was occupied by reading (14% of the enrichment time), followed by before- and after-school programs (7%). In the diaries, relatively little time was spent being read to by parents, tutoring and other academic lessons, and on non-academic lessons, such as piano, soccer lessons or driver’s ed. On average, children spent 45 minutes a day on all of them, ranging from zero to four hours a day.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The researchers then compared time spent on these enrichment activities with academic test scores along with non-cognitive psychological measures, which were based on parent surveys of their children’s behaviors, such as being withdrawn, anxious or angry. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At first, there seemed to be a strong association between time spent on enrichment and academic skills and positive behaviors. That is, students who were more scheduled also had higher test scores and better behaviors. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But scheduled students also tend to be wealthier. Their families have the resources for tutors, after-school activities, or nannies who enforce homework time. It’s hard to tell how much the activities were responsible for boosting students’ skills or whether these highly resourced children would have done just as well on the tests and non-cognitive measures without the activities. After adjusting for family income and other demographic characteristics, some of these benefits melted away. Still, some association between scheduled activities and academic skills remained. In other words, even between two children with the same demographics and family income, the one that was more scheduled and spent more time on homework scored higher.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, these scheduled children of the same income and demographics still differ from each other in important ways. Some are more motivated or conscientious. Some have photographic memories or are hard working. Some have a gift for math or music. The children who choose to do more homework and participate in after-school activities are exactly the ones who are more likely to score higher anyway. It’s a thorny knot to disentangle how much the homework and scheduled activities are driving the improvement in skills.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In this study, the researchers used a new statistical technique for large datasets to disentangle it. And once they adjusted for the effects of the students’ unobservable or inner differences, all the academic benefits melted away, and well-being turned negative. That is, the final or marginal hour of homework and activities didn’t raise a student’s test scores at all and lowered a child’s non-cognitive behaviors.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The researchers also noticed a dilemma in the data. The psychological downsides of overscheduling hit before students’ cognitive skills were maximized. There’s a point where a child could still boost his academic skills by doing another hour of homework or tutoring, for example, but it would come at the expense of mental well-being. With more time spent on these activities, the academic returns eventually fall to zero, but by that time, there’s been a considerable hit to well-being.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A lot more research is needed to understand if some activities are harming students more than others. One question Caetano has concerns timing. She wonders what would happen if little kids were less scheduled in elementary school. Would they then have more resilience to deal with the time pressures in high school? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The statistical techniques in this study are new and researchers debate about how and when to use them. Josh Goodman, an education economist at Boston University who was not involved in the study, commented that the causal claims between overscheduling and academic skills and mental well-being aren’t “perfect,” but called them “good enough.” He said on X (formerly Twitter) that “the paper raises some very uncomfortable questions (including about my own parenting decisions!)” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Of course, parents aren’t entirely to blame. Schools assign the homework and their children’s grades will suffer if it isn’t done. College admissions departments value applicants with high grades and activities. Caetano sympathizes with parents who find it hard to individually push back against the current system. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s similarly difficult for one school to unilaterally change homework policies when colleges could penalize their students. Indeed, schools that have tried reducing the pressure have sometimes felt the wrath of parents who are worried that less homework will cause their children to fall behind the competition. Ultimately, Caetano says that education policymakers on the state or federal level need to set policies to ratchet down the pressure for all.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-overscheduling-kids-lives-causes-depression-and-anxiety-study-finds/\">\u003ci>\u003cspan style=\"font-weight: 400\">extracurricular activities\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n","blocks":[],"excerpt":"Economists calculated the costs and benefits of homework and extracurriculars. They found troubling mental health costs.","status":"publish","parent":0,"modified":1706900711,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":21,"wordCount":1247},"headData":{"title":"Overscheduling kids’ lives causes depression and anxiety, study finds | KQED","description":"Economists calculated the costs and benefits of homework and extracurriculars. They found troubling mental health costs.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Economists calculated the costs and benefits of homework and extracurriculars. They found troubling mental health costs.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Overscheduling kids’ lives causes depression and anxiety, study finds","datePublished":"2024-02-05T11:00:37.000Z","dateModified":"2024-02-02T19:05:11.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"nprByline":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/63052/overscheduling-kids-lives-causes-depression-and-anxiety-study-finds","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Psychologists have long warned that children’s lives are overscheduled, which undermines their ability to develop non-academic skills that they’ll need in adulthood, from coping with setbacks to building strong relationships. Now a trio of economists say they’ve been able to calculate some of these psychological costs.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In a new \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0272775723001504?via%3Dihub\">\u003cspan style=\"font-weight: 400\">data analysis published in the February 2024 issue of the Economics of Education Review\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, three economists from the University of Georgia and the Federal Reserve Board found that students are assigned so much homework and signed up for so many extracurricular activities that the “last hour” was no longer helping to build their academic skills. Instead, the activities were actually harming their mental well-being, making students more anxious, depressed or angry. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We’re not saying that all these activities are bad, but that the total is bad,” said Carolina Caetano, one of the study’s authors and an assistant professor of economics at the University of Georgia. Homework and scheduled activities, she said, were eating away at time for sleep and socializing, which are also important. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The downsides of homework and scheduled activities were most pronounced during the high school years, when students are feeling pressure to earn high grades and load up on extracurriculars for their college applications, the researchers found.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Unfortunately, the researchers weren’t able to put a precise number on how many hours is too much, and Caetano explained to me that the number might not be the same for everyone.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parents who worry that their children might be overscheduled should ask themselves whether they feel their days are so busy that their children don’t even have time for spontaneous play dates, Caetano said. “If you feel stretched, you’re probably on the too-much side of this,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Caetano and her research team analyzed the time diaries of 4,300 children and teens, from kindergarten through 12th grade. The diaries had been collected over the years, dating back to 1997, as part of the \u003c/span>\u003ca href=\"https://psidonline.isr.umich.edu/\">\u003cspan style=\"font-weight: 400\">Panel Study of Income Dynamics (PSID)\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a large nationally representative household survey overseen by the University of Michigan. Children, parents and survey workers kept track of a random weekday and a random weekend day for each child, allowing the researchers to see how children spent every minute.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The researchers described a wide assortment of activities intended to improve children’s skills as “enrichment.” Homework was the largest component, adding up to two thirds of the total enrichment hours. The remainder of the enrichment time was occupied by reading (14% of the enrichment time), followed by before- and after-school programs (7%). In the diaries, relatively little time was spent being read to by parents, tutoring and other academic lessons, and on non-academic lessons, such as piano, soccer lessons or driver’s ed. On average, children spent 45 minutes a day on all of them, ranging from zero to four hours a day.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The researchers then compared time spent on these enrichment activities with academic test scores along with non-cognitive psychological measures, which were based on parent surveys of their children’s behaviors, such as being withdrawn, anxious or angry. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At first, there seemed to be a strong association between time spent on enrichment and academic skills and positive behaviors. That is, students who were more scheduled also had higher test scores and better behaviors. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But scheduled students also tend to be wealthier. Their families have the resources for tutors, after-school activities, or nannies who enforce homework time. It’s hard to tell how much the activities were responsible for boosting students’ skills or whether these highly resourced children would have done just as well on the tests and non-cognitive measures without the activities. After adjusting for family income and other demographic characteristics, some of these benefits melted away. Still, some association between scheduled activities and academic skills remained. In other words, even between two children with the same demographics and family income, the one that was more scheduled and spent more time on homework scored higher.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, these scheduled children of the same income and demographics still differ from each other in important ways. Some are more motivated or conscientious. Some have photographic memories or are hard working. Some have a gift for math or music. The children who choose to do more homework and participate in after-school activities are exactly the ones who are more likely to score higher anyway. It’s a thorny knot to disentangle how much the homework and scheduled activities are driving the improvement in skills.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In this study, the researchers used a new statistical technique for large datasets to disentangle it. And once they adjusted for the effects of the students’ unobservable or inner differences, all the academic benefits melted away, and well-being turned negative. That is, the final or marginal hour of homework and activities didn’t raise a student’s test scores at all and lowered a child’s non-cognitive behaviors.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The researchers also noticed a dilemma in the data. The psychological downsides of overscheduling hit before students’ cognitive skills were maximized. There’s a point where a child could still boost his academic skills by doing another hour of homework or tutoring, for example, but it would come at the expense of mental well-being. With more time spent on these activities, the academic returns eventually fall to zero, but by that time, there’s been a considerable hit to well-being.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A lot more research is needed to understand if some activities are harming students more than others. One question Caetano has concerns timing. She wonders what would happen if little kids were less scheduled in elementary school. Would they then have more resilience to deal with the time pressures in high school? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The statistical techniques in this study are new and researchers debate about how and when to use them. Josh Goodman, an education economist at Boston University who was not involved in the study, commented that the causal claims between overscheduling and academic skills and mental well-being aren’t “perfect,” but called them “good enough.” He said on X (formerly Twitter) that “the paper raises some very uncomfortable questions (including about my own parenting decisions!)” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Of course, parents aren’t entirely to blame. Schools assign the homework and their children’s grades will suffer if it isn’t done. College admissions departments value applicants with high grades and activities. Caetano sympathizes with parents who find it hard to individually push back against the current system. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s similarly difficult for one school to unilaterally change homework policies when colleges could penalize their students. Indeed, schools that have tried reducing the pressure have sometimes felt the wrath of parents who are worried that less homework will cause their children to fall behind the competition. Ultimately, Caetano says that education policymakers on the state or federal level need to set policies to ratchet down the pressure for all.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-overscheduling-kids-lives-causes-depression-and-anxiety-study-finds/\">\u003ci>\u003cspan style=\"font-weight: 400\">extracurricular activities\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63052/overscheduling-kids-lives-causes-depression-and-anxiety-study-finds","authors":["byline_mindshift_63052"],"categories":["mindshift_21504","mindshift_21280","mindshift_21385","mindshift_20874"],"tags":["mindshift_20589","mindshift_21612","mindshift_21070","mindshift_21100","mindshift_563","mindshift_20865","mindshift_20870","mindshift_290"],"featImg":"mindshift_63054","label":"mindshift"},"mindshift_62400":{"type":"posts","id":"mindshift_62400","meta":{"index":"posts_1591205157","site":"mindshift","id":"62400","score":null,"sort":[1695117638000]},"guestAuthors":[],"slug":"how-important-is-homework-and-how-much-should-parents-help","title":"How important is homework, and how much should parents help?","publishDate":1695117638,"format":"standard","headTitle":"How important is homework, and how much should parents help? | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>A version of this post was \u003ca href=\"https://parentingtranslator.substack.com/p/how-important-is-homework\">originally published\u003c/a> by Parenting Translator. Sign up for \u003ca href=\"https://parentingtranslator.substack.com/\" target=\"_blank\" rel=\"noopener\">the newsletter\u003c/a> and follow Parenting Translator \u003ca href=\"https://www.instagram.com/parentingtranslator/\" target=\"_blank\" rel=\"noopener\">on Instagram\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In recent years, homework has become a very \u003ca href=\"https://www.kqed.org/mindshift/54536/is-homework-valuable-depends-on-the-grade-teachers-share-their-approaches\">hot topic\u003c/a>. Many parents and educators have raised concerns about homework and questioned how effective it is in enhancing students’ learning. There are also concerns that students may be getting too much homework, which ultimately interferes with quality family time and \u003ca href=\"https://www.kqed.org/mindshift/60253/play-is-crucial-for-middle-schoolers-too\">opportunities for physical activity and play\u003c/a>. Research suggests that these concerns may be valid. For example, \u003c/span>\u003ca href=\"http://businessstatistics.us/cte-capstone-homework-and.pdf\">\u003cspan style=\"font-weight: 400\">one study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> reported that elementary school students, on average, are assigned three times\u003c/span>\u003cspan style=\"font-weight: 400\"> the recommended amount of homework.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So what does the research say? What are the potential risks and benefits of homework, and how much is too much?\u003c/span>\u003c/p>\n\u003ch3>\u003cb>Academic benefits\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">First, \u003c/span>\u003ca href=\"http://classtap.pbworks.com/f/Does+Homework+Improve+Achievement.pdf\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that homework is associated with higher scores on academic standardized tests for middle and high school students, but \u003c/span>not \u003ca href=\"https://www.researchgate.net/profile/Harris-Cooper/publication/247522586_Using_Research_to_Answer_Practical_Questions_About_Homework/links/63e3957ec002331f7262531b/Using-Research-to-Answer-Practical-Questions-About-Homework.pdf\">\u003cspan style=\"font-weight: 400\">elementary school students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. A\u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/pdf/10.1080/00220973.2020.1861422\"> \u003cspan style=\"font-weight: 400\">recent experimental study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in Romania found some benefit for a small amount of writing homework in elementary students but not math homework. Yet, interestingly, this positive impact only occurred when students were given a moderate amount of homework (about 20 minutes on average).\u003c/span>\u003c/p>\n\u003ch3>\u003cb>Non-academic benefits\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">The goal of homework is not simply to improve academic skills. Research finds that homework may have some non-academic benefits, such as \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0092656616302446\">\u003cspan style=\"font-weight: 400\">building responsibility\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=221554b32125b18c98bda95d408cdb90a3236005\">\u003cspan style=\"font-weight: 400\">time management skills, and task persistence\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003ca href=\"https://www.jstor.org/stable/27542451\">\u003cspan style=\"font-weight: 400\">Homework\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> may also \u003c/span>\u003ca href=\"https://web.archive.org/web/20170812233101id_/http://libres.uncg.edu/ir/uncg/f/D_Demo_Family_1998.pdf\">\u003cspan style=\"font-weight: 400\">increase parents’ involvement\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in their children’s schooling. Yet, too much homework may also have some negative impacts on non-academic skills by reducing opportunities for \u003c/span>\u003ca href=\"https://publications.aap.org/pediatrics/article/142/3/e20182058/38649/The-Power-of-Play-A-Pediatric-Role-in-Enhancing\">\u003cspan style=\"font-weight: 400\">free play\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which is essential for the development of language, cognitive, self-regulation and social-emotional skills. Homework may also \u003c/span>\u003ca href=\"https://bmcresnotes.biomedcentral.com/counter/pdf/10.1186/s13104-018-3292-y.pdf\">\u003cspan style=\"font-weight: 400\">interfere with physical activity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and too much homework is associated with \u003c/span>\u003ca href=\"https://bmcpediatr.biomedcentral.com/articles/10.1186/s12887-021-02892-w\">\u003cspan style=\"font-weight: 400\">an increased risk for being overweight\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. As with the research on academic benefits, this research also suggests that homework may be beneficial when it is minimal.\u003c/span>\u003c/p>\n\u003ch3>\u003cb>What is the “right” amount of homework?\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Research suggests that \u003c/span>\u003ca href=\"http://classtap.pbworks.com/f/Does+Homework+Improve+Achievement.pdf\">\u003cspan style=\"font-weight: 400\">homework\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> should not exceed 1.5 to 2.5 hours per night for high school students and no more than one hour per night for middle school students. Homework for elementary school students should be minimal and assigned with the aim of building self-regulation and independent work skills. Any more than this and homework may no longer have a positive impact. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The \u003c/span>\u003ca href=\"https://www.nea.org/professional-excellence/student-engagement/tools-tips/how-much-homework-too-much\">\u003cspan style=\"font-weight: 400\">National Education Association\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> recommends 10 minutes of homework per grade and there is also\u003c/span> \u003cspan style=\"font-weight: 400\">some experimental evidence that backs this up.\u003c/span>\u003c/p>\n\u003ch3>\u003cb>Overall translation\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Research finds that homework provides some academic benefit for middle and high school students but is less beneficial for elementary school students. Research suggests that homework should be none or minimal for elementary students, less than one hour per night for middle school students, and less than 1.5 to 2.5 hours for high school students. \u003c/span>\u003c/p>\n\u003ch3>\u003cb>What can parents do?\u003c/b>\u003c/h3>\n\u003cp>\u003ca href=\"https://web.archive.org/web/20221115083537id_/https://phrepo.phbern.ch/1018/1/The_Need_to_Distinguish_Between_Quantity_and_Quality_in_Research_on_Parental_Involvement_The_Example_of_Parental_Help_With_Homework.pdf\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that parental help with homework is beneficial but that it matters more \u003cem>how\u003c/em>\u003c/span>\u003cspan style=\"font-weight: 400\"> the parent is helping rather than \u003cem>how often\u003c/em>\u003c/span>\u003cspan style=\"font-weight: 400\"> the parent is helping.