Homework should be considered a part of student’s total educational experience in the Brookings School District. Homework will be considered a valuable part of the instructional program and is designed to extend and reinforce classroom learning, encourage personal responsibility and develop Sep 28, · The Brookings Institution is a nonprofit public policy organization based in Washington, DC. Our mission is to conduct in-depth research that leads Welcome to Mickelson Middle School. Welcome to the George S. Mickelson Middle School Website. We appreciate your visit and hope you find what you're looking for on our site. If you have questions not answered below or on the linked pages, please call the MMS Office at
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Researchers have struggled for decades to identify a causal, brookings institute homework schools, or even correlational, relationship between time spent in school and improved learning outcomes for students.
Some studies have focused on the length of a school year while others have focused on hours in a day and others on hours in the week. In this blog post, we will look at time spent outside of school—specifically time spent doing homework—among different racial and socio-economic groups.
We will use data from the American Time Use Survey ATUS to shed light on those differences and then attempt to explain those gaps, using ATUS data and other evidence.
Measuring the relationship between out-of-school time and outcomes like test scores can be difficult. Researchers are primarily confounded by an inability to determine what compels students to choose homework during their time off over other activities. Are those who spend more time on homework just extra motivated? Or are they struggling students who need to work harder to keep up?
What role do social expectations from parents or peers play? Previous studies have examined the impact of this outside time use on educational outcomes for students.
The researchers took advantage of randomly assigned college roommates, paying attention to those who came to campus with a video game console in tow, brookings institute homework schools. They hypothesized students randomly assigned to a roommate without a video game console would study more, since all other factors remained equal.
That hypothesis held up, and that group also received significantly higher grades, demonstrating the causal relationship. Other research has relied on data collected through the American Time Use Survey, a study of how Americans spend their time, and shown the existence of a gender gap and a brookings institute homework schools education brookings institute homework schools in homework time.
We are curious about out-of-school differences in homework time by race and income. We began with a general sample of 2, full-time high school students between the ages of 15 and 18 from the ATUS, restricting the sample to their answers about time spent on homework during weekdays and school months September to May.
Among all high school students surveyed brookings institute homework schools that reported completing their homework and those that did notthe time allocated to complete homework amounted to less than an hour per day, despite the fact that high school teachers report they assign an average of 3. We observed a time gap between racial groups, with Asian students spending the most time on homework nearly two hours a day.
We can also use ATUS data to isolate when students do homework by race and by income. In Figure 2, we plot the percentage of high school students in each racial and income group doing homework by the time of day, brookings institute homework schools.
Percentages remain low during the school day and then expectedly increase when students get home, with more Asian students doing more homework and working later into the night than other racial groups. Low-income students reported doing less homework per hour than their non-low-income peers.
We hypothesized that these racial and income-based time gaps could potentially be explained by other factors, like work, time spent caring for others, and parental education. We tested these hypotheses by separating groups based on particular characteristics and comparing the brookings institute homework schools number of minutes per day spent on homework amongst the comparison groups.
Students who work predictably reported spending less time on educational activities, so if working disproportionately affected particular racial or income groups, then work could help explain the time gap.
Students who worked allocated on average 20 minutes less for homework than their counterparts who did not work. Though low-income students worked more hours than their brookings institute homework schools, they largely maintained a similar level of homework time by reducing their leisure or extracurricular activities. Therefore, the time gap on homework changed only slightly with the inclusion of work as a factor. We also incorporated time spent taking care of others in the household.
Though a greater percentage of low-income students take care of other household members, we found that this does not have a statistically significant effect on homework because students reduce leisure, rather than homework, in an attempt to help their families. Therefore, this variable again does not explain the time gaps. Finally, we considered parental education, since parents with more education have been shown to encourage their children to value school more and have the resources to ensure homework is completed more easily.
