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By Valerie Strauss
Washington Post Staff Writer
Tuesday, September 12, 2006; A04

The nation's best-known researcher on homework has taken a new look at the subject, and here is what Duke University professor Harris Cooper has to say:

Elementary school students get no academic benefit from homework -- except reading and some basic skills practice -- and yet schools require more than ever.

High school students studying until dawn probably are wasting their time because there is no academic benefit after two hours a night; for middle-schoolers, 1 1/2 hours.

And what's perhaps more important, he said, is that most teachers get little or no training on how to create homework assignments that advance learning.

Yet teachers themselves don't uniformly agree on something as basic as the purpose of homework (reviewing vs. learning new concepts), much less design or amount or even whether it should be graded. And the result can be inconsistency in assignments and confusion for students.

That is part of the reason some educators and authors are making new cases for the elimination of homework entirely, including in the new book "The Homework Myth," by Alfie Kohn.

Kohn points to family conflict, stress and Cooper's research as reasons for giving kids other things to do to develop their minds and bodies after school besides homework.

"I am always fascinated when research says one thing and we are all rushing in the other direction," Kohn said.

"It is striking that we have no evidence that there is any academic benefit in elementary school homework," he said. "Then people fall back on the self-discipline argument and how it helps students learn study skills. But that is an urban myth, except that people apply it in the suburbs, too."

In 1989, Cooper, now a professor of psychology and director of Duke's Program in Education, published an analysis of dozens of studies on the link between homework and academic achievement.

His conclusions: The research base showed no correlation between academic achievement and homework -- besides reading -- in elementary school, a small benefit in middle school and more for high school.

This spring, he co-authored another paper in the Review of Educational Research after reviewing various newer studies done on homework from 1987 to 2003, and he offered a few additions to his conclusions.

This time, he said, there was some evidence that, in grades 2 through 5, students do better on unit tests when they do short homework assignments on basic skills that relate directly to the test.

And, he said, it appears that more than two hours of high school homework, and more than 1 1/2 hours of middle school homework, have no academic benefit and may produce negative results.

Other educators, such as Linda Darling-Hammond, a Stanford University education professor and researcher, say that many of the studies Cooper evaluated were not tightly controlled and not authoritative but that his conclusions make sense.

Darling-Hammond said Cooper also is correct in pointing out that many teachers lack the skills to design homework assignments that help kids learn and don't turn them off to learning.

South Koreans now make up the largest group of foreign students in the United States (more than 103,000) and the second largest in New Zealand after Chinese students, according to American and New Zealand government statistics. Yet, unlike other foreign students, South Koreans tend to go overseas starting in elementary school — in the belief that they will absorb English more easily at that age.

In New Zealand, there were 6,579 South Koreans in the country’s elementary and secondary schools in 2007, accounting for 38 percent of all foreign students.

“We talked about coming here for two years before we finally did it,” said Kim Soo-in, 39, who landed here 16 months ago with her two sons. “It was never a question of whether to do it, but when. We knew we had to do it at some point.”

Wild geese fathers were initially relatively wealthy and tended to send their families to the United States. But in the last few years, more middle-class families have been heading to less expensive destinations like Canada, Australia and New Zealand.

Now, there are also “eagle fathers,” who visit their families several times a year because they have the time and money. Those with neither, who are stuck in South Korea, are known as “penguin fathers.”

President Lee Myung-bak said he would start to address the problem by hiring 10,000 English teachers. “This is unprecedented,” he said. “Korea is actually the only country in the world undergoing such a phenomenon, which is very unfortunate.”

South Korean students routinely score at the top in international academic tests. But unhappiness over education’s financial and psychological costs is so widespread that it is often cited as a reason for the country’s low birthrate, which, at 1.26 in 2007, was one of the world’s lowest.

At Remuera Primary, Ms. Kim said she believed that English fluency would increase her sons’ chances of gaining admission to selective secondary schools in South Korea and ultimately to a leading university in Seoul. Her husband, Park Il-ryang, 43, graduated from a little-known Korean university, and he said that the resulting lack of connections had hampered his own career.

Before coming here, the parents had sent one son, Jun-sung, now 10, to evening cram schools and their other son, Jun-woo, now 8, to an English preschool. Parents in their apartment building talked incessantly about their children’s education.

Even so, the sons were not making sufficient progress in English, the parents said. They hired a private English tutor to supplement the supplementary cram schools. “We didn’t think the cram schools were doing any good, but we were too insecure to stop sending them, because the other parents were sending their children,” Ms. Kim said.

CHARACTERISTICS OF 'SUCCESSFUL' DROPOUTS

        Combining resilient-student research with what educators know about gifted dropouts, many of whom test in the concrete-random learning style (see sidebar), we finally understand why the very things that gave Murray grief in school were those that won him the Pulitzer Prize.
        Resilient-student research shows today that those who succeed in life despite the odds have a knack for turning circumstances to their benefit. Murray was no exception.
        So what did he do that was different? First and foremost, he did not change his learning style, that internal mental wiring that rendered him incomprehensible to the schools. Rather, he adapted consciously and unconsciously many of the negatives, "remaking something new out of what did not work before."
        "I think I have succeeded because of the negative influences in my life," Murray concedes. "They gave me the materials for my writing but more than that, gave me the emotional hunger, the needs, the drive to express myself, to discover myself, to exist, to influence, to shout I AM HERE." FOOTNOTE: 3
        Murray hungered for in-depth immersion in a subject of his own choosing. What mattered were topics he cared passionately about. He was motivated for a career in writing, for meaningful work that would point him in that direction, but he was not motivated for high school, which did not expedite his cause. When topics of interest captured Murray's attention, days would pass until he surfaced again. He reflects on the situation, "I was a compulsive reader held back by my ... teachers since I read more, far more, than was required. I knew I could learn what I needed to learn." His sense of efficacy, the knowledge that he could do what he determined to do, is characteristic of resilient children.

Thing 7—wikis in the classroom