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So how should parents help with homework, according to the research? \u003c/span>\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cb>Focus on providing general monitoring, guidance and encouragement, but allow children to generate answers on their own and complete their homework as independently as possible\u003c/b>\u003cspan style=\"font-weight: 400\">. Specifically, \u003ca href=\"https://www.kqed.org/mindshift/52393/how-parents-can-create-a-nightly-homework-ritual-for-reluctant-children\">be present\u003c/a> while they are completing homework to help them to understand the directions, be available to answer simple questions, or praise and acknowledge their effort and hard work. \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0361476X99910366\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows that allowing children \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0361476X11000439\">\u003cspan style=\"font-weight: 400\">more autonomy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in completing homework may benefit their academic skills.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Only provide help when your child asks for it and step away whenever possible.\u003c/b> \u003ca href=\"https://deepblue.lib.umich.edu/bitstream/handle/2027.42/108320/bjep12039.pdf?sequence\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that too much parental involvement or intrusive and controlling involvement with homework is associated with \u003c/span>\u003ca href=\"https://web.archive.org/web/20221115083537id_/https://phrepo.phbern.ch/1018/1/The_Need_to_Distinguish_Between_Quantity_and_Quality_in_Research_on_Parental_Involvement_The_Example_of_Parental_Help_With_Homework.pdf\">\u003cspan style=\"font-weight: 400\">worse academic performance\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Help your children to create structure and develop some routines that help your child to independently complete their homework\u003c/b>\u003cspan style=\"font-weight: 400\">. Have a regular time and place for homework that is free from distractions and has all of the materials they need within arm’s reach. Help your child to create a checklist for homework tasks. Create rules for homework with your child. Help children to develop strategies for increasing their own self-motivation. For example, developing their own reward system or creating a homework schedule with breaks for fun activities. \u003c/span>\u003ca href=\"https://eric.ed.gov/?id=EJ1054517\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that providing this type of structure and responsiveness is related to improved academic skills.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Set specific rules around homework.\u003c/b> \u003ca href=\"https://journals.sagepub.com/doi/10.3102/0034654308325185\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds an association between parents setting rules around homework and academic performance. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Help your child to view homework as an opportunity to learn and improve skills.\u003c/b> \u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S1041608011000409\">\u003cspan style=\"font-weight: 400\">Parents\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> who view homework as a learning opportunity (that is, a “mastery orientation”) rather than something that they must get “right” or complete successfully to obtain a higher grade (that is, a “performance orientation”) are more likely to have children with the same attitudes. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Encourage your child to persist in challenging assignments and emphasize difficult assignments as opportunities to grow\u003c/b>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003ca href=\"https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=646524b6163a46720005099da775dbbced5745de\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that this attitude is associated with student success. \u003c/span>\u003ca href=\"https://www.researchgate.net/profile/Mareike-Kunter-2/publication/44951983_Homework_Works_if_Homework_Quality_Is_High_Using_Multilevel_Modeling_to_Predict_the_Development_of_Achievement_in_Mathematics/links/552e688f0cf2acd38cb94e51/Homework-Works-if-Homework-Quality-Is-High-Using-Multilevel-Modeling-to-Predict-the-Development-of-Achievement-in-Mathematics.pdf\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> also indicates that more challenging homework is associated with enhanced academic performance.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Stay calm and positive during homework.\u003c/b> \u003ca href=\"https://psycnet.apa.org/buy/2005-02477-012\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows that mothers showing positive emotions while helping with homework may improve children’s motivation in homework.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Praise your child’s hard work and effort during homework.\u003c/b>\u003cspan style=\"font-weight: 400\"> This type of \u003c/span>\u003ca href=\"https://www.reed.edu/psychology/motivation/assets/downloads/Haimovitz_Corpus_2011.pdf\">\u003cspan style=\"font-weight: 400\">praise\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is likely to increase motivation. In addition, research finds that putting more effort into homework may be associated with enhanced development of \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0092656616302446\">\u003cspan style=\"font-weight: 400\">conscientiousness \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">in children.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Communicate with your child and the teacher about any problems your child has with homework and the teacher’s learning goals.\u003c/b> \u003ca href=\"https://www.researchgate.net/profile/Nancy-Hill-3/publication/24399801_Parental_Involvement_in_Middle_School_A_Meta-Analytic_Assessment_of_the_Strategies_That_Promote_Achievement/links/54637ef40cf2cb7e9da96676/Parental-Involvement-in-Middle-School-A-Meta-Analytic-Assessment-of-the-Strategies-That-Promote-Achievement.pdf\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that open communication about homework is associated with increased academic performance.\u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>\u003c/p>\n\u003cp>\u003ci>Cara Goodwin, PhD, is a licensed psychologist, a mother of three and the founder of \u003ca href=\"https://parentingtranslator.substack.com/\" target=\"_blank\" rel=\"noopener\">Parenting Translator\u003c/a>, a nonprofit newsletter that turns scientific research into information that is accurate, relevant and useful for parents.\u003c/i>\u003c/p>\n\n","blocks":[],"excerpt":"Research finds that homework provides some academic benefit for middle and high school students but is less beneficial for elementary school students.","status":"publish","parent":0,"modified":1695218028,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":13,"wordCount":1001},"headData":{"title":"How important is homework, and how much should parents help? | KQED","description":"Homework provides some academic benefit for middle and high school students but is less beneficial in elementary school.","ogTitle":"","ogDescription":"","ogImgId":"mindshift_62403","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Homework provides some academic benefit for middle and high school students but is less beneficial in elementary school.","schema":{"@context":"http://schema.org","@type":"Article","headline":"How important is homework, and how much should parents help?","datePublished":"2023-09-19T10:00:38.000Z","dateModified":"2023-09-20T13:53:48.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"nprByline":"Cara Goodwin, \u003ca href=\"https://parentingtranslator.org\" target=\"_blank\">The Parenting Translator\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/62400/how-important-is-homework-and-how-much-should-parents-help","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>A version of this post was \u003ca href=\"https://parentingtranslator.substack.com/p/how-important-is-homework\">originally published\u003c/a> by Parenting Translator. Sign up for \u003ca href=\"https://parentingtranslator.substack.com/\" target=\"_blank\" rel=\"noopener\">the newsletter\u003c/a> and follow Parenting Translator \u003ca href=\"https://www.instagram.com/parentingtranslator/\" target=\"_blank\" rel=\"noopener\">on Instagram\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In recent years, homework has become a very \u003ca href=\"https://www.kqed.org/mindshift/54536/is-homework-valuable-depends-on-the-grade-teachers-share-their-approaches\">hot topic\u003c/a>. Many parents and educators have raised concerns about homework and questioned how effective it is in enhancing students’ learning. There are also concerns that students may be getting too much homework, which ultimately interferes with quality family time and \u003ca href=\"https://www.kqed.org/mindshift/60253/play-is-crucial-for-middle-schoolers-too\">opportunities for physical activity and play\u003c/a>. Research suggests that these concerns may be valid. For example, \u003c/span>\u003ca href=\"http://businessstatistics.us/cte-capstone-homework-and.pdf\">\u003cspan style=\"font-weight: 400\">one study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> reported that elementary school students, on average, are assigned three times\u003c/span>\u003cspan style=\"font-weight: 400\"> the recommended amount of homework.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So what does the research say? What are the potential risks and benefits of homework, and how much is too much?\u003c/span>\u003c/p>\n\u003ch3>\u003cb>Academic benefits\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">First, \u003c/span>\u003ca href=\"http://classtap.pbworks.com/f/Does+Homework+Improve+Achievement.pdf\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that homework is associated with higher scores on academic standardized tests for middle and high school students, but \u003c/span>not \u003ca href=\"https://www.researchgate.net/profile/Harris-Cooper/publication/247522586_Using_Research_to_Answer_Practical_Questions_About_Homework/links/63e3957ec002331f7262531b/Using-Research-to-Answer-Practical-Questions-About-Homework.pdf\">\u003cspan style=\"font-weight: 400\">elementary school students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. A\u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/pdf/10.1080/00220973.2020.1861422\"> \u003cspan style=\"font-weight: 400\">recent experimental study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in Romania found some benefit for a small amount of writing homework in elementary students but not math homework. Yet, interestingly, this positive impact only occurred when students were given a moderate amount of homework (about 20 minutes on average).\u003c/span>\u003c/p>\n\u003ch3>\u003cb>Non-academic benefits\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">The goal of homework is not simply to improve academic skills. Research finds that homework may have some non-academic benefits, such as \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0092656616302446\">\u003cspan style=\"font-weight: 400\">building responsibility\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=221554b32125b18c98bda95d408cdb90a3236005\">\u003cspan style=\"font-weight: 400\">time management skills, and task persistence\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003ca href=\"https://www.jstor.org/stable/27542451\">\u003cspan style=\"font-weight: 400\">Homework\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> may also \u003c/span>\u003ca href=\"https://web.archive.org/web/20170812233101id_/http://libres.uncg.edu/ir/uncg/f/D_Demo_Family_1998.pdf\">\u003cspan style=\"font-weight: 400\">increase parents’ involvement\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in their children’s schooling. Yet, too much homework may also have some negative impacts on non-academic skills by reducing opportunities for \u003c/span>\u003ca href=\"https://publications.aap.org/pediatrics/article/142/3/e20182058/38649/The-Power-of-Play-A-Pediatric-Role-in-Enhancing\">\u003cspan style=\"font-weight: 400\">free play\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which is essential for the development of language, cognitive, self-regulation and social-emotional skills. Homework may also \u003c/span>\u003ca href=\"https://bmcresnotes.biomedcentral.com/counter/pdf/10.1186/s13104-018-3292-y.pdf\">\u003cspan style=\"font-weight: 400\">interfere with physical activity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and too much homework is associated with \u003c/span>\u003ca href=\"https://bmcpediatr.biomedcentral.com/articles/10.1186/s12887-021-02892-w\">\u003cspan style=\"font-weight: 400\">an increased risk for being overweight\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. As with the research on academic benefits, this research also suggests that homework may be beneficial when it is minimal.\u003c/span>\u003c/p>\n\u003ch3>\u003cb>What is the “right” amount of homework?\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Research suggests that \u003c/span>\u003ca href=\"http://classtap.pbworks.com/f/Does+Homework+Improve+Achievement.pdf\">\u003cspan style=\"font-weight: 400\">homework\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> should not exceed 1.5 to 2.5 hours per night for high school students and no more than one hour per night for middle school students. Homework for elementary school students should be minimal and assigned with the aim of building self-regulation and independent work skills. Any more than this and homework may no longer have a positive impact. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The \u003c/span>\u003ca href=\"https://www.nea.org/professional-excellence/student-engagement/tools-tips/how-much-homework-too-much\">\u003cspan style=\"font-weight: 400\">National Education Association\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> recommends 10 minutes of homework per grade and there is also\u003c/span> \u003cspan style=\"font-weight: 400\">some experimental evidence that backs this up.\u003c/span>\u003c/p>\n\u003ch3>\u003cb>Overall translation\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Research finds that homework provides some academic benefit for middle and high school students but is less beneficial for elementary school students. Research suggests that homework should be none or minimal for elementary students, less than one hour per night for middle school students, and less than 1.5 to 2.5 hours for high school students. \u003c/span>\u003c/p>\n\u003ch3>\u003cb>What can parents do?\u003c/b>\u003c/h3>\n\u003cp>\u003ca href=\"https://web.archive.org/web/20221115083537id_/https://phrepo.phbern.ch/1018/1/The_Need_to_Distinguish_Between_Quantity_and_Quality_in_Research_on_Parental_Involvement_The_Example_of_Parental_Help_With_Homework.pdf\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that parental help with homework is beneficial but that it matters more \u003cem>how\u003c/em>\u003c/span>\u003cspan style=\"font-weight: 400\"> the parent is helping rather than \u003cem>how often\u003c/em>\u003c/span>\u003cspan style=\"font-weight: 400\"> the parent is helping.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So how should parents help with homework, according to the research? \u003c/span>\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cb>Focus on providing general monitoring, guidance and encouragement, but allow children to generate answers on their own and complete their homework as independently as possible\u003c/b>\u003cspan style=\"font-weight: 400\">. Specifically, \u003ca href=\"https://www.kqed.org/mindshift/52393/how-parents-can-create-a-nightly-homework-ritual-for-reluctant-children\">be present\u003c/a> while they are completing homework to help them to understand the directions, be available to answer simple questions, or praise and acknowledge their effort and hard work. \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0361476X99910366\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows that allowing children \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0361476X11000439\">\u003cspan style=\"font-weight: 400\">more autonomy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in completing homework may benefit their academic skills.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Only provide help when your child asks for it and step away whenever possible.\u003c/b> \u003ca href=\"https://deepblue.lib.umich.edu/bitstream/handle/2027.42/108320/bjep12039.pdf?sequence\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that too much parental involvement or intrusive and controlling involvement with homework is associated with \u003c/span>\u003ca href=\"https://web.archive.org/web/20221115083537id_/https://phrepo.phbern.ch/1018/1/The_Need_to_Distinguish_Between_Quantity_and_Quality_in_Research_on_Parental_Involvement_The_Example_of_Parental_Help_With_Homework.pdf\">\u003cspan style=\"font-weight: 400\">worse academic performance\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Help your children to create structure and develop some routines that help your child to independently complete their homework\u003c/b>\u003cspan style=\"font-weight: 400\">. Have a regular time and place for homework that is free from distractions and has all of the materials they need within arm’s reach. Help your child to create a checklist for homework tasks. Create rules for homework with your child. Help children to develop strategies for increasing their own self-motivation. For example, developing their own reward system or creating a homework schedule with breaks for fun activities. \u003c/span>\u003ca href=\"https://eric.ed.gov/?id=EJ1054517\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that providing this type of structure and responsiveness is related to improved academic skills.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Set specific rules around homework.\u003c/b> \u003ca href=\"https://journals.sagepub.com/doi/10.3102/0034654308325185\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds an association between parents setting rules around homework and academic performance. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Help your child to view homework as an opportunity to learn and improve skills.\u003c/b> \u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S1041608011000409\">\u003cspan style=\"font-weight: 400\">Parents\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> who view homework as a learning opportunity (that is, a “mastery orientation”) rather than something that they must get “right” or complete successfully to obtain a higher grade (that is, a “performance orientation”) are more likely to have children with the same attitudes. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Encourage your child to persist in challenging assignments and emphasize difficult assignments as opportunities to grow\u003c/b>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003ca href=\"https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=646524b6163a46720005099da775dbbced5745de\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that this attitude is associated with student success. \u003c/span>\u003ca href=\"https://www.researchgate.net/profile/Mareike-Kunter-2/publication/44951983_Homework_Works_if_Homework_Quality_Is_High_Using_Multilevel_Modeling_to_Predict_the_Development_of_Achievement_in_Mathematics/links/552e688f0cf2acd38cb94e51/Homework-Works-if-Homework-Quality-Is-High-Using-Multilevel-Modeling-to-Predict-the-Development-of-Achievement-in-Mathematics.pdf\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> also indicates that more challenging homework is associated with enhanced academic performance.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Stay calm and positive during homework.\u003c/b> \u003ca href=\"https://psycnet.apa.org/buy/2005-02477-012\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows that mothers showing positive emotions while helping with homework may improve children’s motivation in homework.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Praise your child’s hard work and effort during homework.\u003c/b>\u003cspan style=\"font-weight: 400\"> This type of \u003c/span>\u003ca href=\"https://www.reed.edu/psychology/motivation/assets/downloads/Haimovitz_Corpus_2011.pdf\">\u003cspan style=\"font-weight: 400\">praise\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is likely to increase motivation. In addition, research finds that putting more effort into homework may be associated with enhanced development of \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0092656616302446\">\u003cspan style=\"font-weight: 400\">conscientiousness \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">in children.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Communicate with your child and the teacher about any problems your child has with homework and the teacher’s learning goals.\u003c/b> \u003ca href=\"https://www.researchgate.net/profile/Nancy-Hill-3/publication/24399801_Parental_Involvement_in_Middle_School_A_Meta-Analytic_Assessment_of_the_Strategies_That_Promote_Achievement/links/54637ef40cf2cb7e9da96676/Parental-Involvement-in-Middle-School-A-Meta-Analytic-Assessment-of-the-Strategies-That-Promote-Achievement.pdf\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that open communication about homework is associated with increased academic performance.\u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>\u003c/p>\n\u003cp>\u003ci>Cara Goodwin, PhD, is a licensed psychologist, a mother of three and the founder of \u003ca href=\"https://parentingtranslator.substack.com/\" target=\"_blank\" rel=\"noopener\">Parenting Translator\u003c/a>, a nonprofit newsletter that turns scientific research into information that is accurate, relevant and useful for parents.\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62400/how-important-is-homework-and-how-much-should-parents-help","authors":["byline_mindshift_62400"],"categories":["mindshift_21504","mindshift_21385"],"tags":["mindshift_21110","mindshift_563","mindshift_21706"],"featImg":"mindshift_62403","label":"mindshift"},"mindshift_62365":{"type":"posts","id":"mindshift_62365","meta":{"index":"posts_1591205157","site":"mindshift","id":"62365","score":null,"sort":[1694426439000]},"guestAuthors":[],"slug":"one-size-fits-all-math-homework-may-be-more-helpful-than-you-think","title":"One-size-fits-all math homework may be more helpful than you think","publishDate":1694426439,"format":"standard","headTitle":"One-size-fits-all math homework may be more helpful than you think | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp class=\"p6\">In theory, education technology could redesign school from a factory-like assembly line to an individualized experience. Computers, powered by algorithms and AI, could deliver custom-tailored lessons for each child. Advocates call this concept “personalized learning” but this sci-fi idyll (or dystopia, depending on your point of view) has been slow to catch on in American classrooms.