Our analysis showed students with at least one parent with any post-secondary degree associate or above reported spending more time on homework than their counterparts whose parents do not hold a degree; however, gaps by race still existed, even holding parental education constant. Turning to income levels, we found that parental education is more correlated with homework time among low-income students, reducing the time gap between income groups to only eight minutes.
Our analysis of ATUS could not fully explain this gap in time spent on homework, especially among racial groups. Many studies, including recent researchhave shown that teachers perceive students of color as academically inferior brookings institute homework schools their white peers, brookings institute homework schools. A study by Seth Gershenson et al. showed that this expectations gap can also depend on the race of the teacher.
In a country where minority students make up nearly half of all public school students, yet minority teachers comprise just 18 percent of the teacher workforce, these differences in expectations matter. Students of color are also less likely to attend high schools that offer advanced courses including Advanced Placement courses that would likely assign more homework, brookings institute homework schools, and thus access to rigorous courses may partially explain the gaps as well.
Research shows a similar, brookings institute homework schools, if less well-documented, gap by income, with teachers reporting lower expectations and dimmer futures for their low-income students. Low-income students and students of color may be assigned less homework based on lower expectations for brookings institute homework schools success, thus preventing them brookings institute homework schools learning as much and creating a self-fulfilling prophecy.
In conclusion, these analyses of time use revealed a substantial gap in homework by race and by income group that could not be entirely explained by work, taking care of others, or parental education.
Additionally, brookings institute homework schools, differences in educational achievement, especially as measured on standardized tests, have been well-documented by race and by income. These gaps deserve our attention, but we should be wary of blaming disadvantaged groups. Time use is an outcome reflecting multiple factors, not simply motivation, and a greater understanding of that should help raise expectations—and therefore, educational achievement—all around.
Brown Center Chalkboard. The Brown Center Chalkboard launched in January as a weekly series of new analyses of policy, research, and practice relevant to U. In Julythe Chalkboard was re-launched as a Brookings blog in order to offer more frequent, timely, and diverse content. Contributors to both the original paper series and current blog are committed to bringing evidence to bear on the debates around education policy in America.
Read papers in the original Brown Center Chalkboard series ». Michael Hansen Senior Fellow - Brown Center on Education Policy The Herman and George R. Brown Chair - Governance Studies Twitter DrMikeHansen.
Diana Quintero Former Senior Research Analyst, brookings institute homework schools, Brown Center on Education Policy - The Brookings Institution Ph. Student - Vanderbilt University Twitter Quintero05Diana. Related U, brookings institute homework schools. External Article Unequal Opportunity: Race and Education Linda Darling-Hammond. External Article The Black-White Test Score Gap: Why It Persists and What Can Be Done Christopher Jencks and Meredith Phillips.
Brown Center Chalkboard The Brown Center Chalkboard launched in January as a weekly series of new analyses of policy, research, brookings institute homework schools, and practice relevant to U. Related Topics Education. More on Education. Brown Center Chalkboard Does detracking promote educational equity? Tom Loveless, brookings institute homework schools. Essay Collaborating to transform and improve education systems: A playbook for family-school engagement Rebecca WinthropAdam BartonMahsa Ershadiand Lauren Ziegler.
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Collaborating to transform and improve education systems: Video primer on family-school engagement
, time: 4:328th Black Homework / 8 Black Homework
Homework should be considered a part of student’s total educational experience in the Brookings School District. Homework will be considered a valuable part of the instructional program and is designed to extend and reinforce classroom learning, encourage personal responsibility and develop Welcome to Mickelson Middle School. Welcome to the George S. Mickelson Middle School Website. We appreciate your visit and hope you find what you're looking for on our site. If you have questions not answered below or on the linked pages, please call the MMS Office at The Brookings School District strives to make electronic and information technology accessible to people with disabilities. If you have difficulty accessing any portion of our website please email blogger.comter@blogger.com We welcome any ideas or comments that help us improve the accessibility and usability of our Web site Working Together
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