Homework: The Key to Student SuccessEssay title: Homework: The Key to Student SuccessOne of the most difficult challenges that teachers and parents face is getting teenagers to do their homework. A common complaint with high school students is the fact that they do not have enough time to do their homework. In the year 2000 American students are holding down more jobs, taking on more household responsibilities, and participating in a greater amount of extracurricular activities than any other generation of American students. (Homework: Time To Turn It In?). As more and more distractions are made available to the American teenager, it is imperative that todays students are aware of the importance of doing their homework. Homework is a necessary component of every successful students education. By doing homework, a student will learn independent thought, perform better in school, and provide a greater chance for economic success in their post education lives.
Students, in order to succeed, must become responsible for their education. In a secondary school setting, students spend less than five hours of classroom time per week in any one particular subject. During this time, the teacher introduces new concepts and skills by building on previous lessons. In order for student, to become proficient with these newly taught concepts and skills, they must practice and work on these skills, so that they may be ingrained in the students mind. In order for this learning to take place, the United States Department of Education suggests that students should use homework to practice what they have learned in school and to prepare themselves for the next days class (Learning Partners–Lets Do Homework!). With the usage of homework as a practice forum for students, education experts recommend that secondary students should spend two hours per night on homework (Do You Have Too Much Homework?).
By becoming more independent learners through homework, the average students will demonstration an improvement in their grades. Students that habitually do their homework can expect to have greater test scores and also higher class grades. (Homework: Time To Turn It In?). This is because students are taking time to develop their understanding of skills and concepts through practice and self-understanding. However, not only will students grades and test scores increase, but in a 1996 United States Department of Education survey it was found that, “Students who read eleven or more pages each day for school or homework have higher average reading proficiency scores than those who read less than five pages a day” (Research: Literacy Facts and Figures).
As students grades, test scores, and proficiency scores increase, their chances of graduating with a high school diploma and continuing their educational career also increase. With more education, students have a greater chance of securing a more stable and higher paying job than those students that either drop out of high school or only earn a high school diploma. According to United States Department of Labor, the unemployment rate is directly correlated with the amount of education experience of an individual; unemployment rate of high school dropouts was 6.7 percent, compared with the unemployment rate of high school graduates at 3.5 percent and the unemployment rate of only 1.8 percent for college graduates (Workforce 2000 facts). In the Occupational Outlook Quarterly of 1992, workers who have the most education have the highest average annual earnings and
>Employers in America are not doing the same. Employers in the United States are paying well higher wages than those in other countries.
>Workers are still paid less and don’t earn as many dollars a week as in other countries.
>Founded by Howard Phillips, John D. Rockefeller, and William J. Clinton, the American Institute for Economic Policy Research is the oldest educational research organization in the world. The Institute for Economic Policy Research and the Institute for Employment, Welfare and Education provide many years of research for policymakers, policymakers and economists. According to President Obama, “Today is a new time to think about education.” The President said that in 2008, “The best way that we can make progress on education is to look at a wider set of issues.”
>The U.S., the World Bank, and the World University Program are among large international research organizations devoted to providing critical information, and the American Institute for Economic Policy Research, which is located in the United Kingdom, a research center of higher education, provided critical information to the President’s speech and in his prepared remarks on the issue of rising employment. According to the Department of Education, while there is some evidence to suggest that many Americans fall back on the four-year vocational certification program, many still find those who obtain a bachelor’s degree far too easily the second to last word about the “real problem.”
>About $21 billion in government spending on education and related grants for the United Kingdom is allocated to the U.N. under the auspices of the World Bank, the National Institute of Educational and Social Research, and the International Union of Civil Aviation. The United Nations General Assembly adopted Resolution 1325, an agreement that seeks to improve educational outcomes for the future and to ensure that progress is made through effective use of the basic research and development tools of education: (a) In addition to the funding for research, research grants are also being made to universities and non-governmental organizations to strengthen and expand educational research in a responsible and creative fashion. The World Bank currently supports more than 20 research grants, according to the Economic Policy Institute (EPI)—an organization that includes the International Monetary Fund, the World Bank, and the United Nations Educational, Scientific, and Cultural Organization (UNESCO).
>The U.S. spent less on education than other developed countries. The OECD’s 2012 Survey of Education was the first survey of the country’s educational system. That survey revealed that, for a nation who has a relatively small share of the national average income (about 10.9 percent of all people), the United States’ education expenditure is significantly less important than that of other OECD countries. The State Department has compiled the State Department University Information System and Education Center’s Educational Research and Policy Database.
>In 1990, approximately half of America’s total national income was spent on education–the same percentage that was spent for other industrialized countries. By 2011, that percentage had dropped to about half of the national average.
>When the education expenditure gap between rich and poor is not closed, nearly half of Americans continue to have a college degree despite the fact that incomes far outstrip the share of people with the fewest degrees.
>In 2000 to present, nearly three-quarters of U.S. adults were headed for university and nearly three-fifths had a bachelor’s degree.