Teachers sound off in homework study

Homework-in all its permutations-was once again under the microscope in the Las Virgenes Unified School District, but this time teachers had a chance to explain their homework strategies.

The last section of the threepart homework survey in the school district was recently completed. This week's article focuses on the high school survey results.

The first two surveys examined homework from the students' and parents' points of view.

Assistant Superintendent of Education Joe Nardo presented the teacher survey results to the board of education last week.

"We're arriving at the end of the tunnel," Nardo said, adding the comments by the teachers added more depth to the subject of homework than the statistics revealed.

Most Calabasas and Agoura high school teachers assign homework three nights per week, the survey showed (27.7 percent), but 26.2 percent of the teachers who responded said they assign homework five nights per week.

Nardo said studies have shown that homework is far more important to students' academic success as they move into high school because of its impact on grades. Students who have landed on the D and F lists in one or more of their high school classes have generally stopped doing their homework, Nardo said.

Teachers were asked whether homework assignments were aligned with classroom tests. Although 85 percent of the teachers responded "yes," some took the time to explain.

"Homework assignments are made to prepare students for classroom discussion and activity, not as preparation for tests or as drill and practice," one teacher said.

One question generated 39 "additional comments" by teachers. Asked whether students who are absent on a test day are allowed to take the same test or required to complete a different test upon return, teachers had myriad reactions.

While 60 percent of the respondents said students must take a different test, many teachers explained the rationale.

"If a student knows they will be missing my class, then they are encouraged to come to support period prior to the test period and take the same test which will be given in class. But if they miss the test, or fail to pretest in support, then they will receive a different test," said one teacher.

"If a student frequently takes tests late, this allows him/her to get more info from others and 'game' the system," another teacher said. "I try to create a level playing field, not to promote cheating."

Some students, Nardo said, purposely miss a test if they have multiple tests in one day. Seventyone percent of teachers are not happy with this practice.

"This is not in any way acceptable," one teacher said in the survey. "Students should not be cramming the night before a test anyway-they should have been preparing during the week or two prior to the test as the lessons were being taught. Students need to plan ahead and take responsibility or they will be rudely awakened in college."

Superintendent Sandra Smyser said a significant (amount) of homework in high school is assigned to prepare for tests.

Board President Cindy Iser said there is inequity at the high schools, because Calabasas High School doesn't have the same full block schedule as Agoura High. The classes are longer on block schedules, but are attended on alternating days, which allows for better coordination of homework and tests.

"I am spending way too much time on make ups, writing, giving and grading (tests)," another teacher said in the comment section of the survey.

Other teachers worry that when students purposely miss a test they are planning to cheat. "It increases the likelihood of cheating by enabling the student to get advance knowledge of test questions from fellow students . . ."

But some teachers worry that students are overextended and believe that make up tests are appropriate, while others have seen students fall behind when they repeatedly miss tests.

Teachers were also asked if they would make an adjustment in homework expectations if contacted by a parent with specific concerns.

Twenty-nine percent of respondents said if a parent contacts them, they would adjust homework assignments, but many of the teachers were uneasy over the question. One called it a "loaded question," while most said the answer depended on the student and the situation.

One teacher said she gives out her home phone number and personal e-mail address. "I encourage students to call me at home if they find that they cannot go forward with an assignment," the teacher said. "I want them to be able to complete the work."

One question may have yielded an important clue to why so many students have earned a D or F in one or more classes in high school.

Sixty-one percent of the teachers believe that students who've earned poor grades in class should not have been placed in the course in the first place.

Also addressed in the high school teacher survey was whether coordination existed between departments on homework, long-term projects, tests and finals.

For the most part, teachers answered there was little coordination except during finals.

Most don't want further coordination. Seventy-eight percent of the respondents checked off "no" when asked if homework should be coordinated; 53 percent don't want to consider other department's "major unit tests" when scheduling their own tests; and 50 percent don't want to collaborate on the scheduling of longterm projects.

Iser said both schools could do a better job of coordinating projects and tests between departments.

Other survey questions included the consequences for late homework, parent/teacher communication, how long-term projects are graded, how much homework counts in a final grade and several other issues.

Next week's article will focus on middle school teacher survey results.