\u003c/p>\n\u003cp class=\"p8\">Meanwhile one piece of ed tech, called ASSISTments, takes the opposite approach. Instead of personalizing instruction, this homework website for middle schoolers encourages teachers to assign the exact same set of math problems to the entire class. One size fits all.\u003c/p>\n\u003cp class=\"p9\">Unlike other popular math practice sites, such as Khan Academy, IXL or ALEKS, in which a computer controls the content, ASSISTments keeps the control levers with the teachers, who pick the questions they like from a library of 200,000. Many teachers assign the same familiar homework questions from textbooks and curricula they are already using.\u003c/p>\n\u003cp class=\"p8\">And this deceptively simple – and free –\u003cspan class=\"Apple-converted-space\"> \u003c/span>tool has built an impressive evidence base and a following among middle school math teachers. Roughly 3,000 teachers and 130,000 students were using it during the 2022-23 school year, according to the husband and wife team of Neil and Cristina Heffernan who run ASSISTments, a nonprofit based at Worcester Polytechnic Institute in Massachusetts, where Neil is a computer science professor.\u003c/p>\n\u003cp class=\"p8\">After Neil built the platform in 2003, several early studies showed \u003ca href=\"https://link.springer.com/chapter/10.1007/978-3-642-39112-5_122\">\u003cspan class=\"s3\">promising results\u003c/span>\u003c/a>, and then a large randomized control trial (RCT) in Maine, published in 2016, \u003ca href=\"https://journals.sagepub.com/doi/10.1177/2332858416673968\">\u003cspan class=\"s3\">confirmed them\u003c/span>\u003c/a>. For 1,600 seventh-grade students whose classrooms were randomly selected to use ASSISTments for math homework, math achievement was significantly higher at the end of the year, equivalent to an extra three quarters of a year of schooling, \u003ca href=\"https://ies.ed.gov/ncser/pubs/20133000/pdf/20133000.pdf\">\u003cspan class=\"s3\">according to one estimate\u003c/span>\u003c/a>. Both groups – treatment and control – were otherwise using the same textbooks and curriculum.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp class=\"p8\">On the strength of those results, an MIT research organization \u003ca href=\"https://www.povertyactionlab.org/blog/9-5-17/exploring-promise-education-technology\">\u003cspan class=\"s3\">singled out ASSISTments\u003c/span>\u003c/a> as one of the rare ed tech tools proven to help students. The Department of Education’s What Works Clearinghouse, which reviews education evidence, said the research behind ASSISTments was so strong that it received the \u003ca href=\"https://ies.ed.gov/ncee/wwc/Study/86375\">\u003cspan class=\"s3\">highest stamp of approval:\u003c/span>\u003c/a> “without reservations.”\u003c/p>\n\u003cp class=\"p8\">Still, Maine is an unusual state with a population that is more than 90% white and so small that everyone could fit inside the city limits of San Diego. It had distributed laptops to every middle school student years before the ASSISTments experiment. Would an online math platform work in conditions where computer access is uneven?\u003c/p>\n\u003cp class=\"p8\">The Department of Education commissioned a \u003ca href=\"https://ies.ed.gov/funding/grantsearch/details.asp?ID=2058\">\u003cspan class=\"s3\">$3 million replication study\u003c/span>\u003c/a> in North Carolina, in which 3,000 seventh graders were randomly assigned to use ASSISTments. The study, set to test how well the students learned math in spring of 2020, was derailed by the pandemic. But a private foundation salvaged it. Before the pandemic, Arnold Ventures had agreed to fund an additional year of the North Carolina study, to see if students would continue to be better at math in eighth grade. (\u003ci>Arnold Ventures is among the many funders of The Hechinger Report.\u003c/i>)\u003c/p>\n\u003cp class=\"p8\">Those longer-term \u003ca href=\"https://www.wested.org/wp-content/uploads/2023/07/ASSISTments-Long-Term-Effects-_07-11-23_FINAL-ADA.pdf\">\u003cspan class=\"s3\">results were published in June 2023\u003c/span>\u003c/a>, and they were good. Even a year later, on year-end eighth grade math tests, the 3,000 students who had used ASSISTments in seventh grade outperformed 3,000 peers who hadn’t. The eighth graders had moved on to new math topics and were no longer using ASSISTments, but their practice time on the platform a year earlier was still generating dividends.\u003c/p>\n\u003cp class=\"p8\">Researchers found that the lingering effect of practicing math on ASSISTments was similar in size to the long-term benefits of Saga Education’s intensive, in-person tutoring, which costs $3,200 to $4,800 per year for each student. The cost of ASSISTments is a tiny fraction of that, less than $100 per student. (That cost is covered by private foundations and federal grants. Schools use it free of charge.)\u003c/p>\n\u003cp class=\"p8\">Another surprising result is that students, on average, benefited from solving the same problems, without assigning easier ones to weaker students and harder ones to stronger students.\u003c/p>\n\u003cp class=\"p8\">How is it that this rather simple piece of software is succeeding while more sophisticated ed tech has often shown mixed results and failed to gain traction?\u003c/p>\n\u003cp class=\"p8\">The studies aren’t able to explain that exactly. ASSISTments, criticized for its \u003ca href=\"https://www.commonsense.org/education/reviews/assistments\">\u003cspan class=\"s3\">“bland” design and for sometimes being “frustrating,”\u003c/span>\u003c/a> doesn’t appear to be luring kids to do enormous amounts of homework. In North Carolina, students typically used it for only 18 minutes a week, usually split among two to three sessions.\u003c/p>\n\u003cp class=\"p8\">From a student’s perspective, the main feature is instant feedback. ASSISTments marks each problem immediately, like a robo grader. A green check appears for getting it right on the first try, and an orange check is for solving it on a subsequent attempt. Students can try as many times as they wish. Students can also just ask for the correct answer.\u003c/p>\n\u003cp class=\"p8\">Nearly every online math platform gives instant feedback. It’s a well established principle of cognitive science that students learn better when they can see and sort out their mistakes immediately, rather than waiting days for the teacher to grade their work and return it.\u003c/p>\n\u003cp class=\"p8\">The secret sauce might be in the easy-to-digest feedback that teachers are getting. Teachers receive a simple data report, showing them which problems students are getting right and wrong.\u003c/p>\n\u003cp class=\"p8\">ASSISTments encourages teachers to project anonymized homework results on a whiteboard and review the ones that many students got wrong. Not every teacher does that. On the teacher’s back end, the system also highlights common mistakes that students are making. In surveys, teachers said it changes how they review homework.\u003c/p>\n\u003cp class=\"p8\">Other math platforms generate data reports too, and teachers ought to be able to use them to inform their instruction. But when 30 students are each working on 20 different, customized problems, it’s a lot harder to figure out which of those 600 problems should be reviewed in class.\u003c/p>\n\u003cp class=\"p8\">There are other advantages to having a class work on a common set of problems. It allows kids to work together, something that motivates many extroverted tweens and teens to do their homework. It can also trigger worthwhile class discussions, in which students explain how they solved the same problem differently.\u003c/p>\n\u003cp class=\"p8\">ASSISTments has drawbacks. Many students don’t have good internet connections at home and many teachers don’t want to devote precious minutes of class time to screen time. In the North Carolina study, some teachers had students do the homework in school.\u003c/p>\n\u003cp class=\"p8\">Teachers are restricted to the math problems that Heffernan’s team has uploaded to the ASSISTments library. It currently includes problems from three middle school math curricula:\u003cspan class=\"Apple-converted-space\"> \u003c/span>Illustrative Mathematics, Open Up Resources and Eureka Math (also known as EngageNY). For the Maine and North Carolina studies, the ASSISTments team uploaded math questions that teachers were familiar with from their textbooks and binders. But outside of a study, if teachers want to use their own math questions, they’ll have to wait until next year, when ASSISTments plans to allow teachers to build their own problems or edit existing ones.\u003c/p>\n\u003cp class=\"p8\">Teachers can assign longer open-response questions, but ASSISTments doesn’t give instant feedback on them. Heffernan is currently testing how to use AI to evaluate students’ written explanations.\u003c/p>\n\u003cp class=\"p8\">There are other bells and whistles inside the ASSISTments system too. Many problems have “hints” to help students who are struggling and can show step-by-step worked out examples. There are also optional “skill builders” for students to practice rudimentary skills, such as adding fractions with unlike denominators. It is unclear how important these extra features are. In the North Carolina study, students generally didn’t use them.\u003c/p>\n\u003cp class=\"p8\">There’s every reason to believe that students can learn more from personalized instruction, but the research is mixed. Many students don’t spend as much practice time on the software as they should. Many teachers want more control over what the computer assigns to students. Researchers are starting to see \u003ca href=\"https://www.kqed.org/mindshift/61543/how-can-tutors-reach-more-kids-researchers-look-to-ed-tech-paired-with-human-tutors\">\u003cspan class=\"s3\">good results in using differentiated practice\u003c/span>\u003c/a> work in combination with tutoring. That could make catching up a lot more cost effective.\u003c/p>\n\u003cp class=\"p8\">I rarely hear about “personalized learning” any more in a classroom context. One thing we’ve all learned during the pandemic is that learning has proven to be a profoundly human interaction of give and take between student and teacher and among peers. One-size-fits-all instruction may not be perfect, but it keeps the humans in the picture.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp class=\"p8\">\u003ci>This story about \u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-the-value-of-one-size-fits-all-math-homework/\">\u003cspan class=\"s3\">\u003ci>ASSISTments\u003c/i>\u003c/span>\u003c/a>\u003ci> was written by Jill Barshay and produced by \u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/\">\u003cspan class=\"s3\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003cspan class=\"s3\">\u003ci>Proof Points\u003c/i>\u003c/span>\u003c/a>\u003ci> and other \u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cspan class=\"s3\">\u003ci>Hechinger newsletters\u003c/i>\u003c/span>\u003c/a>.\u003c/p>\n\n","blocks":[],"excerpt":"Research on ASSISTments, a digital math learning tool, suggests it is one of the rare ed tech tools proven to help students.","status":"publish","parent":0,"modified":1694806450,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":2,"wordCount":1504},"headData":{"title":"One-size-fits-all math homework may be more helpful than you think | KQED","description":"Research on ASSISTments, a digital math learning tool, suggests it is one of the rare ed tech tools proven to help students.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Research on ASSISTments, a digital math learning tool, suggests it is one of the rare ed tech tools proven to help students.","schema":{"@context":"http://schema.org","@type":"Article","headline":"One-size-fits-all math homework may be more helpful than you think","datePublished":"2023-09-11T10:00:39.000Z","dateModified":"2023-09-15T19:34:10.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"nprByline":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/62365/one-size-fits-all-math-homework-may-be-more-helpful-than-you-think","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p6\">In theory, education technology could redesign school from a factory-like assembly line to an individualized experience. Computers, powered by algorithms and AI, could deliver custom-tailored lessons for each child. Advocates call this concept “personalized learning” but this sci-fi idyll (or dystopia, depending on your point of view) has been slow to catch on in American classrooms.\u003c/p>\n\u003cp class=\"p8\">Meanwhile one piece of ed tech, called ASSISTments, takes the opposite approach. Instead of personalizing instruction, this homework website for middle schoolers encourages teachers to assign the exact same set of math problems to the entire class. One size fits all.\u003c/p>\n\u003cp class=\"p9\">Unlike other popular math practice sites, such as Khan Academy, IXL or ALEKS, in which a computer controls the content, ASSISTments keeps the control levers with the teachers, who pick the questions they like from a library of 200,000. Many teachers assign the same familiar homework questions from textbooks and curricula they are already using.\u003c/p>\n\u003cp class=\"p8\">And this deceptively simple – and free –\u003cspan class=\"Apple-converted-space\"> \u003c/span>tool has built an impressive evidence base and a following among middle school math teachers. Roughly 3,000 teachers and 130,000 students were using it during the 2022-23 school year, according to the husband and wife team of Neil and Cristina Heffernan who run ASSISTments, a nonprofit based at Worcester Polytechnic Institute in Massachusetts, where Neil is a computer science professor.\u003c/p>\n\u003cp class=\"p8\">After Neil built the platform in 2003, several early studies showed \u003ca href=\"https://link.springer.com/chapter/10.1007/978-3-642-39112-5_122\">\u003cspan class=\"s3\">promising results\u003c/span>\u003c/a>, and then a large randomized control trial (RCT) in Maine, published in 2016, \u003ca href=\"https://journals.sagepub.com/doi/10.1177/2332858416673968\">\u003cspan class=\"s3\">confirmed them\u003c/span>\u003c/a>. For 1,600 seventh-grade students whose classrooms were randomly selected to use ASSISTments for math homework, math achievement was significantly higher at the end of the year, equivalent to an extra three quarters of a year of schooling, \u003ca href=\"https://ies.ed.gov/ncser/pubs/20133000/pdf/20133000.pdf\">\u003cspan class=\"s3\">according to one estimate\u003c/span>\u003c/a>. Both groups – treatment and control – were otherwise using the same textbooks and curriculum.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p8\">On the strength of those results, an MIT research organization \u003ca href=\"https://www.povertyactionlab.org/blog/9-5-17/exploring-promise-education-technology\">\u003cspan class=\"s3\">singled out ASSISTments\u003c/span>\u003c/a> as one of the rare ed tech tools proven to help students. The Department of Education’s What Works Clearinghouse, which reviews education evidence, said the research behind ASSISTments was so strong that it received the \u003ca href=\"https://ies.ed.gov/ncee/wwc/Study/86375\">\u003cspan class=\"s3\">highest stamp of approval:\u003c/span>\u003c/a> “without reservations.”\u003c/p>\n\u003cp class=\"p8\">Still, Maine is an unusual state with a population that is more than 90% white and so small that everyone could fit inside the city limits of San Diego. It had distributed laptops to every middle school student years before the ASSISTments experiment. Would an online math platform work in conditions where computer access is uneven?\u003c/p>\n\u003cp class=\"p8\">The Department of Education commissioned a \u003ca href=\"https://ies.ed.gov/funding/grantsearch/details.asp?ID=2058\">\u003cspan class=\"s3\">$3 million replication study\u003c/span>\u003c/a> in North Carolina, in which 3,000 seventh graders were randomly assigned to use ASSISTments. The study, set to test how well the students learned math in spring of 2020, was derailed by the pandemic. But a private foundation salvaged it. Before the pandemic, Arnold Ventures had agreed to fund an additional year of the North Carolina study, to see if students would continue to be better at math in eighth grade. (\u003ci>Arnold Ventures is among the many funders of The Hechinger Report.\u003c/i>)\u003c/p>\n\u003cp class=\"p8\">Those longer-term \u003ca href=\"https://www.wested.org/wp-content/uploads/2023/07/ASSISTments-Long-Term-Effects-_07-11-23_FINAL-ADA.pdf\">\u003cspan class=\"s3\">results were published in June 2023\u003c/span>\u003c/a>, and they were good. Even a year later, on year-end eighth grade math tests, the 3,000 students who had used ASSISTments in seventh grade outperformed 3,000 peers who hadn’t. The eighth graders had moved on to new math topics and were no longer using ASSISTments, but their practice time on the platform a year earlier was still generating dividends.\u003c/p>\n\u003cp class=\"p8\">Researchers found that the lingering effect of practicing math on ASSISTments was similar in size to the long-term benefits of Saga Education’s intensive, in-person tutoring, which costs $3,200 to $4,800 per year for each student. The cost of ASSISTments is a tiny fraction of that, less than $100 per student. (That cost is covered by private foundations and federal grants. Schools use it free of charge.)\u003c/p>\n\u003cp class=\"p8\">Another surprising result is that students, on average, benefited from solving the same problems, without assigning easier ones to weaker students and harder ones to stronger students.\u003c/p>\n\u003cp class=\"p8\">How is it that this rather simple piece of software is succeeding while more sophisticated ed tech has often shown mixed results and failed to gain traction?\u003c/p>\n\u003cp class=\"p8\">The studies aren’t able to explain that exactly. ASSISTments, criticized for its \u003ca href=\"https://www.commonsense.org/education/reviews/assistments\">\u003cspan class=\"s3\">“bland” design and for sometimes being “frustrating,”\u003c/span>\u003c/a> doesn’t appear to be luring kids to do enormous amounts of homework. In North Carolina, students typically used it for only 18 minutes a week, usually split among two to three sessions.\u003c/p>\n\u003cp class=\"p8\">From a student’s perspective, the main feature is instant feedback. ASSISTments marks each problem immediately, like a robo grader. A green check appears for getting it right on the first try, and an orange check is for solving it on a subsequent attempt. Students can try as many times as they wish. Students can also just ask for the correct answer.\u003c/p>\n\u003cp class=\"p8\">Nearly every online math platform gives instant feedback. It’s a well established principle of cognitive science that students learn better when they can see and sort out their mistakes immediately, rather than waiting days for the teacher to grade their work and return it.\u003c/p>\n\u003cp class=\"p8\">The secret sauce might be in the easy-to-digest feedback that teachers are getting. Teachers receive a simple data report, showing them which problems students are getting right and wrong.\u003c/p>\n\u003cp class=\"p8\">ASSISTments encourages teachers to project anonymized homework results on a whiteboard and review the ones that many students got wrong. Not every teacher does that. On the teacher’s back end, the system also highlights common mistakes that students are making. In surveys, teachers said it changes how they review homework.\u003c/p>\n\u003cp class=\"p8\">Other math platforms generate data reports too, and teachers ought to be able to use them to inform their instruction. But when 30 students are each working on 20 different, customized problems, it’s a lot harder to figure out which of those 600 problems should be reviewed in class.\u003c/p>\n\u003cp class=\"p8\">There are other advantages to having a class work on a common set of problems. It allows kids to work together, something that motivates many extroverted tweens and teens to do their homework. It can also trigger worthwhile class discussions, in which students explain how they solved the same problem differently.\u003c/p>\n\u003cp class=\"p8\">ASSISTments has drawbacks. Many students don’t have good internet connections at home and many teachers don’t want to devote precious minutes of class time to screen time. In the North Carolina study, some teachers had students do the homework in school.\u003c/p>\n\u003cp class=\"p8\">Teachers are restricted to the math problems that Heffernan’s team has uploaded to the ASSISTments library. It currently includes problems from three middle school math curricula:\u003cspan class=\"Apple-converted-space\"> \u003c/span>Illustrative Mathematics, Open Up Resources and Eureka Math (also known as EngageNY). For the Maine and North Carolina studies, the ASSISTments team uploaded math questions that teachers were familiar with from their textbooks and binders. But outside of a study, if teachers want to use their own math questions, they’ll have to wait until next year, when ASSISTments plans to allow teachers to build their own problems or edit existing ones.\u003c/p>\n\u003cp class=\"p8\">Teachers can assign longer open-response questions, but ASSISTments doesn’t give instant feedback on them. Heffernan is currently testing how to use AI to evaluate students’ written explanations.\u003c/p>\n\u003cp class=\"p8\">There are other bells and whistles inside the ASSISTments system too. Many problems have “hints” to help students who are struggling and can show step-by-step worked out examples. There are also optional “skill builders” for students to practice rudimentary skills, such as adding fractions with unlike denominators. It is unclear how important these extra features are. In the North Carolina study, students generally didn’t use them.\u003c/p>\n\u003cp class=\"p8\">There’s every reason to believe that students can learn more from personalized instruction, but the research is mixed. Many students don’t spend as much practice time on the software as they should. Many teachers want more control over what the computer assigns to students. Researchers are starting to see \u003ca href=\"https://www.kqed.org/mindshift/61543/how-can-tutors-reach-more-kids-researchers-look-to-ed-tech-paired-with-human-tutors\">\u003cspan class=\"s3\">good results in using differentiated practice\u003c/span>\u003c/a> work in combination with tutoring. That could make catching up a lot more cost effective.\u003c/p>\n\u003cp class=\"p8\">I rarely hear about “personalized learning” any more in a classroom context. One thing we’ve all learned during the pandemic is that learning has proven to be a profoundly human interaction of give and take between student and teacher and among peers. One-size-fits-all instruction may not be perfect, but it keeps the humans in the picture.