Expectations and Reports of Homework for Public School Students in the First, Third, and Fifth Grades. Issue Brief. NCES 2009-033

Autor/inn/en	Warkentien, Siri; Fenster, Molly; Hampden-Thompson, Gillian; Walston, Jill
Institution	National Center for Education Statistics (ED)
Titel	Expectations and Reports of Homework for Public School Students in the First, Third, and Fifth Grades. Issue Brief. NCES 2009-033
Quelle	(2008), (5 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Homework; Grade 1; Grade 3; Grade 5; Public School Teachers; Expectation; Longitudinal Studies; Time on Task; Parents; Reading; Mathematics; Racial Composition; Public Schools; Minority Groups; Enrollment; Racial Differences + Suchen Sie Ihr Suchwort? Hausaufgabe; School year 01; 1. Schuljahr; Schuljahr 01; School year 03; 3. Schuljahr; Schuljahr 03; School year 05; 5. Schuljahr; Schuljahr 05; Expectancy; Erwartung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Zeitaufwand; Eltern; Leseprozess; Lesen; Mathematik; Public school; Öffentliche Schule; Ethnische Minderheit; Einschulung; Rassenunterschied
Abstract	Previous research from the National Assessment of Educational Progress (NAEP) presents student reports of time spent on homework and teacher reports of amount of homework assigned. However, no research using recent, nationally representative data has investigated the amount of homework expected of and completed by a cohort of students as they progress through school. This Issue Brief offers an observation into children's homework experiences as they progress through the elementary grades. The brief uses longitudinal data to examine: (1) the amount of time that students' public school teachers expected them to spend on reading/language arts and mathematics homework in first, third, and fifth grades; and (2) reports from parents of public school children of how often children did homework at home in the first, third, and fifth grades. Previous research has shown differences in children's reading and mathematics achievement by race/ethnicity: this brief investigates whether differences exist in expectations and reports of homework by these variables. Teachers' expectations are reported by the percentage of minority students in the student's school and parents' reports are reported by the child's race/ethnicity. In general, the amount of reading and mathematics homework that teachers expected students to complete on a typical evening increased from first grade to fifth grade. In both subjects and in all grades, differences were found by the minority enrollment of the school: generally, children in schools with higher percentages of minority students had teachers who expected more homework on a typical evening than in lower minority schools. The percentage of public school children whose parents reported that their child did homework 5 or more times a week increased from first grade to fifth grade. In all three grades, larger percentages of minority children had parents who reported that their child did homework 5 or more times a week. (Contains 9 endnotes and 4 tables.) (ERIC).
Anmerkungen	National Center for Education Statistics. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Web site: http://nces.ed.gov/help/orderinfo.asp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10