Continuing our special multipart series on the Irvine Unified School District's (IUSD's) Alternative Program for Academically Accelerated Students (APAAS), today we focus on what is perhaps the most obvious problem of this well-intentioned but misguided program: the homework load.
Although the amount of homework can vary considerably from site to site (a problem in itself, as we discussed in Part 1), developmentally inappropriate amounts of homework are the rule rather than the exception. Few parents want to see their nine-year-old fourth grader routinely spending four or more hours a day (plus most of every weekend) on homework, yet this is exactly what can and does happen.
APAAS homework, at least at Turtle Rock Elementary, consists of recurring assignments (Reader's Workshop letters, Oral Book Interviews, Writer's Workshop papers, Earth Watch debate papers, Word Masters, and Wordly Wise word memorization) and special projects (for example, the 13-part "Indian Project" in the fall). These are in addition to the "regular" homework, such as lengthy math worksheets (think 73 long-division problems in one night), music practice, reading, and science and social studies worksheets. APAAS students receive individual, year-long schedules for the recurring assignments so they and their families can plan accordingly. One particular week my son had a Reader's Workshop letter, Oral Book Interview, Writer's Workshop paper, Word Masters list, Wordly Wise test, and the Indian Project due (again, in addition to math, music, and other regular assignments).
Although APAAS is supposed provide challenge and depth to students who want or need more than the regular classes offer, it confuses quantity with quality. Unfortunately, overburdening even high-achieving, hard-working upper elementary students with unreasonable amounts of homework fosters neither a love of learning nor of school. On the contrary, it turns previously motivated, enthusiastic learners into stressed-out, exhausted, and even depressed children who have little time for anything other than homework. Far too many of them say they "hate" APAAS—and the tragedy is, most continue in it for three very long, often miserable years.
In Part 3 of this series, we'll take a closer look at the content and intellectual demands of certain recurring APAAS assignments.