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p8\">\u003ci>This story about \u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-the-value-of-one-size-fits-all-math-homework/\">\u003cspan class=\"s3\">\u003ci>ASSISTments\u003c/i>\u003c/span>\u003c/a>\u003ci> was written by Jill Barshay and produced by \u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/\">\u003cspan class=\"s3\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003cspan class=\"s3\">\u003ci>Proof Points\u003c/i>\u003c/span>\u003c/a>\u003ci> and other \u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cspan class=\"s3\">\u003ci>Hechinger newsletters\u003c/i>\u003c/span>\u003c/a>.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62365/one-size-fits-all-math-homework-may-be-more-helpful-than-you-think","authors":["byline_mindshift_62365"],"categories":["mindshift_21504","mindshift_193"],"tags":["mindshift_21785","mindshift_962","mindshift_21294","mindshift_563","mindshift_392","mindshift_421","mindshift_21413"],"featImg":"mindshift_62366","label":"mindshift"},"mindshift_60905":{"type":"posts","id":"mindshift_60905","meta":{"index":"posts_1591205157","site":"mindshift","id":"60905","score":null,"sort":[1675162821000]},"guestAuthors":[],"slug":"theres-no-such-thing-as-a-bad-test-taker-but-anxiety-is-real","title":"There’s no such thing as a bad test taker, but anxiety is real","publishDate":1675162821,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ca href=\"https://twitter.com/latintechtools\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Maureen Lamb\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a teacher at Kingswood Oxford School in Connecticut, can see the telltale signs of test anxiety the moment her students enter the classroom. “They're flustered,” she said. “And there's a lot of negative self-talk as they walk in, like, ‘I don't know anything. I can't do this.’” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Getting nervous at exam time \u003c/span>\u003cspan style=\"font-weight: 400\">is normal\u003c/span>\u003cspan style=\"font-weight: 400\">. But test anxiety becomes a problem when students’ cognitive skills are “short-circuited by the worry,” said Dr. Ellen Utley, a psychiatrist and an advisor at \u003c/span>\u003ca href=\"https://jedfoundation.org/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">The Jed Foundation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a nonprofit that focuses on suicide prevention and young people's emotional health. High anxiety can impair students’ performance by impacting the \u003c/span>\u003ca href=\"https://developingchild.harvard.edu/science/key-concepts/executive-function/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">executive function skills\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that enable them to focus attention and access memory, Utley explained.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To support students who are prone to being overwhelmed by tests, Utley recommended that schools urge students to avoid all-nighters and marathon study sessions in favor of \u003c/span>\u003ca href=\"https://quizlet.com/en-us/content/examiety-resource-guide\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">healthy habits\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “Schools can really message around good nutrition [and] good exercise as having a positive correlation with doing well academically,” she said. “So they're not just focusing on good grades or studying as the only way to do well.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When it comes to test preparation, \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6524999/#:~:text=Changing%20study%20habits%2C%20active%20learning,schedule%20can%20reduce%20test%20anxiety.&text=Students%20who%20suffer%20from%20test,problems%20in%20preparing%20for%20exams\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">which can reduce students’ feeling of test anxiety\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, teachers have a role to play. “When students feel like they are prepared for an assessment, they are far more likely to do well and not have their stress reach that level where they won't perform as well as they had hoped,” said Lamb, the high school teacher. She offered advice on how to design assessments and assignments that reduce students’ unease and help them put their best foot forward. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“A lot of them won't ask for help in managing this type of stress. They'll just try to push forward,” Lamb said. “Giving students the tools they need for preparation is really one of the best things I can do.”\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">The Three Fs of Assessments\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When it comes to giving out assessments, Lamb makes sure to satisfy her three Fs: familiar, focused and flexible. This framework can support learners in preparing for tests and developing a better relationship to testing.\u003c/span>\u003c/p>\n\u003ch4>\u003cstrong>Familiar\u003c/strong>\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">When an assessment is familiar, students are not blindsided by the test’s content or format. Homework assignments are a low stakes way to prepare students for test content. “It's just students getting that practice in to make sure they're familiarized with the materials,” said Lamb. She \u003ca href=\"https://www.kqed.org/mindshift/58155/grades-have-huge-impact-but-are-they-effective\" target=\"_blank\" rel=\"noopener\">no longer grades homework\u003c/a>, \u003c/span>\u003cspan style=\"font-weight: 400\">but she gives students what she calls “the playlist” every \u003c/span>\u003cspan style=\"font-weight: 400\">night. The playlist includes an ungraded set of optional assignments like \u003c/span>\u003ca href=\"https://quizlet.com/en-us/content/examiety-resource-guide\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Quizlet\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> online flashcards, a quiz, a review video or a game related to the material they are covering. “They can spend their time how they think it would be most effective,” Lamb said.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For the past two years, Lamb has given her students an optional practice test before every graded test. Although it has different questions from the graded test, students who take the practice version get an opportunity to hone the skills that will be assessed and get familiar with the test format. Lamb found that practice tests remove students' fear of the unknown and make it easier to study without feeling completely overwhelmed. “A tiny bit of stress \u003ca href=\"https://www.kqed.org/mindshift/60603/project-based-learning-can-make-students-anxious-and-thats-not-always-a-bad-thing\" target=\"_blank\" rel=\"noopener\">can be a motivator\u003c/a>,” she said. “When it's too much stress, I find that students shut down. So as much as possible, I try to keep students from shutting down by managing expectations.” \u003c/span>\u003c/p>\n\u003ch4>\u003cstrong>Focused\u003c/strong>\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Overly broad assessments can confound learners because their brains have to go in many directions to access the information they need. A focused assessment concentrates on checking students’ competency in a handful of skills at one time. “Clarity is kindness,” said Lamb, who only tests students on two or three skills per assessment. For example, she might give her students a test that covers just reading comprehension and writing. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Narrowing the focus also makes practice tests more useful because they target the same skills as the graded tests. When students receive feedback on practice tests it gives them information about where they need to study more. Additionally, Lamb leaves comments on practice and graded tests to help students \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/53412/how-building-in-time-for-exam-review-supports-advances-in-student-learning\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">identify learning gaps\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Timely feedback makes a huge difference in whether or not students understand how they did and why they [performed] that way,” she said. Whether it's after a practice test or after a graded exam, students can schedule time with her to talk through any feedback and figure out where they need more support. \u003c/span>\u003c/p>\n\u003ch4>\u003cstrong>Flexible\u003c/strong>\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lamb offers students an optional retake exam with different questions from the original. Because Lamb provides prompt feedback, retakes can be scheduled during the week following the test so that students don’t feel like they’re falling behind.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Perfectionism and high stakes can contribute to test anxiety, so providing students with \u003ca href=\"https://www.kqed.org/mindshift/53524/how-revising-math-exams-turns-students-into-learners-not-processors\" target=\"_blank\" rel=\"noopener\">another chance to show what they know\u003c/a> can give them agency over their assessment and reduce pressure. Also, Lamb knows that students have lives outside of class that can affect their test performance. “Sometimes students are going to be able to come in and give their best work. Sometimes that's not going to happen,” Lamb said. “Sometimes they are just coming from a math test [or they’re participating in] two sports.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many teachers may balk at the thought of creating practice, graded and retake assessments – a total of three tests per unit, but Lamb said it’s time well spent. “I make [all the assessments] together at the same time,” she said. “It does take more time, but it is so worth it to have students feel better about the testing.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, Lamb includes three ungraded questions at the end of her assessments so students can reflect on their test-taking experience and communicate any important information to her. She asks students:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What did you find success with?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What did you find challenging?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What do you want your teacher to know?\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students have used the questions, particularly the third one, to inform Lamb about life events like a death in their family or that they had a test in another class on the same day. Once in a while she’ll read an answer unrelated to the test. “One student told me that they don’t like my shoes,” Lamb said. But criticism from students doesn't keep her from \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60120/helicopter-teaching-how-using-student-feedback-can-help-with-that\">\u003cspan style=\"font-weight: 400\">seeking their feedback\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> so she can find better ways to assess their learning.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We're asking our students to do things that are challenging and scary every day,” Lamb said. “Putting ourselves in an opportunity to have a growth mindset as teachers – just like we want our students to have a growth mindset – is really important.”\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Teachers who want to reduce students’ test anxiety can design assessments and assignments that help them put their best foot forward. ","status":"publish","parent":0,"modified":1675200243,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":19,"wordCount":1192},"headData":{"title":"There’s no such thing as a bad test taker, but anxiety is real | KQED","description":"Anxiety before a big test is normal. Here are tips for teachers who want to reduce students' test anxiety.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"There’s no such thing as a bad test taker, but anxiety is real","datePublished":"2023-01-31T11:00:21.000Z","dateModified":"2023-01-31T21:24:03.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/60905/theres-no-such-thing-as-a-bad-test-taker-but-anxiety-is-real","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"https://twitter.com/latintechtools\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Maureen Lamb\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a teacher at Kingswood Oxford School in Connecticut, can see the telltale signs of test anxiety the moment her students enter the classroom. “They're flustered,” she said. “And there's a lot of negative self-talk as they walk in, like, ‘I don't know anything. I can't do this.’” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Getting nervous at exam time \u003c/span>\u003cspan style=\"font-weight: 400\">is normal\u003c/span>\u003cspan style=\"font-weight: 400\">. But test anxiety becomes a problem when students’ cognitive skills are “short-circuited by the worry,” said Dr. Ellen Utley, a psychiatrist and an advisor at \u003c/span>\u003ca href=\"https://jedfoundation.org/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">The Jed Foundation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a nonprofit that focuses on suicide prevention and young people's emotional health. High anxiety can impair students’ performance by impacting the \u003c/span>\u003ca href=\"https://developingchild.harvard.edu/science/key-concepts/executive-function/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">executive function skills\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that enable them to focus attention and access memory, Utley explained.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To support students who are prone to being overwhelmed by tests, Utley recommended that schools urge students to avoid all-nighters and marathon study sessions in favor of \u003c/span>\u003ca href=\"https://quizlet.com/en-us/content/examiety-resource-guide\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">healthy habits\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “Schools can really message around good nutrition [and] good exercise as having a positive correlation with doing well academically,” she said. “So they're not just focusing on good grades or studying as the only way to do well.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When it comes to test preparation, \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6524999/#:~:text=Changing%20study%20habits%2C%20active%20learning,schedule%20can%20reduce%20test%20anxiety.&text=Students%20who%20suffer%20from%20test,problems%20in%20preparing%20for%20exams\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">which can reduce students’ feeling of test anxiety\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, teachers have a role to play. “When students feel like they are prepared for an assessment, they are far more likely to do well and not have their stress reach that level where they won't perform as well as they had hoped,” said Lamb, the high school teacher. She offered advice on how to design assessments and assignments that reduce students’ unease and help them put their best foot forward. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“A lot of them won't ask for help in managing this type of stress. They'll just try to push forward,” Lamb said. “Giving students the tools they need for preparation is really one of the best things I can do.”\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">The Three Fs of Assessments\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When it comes to giving out assessments, Lamb makes sure to satisfy her three Fs: familiar, focused and flexible. This framework can support learners in preparing for tests and developing a better relationship to testing.\u003c/span>\u003c/p>\n\u003ch4>\u003cstrong>Familiar\u003c/strong>\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">When an assessment is familiar, students are not blindsided by the test’s content or format. Homework assignments are a low stakes way to prepare students for test content. “It's just students getting that practice in to make sure they're familiarized with the materials,” said Lamb. She \u003ca href=\"https://www.kqed.org/mindshift/58155/grades-have-huge-impact-but-are-they-effective\" target=\"_blank\" rel=\"noopener\">no longer grades homework\u003c/a>, \u003c/span>\u003cspan style=\"font-weight: 400\">but she gives students what she calls “the playlist” every \u003c/span>\u003cspan style=\"font-weight: 400\">night. The playlist includes an ungraded set of optional assignments like \u003c/span>\u003ca href=\"https://quizlet.com/en-us/content/examiety-resource-guide\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Quizlet\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> online flashcards, a quiz, a review video or a game related to the material they are covering. “They can spend their time how they think it would be most effective,” Lamb said.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For the past two years, Lamb has given her students an optional practice test before every graded test. Although it has different questions from the graded test, students who take the practice version get an opportunity to hone the skills that will be assessed and get familiar with the test format. Lamb found that practice tests remove students' fear of the unknown and make it easier to study without feeling completely overwhelmed. “A tiny bit of stress \u003ca href=\"https://www.kqed.org/mindshift/60603/project-based-learning-can-make-students-anxious-and-thats-not-always-a-bad-thing\" target=\"_blank\" rel=\"noopener\">can be a motivator\u003c/a>,” she said. “When it's too much stress, I find that students shut down. So as much as possible, I try to keep students from shutting down by managing expectations.” \u003c/span>\u003c/p>\n\u003ch4>\u003cstrong>Focused\u003c/strong>\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Overly broad assessments can confound learners because their brains have to go in many directions to access the information they need. A focused assessment concentrates on checking students’ competency in a handful of skills at one time. “Clarity is kindness,” said Lamb, who only tests students on two or three skills per assessment. For example, she might give her students a test that covers just reading comprehension and writing. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Narrowing the focus also makes practice tests more useful because they target the same skills as the graded tests. When students receive feedback on practice tests it gives them information about where they need to study more. Additionally, Lamb leaves comments on practice and graded tests to help students \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/53412/how-building-in-time-for-exam-review-supports-advances-in-student-learning\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">identify learning gaps\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Timely feedback makes a huge difference in whether or not students understand how they did and why they [performed] that way,” she said. Whether it's after a practice test or after a graded exam, students can schedule time with her to talk through any feedback and figure out where they need more support. \u003c/span>\u003c/p>\n\u003ch4>\u003cstrong>Flexible\u003c/strong>\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lamb offers students an optional retake exam with different questions from the original. Because Lamb provides prompt feedback, retakes can be scheduled during the week following the test so that students don’t feel like they’re falling behind.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Perfectionism and high stakes can contribute to test anxiety, so providing students with \u003ca href=\"https://www.kqed.org/mindshift/53524/how-revising-math-exams-turns-students-into-learners-not-processors\" target=\"_blank\" rel=\"noopener\">another chance to show what they know\u003c/a> can give them agency over their assessment and reduce pressure. Also, Lamb knows that students have lives outside of class that can affect their test performance. “Sometimes students are going to be able to come in and give their best work. Sometimes that's not going to happen,” Lamb said. “Sometimes they are just coming from a math test [or they’re participating in] two sports.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many teachers may balk at the thought of creating practice, graded and retake assessments – a total of three tests per unit, but Lamb said it’s time well spent. “I make [all the assessments] together at the same time,” she said. “It does take more time, but it is so worth it to have students feel better about the testing.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, Lamb includes three ungraded questions at the end of her assessments so students can reflect on their test-taking experience and communicate any important information to her. She asks students:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What did you find success with?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What did you find challenging?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What do you want your teacher to know?\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students have used the questions, particularly the third one, to inform Lamb about life events like a death in their family or that they had a test in another class on the same day. Once in a while she’ll read an answer unrelated to the test. “One student told me that they don’t like my shoes,” Lamb said. But criticism from students doesn't keep her from \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60120/helicopter-teaching-how-using-student-feedback-can-help-with-that\">\u003cspan style=\"font-weight: 400\">seeking their feedback\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> so she can find better ways to assess their learning.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We're asking our students to do things that are challenging and scary every day,” Lamb said. “Putting ourselves in an opportunity to have a growth mindset as teachers – just like we want our students to have a growth mindset – is really important.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/60905/theres-no-such-thing-as-a-bad-test-taker-but-anxiety-is-real","authors":["11721"],"categories":["mindshift_21280"],"tags":["mindshift_20589","mindshift_108","mindshift_21074","mindshift_21110","mindshift_563","mindshift_20865","mindshift_20925","mindshift_21541","mindshift_291","mindshift_21094"],"featImg":"mindshift_60907","label":"mindshift"},"mindshift_60780":{"type":"posts","id":"mindshift_60780","meta":{"index":"posts_1591205157","site":"mindshift","id":"60780","score":null,"sort":[1673273156000]},"guestAuthors":[],"slug":"a-college-student-created-an-app-that-can-tell-whether-ai-wrote-an-essay","title":"A college student created an app that can tell whether AI wrote an essay","publishDate":1673273156,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Teachers worried about students turning in essays written by a popular artificial intelligence chatbot now have a new tool of their own.