Homework Should Be Banned

My opponent has called the 2006 study of Duke University "outdated", while countering it with a study done in 2003, which is clearly older, covering data only up to 1999 [1].He then proposes a "study" from September 2013 [2] as a more reliable and current source. This article relies on the 2007 "The MetLife Survey of the American Teacher, 2007: The Homework Experience", conducted by Harris Interactive.Since my opponent introduced this, the following is NOT a new argument. I quote from that very study he entered as evidence:"MAJOR FINDINGSMost teachers, students and parents believe in the value of homework. A majority of each of these key stakeholders thinks that doing homework is important and helps students learn more in school.[...]Three-quarters of students (77%) believe that doing homework is important or very important and seven in ten (69%) agree that doing homework helps them learn more in school. [...]School-parent relations have improved since 1987, at the same time that parent-school contact is more common. [...]A majority of parents believe that the right amount of homework is assigned. [...]Lower achieving students and high achieving students differ in their approach to doing homework, with lower achieving students spending less time on homework and less frequently doing homework at home. [...]Students who do not believe that homework is important are lower achieving and say they receive a poorer quality of education than others. [...]Teachers assign homework to meet a variety of student needs, including skills needed for their current school work, as well as skills that can be applicable to their future schooling, employment and ability to successfully navigate life in general."I must admit that this study is indeed an eye-opener. Unfortunately, it is clear that this study does nothing to argue for the abolition of homework: "This chapter explores students’, teaches’ and parents’ evaluation of homework’s benefits and challenges. In addition, the perspectives of a group of education leaders are incorporated regarding perceived problems and potential steps towards improvement."So, what the study referenced by my opponent says is that despite all his claims to the contrary, relationships between parents and school have improved over the same time that the amount of homework has increased.A vast majority of students accepts homework and acknowledges its value.My opponent chose to keep all these findings to himself, trying to base his arguments off of fragmented data.The fact that teachers abuse homework has already been addressed by me. This clearly calls for a regulation of homework. But again, there is no logical connection between the amount of homework increasing and having to ban it. As I said before: only because something can be taken to the excess, where it becomes harmful, this thing doesn't have to be abolished, regardless of what it is. Claiming otherwise creates a false dichotomy: either to have too much of something or have nothing at all. But that leaves a big space in between disregarded.So, students do more homework today. But the study my opponent introduced shows - see above - that those students who do more of that homework also achieve better grades. So it's not a bad thing at all.The poll by Gallup my opponent offers as evidence clearly says: "stress due to activities" before adding "and homework". So this poll isn't about homework exclusively, and thus contains data on activities beyond school as a reason for stress. Based on that compilation of data, we can sadly not discern what is considered to be the reason for that stress: activities or homework?My opponent concedes that homework is a good way of assessment.He disagrees with my argument about homework being a less stressful alternative to surprise exams, but does not provide any argument against it.He admits that a wide variety of approaches to grading is existent, which means he now concedes that not all homework is a danger to the students' success.My opponent claims that there is enough opportunity in class to check every single student for mistakes and understanding, but that is clearly not the case. Class is not the proper place to address every single student's problems individually, since the teacher can only discuss the problems of one student at a time. Revised exercises allow the teacher to address each pupil individually. If the students do their exercises by themselves, which is necessary for their independence, why should the exercise be done in school, while the teacher just sits around doing nothing? It would be a waste of time. School time is for instruction, homework for practice. This way, school time is used most efficiently."even if it means not showing them what working is like."Then what is the purpose of school at all? School exists to prepare children for their professional training and working life. As seen above in the MetLife Survey.Being in school is not the same as a working life. All the students have to do is watch and listen, they bear no responsibility except for themselves. The only time of the day a student spends in a way comparable to what working adults do is during homework, as far as school goes. So my calculation still stands. It's very easy: adults are regularly dispensed from WORK for TRAINING. So there is a distinction. School time simply isn't work."And long term projects and reports can serve a much larger lesson than 30 math questions. They have to compile information, and make sometimes presentations. Many businessmen do similar work, scientists always have to research, people based in political matters have to do research and sell what they think. Even teachers have to use presentation skills while teaching their students."This is a valuable lesson, too, which is why we have these assignments in addition to homework. But again, this creates a false dichotomy: it's not like these two lessons are mutually exclusive. Why should we rob students of valuable practice that improves their performance (as shown in the MetLife Survey)?"Failing tests can put a load of stress on a student, but 2 hours of homework adds to it."That makes no sense at all. Completing one's homework is very reassuring and thus reduces stress."practice doesn't help in keeping calm"That makes no sense either. Practice is known to reduce exam anxiety:"4. Exam-taking preparation Practice on sample tests in the textbook or study guide."[3]Freezing or running off during exams is a well-known phenomenon: "It manifests itself physically through episodes of sweating, nausea or “butterflies” in your stomach, and psychologically through confusion, mental blocks and panic attacks." [4]So, in summary:My arguments still stand, while my opponent has done nothing to prove that any of his concerns actually necessitates or warrants the abolition of homework.His own sources - had he read them closely - say that homework is beneficial and accepted by an overwhelming majority of students, parents and teachers alike.There is nothing to be added.I thank for this opportunity to state this case and thank our readers for following us. Take care. [1]: http://hss.cmu.edu...[2]: http://www.theatlantic.com...[3]: http://counselling.athabascau.ca...[4]: http://www.cmu.edu...