Homework has always been the thorn in most students’ side, causing the most anxiety daily. “In our research, students frequently attribute the amount of assigned homework as a primary cause of their stress,” according to Challenge Success, an organization affiliated with the Stanford University Graduate School of Education.
CCHS partners with this school reform organization to “implement research-based tools and strategies to create a more balanced and academically fulfilling life for all students.”
One change that CCHS enacted was to relabel homework as “independent practice,” a nod to the fact that “homework” does not always need to be done at home. Teachers were asked to be more intentional about the work they assign students to do outside of class, by either reducing the amount or giving more time to start on traditional “homework” during class.
According to Harvard Magazine, a teacher who devotes class time to individual assignments typically sees higher test scores among their students. Could the key to reducing the stress of “homework” be having class time to work on it?
If the research from the top universities were coming to these conclusions, it begged the question: The studies showed higher scores when classes work on homework, so does this apply to the Dons community?
To start researching the correlation between the effect of giving more class time to start on “homework,” it was first essential to get the perspective of a Don’s student. Bella Aguilera ‘25 has always been an active CCHS community member and a vital leader in the Hispanic Latino Student Union organization. She explained, “Overall, it is harder for me to start on homework sooner rather than later, so any time our teacher gives us time to start on it, I take it seven times out of ten,” said Bella.
I asked her out of high school if she did better in her classes when teachers gave her time to start IP, or independent practice. “I did better because it gives you a chance to talk with teachers to get help,” according to Ms. Aguilera.
The perspective of teachers on this issue is essential as well. In my interview with Ms. Desantis, I asked if she has always believed in giving her English students time in class to start their work. “Yes, I’ve always believed in starting in class for homework in case they have questions about the homework itself,” according to Desantis.
But then I also know that not many students take advantage of the time teachers give to start on their IP. “Overall, I would say half of my students take advantage of the work time I give,” Ms. Desantis speaks candidly.
My last interview subject was Business Accounting teacher, Mr. Derenthal. Ever since the move to the block schedule gave classes an additional 30 minutes for CCHS, Mr. Derenthal has always been a believer in giving students that extra time to work on independent practice. “I like the idea of providing class time to do the work if the students can take advantage of the time to work hard, and most of my students always do,” according to Derenthal.
When reading my findings, one can easily argue that academic success happens when “homework” time occurs in class. Perhaps it is a solution to alleviating anxiety. But as always, it is in the hands of the students to make the most of the opportunities teachers give.