\u003c/p>\n\u003cp>Edward Tian, a 22-year-old senior at Princeton University, has built an app to detect whether text is written by ChatGPT, the viral \u003ca href=\"https://www.npr.org/2022/12/19/1143912956/chatgpt-ai-chatbot-homework-academia\" target=\"_blank\" rel=\"noopener noreferrer\">chatbot that's sparked fears\u003c/a> over its potential for unethical uses in academia.\u003c/p>\n\u003cp>Tian, a computer science major who is minoring in journalism, spent part of his winter break creating GPTZero, which he said can \"quickly and efficiently\" decipher whether a human or ChatGPT authored an essay.\u003c/p>\n\u003cp>His motivation to create the bot was to fight what he sees as an increase in AI plagiarism. Since the release of ChatGPT in late November, there have been reports of students using the breakthrough language model to pass off AI-written assignments as their own.\u003c/p>\n\u003cp>\"there's so much chatgpt hype going around. is this and that written by AI? we as humans deserve to know!\" Tian wrote \u003ca href=\"https://twitter.com/edward_the6/status/1610067688449007618?s=20&t=KgkIlG9q3Zkw_AeyXQMRVA\" target=\"_blank\" rel=\"noopener noreferrer\">in a tweet\u003c/a> introducing GPTZero.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Tian said many teachers have reached out to him after he \u003ca href=\"https://gptzero.me/\" target=\"_blank\" rel=\"noopener noreferrer\">released his bot online\u003c/a> on Jan. 2, telling him about the positive results they've seen from testing it.\u003c/p>\n\u003cp>More than 30,000 people had tried out GPTZero within a week of its launch. It was so popular that the app crashed. Streamlit, the free platform that hosts GPTZero, has since stepped in to support Tian with more memory and resources to handle the web traffic.\u003c/p>\n\u003ch3>How GPTZero works\u003c/h3>\n\u003cp>To determine whether an excerpt is written by a bot, GPTZero uses two indicators: \"perplexity\" and \"burstiness.\" Perplexity measures the complexity of text; if GPTZero is perplexed by the text, then it has a high complexity and it's more likely to be human-written. However, if the text is more familiar to the bot — because it's been trained on such data — then it will have low complexity and therefore is more likely to be AI-generated.\u003c/p>\n\u003cp>Separately, burstiness compares the variations of sentences. Humans tend to write with greater burstiness, for example, with some longer or complex sentences alongside shorter ones. AI sentences tend to be more uniform.\u003c/p>\n\u003cp>In a demonstration video, Tian compared the app's analysis of a story in \u003cem>The New Yorker\u003c/em> and a LinkedIn post written by ChatGPT. It successfully distinguished writing by a human versus AI.\u003c/p>\n\u003cp>Tian acknowledged that his bot isn't foolproof, as some users have reported when putting it to the test. He said he's still working to improve the model's accuracy.\u003c/p>\n\u003cp>But by designing an app that sheds some light on what separates human from AI, the tool helps work toward a core mission for Tian: bringing transparency to AI.\u003c/p>\n\u003cp>\"For so long, AI has been a black box where we really don't know what's going on inside,\" he said. \"And with GPTZero, I wanted to start pushing back and fighting against that.\"\u003c/p>\n\u003ch3>The quest to curb AI plagiarism\u003c/h3>\n\u003cp>The college senior isn't alone in the race to rein in AI plagiarism and forgery. OpenAI, the developer of ChatGPT, has signaled a commitment to preventing AI plagiarism and other nefarious applications. Last month, Scott Aaronson, a researcher currently focusing on AI safety at OpenAI, revealed that the company has been \u003ca href=\"https://techcrunch.com/2022/12/10/openais-attempts-to-watermark-ai-text-hit-limits/\" target=\"_blank\" rel=\"noopener noreferrer\">working on a way to \"watermark\"\u003c/a> GPT-generated text with an \"unnoticeable secret signal\" to identify its source.\u003c/p>\n\u003cp>The open-source AI community \u003ca href=\"https://openai-openai-detector.hf.space/\" target=\"_blank\" rel=\"noopener noreferrer\">Hugging Face has put out a tool\u003c/a> to detect whether text was created by GPT-2, an earlier version of the AI model used to make ChatGPT. A philosophy professor in South Carolina who happened to know about the tool \u003ca href=\"https://www.facebook.com/title17/posts/pfbid0DSWaYQVwJxcgSGosS88h7kZn6dA7bmw5ziuRQ5br2JMJcAHCi5Up7EJbJKdgwEZwl\" target=\"_blank\" rel=\"noopener noreferrer\">said he used it\u003c/a> to catch a student submitting AI-written work.\u003c/p>\n\u003cp>The New York City education department said on Thursday that it's blocking access to ChatGPT on school networks and devices over concerns about its \"negative impacts on student learning, and concerns regarding the safety and accuracy of content.\"\u003c/p>\n\u003cp>Tian is not opposed to the use of AI tools like ChatGPT.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>GPTZero is \"not meant to be a tool to stop these technologies from being used,\" he said. \"But with any new technologies, we need to be able to adopt it responsibly and we need to have safeguards.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=A+college+student+created+an+app+that+can+tell+whether+AI+wrote+an+essay&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Some students have been using ChatGPT, a text-based bot, to do their homework for them. Now, 22-year-old Edward Tian's new app is attracting educators working to combat AI plagiarism.","status":"publish","parent":0,"modified":1673302268,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":20,"wordCount":721},"headData":{"title":"A college student created an app that can tell whether AI wrote an essay - MindShift","description":"Some students have been using ChatGPT to do their homework for them. Now, a Princeton student's app is attracting educators working to combat AI plagiarism.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"A college student created an app that can tell whether AI wrote an essay","datePublished":"2023-01-09T14:05:56.000Z","dateModified":"2023-01-09T22:11:08.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"nprByline":"Emma Bowman","nprImageAgency":"GPTZero.me/Screenshot by NPR","nprStoryId":"1147549845","nprApiLink":"http://api.npr.org/query?id=1147549845&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2023/01/09/1147549845/gptzero-ai-chatgpt-edward-tian-plagiarism?ft=nprml&f=1147549845","nprRetrievedStory":"1","nprPubDate":"Mon, 09 Jan 2023 05:01:00 -0500","nprStoryDate":"Mon, 09 Jan 2023 05:01:07 -0500","nprLastModifiedDate":"Mon, 09 Jan 2023 05:01:07 -0500","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/60780/a-college-student-created-an-app-that-can-tell-whether-ai-wrote-an-essay","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Teachers worried about students turning in essays written by a popular artificial intelligence chatbot now have a new tool of their own.\u003c/p>\n\u003cp>Edward Tian, a 22-year-old senior at Princeton University, has built an app to detect whether text is written by ChatGPT, the viral \u003ca href=\"https://www.npr.org/2022/12/19/1143912956/chatgpt-ai-chatbot-homework-academia\" target=\"_blank\" rel=\"noopener noreferrer\">chatbot that's sparked fears\u003c/a> over its potential for unethical uses in academia.\u003c/p>\n\u003cp>Tian, a computer science major who is minoring in journalism, spent part of his winter break creating GPTZero, which he said can \"quickly and efficiently\" decipher whether a human or ChatGPT authored an essay.\u003c/p>\n\u003cp>His motivation to create the bot was to fight what he sees as an increase in AI plagiarism. Since the release of ChatGPT in late November, there have been reports of students using the breakthrough language model to pass off AI-written assignments as their own.\u003c/p>\n\u003cp>\"there's so much chatgpt hype going around. is this and that written by AI? we as humans deserve to know!\" Tian wrote \u003ca href=\"https://twitter.com/edward_the6/status/1610067688449007618?s=20&t=KgkIlG9q3Zkw_AeyXQMRVA\" target=\"_blank\" rel=\"noopener noreferrer\">in a tweet\u003c/a> introducing GPTZero.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Tian said many teachers have reached out to him after he \u003ca href=\"https://gptzero.me/\" target=\"_blank\" rel=\"noopener noreferrer\">released his bot online\u003c/a> on Jan. 2, telling him about the positive results they've seen from testing it.\u003c/p>\n\u003cp>More than 30,000 people had tried out GPTZero within a week of its launch. It was so popular that the app crashed. Streamlit, the free platform that hosts GPTZero, has since stepped in to support Tian with more memory and resources to handle the web traffic.\u003c/p>\n\u003ch3>How GPTZero works\u003c/h3>\n\u003cp>To determine whether an excerpt is written by a bot, GPTZero uses two indicators: \"perplexity\" and \"burstiness.\" Perplexity measures the complexity of text; if GPTZero is perplexed by the text, then it has a high complexity and it's more likely to be human-written. However, if the text is more familiar to the bot — because it's been trained on such data — then it will have low complexity and therefore is more likely to be AI-generated.\u003c/p>\n\u003cp>Separately, burstiness compares the variations of sentences. Humans tend to write with greater burstiness, for example, with some longer or complex sentences alongside shorter ones. AI sentences tend to be more uniform.\u003c/p>\n\u003cp>In a demonstration video, Tian compared the app's analysis of a story in \u003cem>The New Yorker\u003c/em> and a LinkedIn post written by ChatGPT. It successfully distinguished writing by a human versus AI.\u003c/p>\n\u003cp>Tian acknowledged that his bot isn't foolproof, as some users have reported when putting it to the test. He said he's still working to improve the model's accuracy.\u003c/p>\n\u003cp>But by designing an app that sheds some light on what separates human from AI, the tool helps work toward a core mission for Tian: bringing transparency to AI.\u003c/p>\n\u003cp>\"For so long, AI has been a black box where we really don't know what's going on inside,\" he said. \"And with GPTZero, I wanted to start pushing back and fighting against that.\"\u003c/p>\n\u003ch3>The quest to curb AI plagiarism\u003c/h3>\n\u003cp>The college senior isn't alone in the race to rein in AI plagiarism and forgery. OpenAI, the developer of ChatGPT, has signaled a commitment to preventing AI plagiarism and other nefarious applications. Last month, Scott Aaronson, a researcher currently focusing on AI safety at OpenAI, revealed that the company has been \u003ca href=\"https://techcrunch.com/2022/12/10/openais-attempts-to-watermark-ai-text-hit-limits/\" target=\"_blank\" rel=\"noopener noreferrer\">working on a way to \"watermark\"\u003c/a> GPT-generated text with an \"unnoticeable secret signal\" to identify its source.\u003c/p>\n\u003cp>The open-source AI community \u003ca href=\"https://openai-openai-detector.hf.space/\" target=\"_blank\" rel=\"noopener noreferrer\">Hugging Face has put out a tool\u003c/a> to detect whether text was created by GPT-2, an earlier version of the AI model used to make ChatGPT. A philosophy professor in South Carolina who happened to know about the tool \u003ca href=\"https://www.facebook.com/title17/posts/pfbid0DSWaYQVwJxcgSGosS88h7kZn6dA7bmw5ziuRQ5br2JMJcAHCi5Up7EJbJKdgwEZwl\" target=\"_blank\" rel=\"noopener noreferrer\">said he used it\u003c/a> to catch a student submitting AI-written work.\u003c/p>\n\u003cp>The New York City education department said on Thursday that it's blocking access to ChatGPT on school networks and devices over concerns about its \"negative impacts on student learning, and concerns regarding the safety and accuracy of content.\"\u003c/p>\n\u003cp>Tian is not opposed to the use of AI tools like ChatGPT.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>GPTZero is \"not meant to be a tool to stop these technologies from being used,\" he said. \"But with any new technologies, we need to be able to adopt it responsibly and we need to have safeguards.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=A+college+student+created+an+app+that+can+tell+whether+AI+wrote+an+essay&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/60780/a-college-student-created-an-app-that-can-tell-whether-ai-wrote-an-essay","authors":["byline_mindshift_60780"],"categories":["mindshift_195"],"tags":["mindshift_1023","mindshift_21511","mindshift_68","mindshift_563","mindshift_21528"],"featImg":"mindshift_60781","label":"mindshift"},"mindshift_60639":{"type":"posts","id":"mindshift_60639","meta":{"index":"posts_1591205157","site":"mindshift","id":"60639","score":null,"sort":[1671454851000]},"guestAuthors":[],"slug":"a-new-ai-chatbot-might-do-your-homework-for-you-but-its-still-not-an-a-student","title":"A new AI chatbot might do your homework for you. But it's still not an A+ student","publishDate":1671454851,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Why do your homework when a chatbot can do it for you? A new artificial intelligence tool called ChatGPT has thrilled the Internet with its superhuman abilities to solve math problems, churn out college essays and write research papers.\u003c/p>\n\u003cp>After the developer OpenAI released the text-based system to the public last month, some educators have been sounding the alarm about the potential that such AI systems have to transform academia, for better and worse.\u003c/p>\n\u003cp>\"AI has basically ruined homework,\" \u003ca href=\"https://twitter.com/emollick/status/1603762000815091714?s=20&t=fVkX0l5OhVN2Pfp3Wfymow\">said\u003c/a> Ethan Mollick, a professor at the University of Pennsylvania's Wharton School of Business, on Twitter.\u003c/p>\n\u003cp>The tool has been an instant hit among many of his students, he told NPR in an \u003ca href=\"https://www.npr.org/2022/12/16/1143330582/has-ai-reached-the-point-where-a-software-program-can-do-better-work-than-you\">interview on \u003cem>Morning Edition\u003c/em>\u003c/a>, with its most immediately obvious use being a way to cheat by plagiarizing the AI-written work, he said.\u003c/p>\n\u003cp>Academic fraud aside, Mollick also sees its benefits as a learning companion.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>He's used it as his own teacher's assistant, for help with crafting a syllabus, lecture, an assignment and a grading rubric for MBA students.\u003c/p>\n\u003cp>\"You can paste in entire academic papers and ask it to summarize it. You can ask it to find an error in your code and correct it and tell you why you got it wrong,\" he said. \"It's this multiplier of ability, that I think we are not quite getting our heads around, that is absolutely stunning,\" he said.\u003c/p>\n\u003ch3>A convincing — yet untrustworthy — bot\u003c/h3>\n\u003cp>But the superhuman virtual assistant — like any emerging AI tech — has its limitations. ChatGPT was created by humans, after all. OpenAI has trained the tool using a large dataset of real human conversations.\u003c/p>\n\u003cp>\"The best way to think about this is you are chatting with an omniscient, eager-to-please intern who sometimes lies to you,\" Mollick said.\u003c/p>\n\u003cp>It lies with confidence, too. Despite its authoritative tone, there have been instances in which ChatGPT won't tell you when it doesn't have the answer.\u003c/p>\n\u003cp>That's what Teresa Kubacka, a data scientist based in Zurich, Switzerland, found when she experimented with the language model. Kubacka, who studied physics for her Ph.D., tested the tool by asking it about a made-up physical phenomenon.\u003c/p>\n\u003cp>\"I deliberately asked it about something that I thought that I know doesn't exist so that they can judge whether it actually also has the notion of what exists and what doesn't exist,\" she said.\u003c/p>\n\u003cp>ChatGPT produced an answer so specific and plausible sounding, backed with citations, she said, that she had to investigate whether the fake phenomenon, \"a cycloidal inverted electromagnon,\" was actually real.\u003c/p>\n\u003cp>When she looked closer, the alleged source material was also bogus, she said. There were names of well-known physics experts listed – the titles of the publications they supposedly authored, however, were non-existent, she said.\u003c/p>\n\u003cp>\"This is where it becomes kind of dangerous,\" Kubacka said. \"The moment that you cannot trust the references, it also kind of erodes the trust in citing science whatsoever,\" she said.\u003c/p>\n\u003cp>Scientists call these fake generations \"hallucinations.\"\u003c/p>\n\u003cp>\"There are still many cases where you ask it a question and it'll give you a very impressive-sounding answer that's just dead wrong,\" said Oren Etzioni, the founding CEO of the \u003ca href=\"https://allenai.org/\">Allen Institute for AI\u003c/a>, who ran the research nonprofit until recently. \"And, of course, that's a problem if you don't carefully verify or corroborate its facts.\"\u003c/p>\n\u003ch3>An opportunity to scrutinize AI language tools\u003c/h3>\n\u003cp>Users experimenting with the free preview of the chatbot are warned before testing the tool that ChatGPT \"may occasionally generate incorrect or misleading information,\" harmful instructions or biased content.\u003c/p>\n\u003cp>Sam Altman, OpenAI's CEO, said earlier this month it would be a mistake to rely on the tool for anything \"important\" in its current iteration. \"It's a preview of progress,\" \u003ca href=\"https://twitter.com/sama/status/1601731295792414720\">he tweeted\u003c/a>.\u003c/p>\n\u003cp>The failings of another AI language model unveiled by Meta last month led to its shutdown. The company withdrew its demo for Galactica, a tool designed to help scientists, \u003ca href=\"https://www.technologyreview.com/2022/11/18/1063487/meta-large-language-model-ai-only-survived-three-days-gpt-3-science/\">just three days\u003c/a> after it encouraged the public to test it out, following criticism that it spewed biased and nonsensical text.\u003c/p>\n\u003cp>Similarly, Etzioni says ChatGPT doesn't produce good science. For all its flaws, though, he sees ChatGPT's public debut as a positive. He sees this as a moment for peer review.\u003c/p>\n\u003cp>\"ChatGPT is just a few days old, I like to say,\" said Etzioni, who remains at the AI institute as a board member and advisor. It's \"giving us a chance to understand what he can and cannot do and to begin in earnest the conversation of 'What are we going to do about it?' \"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The alternative, which he describes as \"security by obscurity,\" won't help improve fallible AI, he said. \"What if we hide the problems? Will that be a recipe for solving them? Typically — not in the world of software — that has not worked out.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=A+new+AI+chatbot+might+do+your+homework+for+you.+But+it%27s+still+not+an+A%2B+student&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"ChatGPT gives users their very own virtual assistant. It could transform academia, experts say — for better and worse.","status":"publish","parent":0,"modified":1671508579,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":25,"wordCount":837},"headData":{"title":"A new AI chatbot might do your homework for you. But it's still not an A+ student - MindShift","description":"ChatGPT gives users their very own virtual assistant. It could transform academia, experts say — for better and worse.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"A new AI chatbot might do your homework for you. But it's still not an A+ student","datePublished":"2022-12-19T13:00:51.000Z","dateModified":"2022-12-20T03:56:19.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"nprByline":"Emma Bowman","nprImageAgency":"OpenAI/Screenshot by NPR","nprStoryId":"1143912956","nprApiLink":"http://api.npr.org/query?id=1143912956&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2022/12/19/1143912956/chatgpt-ai-chatbot-homework-academia?ft=nprml&f=1143912956","nprRetrievedStory":"1","nprPubDate":"Mon, 19 Dec 2022 05:00:00 -0500","nprStoryDate":"Mon, 19 Dec 2022 05:00:14 -0500","nprLastModifiedDate":"Mon, 19 Dec 2022 05:00:14 -0500","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/60639/a-new-ai-chatbot-might-do-your-homework-for-you-but-its-still-not-an-a-student","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Why do your homework when a chatbot can do it for you? A new artificial intelligence tool called ChatGPT has thrilled the Internet with its superhuman abilities to solve math problems, churn out college essays and write research papers.\u003c/p>\n\u003cp>After the developer OpenAI released the text-based system to the public last month, some educators have been sounding the alarm about the potential that such AI systems have to transform academia, for better and worse.\u003c/p>\n\u003cp>\"AI has basically ruined homework,\" \u003ca href=\"https://twitter.com/emollick/status/1603762000815091714?s=20&t=fVkX0l5OhVN2Pfp3Wfymow\">said\u003c/a> Ethan Mollick, a professor at the University of Pennsylvania's Wharton School of Business, on Twitter.\u003c/p>\n\u003cp>The tool has been an instant hit among many of his students, he told NPR in an \u003ca href=\"https://www.npr.org/2022/12/16/1143330582/has-ai-reached-the-point-where-a-software-program-can-do-better-work-than-you\">interview on \u003cem>Morning Edition\u003c/em>\u003c/a>, with its most immediately obvious use being a way to cheat by plagiarizing the AI-written work, he said.\u003c/p>\n\u003cp>Academic fraud aside, Mollick also sees its benefits as a learning companion.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>He's used it as his own teacher's assistant, for help with crafting a syllabus, lecture, an assignment and a grading rubric for MBA students.\u003c/p>\n\u003cp>\"You can paste in entire academic papers and ask it to summarize it. You can ask it to find an error in your code and correct it and tell you why you got it wrong,\" he said. \"It's this multiplier of ability, that I think we are not quite getting our heads around, that is absolutely stunning,\" he said.\u003c/p>\n\u003ch3>A convincing — yet untrustworthy — bot\u003c/h3>\n\u003cp>But the superhuman virtual assistant — like any emerging AI tech — has its limitations. ChatGPT was created by humans, after all. OpenAI has trained the tool using a large dataset of real human conversations.\u003c/p>\n\u003cp>\"The best way to think about this is you are chatting with an omniscient, eager-to-please intern who sometimes lies to you,\" Mollick said.\u003c/p>\n\u003cp>It lies with confidence, too. Despite its authoritative tone, there have been instances in which ChatGPT won't tell you when it doesn't have the answer.\u003c/p>\n\u003cp>That's what Teresa Kubacka, a data scientist based in Zurich, Switzerland, found when she experimented with the language model. Kubacka, who studied physics for her Ph.D., tested the tool by asking it about a made-up physical phenomenon.\u003c/p>\n\u003cp>\"I deliberately asked it about something that I thought that I know doesn't exist so that they can judge whether it actually also has the notion of what exists and what doesn't exist,\" she said.