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Top 10 Letters

Homework, "The Passion," and more.

11:00 PM, Mar 9, 2004
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THE DAILY STANDARD welcomes letters to the editor. Letters will be edited for length and clarity and must include the writer's name, city, and state.

*1*

I read with interest David Skinner's The Homework Delusion. I am in the midst of my first year as a public school teacher and I am daily assessing the role that homework will play in my classroom.

As I prepared to become a teacher, I vowed that I would be one teacher to defy the trend and give students regular, substantial, and meaningful homework assignments. After several months in the classroom it has rapidly become apparent why many teachers are choosing to give little or no homework: Many students care so little about their academic performance that they simply will not do it, particularly if it requires any degree of independent or critical thought.

My average homework completion rate for my standard level classes stands at about 50 percent. The students completing the homework are almost always the ones who need to do it least. In May my students will have to pass the Virginia Standards of Learning for World History I. Every time I rely on a homework assignment to reinforcement learning I am jeopardizing the performance of my weakest students. Because of the intense pressure to maintain high SOL pass rates I am deliberately scaling back on homework or modifying it to involve less independent thought.

The fact that I am caving in disgusts me, but it is the reality of the situation. I acknowledge that modern adolescents have many activities, sports, jobs, relationships, hobbies, etc., competing for their attention. Although I disagree that these should take time away from homework, I acknowledge that they do and must incorporate this into my classroom practice. Thus, I can understand the declining importance of homework in American high schools. I see it as a reaction to the realities of the modern testing regimen and the increase in adolescent distractions. I see no easy solution.

--Ryan Welborn

*2*

As an ex-teacher and parent I would add to David Skinner that some kids have too much homework and many need better homework. Does an assignment really improve subject mastery? Or is it a thoughtless exercise in applying a simple formula for essay writing? How many repetitions of a kind of math problem are helpful for a given student? Is the unit of study just a sacrifice on the altar of political correctness or passing education fads? Or is it really building a knowledge base of general understanding? Does the novel just comply with currently desired integration with social studies, or is it really fine literature?

--Charles Kopp

*3*

I have never understood why anyone blames the Jews for Jesus' death. (Larry Miller, Passions) I'm Catholic and was taught that this was why Christ came to Earth. Anyway, Jesus's death lasted 40 hours or so and then He rose from the dead. Why doesn't the Resurrection enable people to forgive those who killed Jesus? Weren't their acts a fulfillment of prophecy and wasn't it God's will that it happen as it did?

--Pat Kunz

*4*

I am amazed that no one at the New York Times realizes (or do they?) that by creating a special beat for "this strange, alien species called conservatives" they are perpetuating the image of the right as exactly that: some weird animal, not easily observed in the wild. (Terry Eastland, The Times's Conservative Problem) At the same time, they only cement their (deserved) image as the monarchic mouth of liberal Big Media. Then again, perhaps this is all just a field guide to help leftist politicians and the literati recognize their quarry and better defeat it.

--Jason Gorton

*5*

Hugh Hewitt is right: There are two Americas: "NewYorkafornia," and the rest of us (The Real Two Americas).

--David Grace

*6*

Clearly the media feel that Ralph Nader damaged Al Gore's candidacy in 2000; and Gore's success was clearly high on the wish-list of most media organizations. (Matthew Continetti, Anti-Nader Media Bias)