Reduce homework, lengthen schooltime

Resolved: It would, on balance, be beneficial to reduce the amount of homework given in conjunction with an extension to the school day [see model below].Proposal: Have a strong reduction in homework, lengthen school to a 9-5 length day.RulesThe debate shall adhere to the following structure:Round 1: Acceptance, Rules, Resolution / Model Outline and DefinitionsRound 2: Opening Statements, No Rebuttals (see below on this)Round 3: New Arguments and RebuttalsRound 4: Rebuttals and Closing Statements (No new arguments)The only rules I insists upon are the following, but I will accept any reasonable clarifications or amendments my opponent might choose to provide in Round 1, although clarification prior to acceptance is preferred.Arguments and source citations must appear within the four rounds of this debate only. Arguments and citations may not appear in offsite links, other debates, forums, or comments.Dropped arguments are not concessions. Arguments should be seen as whole units from opening to closing statements.Although R2 is not to be used for rebuttals, it is possible that my opponent’s arguments may lend themselves to countering mine naturally. This is allowed as it’s not a rebuttal per se. What I don’t want to see is a line by line refutation in round 2.All words are to take their standard definition. The only matter is what constitutes homework. A discussion of this is under the model outline section.To voters, please judge this debate based on this debate and not upon preconceptions you may have.Model Outline / Resolutional MattersWhile R1 is not for arguing, it’s critical to discuss the resolution and precisely what we’re debating on this contentious issue. Let me outline a few things that are to be taken as given barring reasonable amendments in round 1.ScopeThis debate is not limited to the US only. Also, the debate focuses primarily on a high school context as we might make exceptions for kindergarten students for instance.HomeworkI divide homework into 2 categories:1. Assignments / assessments / major projects2. Worksheets, maths exercises etc.We are discussing the elimination of type 2. Type 1 still exists, although in a perhaps reduced manner. The extended school day enables more learning (vs. homework) ; Con can dispute this if he wishes later.Timing / School logisticsLogistics, on the school level, is not meant to be a crucial issue in this debate – bureaucrats could probably resolve this matter. However, the school day would be reworked to accommodate a 9-5. My proposal is as follows:To accommodate the 2 hour extension to the school day an additional 20 minutes of rest / break, in the vein of lunch or morning tea, would be added. This would be added to the 20 minute morning tea and 40 minute lunch break typically found in schools (no negotiation on this – this is to be accepted) . That totals 80 minutes. Students retain their 40 minute lunch. 2 other 40 minute blocks would be scheduled into the day – one near the end of the day, one near the start. Students would choose which time block they wish to spend their free time (like choosing an elective; it’s a choice for the same duration that the same subjects are kept) in (40 minutes), and be in class for the other 40; yes, classes aside from this one retain their usual one hour length.Why the complexity? If students choose to have their free time in the later 40 minutes block, after all other classes, then they could leave school during this break. This is to accommodate extra-curricular activities and the like. More on this in round 2.A clarification To clear up 2 uncertainties from my previous debate, teaching will be as normal from 9-5 as per the model outline. On the scope, I’d prefer this remain to higher years where it’s more applicable – homework reduction + school extension doesn’t work if there’s no homework to reduce, as with younger students! However, I’ll say that all students go from 9-5. However, the amount of free time would be greater for younger students because the homework reduction associated with increased school time does not exist for them; this time is transferred to free time. Let’s not get bogged down on logistics though if possible. Weighing mechanismsThis is up for contention, to a point. One judges education reform based on what educational end (or ends) are desired. It is the debaters place to forward these ends, and have the voters judge policies as per which end they believe encapsulates the goal of education, or should encapsulate such a goal. The greatest overall good resulting from these policies is to be preferred when judging.More in later rounds if need be.A quick note on sourcingSome among you will have noted that some sections of this are eerily similar to this thread’s OP http://www.debate.org... Before people scream plagiarism, I am that thread’s author. This idea had it’s genesis from http://www.debate.org... and I will later be borrowing on a quote from YYW in that thread (which I was a contributor to). Aside from not having to source these repeatedly, I’d recommend the audience read these threads for their own education (mind the pun) , especially the latter one. Also, I have done a partial debate on the subject, so I'll be using my round 2 arguments from http://www.debate.org...;. http://www.debate.org...I thank whoever my opponent may be for this debate for agreeing to debate this subject. Let’s have an intellectually rigorous debate on this subject (I myself am undecided personally) and be civil and convivial. Voters, please read the debate in full and judge appropriately; we are in your debt for taking the time to read this debate readers.