\u003c/p>\n\u003cp>ChatGPT produced an answer so specific and plausible sounding, backed with citations, she said, that she had to investigate whether the fake phenomenon, \"a cycloidal inverted electromagnon,\" was actually real.\u003c/p>\n\u003cp>When she looked closer, the alleged source material was also bogus, she said. There were names of well-known physics experts listed – the titles of the publications they supposedly authored, however, were non-existent, she said.\u003c/p>\n\u003cp>\"This is where it becomes kind of dangerous,\" Kubacka said. \"The moment that you cannot trust the references, it also kind of erodes the trust in citing science whatsoever,\" she said.\u003c/p>\n\u003cp>Scientists call these fake generations \"hallucinations.\"\u003c/p>\n\u003cp>\"There are still many cases where you ask it a question and it'll give you a very impressive-sounding answer that's just dead wrong,\" said Oren Etzioni, the founding CEO of the \u003ca href=\"https://allenai.org/\">Allen Institute for AI\u003c/a>, who ran the research nonprofit until recently. \"And, of course, that's a problem if you don't carefully verify or corroborate its facts.\"\u003c/p>\n\u003ch3>An opportunity to scrutinize AI language tools\u003c/h3>\n\u003cp>Users experimenting with the free preview of the chatbot are warned before testing the tool that ChatGPT \"may occasionally generate incorrect or misleading information,\" harmful instructions or biased content.\u003c/p>\n\u003cp>Sam Altman, OpenAI's CEO, said earlier this month it would be a mistake to rely on the tool for anything \"important\" in its current iteration. \"It's a preview of progress,\" \u003ca href=\"https://twitter.com/sama/status/1601731295792414720\">he tweeted\u003c/a>.\u003c/p>\n\u003cp>The failings of another AI language model unveiled by Meta last month led to its shutdown. The company withdrew its demo for Galactica, a tool designed to help scientists, \u003ca href=\"https://www.technologyreview.com/2022/11/18/1063487/meta-large-language-model-ai-only-survived-three-days-gpt-3-science/\">just three days\u003c/a> after it encouraged the public to test it out, following criticism that it spewed biased and nonsensical text.\u003c/p>\n\u003cp>Similarly, Etzioni says ChatGPT doesn't produce good science. For all its flaws, though, he sees ChatGPT's public debut as a positive. He sees this as a moment for peer review.\u003c/p>\n\u003cp>\"ChatGPT is just a few days old, I like to say,\" said Etzioni, who remains at the AI institute as a board member and advisor. It's \"giving us a chance to understand what he can and cannot do and to begin in earnest the conversation of 'What are we going to do about it?' \"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The alternative, which he describes as \"security by obscurity,\" won't help improve fallible AI, he said. \"What if we hide the problems? Will that be a recipe for solving them? Typically — not in the world of software — that has not worked out.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=A+new+AI+chatbot+might+do+your+homework+for+you.+But+it%27s+still+not+an+A%2B+student&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/60639/a-new-ai-chatbot-might-do-your-homework-for-you-but-its-still-not-an-a-student","authors":["byline_mindshift_60639"],"categories":["mindshift_195"],"tags":["mindshift_1023","mindshift_21511","mindshift_68","mindshift_563"],"featImg":"mindshift_60640","label":"mindshift"},"mindshift_59625":{"type":"posts","id":"mindshift_59625","meta":{"index":"posts_1591205157","site":"mindshift","id":"59625","score":null,"sort":[1660029478000]},"guestAuthors":[],"slug":"three-reasons-teens-need-later-school-start-times","title":"Three reasons teens need later school start times","publishDate":1660029478,"format":"audio","headTitle":"Three reasons teens need later school start times | KQED","labelTerm":{"term":21847,"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400;\">When Amelia thinks about her freshman year two years ago, she remembers always being tardy to her 8 a.m. first period class. Encinal Junior Senior High School in Alameda is across town from her home. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“It was so hard to wake up in the morning,” she said. “I had to bike to school and I live on the other side of the island.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Like other teens, mornings are a struggle because she had several hours of homework and extracurriculars the night before, but research shows that’s not the entire story. High schoolers are going to sleep later and waking up early to make it on time for first period classes. Starting school at 8 a.m. was early for Amelia, but some high schools begin at 7:30 a.m. According to psychotherapists Heather Turgeon and Julie Wright in their book “\u003ca href=\"https://www.penguinrandomhouse.com/books/647334/generation-sleepless-by-heather-turgeon-mft-and-julie-wright-mft-foreword-by-daniel-j-siegel/\">Generation Sleepless\u003c/a>,” today’s teens are sleepier than ever and these earlier school start times are interfering with their body’s circadian rhythm. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“One of the things that happens somewhere around age 12 is that their brain clock becomes set to a later pace,” said Turgeon, which puts a teen about two hours behind the sleep schedule of a young child or adult. “That means they want to go to sleep later and they want to wake up later,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">It may seem excessive, but teens are supposed to sleep nine to ten hours a night. “We consider adequate sleep – the very lowest amount – to be about eight hours,” said Wright. Almost \u003c/span>\u003ca href=\"https://publications.aap.org/aapnews/news/13792?autologincheck=redirected\">\u003cspan style=\"font-weight: 400;\">70% of U.S. high school students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> don’t get the minimum amount of sleep they need each night. Between homework, after school activities and early school start times, the average high schooler usually gets about 6.5 hours of sleep. And missing out on just a couple hours of rest each night has negative consequences for developing teenage brains. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">When a teen is tired, the amygdala – which is the part of the brain that responds to danger – becomes more active. And parts of the brain that are in charge of judgment become less active. Sleep issues are commonly associated with anxiety, depression, bipolar disorder and ADHD. “We see teens with issues like really \u003c/span>\u003ca href=\"https://www.apa.org/monitor/oct01/sleepteen\">\u003cspan style=\"font-weight: 400;\">critical mental health issues\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> and \u003c/span>\u003ca href=\"https://www.npr.org/sections/health-shots/2013/05/20/185572055/less-sleep-for-teens-means-higher-risk-for-car-crashes#:~:text=Press-,Less%20Sleep%20For%20Teens%20Means%20Higher%20Risk%20For%20Car%20Crashes,an%20equivalent%20lack%20of%20sleep.\">\u003cspan style=\"font-weight: 400;\">accidents\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> and \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3296786/\">\u003cspan style=\"font-weight: 400;\">suicidality\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> – things that parents really worry about – and getting enough sleep addresses those issues.”\u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"The Debate Over School Start Times\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/Bw_3Q6CRxGA?start=22&feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">In an effort to curb teens’ sleep deprivation, California Gov. Gavin Newsom passed a \u003c/span>\u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=201920200SB328\">\u003cspan style=\"font-weight: 400;\">first-of-its-kind law in 2019\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> prohibiting high schools from starting before 8:30 a.m. Other states such as\u003c/span>\u003ca href=\"https://abcnews.go.com/Health/school-start-times-eyed-address-youth-mental-health/story?id=83791358\">\u003cspan style=\"font-weight: 400;\"> New Jersey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, \u003c/span>\u003ca href=\"https://www.nysenate.gov/legislation/bills/2021/A8202\">\u003cspan style=\"font-weight: 400;\">New York\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> and \u003c/span>\u003ca href=\"https://wapp.capitol.tn.gov/apps/BillInfo/Default.aspx?BillNumber=SB1818\">\u003cspan style=\"font-weight: 400;\">Tennessee\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> are looking to follow California’s lead. Even with research showing that letting students sleep in contributes to better academic performance, lower truancy rates and improved mental health, there has been push back from parents and school districts about delaying the start of the school day. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">One of the obstacles to earlier school start times is long-held beliefs about teens and school. So I asked Turgeon and Wright to clear up some common claims. Their responses have been edited for clarity.\u003c/span>\u003c/p>\n\u003cp>\u003cb>CLAIM: We don’t need late school starts because teenagers can just sleep in on the weekends.\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">TURGEON: On Saturday or Sunday, a teenager might sleep for 10 hours. There is such a thing as rebound sleep, which is what happens when you finally sleep well and then you’re like, “Oh my God, I feel so much better.” But, you can’t go back in time and erase the toll that happened to your body during the week. Because of the chronic sleep loss that you had from Monday to Friday, your body and your brain were still under stress. Toxins were building up in the brain. All those effects throughout the week do not go away. \u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"What would happen if you didn’t sleep? - Claudia Aguirre\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/dqONk48l5vY?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003cp>\u003cb>CLAIM: If school start times are later, teens will just stay up later on their phone or play video games.\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">WRIGHT: \u003c/span>\u003ca href=\"https://jamanetwork.com/journals/jamapediatrics/fullarticle/383436\">\u003cspan style=\"font-weight: 400;\">The research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> in areas where schools have moved to a later start time shows that the kids are going to bed at about the same time, so they are getting more sleep overall. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">We also want to help families find a way to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59094/does-my-kid-have-a-tech-addiction\">\u003cspan style=\"font-weight: 400;\">create some structure around technology\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> and not be afraid of their kids being unhappy about it. It all depends on where parents are in the process, how old their kids are and how much independence they’ve given their child. We really recommend holding on to bedtimes and sleep routines longer than most modern parents seem to be doing. Don’t be afraid that your child won’t love you anymore if you say that the devices have to be parked at 9 p.m. and bedtime is at 10 p.m.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">We are creatures of habit and technology is very addictive, so changing the way that evenings unfold and changing our habits is not easy. It takes time and takes a lot of attention and takes parents really being involved and creating some activities to do once those devices are put away. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">I do hear a lot of parents are a little bit afraid of their kids, and they’re also often in their own room on their own devices. We can control technology use rather than having it control us; and our kids need to see that we can do that and that we’re not afraid of helping them do that. \u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC8589991528\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cb>CLAIM: Later school start times will affect bus schedules and after school activities such as sports. \u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">TURGEON: When schools are making the change, there’s a lot of confusion about it or mixed feelings and concerns on the part of parents about sports, bussing, logistics and traffic. The typical result has been that it all works out and everyone’s happier. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">In some cases, \u003ca href=\"https://www.rand.org/pubs/research_reports/RR2109.html\">bus routes need to be planned a little differently\u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400;\">. For sports teams in the same league or district, schools can make the change together and coordinate practices and games. I think it’s just really important to know that all those concerns are logistical concerns. And so which do we weigh more? Do we weigh logistics and grown up concerns and those things that are adult centered or do we want to weigh the mental health of teenagers? And I think if you put it that way to parents, there’s no question what the answer should be. \u003c/span>\u003c/p>\n\u003ch4>\u003cb>What Students Have to Say After Getting a Later Start Time \u003c/b>\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Encinal Junior Senior High School moved their start time from 8 a.m. to 8:30 a.m the year students returned to school buildings after distance learning. Thirty extra minutes might not seem like much, but some teens had more time to eat breakfast, which they would often skip when they had to be at school earlier. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Later start times helped teens who have bigger roles in their households, such as helping younger siblings get ready for school. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“I wake up around 6:30 a.m. or 6:45 a.m. because my little brother comes over and he has to get dropped off at school. I have to get him ready and make his lunch,” Encinal High School junior Kavanti told me. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Later start times also help students who have to take public transportation. Research has shown that students who\u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/abs/10.1177/0739456X17725148?journalCode=jpea&\">\u003cspan style=\"font-weight: 400;\"> have to travel further for school, especially using public transportation, get less sleep than their peers \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">who live closer and have more private transportation options. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Even on the slightly later schedule, students are just barely reaching the recommended sleep minimum of eight hours per night. Students may aspire to get to bed earlier, but then students have after school obligations. \u003c/span>\u003ca href=\"https://www.washingtonpost.com/education/2020/09/01/does-homework-work-when-kids-are-learning-all-day-home/\">\u003cspan style=\"font-weight: 400;\">Students report having around three hours of homework each night.\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">On top of that, they play sports with demanding practice schedules and after school games. “When I come home from practice, it’s already night,” said Kameron, a senior at Encinal High School. He said he usually falls asleep around 11 p.m. or 12 a.m.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Teenage students will be the first to admit that phones steal away precious hours of sleep. Texting friends and scrolling through social media tempts many teens away from counting sheep. “My dad would come to my room and be like, ‘Get off your phone,’” said Kavanti. “Then I go back right after he leaves. I think that is why I go to sleep so late.” \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">But high schools that have pushed back their start times have already seen positive results like a decrease in \u003c/span>\u003ca href=\"https://www.sciencedaily.com/releases/2020/02/200218125312.htm\">\u003cspan style=\"font-weight: 400;\">teen car crashes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, \u003c/span>\u003ca href=\"https://www.sph.umn.edu/news/delaying-high-school-start-times-reduces-sleepiness-and-tardiness/#:~:text=A%20new%20study%20from%20the,PhD%20student%20Kaitlyn%20Berry.\">\u003cspan style=\"font-weight: 400;\">tardiness\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> and \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6195354/#:~:text=Depression%20and%20anxiety,students%20in%20earlier%20starting%20schools.\">\u003cspan style=\"font-weight: 400;\">depression symptoms\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. Teenagers’ health hangs in the balance and students’ ability to hit their snooze button may be the tipping point. \u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Sleep experts Heather Turgeon and Julie Wright clear up common claims about teen sleep habits and later school start times. ","status":"publish","parent":0,"modified":1700528891,"stats":{"hasAudio":true,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":31,"wordCount":1521},"headData":{"title":"Three reasons teens need later school start times | KQED","description":"Sleep experts Heather Turgeon and Julie Wright clear up common claims about teen sleep habits and later school start times.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Sleep experts Heather Turgeon and Julie Wright clear up common claims about teen sleep habits and later school start times.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Three reasons teens need later school start times","datePublished":"2022-08-09T07:17:58.000Z","dateModified":"2023-11-21T01:08:11.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"audioUrl":"https://dcs.megaphone.fm/KQINC8589991528.mp3?key=4b033e708927cde4cc2353b11d3988c5","excludeFromSiteSearch":"Include","path":"/mindshift/59625/three-reasons-teens-need-later-school-start-times","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400;\">When Amelia thinks about her freshman year two years ago, she remembers always being tardy to her 8 a.m. first period class. Encinal Junior Senior High School in Alameda is across town from her home. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“It was so hard to wake up in the morning,” she said. “I had to bike to school and I live on the other side of the island.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Like other teens, mornings are a struggle because she had several hours of homework and extracurriculars the night before, but research shows that’s not the entire story. High schoolers are going to sleep later and waking up early to make it on time for first period classes. Starting school at 8 a.m. was early for Amelia, but some high schools begin at 7:30 a.m. According to psychotherapists Heather Turgeon and Julie Wright in their book “\u003ca href=\"https://www.penguinrandomhouse.com/books/647334/generation-sleepless-by-heather-turgeon-mft-and-julie-wright-mft-foreword-by-daniel-j-siegel/\">Generation Sleepless\u003c/a>,” today’s teens are sleepier than ever and these earlier school start times are interfering with their body’s circadian rhythm. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“One of the things that happens somewhere around age 12 is that their brain clock becomes set to a later pace,” said Turgeon, which puts a teen about two hours behind the sleep schedule of a young child or adult. “That means they want to go to sleep later and they want to wake up later,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">It may seem excessive, but teens are supposed to sleep nine to ten hours a night. “We consider adequate sleep – the very lowest amount – to be about eight hours,” said Wright. Almost \u003c/span>\u003ca href=\"https://publications.aap.org/aapnews/news/13792?autologincheck=redirected\">\u003cspan style=\"font-weight: 400;\">70% of U.S. high school students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> don’t get the minimum amount of sleep they need each night. Between homework, after school activities and early school start times, the average high schooler usually gets about 6.5 hours of sleep. And missing out on just a couple hours of rest each night has negative consequences for developing teenage brains. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">When a teen is tired, the amygdala – which is the part of the brain that responds to danger – becomes more active. And parts of the brain that are in charge of judgment become less active. Sleep issues are commonly associated with anxiety, depression, bipolar disorder and ADHD. “We see teens with issues like really \u003c/span>\u003ca href=\"https://www.apa.org/monitor/oct01/sleepteen\">\u003cspan style=\"font-weight: 400;\">critical mental health issues\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> and \u003c/span>\u003ca href=\"https://www.npr.org/sections/health-shots/2013/05/20/185572055/less-sleep-for-teens-means-higher-risk-for-car-crashes#:~:text=Press-,Less%20Sleep%20For%20Teens%20Means%20Higher%20Risk%20For%20Car%20Crashes,an%20equivalent%20lack%20of%20sleep.\">\u003cspan style=\"font-weight: 400;\">accidents\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> and \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3296786/\">\u003cspan style=\"font-weight: 400;\">suicidality\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> – things that parents really worry about – and getting enough sleep addresses those issues.”\u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"The Debate Over School Start Times\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/Bw_3Q6CRxGA?start=22&feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">In an effort to curb teens’ sleep deprivation, California Gov. Gavin Newsom passed a \u003c/span>\u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=201920200SB328\">\u003cspan style=\"font-weight: 400;\">first-of-its-kind law in 2019\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> prohibiting high schools from starting before 8:30 a.m. Other states such as\u003c/span>\u003ca href=\"https://abcnews.go.com/Health/school-start-times-eyed-address-youth-mental-health/story?id=83791358\">\u003cspan style=\"font-weight: 400;\"> New Jersey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, \u003c/span>\u003ca href=\"https://www.nysenate.gov/legislation/bills/2021/A8202\">\u003cspan style=\"font-weight: 400;\">New York\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> and \u003c/span>\u003ca href=\"https://wapp.capitol.tn.gov/apps/BillInfo/Default.aspx?BillNumber=SB1818\">\u003cspan style=\"font-weight: 400;\">Tennessee\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> are looking to follow California’s lead. Even with research showing that letting students sleep in contributes to better academic performance, lower truancy rates and improved mental health, there has been push back from parents and school districts about delaying the start of the school day. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">One of the obstacles to earlier school start times is long-held beliefs about teens and school. So I asked Turgeon and Wright to clear up some common claims. Their responses have been edited for clarity.\u003c/span>\u003c/p>\n\u003cp>\u003cb>CLAIM: We don’t need late school starts because teenagers can just sleep in on the weekends.\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">TURGEON: On Saturday or Sunday, a teenager might sleep for 10 hours. There is such a thing as rebound sleep, which is what happens when you finally sleep well and then you’re like, “Oh my God, I feel so much better.” But, you can’t go back in time and erase the toll that happened to your body during the week. Because of the chronic sleep loss that you had from Monday to Friday, your body and your brain were still under stress. Toxins were building up in the brain. All those effects throughout the week do not go away. \u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"What would happen if you didn’t sleep? - Claudia Aguirre\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/dqONk48l5vY?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003cp>\u003cb>CLAIM: If school start times are later, teens will just stay up later on their phone or play video games.\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">WRIGHT: \u003c/span>\u003ca href=\"https://jamanetwork.com/journals/jamapediatrics/fullarticle/383436\">\u003cspan style=\"font-weight: 400;\">The research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> in areas where schools have moved to a later start time shows that the kids are going to bed at about the same time, so they are getting more sleep overall. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">We also want to help families find a way to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59094/does-my-kid-have-a-tech-addiction\">\u003cspan style=\"font-weight: 400;\">create some structure around technology\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> and not be afraid of their kids being unhappy about it. It all depends on where parents are in the process, how old their kids are and how much independence they’ve given their child. We really recommend holding on to bedtimes and sleep routines longer than most modern parents seem to be doing. Don’t be afraid that your child won’t love you anymore if you say that the devices have to be parked at 9 p.m. and bedtime is at 10 p.m.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">We are creatures of habit and technology is very addictive, so changing the way that evenings unfold and changing our habits is not easy. It takes time and takes a lot of attention and takes parents really being involved and creating some activities to do once those devices are put away. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">I do hear a lot of parents are a little bit afraid of their kids, and they’re also often in their own room on their own devices. We can control technology use rather than having it control us; and our kids need to see that we can do that and that we’re not afraid of helping them do that. \u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC8589991528\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cb>CLAIM: Later school start times will affect bus schedules and after school activities such as sports. \u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">TURGEON: When schools are making the change, there’s a lot of confusion about it or mixed feelings and concerns on the part of parents about sports, bussing, logistics and traffic. The typical result has been that it all works out and everyone’s happier. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">In some cases, \u003ca href=\"https://www.rand.org/pubs/research_reports/RR2109.html\">bus routes need to be planned a little differently\u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400;\">. For sports teams in the same league or district, schools can make the change together and coordinate practices and games. I think it’s just really important to know that all those concerns are logistical concerns. And so which do we weigh more? Do we weigh logistics and grown up concerns and those things that are adult centered or do we want to weigh the mental health of teenagers? And I think if you put it that way to parents, there’s no question what the answer should be. \u003c/span>\u003c/p>\n\u003ch4>\u003cb>What Students Have to Say After Getting a Later Start Time \u003c/b>\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Encinal Junior Senior High School moved their start time from 8 a.m. to 8:30 a.m the year students returned to school buildings after distance learning. Thirty extra minutes might not seem like much, but some teens had more time to eat breakfast, which they would often skip when they had to be at school earlier. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Later start times helped teens who have bigger roles in their households, such as helping younger siblings get ready for school. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“I wake up around 6:30 a.m. or 6:45 a.m. because my little brother comes over and he has to get dropped off at school. I have to get him ready and make his lunch,” Encinal High School junior Kavanti told me. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Later start times also help students who have to take public transportation. Research has shown that students who\u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/abs/10.1177/0739456X17725148?journalCode=jpea&\">\u003cspan style=\"font-weight: 400;\"> have to travel further for school, especially using public transportation, get less sleep than their peers \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">who live closer and have more private transportation options. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Even on the slightly later schedule, students are just barely reaching the recommended sleep minimum of eight hours per night. Students may aspire to get to bed earlier, but then students have after school obligations. \u003c/span>\u003ca href=\"https://www.washingtonpost.com/education/2020/09/01/does-homework-work-when-kids-are-learning-all-day-home/\">\u003cspan style=\"font-weight: 400;\">Students report having around three hours of homework each night.\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">On top of that, they play sports with demanding practice schedules and after school games. “When I come home from practice, it’s already night,” said Kameron, a senior at Encinal High School. He said he usually falls asleep around 11 p.m. or 12 a.m.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Teenage students will be the first to admit that phones steal away precious hours of sleep. Texting friends and scrolling through social media tempts many teens away from counting sheep. “My dad would come to my room and be like, ‘Get off your phone,’” said Kavanti. “Then I go back right after he leaves. I think that is why I go to sleep so late.” \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">But high schools that have pushed back their start times have already seen positive results like a decrease in \u003c/span>\u003ca href=\"https://www.sciencedaily.com/releases/2020/02/200218125312.htm\">\u003cspan style=\"font-weight: 400;\">teen car crashes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, \u003c/span>\u003ca href=\"https://www.sph.umn.edu/news/delaying-high-school-start-times-reduces-sleepiness-and-tardiness/#:~:text=A%20new%20study%20from%20the,PhD%20student%20Kaitlyn%20Berry.\">\u003cspan style=\"font-weight: 400;\">tardiness\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> and \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6195354/#:~:text=Depression%20and%20anxiety,students%20in%20earlier%20starting%20schools.\">\u003cspan style=\"font-weight: 400;\">depression symptoms\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. Teenagers’ health hangs in the balance and students’ ability to hit their snooze button may be the tipping point. \u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/59625/three-reasons-teens-need-later-school-start-times","authors":["11721"],"programs":["mindshift_21847"],"categories":["mindshift_21445","mindshift_21130","mindshift_21385","mindshift_21848"],"tags":["mindshift_20589","mindshift_866","mindshift_563","mindshift_20865","mindshift_46","mindshift_991","mindshift_990","mindshift_393"],"featImg":"mindshift_59626","label":"mindshift_21847"},"mindshift_54536":{"type":"posts","id":"mindshift_54536","meta":{"index":"posts_1591205157","site":"mindshift","id":"54536","score":null,"sort":[1570571368000]},"guestAuthors":[],"slug":"is-homework-valuable-depends-on-the-grade-teachers-share-their-approaches","title":"Is Homework Valuable? Depends on the Grade. Teachers Share Their Approaches","publishDate":1570571368,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Homework is a hot-button issue for both parents and teachers. When we asked the MindShift audience about it, we got a wide range of thoughtful answers. And the results of our poll were pretty evenly split, although the “No’s” have it by a small margin (it’s worth checking out the \u003ca href=\"https://twitter.com/MindShiftKQED/status/1176260575623385088\" target=\"_blank\" rel=\"noopener\">poll on Twitter\u003c/a> and \u003ca href=\"https://www.facebook.com/MindShift.KQED/posts/2389195157783056?__tn__=-R\" target=\"_blank\" rel=\"noopener\">Facebook\u003c/a> to read about teachers' experiences with homework). That’s probably because a lot of adults are concerned that students are tired, stressed and don’t have enough downtime at home after school.\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/MindShiftKQED/status/1176260575623385088\">\u003cimg class=\"aligncenter size-full wp-image-54539\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/homework-poll.png\" alt=\"\" width=\"648\" height=\"539\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/09/homework-poll.png 648w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/homework-poll-160x133.png 160w\" sizes=\"(max-width: 648px) 100vw, 648px\">\u003c/a>\u003c/p>\n\u003cp>There was a pretty clear consensus among educators and parents that homework is not appropriate in elementary school. And research supports this perspective -- homework in the \u003ca href=\"https://journals.sagepub.com/doi/10.3102/00346543076001001\">early years\u003c/a> doesn’t do a lot to improve achievement. However, some argue that the goal of giving students some light assignments is to start building a habit around responsibly doing work at home.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Not for children up to age 12, as there is no research to support an achievement correlation\u003c/p>\n\u003cp>— Ali Baran (@AlisonBaran1) \u003ca href=\"https://twitter.com/AlisonBaran1/status/1176619456132526080?ref_src=twsrc%5Etfw\">September 24, 2019\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>Many elementary teachers responded that \u003ca href=\"https://www.kqed.org/mindshift/51571/raising-kids-who-want-to-read-even-during-the-summer\" target=\"_blank\" rel=\"noopener\">reading at home\u003c/a> should be the only homework. And research on reading supports this approach. When reading becomes a habit, kids are more likely to enjoy reading and that has all kinds of positive benefits.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">I prefer to call it Learning at home rather than homework. Skill practice, reading for pleasure, finishing up a learning task, preparing for a test, conversations with family are all things that can happen at home and appropriate for kids in elementary school.\u003c/p>\n\u003cp>— Audrey McGregor (@AudreyMcGregor1) \u003ca href=\"https://twitter.com/AudreyMcGregor1/status/1176291491179827200?ref_src=twsrc%5Etfw\">September 24, 2019\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>Many parents are frustrated that their kids’ teachers assign homework. They worry it is hurting their kids’ love of learning.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Yes but we have it in kindergarten. She’s five. She generally likes writing and reading and learning but as homework — nope. Kills the genuine curiosity and fun.\u003c/p>\n\u003cp>— Amanda Stupi (@Pemberly) \u003ca href=\"https://twitter.com/Pemberly/status/1176274501568364544?ref_src=twsrc%5Etfw\">September 23, 2019\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">We are dealing with teachers that assign homework every night but tell us in conferences that they don't grade it. Instead they check for completion. My daughter gets A+ after A on homework and then gets a C in the test. Teachers tell me they have too many students to grade it\u003c/p>\n\u003cp>— JJ (@mzzstaj) \u003ca href=\"https://twitter.com/mzzstaj/status/1176276808431484928?ref_src=twsrc%5Etfw\">September 23, 2019\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>A lot of teachers who responded to this poll said they don’t assign homework per se, but if students don’t finish their work in class, they are expected to finish it at home.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">I try to give students time to work in class but sometimes they need to complete assignments at home. I don’t intentionally assign work for them to do exclusively at home.\u003c/p>\n\u003cp>— Dustin Potter (@mrpottercb) \u003ca href=\"https://twitter.com/mrpottercb/status/1176281865990410242?ref_src=twsrc%5Etfw\">September 23, 2019\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">I voted other because I do believe in giving engaging tasks that Ss WANT to do for homework, but homework for the sake of practice can be done in class and represents an equity issue when taken for a grade and Ss don’t have support at home\u003c/p>\n\u003cp>— Jenny Peters (@jennypmathed) \u003ca href=\"https://twitter.com/jennypmathed/status/1176301464391704582?ref_src=twsrc%5Etfw\">September 24, 2019\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>The research on homework and cognitive learning tells us that some kinds of homework are more useful than others, although\u003ca href=\"https://www.kqed.org/mindshift/24983/parents-wonder-why-so-much-homework\" target=\"_blank\" rel=\"noopener\"> parental frustration\u003c/a> about “poor quality” homework abounds. Many teachers responding to the poll said they don’t believe in \"busy work,\" but some definitely see value in practicing skills learned in class.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Students need to learn the discipline of sitting and working at home but I dislike homework that requires more than 10 repetitions of the same skill. And error correcting work is good homework too.\u003c/p>\n\u003cp>— Alicia Warnick-Ellis (@Alitig1) \u003ca href=\"https://twitter.com/Alitig1/status/1176261971995500544?ref_src=twsrc%5Etfw\">September 23, 2019\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>Cognitive science tells us one way to make homework \u003ca href=\"https://www.kqed.org/mindshift/31391/how-can-we-make-homework-worthwhile\" target=\"_blank\" rel=\"noopener\">more effective is to space out practice\u003c/a>. The brain remembers things better when there are multiple opportunities to practice in small chunks over time. Designing homework that doesn’t leave topics in the past, but continues to resurface them over a semester, is powerful for retention.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Well-crafted homework for high school students (no busy-work) is essential for some courses. For elementary students - just no. If they just read at night, that would be great (but no reading logs).\u003c/p>\n\u003cp>— Amber Counts (@mrscounts) \u003ca href=\"https://twitter.com/mrscounts/status/1176266262487453696?ref_src=twsrc%5Etfw\">September 23, 2019\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>Research tells us another way to make homework more meaningful is to force students to \u003ca href=\"https://www.kqed.org/mindshift/49750/a-better-way-to-study-through-self-testing-and-distributed-practice\" target=\"_blank\" rel=\"noopener\">retrieve information from their memory\u003c/a> with low-stakes quizzes. When we first learn something, the memory we’ve formed with the information is weak and easily forgotten. But every time we pull it up without looking at notes, it gets stronger.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">I believe in suggestions for home reinforcement and acceleration. The WORK should be done at school!\u003c/p>\n\u003cp>— Brian Moore (@BMooreAP) \u003ca href=\"https://twitter.com/BMooreAP/status/1176261696547106816?ref_src=twsrc%5Etfw\">September 23, 2019\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>Some research shows that in the older grades homework can be helpful. Some studies show \u003ca href=\"https://www.kqed.org/mindshift/42115/what-kinds-of-homework-seem-to-be-most-effective\" target=\"_blank\" rel=\"noopener\">a correlation between homework and improved unit test results\u003c/a>. But more is not always better. Research also shows that higher-income schools often assign more homework.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Written homework? No. But as a band teacher who sees her students only 2 or 3 times a week with no time for sectionals or pull-out lessons, I expect my students to practice at home.\u003c/p>\n\u003cp>— Ms. Tucker (@ExpatMusicEd) \u003ca href=\"https://twitter.com/ExpatMusicEd/status/1176262874810863616?ref_src=twsrc%5Etfw\">September 23, 2019\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>Instead of giving students a lot of practice on the same set of skills, homework with a \u003ca href=\"https://www.kqed.org/mindshift/31391/how-can-we-make-homework-worthwhile\" target=\"_blank\" rel=\"noopener\">variety of questions that mix up the skills\u003c/a> required to solve them is more effective. Cognitive scientists call this “\u003ca href=\"https://www.kqed.org/mindshift/37765/how-relearning-old-concepts-alongside-new-ones-makes-it-all-stick\" target=\"_blank\" rel=\"noopener\">interleaving\u003c/a>.” When students can’t tell in advance what kind of knowledge or problem-solving strategy will be required to answer a question, their brains have to work harder to come up with the solution, and the result is that students learn the material more thoroughly.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">It exists so it doesn’t matter whether I believe in it. Should it exist? Yes, but not as rote drills or to teach obedience. It ought to be expansion & exploration, and developed across subject areas, so that there’s just one assignment not one for each subject.\u003c/p>\n\u003cp>— 🧱House🏳️🌈 (@architek2ra) \u003ca href=\"https://twitter.com/architek2ra/status/1176279862803193856?ref_src=twsrc%5Etfw\">September 23, 2019\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":"Teachers and researchers agree that homework in elementary school doesn't correlate to better academic achievement. In the older grades, the research is mixed, but cognitive science offers ideas for how to make any homework you assign more effective.","status":"publish","parent":0,"modified":1570571369,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":24,"wordCount":1029},"headData":{"title":"Is Homework Valuable? Depends on the Grade. Teachers Share Their Approaches | KQED","description":"Teachers and researchers agree that homework in elementary school doesn't correlate to better academic achievement. In the older grades, the research is mixed, but cognitive science offers ideas for how to make any homework you assign more effective.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Is Homework Valuable? Depends on the Grade. Teachers Share Their Approaches","datePublished":"2019-10-08T21:49:28.000Z","dateModified":"2019-10-08T21:49:29.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"54536 https://ww2.kqed.org/mindshift/?p=54536","disqusUrl":"https://ww2.kqed.org/mindshift/2019/10/08/is-homework-valuable-depends-on-the-grade-teachers-share-their-approaches/","disqusTitle":"Is Homework Valuable? Depends on the Grade. Teachers Share Their Approaches","path":"/mindshift/54536/is-homework-valuable-depends-on-the-grade-teachers-share-their-approaches","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Homework is a hot-button issue for both parents and teachers. When we asked the MindShift audience about it, we got a wide range of thoughtful answers. And the results of our poll were pretty evenly split, although the “No’s” have it by a small margin (it’s worth checking out the \u003ca href=\"https://twitter.com/MindShiftKQED/status/1176260575623385088\" target=\"_blank\" rel=\"noopener\">poll on Twitter\u003c/a> and \u003ca href=\"https://www.facebook.com/MindShift.KQED/posts/2389195157783056?__tn__=-R\" target=\"_blank\" rel=\"noopener\">Facebook\u003c/a> to read about teachers' experiences with homework). That’s probably because a lot of adults are concerned that students are tired, stressed and don’t have enough downtime at home after school.\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/MindShiftKQED/status/1176260575623385088\">\u003cimg class=\"aligncenter size-full wp-image-54539\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/homework-poll.png\" alt=\"\" width=\"648\" height=\"539\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/09/homework-poll.png 648w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/homework-poll-160x133.png 160w\" sizes=\"(max-width: 648px) 100vw, 648px\">\u003c/a>\u003c/p>\n\u003cp>There was a pretty clear consensus among educators and parents that homework is not appropriate in elementary school. And research supports this perspective -- homework in the \u003ca href=\"https://journals.sagepub.com/doi/10.3102/00346543076001001\">early years\u003c/a> doesn’t do a lot to improve achievement. However, some argue that the goal of giving students some light assignments is to start building a habit around responsibly doing work at home.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Not for children up to age 12, as there is no research to support an achievement correlation\u003c/p>\n\u003cp>— Ali Baran (@AlisonBaran1) \u003ca href=\"https://twitter.com/AlisonBaran1/status/1176619456132526080?ref_src=twsrc%5Etfw\">September 24, 2019\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>Many elementary teachers responded that \u003ca href=\"https://www.kqed.org/mindshift/51571/raising-kids-who-want-to-read-even-during-the-summer\" target=\"_blank\" rel=\"noopener\">reading at home\u003c/a> should be the only homework. And research on reading supports this approach. When reading becomes a habit, kids are more likely to enjoy reading and that has all kinds of positive benefits.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">I prefer to call it Learning at home rather than homework. Skill practice, reading for pleasure, finishing up a learning task, preparing for a test, conversations with family are all things that can happen at home and appropriate for kids in elementary school.\u003c/p>\n\u003cp>— Audrey McGregor (@AudreyMcGregor1) \u003ca href=\"https://twitter.com/AudreyMcGregor1/status/1176291491179827200?ref_src=twsrc%5Etfw\">September 24, 2019\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>Many parents are frustrated that their kids’ teachers assign homework. They worry it is hurting their kids’ love of learning.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Yes but we have it in kindergarten. She’s five. She generally likes writing and reading and learning but as homework — nope. Kills the genuine curiosity and fun.\u003c/p>\n\u003cp>— Amanda Stupi (@Pemberly) \u003ca href=\"https://twitter.com/Pemberly/status/1176274501568364544?ref_src=twsrc%5Etfw\">September 23, 2019\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">We are dealing with teachers that assign homework every night but tell us in conferences that they don't grade it. Instead they check for completion. My daughter gets A+ after A on homework and then gets a C in the test. Teachers tell me they have too many students to grade it\u003c/p>\n\u003cp>— JJ (@mzzstaj) \u003ca href=\"https://twitter.com/mzzstaj/status/1176276808431484928?ref_src=twsrc%5Etfw\">September 23, 2019\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>A lot of teachers who responded to this poll said they don’t assign homework per se, but if students don’t finish their work in class, they are expected to finish it at home.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">I try to give students time to work in class but sometimes they need to complete assignments at home. I don’t intentionally assign work for them to do exclusively at home.\u003c/p>\n\u003cp>— Dustin Potter (@mrpottercb) \u003ca href=\"https://twitter.com/mrpottercb/status/1176281865990410242?ref_src=twsrc%5Etfw\">September 23, 2019\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">I voted other because I do believe in giving engaging tasks that Ss WANT to do for homework, but homework for the sake of practice can be done in class and represents an equity issue when taken for a grade and Ss don’t have support at home\u003c/p>\n\u003cp>— Jenny Peters (@jennypmathed) \u003ca href=\"https://twitter.com/jennypmathed/status/1176301464391704582?ref_src=twsrc%5Etfw\">September 24, 2019\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>The research on homework and cognitive learning tells us that some kinds of homework are more useful than others, although\u003ca href=\"https://www.kqed.org/mindshift/24983/parents-wonder-why-so-much-homework\" target=\"_blank\" rel=\"noopener\"> parental frustration\u003c/a> about “poor quality” homework abounds. Many teachers responding to the poll said they don’t believe in \"busy work,\" but some definitely see value in practicing skills learned in class.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Students need to learn the discipline of sitting and working at home but I dislike homework that requires more than 10 repetitions of the same skill. And error correcting work is good homework too.\u003c/p>\n\u003cp>— Alicia Warnick-Ellis (@Alitig1) \u003ca href=\"https://twitter.com/Alitig1/status/1176261971995500544?ref_src=twsrc%5Etfw\">September 23, 2019\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>Cognitive science tells us one way to make homework \u003ca href=\"https://www.kqed.org/mindshift/31391/how-can-we-make-homework-worthwhile\" target=\"_blank\" rel=\"noopener\">more effective is to space out practice\u003c/a>. The brain remembers things better when there are multiple opportunities to practice in small chunks over time. Designing homework that doesn’t leave topics in the past, but continues to resurface them over a semester, is powerful for retention.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Well-crafted homework for high school students (no busy-work) is essential for some courses. For elementary students - just no. If they just read at night, that would be great (but no reading logs).\u003c/p>\n\u003cp>— Amber Counts (@mrscounts) \u003ca href=\"https://twitter.com/mrscounts/status/1176266262487453696?ref_src=twsrc%5Etfw\">September 23, 2019\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>Research tells us another way to make homework more meaningful is to force students to \u003ca href=\"https://www.kqed.org/mindshift/49750/a-better-way-to-study-through-self-testing-and-distributed-practice\" target=\"_blank\" rel=\"noopener\">retrieve information from their memory\u003c/a> with low-stakes quizzes. When we first learn something, the memory we’ve formed with the information is weak and easily forgotten. But every time we pull it up without looking at notes, it gets stronger.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">I believe in suggestions for home reinforcement and acceleration. The WORK should be done at school!\u003c/p>\n\u003cp>— Brian Moore (@BMooreAP) \u003ca href=\"https://twitter.com/BMooreAP/status/1176261696547106816?ref_src=twsrc%5Etfw\">September 23, 2019\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>Some research shows that in the older grades homework can be helpful. Some studies show \u003ca href=\"https://www.kqed.org/mindshift/42115/what-kinds-of-homework-seem-to-be-most-effective\" target=\"_blank\" rel=\"noopener\">a correlation between homework and improved unit test results\u003c/a>. But more is not always better. Research also shows that higher-income schools often assign more homework.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Written homework? No. But as a band teacher who sees her students only 2 or 3 times a week with no time for sectionals or pull-out lessons, I expect my students to practice at home.\u003c/p>\n\u003cp>— Ms. Tucker (@ExpatMusicEd) \u003ca href=\"https://twitter.com/ExpatMusicEd/status/1176262874810863616?ref_src=twsrc%5Etfw\">September 23, 2019\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>Instead of giving students a lot of practice on the same set of skills, homework with a \u003ca href=\"https://www.kqed.org/mindshift/31391/how-can-we-make-homework-worthwhile\" target=\"_blank\" rel=\"noopener\">variety of questions that mix up the skills\u003c/a> required to solve them is more effective. Cognitive scientists call this “\u003ca href=\"https://www.kqed.org/mindshift/37765/how-relearning-old-concepts-alongside-new-ones-makes-it-all-stick\" target=\"_blank\" rel=\"noopener\">interleaving\u003c/a>.” When students can’t tell in advance what kind of knowledge or problem-solving strategy will be required to answer a question, their brains have to work harder to come up with the solution, and the result is that students learn the material more thoroughly.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">It exists so it doesn’t matter whether I believe in it. Should it exist? Yes, but not as rote drills or to teach obedience. It ought to be expansion & exploration, and developed across subject areas, so that there’s just one assignment not one for each subject.\u003c/p>\n\u003cp>— 🧱House🏳️🌈 (@architek2ra) \u003ca href=\"https://twitter.com/architek2ra/status/1176279862803193856?ref_src=twsrc%5Etfw\">September 23, 2019\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/54536/is-homework-valuable-depends-on-the-grade-teachers-share-their-approaches","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_20784","mindshift_1040","mindshift_563","mindshift_20777","mindshift_550"],"featImg":"mindshift_54596","label":"mindshift"},"mindshift_52393":{"type":"posts","id":"mindshift_52393","meta":{"index":"posts_1591205157","site":"mindshift","id":"52393","score":null,"sort":[1543215644000]},"guestAuthors":[],"slug":"how-parents-can-create-a-nightly-homework-ritual-for-reluctant-children","title":"How Parents Can Create a Nightly Homework Ritual for Reluctant Children","publishDate":1543215644,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cstrong>By \u003ca href=\"https://www.gse.harvard.edu/news/ed/18/08/prime-time-parenting\">Heather Miller\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>It’s hard to fault the child who resists doing homework. After all, she has already put in a long day at school, probably been involved in afterschool activities, and, as the late afternoon spills into evening, now faces a pile of assignments. Parents feel it, too — it’s no one’s favorite time of day.\u003c/p>\n\u003cp>But despite its bad rap, homework plays an important role in ensuring that students can execute tasks independently. When it’s thoughtfully assigned, homework provides deeper engagement with material introduced in class. And even when it’s \"just\" worksheets, homework can build the automatic habits and the basic skills required to tackle more interesting endeavors. Finally, homework is a nightly test of grit. Adult life brings its share of tasks that are both compulsory and unenjoyable. Developing the discipline to fulfill our responsibilities, regardless of whether they thrill us, begins in middle childhood.\u003c/p>\n\u003cp>So how to help the avoidant child embrace the challenge, rather than resist it?\u003c/p>\n\u003cp>The first step, especially with kids 13 and under, is to have them do their homework at a communal space, like a dining room or kitchen table. If other children are in the home, they can all do their homework at the same table, and the parent can sit nearby to support the work effort. This alleviates some of the loneliness a reluctant child might associate with assignments. The alternative — doing homework at a bedroom desk — can result in the child guiltily avoiding the work for as long as possible. Like all forms of procrastination, this has the effect of making the entire process take much longer than it needs to.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Many parents are under the impression that they shouldn’t have anything to do with their children's homework. This comes from schools emphasizing that homework is a child's responsibility, not the parents'. While it is absolutely true that parents should not do their children's homework, there \u003cem>is\u003c/em> a role for parents — one that's perhaps best described as “homework project manager.” Parents can be monitoring, organizing, motivating, and praising the homework effort as it gets done. And yes, that means sitting with your child to help them stay focused and on task. Your presence sends the message that homework is important business, not to be taken lightly.\u003c/p>\n\u003cp>Once you’re sitting down with your child, ask him to unload his school bag and talk you through his various assignments. Maybe he has a school planner with all his homework listed, or a printout from school, or perhaps his work is listed on the classroom website. Many children attend an afterschool program where, in theory, they are doing homework. They’ll often claim that they’ve done all their homework, even though they’ve only done some. Together, make a quick and easy “Done/To Do” list. Writing down what she has finished will give her a sense of satisfaction. Identifying what she still needs to do will help her to focus on the remaining assignments. Over time, this practice will help your child build an understanding that large tasks are completed incrementally.\u003c/p>\n\u003cp>Next, ask your child to put the assignments in the order he’d like to do them. Encourage him to explain his thinking. Doing this helps a child feel in control of the evening’s tasks and prompts him to reflect on his work style. Discuss the first task of the night together. Ask your child to think about the supplies he is likely to need, and ensure they’re at the ready. This “pre-work” work helps a child think through a task, understand it, and prepare to execute it with gusto.\u003c/p>\n\u003cp>Last but not least, introduce a timer to the evening’s proceedings. Challenge your child to estimate how long the first assignment will take. Then ask, “Do you want me to set the timer for the full amount of time you think you’ll need, or a smaller amount?” Then, set the timer with the understanding that the child must work without interruption until the timer goes off. Even questions are verboten while the timer runs. The goal here is to enable the child to solve problems independently, through concentration. This not only builds concentration powers, it builds creativity, critical thinking, resilience, and resourcefulness. In my experience, the theatricality of being timed helps relax children who would otherwise feel daunted by a mountain of homework.\u003c/p>\n\u003cp>As each piece of work gets done, parents can add meaningful positive reinforcement. Exclaiming, “Another assignment done! And done well!” helps your child feel like what they are doing matters.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>By turning the homework ritual into a series of conversations about what needs to be done, how, and for how long, children feel less “alone” with their nightly work, they relish the company and support of their parent, and they complete the work much more efficiently and at a higher standard than they might otherwise.\u003c/p>\n\u003cdiv class=\"uk-media-detail__about-author__teaser\">\u003cem>\u003ca href=\"https://www.gse.harvard.edu/news/ed/18/08/prime-time-parenting\">Heather Miller\u003c/a> is the director of LePage-Miller, an education firm based in New York City. She is the author of Prime Time Parenting, a guide to parenting in the digital age, with a focus on developing evening routines that work for kids and parents. This post originally appeared in\u003c/em>\u003cem> \u003ca href=\"https://www.gse.harvard.edu/uk\">Usable Knowledge\u003c/a>, which translates education research and well-tested practices so they're accessible to practitioners, policymakers, and parents. \u003ca href=\"https://www.gse.harvard.edu/uk\">Usable Knowledge \u003c/a>is based at the Harvard Graduate School of Education. \u003c/em>\u003c/div>\n\n","blocks":[],"excerpt":"A mountain of homework at the end of a long day can feel like insurmountable. Here are some tips to help kids feel less alone and more empowered to tackle their work. ","status":"publish","parent":0,"modified":1543215644,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":13,"wordCount":945},"headData":{"title":"How Parents Can Create a Nightly Homework Ritual for Reluctant Children | KQED","description":"A mountain of homework at the end of a long day can feel like insurmountable. Here are some tips to help kids feel less alone and more empowered to tackle their work. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Parents Can Create a Nightly Homework Ritual for Reluctant Children","datePublished":"2018-11-26T07:00:44.000Z","dateModified":"2018-11-26T07:00:44.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"52393 https://ww2.kqed.org/mindshift/?p=52393","disqusUrl":"https://ww2.kqed.org/mindshift/2018/11/25/how-parents-can-create-a-nightly-homework-ritual-for-reluctant-children/","disqusTitle":"How Parents Can Create a Nightly Homework Ritual for Reluctant Children","path":"/mindshift/52393/how-parents-can-create-a-nightly-homework-ritual-for-reluctant-children","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>By \u003ca href=\"https://www.gse.harvard.edu/news/ed/18/08/prime-time-parenting\">Heather Miller\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>It’s hard to fault the child who resists doing homework. After all, she has already put in a long day at school, probably been involved in afterschool activities, and, as the late afternoon spills into evening, now faces a pile of assignments. Parents feel it, too — it’s no one’s favorite time of day.\u003c/p>\n\u003cp>But despite its bad rap, homework plays an important role in ensuring that students can execute tasks independently. When it’s thoughtfully assigned, homework provides deeper engagement with material introduced in class. And even when it’s \"just\" worksheets, homework can build the automatic habits and the basic skills required to tackle more interesting endeavors. Finally, homework is a nightly test of grit. Adult life brings its share of tasks that are both compulsory and unenjoyable. Developing the discipline to fulfill our responsibilities, regardless of whether they thrill us, begins in middle childhood.\u003c/p>\n\u003cp>So how to help the avoidant child embrace the challenge, rather than resist it?\u003c/p>\n\u003cp>The first step, especially with kids 13 and under, is to have them do their homework at a communal space, like a dining room or kitchen table. If other children are in the home, they can all do their homework at the same table, and the parent can sit nearby to support the work effort. This alleviates some of the loneliness a reluctant child might associate with assignments. The alternative — doing homework at a bedroom desk — can result in the child guiltily avoiding the work for as long as possible. Like all forms of procrastination, this has the effect of making the entire process take much longer than it needs to.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Many parents are under the impression that they shouldn’t have anything to do with their children's homework. This comes from schools emphasizing that homework is a child's responsibility, not the parents'. While it is absolutely true that parents should not do their children's homework, there \u003cem>is\u003c/em> a role for parents — one that's perhaps best described as “homework project manager.” Parents can be monitoring, organizing, motivating, and praising the homework effort as it gets done. And yes, that means sitting with your child to help them stay focused and on task. Your presence sends the message that homework is important business, not to be taken lightly.\u003c/p>\n\u003cp>Once you’re sitting down with your child, ask him to unload his school bag and talk you through his various assignments. Maybe he has a school planner with all his homework listed, or a printout from school, or perhaps his work is listed on the classroom website. Many children attend an afterschool program where, in theory, they are doing homework. They’ll often claim that they’ve done all their homework, even though they’ve only done some. Together, make a quick and easy “Done/To Do” list. Writing down what she has finished will give her a sense of satisfaction. Identifying what she still needs to do will help her to focus on the remaining assignments. Over time, this practice will help your child build an understanding that large tasks are completed incrementally.\u003c/p>\n\u003cp>Next, ask your child to put the assignments in the order he’d like to do them. Encourage him to explain his thinking. Doing this helps a child feel in control of the evening’s tasks and prompts him to reflect on his work style. Discuss the first task of the night together. Ask your child to think about the supplies he is likely to need, and ensure they’re at the ready. This “pre-work” work helps a child think through a task, understand it, and prepare to execute it with gusto.\u003c/p>\n\u003cp>Last but not least, introduce a timer to the evening’s proceedings. Challenge your child to estimate how long the first assignment will take. Then ask, “Do you want me to set the timer for the full amount of time you think you’ll need, or a smaller amount?” Then, set the timer with the understanding that the child must work without interruption until the timer goes off. Even questions are verboten while the timer runs. The goal here is to enable the child to solve problems independently, through concentration. This not only builds concentration powers, it builds creativity, critical thinking, resilience, and resourcefulness. In my experience, the theatricality of being timed helps relax children who would otherwise feel daunted by a mountain of homework.\u003c/p>\n\u003cp>As each piece of work gets done, parents can add meaningful positive reinforcement. Exclaiming, “Another assignment done! And done well!” helps your child feel like what they are doing matters.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>By turning the homework ritual into a series of conversations about what needs to be done, how, and for how long, children feel less “alone” with their nightly work, they relish the company and support of their parent, and they complete the work much more efficiently and at a higher standard than they might otherwise.\u003c/p>\n\u003cdiv class=\"uk-media-detail__about-author__teaser\">\u003cem>\u003ca href=\"https://www.gse.harvard.edu/news/ed/18/08/prime-time-parenting\">Heather Miller\u003c/a> is the director of LePage-Miller, an education firm based in New York City. She is the author of Prime Time Parenting, a guide to parenting in the digital age, with a focus on developing evening routines that work for kids and parents. This post originally appeared in\u003c/em>\u003cem> \u003ca href=\"https://www.gse.harvard.edu/uk\">Usable Knowledge\u003c/a>, which translates education research and well-tested practices so they're accessible to practitioners, policymakers, and parents. \u003ca href=\"https://www.gse.harvard.edu/uk\">Usable Knowledge \u003c/a>is based at the Harvard Graduate School of Education. \u003c/em>\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/52393/how-parents-can-create-a-nightly-homework-ritual-for-reluctant-children","authors":["4354"],"categories":["mindshift_192","mindshift_193"],"tags":["mindshift_20955","mindshift_20784","mindshift_1040","mindshift_563","mindshift_20568"],"featImg":"mindshift_52573","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. Michel Martin hosts on the weekends.","airtime":"MON-FRI 1pm-2pm, 4:30pm-6:30pm\u003cbr />SAT-SUN 5pm-6pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/All-Things-Considered-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/all-things-considered/","meta":{"site":"news","source":"npr"},"link":"/radio/program/all-things-considered"},"american-suburb-podcast":{"id":"american-suburb-podcast","title":"American Suburb: The Podcast","tagline":"The flip side of gentrification, told through one town","info":"Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/news/series/american-suburb-podcast","meta":{"site":"news","source":"kqed","order":"13"},"link":"/news/series/american-suburb-podcast/","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328","tuneIn":"https://tunein.com/radio/American-Suburb-p1086805/","rss":"https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"}},"baycurious":{"id":"baycurious","title":"Bay Curious","tagline":"Exploring the Bay Area, one question at a time","info":"KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. 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You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED MindShift: How We Will Learn","officialWebsiteLink":"/mindshift/","meta":{"site":"news","source":"kqed","order":"2"},"link":"/podcasts/mindshift","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5","npr":"https://www.npr.org/podcasts/464615685/mind-shift-podcast","stitcher":"https://www.stitcher.com/podcast/kqed/stories-teachers-share","spotify":"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"}},"morning-edition":{"id":"morning-edition","title":"Morning Edition","info":"\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. 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On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. 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