Most importantly, has not been made a reading on the statements of the report itself that reaches conclusions that their data does not substantiate. It is necessary to ask several questions that we will answer from PISA own data, both the Pisa in Focus 46 and the "ranking":
1. What happens in Spain with homework in elementary school?
2. Is it correct to conclude that up to four hours a week of homework is beneficial?
3. Should disadvantaged youth to do more homework to improve their results?
4. Can OECD to say that the time spent on homework is correlated with performance?1. What happens in Spain with homework in elementary school?
Not only is our 15 year olds are doing more homework than the OECD average is that most of elementary students, even the smallest, make more homework than secondary students from other countries (e.g. in a school recommended recently made between 1 hour and 1:30 for students 8 years ... more on weekends, more holydays).
What seems excessive in the case of secondary should be absolutely unacceptable in the case of primary and "prosecutable by law" under 11-12 years.
2. Is it correct to conclude that up to four hours a week of homework is beneficial?
It is difficult to maintain, as does the OECD, that "after four hours weekly homework has negligible impact" on the assumption that until four hours would be noticeable when Finland, Czech Republic and Slovakia have less than four hours.
It seems that the amount is not always important, but the quality of homework as well as the role that they have in relation to the whole education system. A poor educational system will not improve with a lot of homework.
It is difficult to maintain, as does the OECD, that "after four hours weekly homework has negligible impact" on the assumption that until four hours would be noticeable when Finland, Czech Republic and Slovakia have less than four hours.
It seems that the amount is not always important, but the quality of homework as well as the role that they have in relation to the whole education system. A poor educational system will not improve with a lot of homework.
3. Should disadvantaged youth to do more homework to improve their results?
The study concludes that "socioeconomically disadvantaged students" spend more time doing homework. As Alfie Kohn stated in the book The Homework Mith [El mito de los deberes] is often confused correlation with causality. ("In the best case, most of the studies on the homework shows only an association, not a causal relationship." p. 39) That is, two facts are given at once does not mean that one is a consequence of the other.
Analyzing the second chart on page 2 (OECD, PISA 2012 Database, Tables IV.3.27 and iV.3.28) can see that in Finland there is little difference in the amount of homework between advantaged and disadvantaged students. The opposite happens in Shangai, Italy, USA ... so you can be talking more about the fairness of the system as a whole that the influence of homework.
How should we read this indicator in Spain? Knowing that disadvantaged children are concentrated in private-subsidized education in many areas and cities of our country, all that tells us is that private schools send two hours of homework per week more than the public. By the way, with little effect on performance on international tests as have the socioeconomic variable into account.
The study concludes that "socioeconomically disadvantaged students" spend more time doing homework. As Alfie Kohn stated in the book The Homework Mith [El mito de los deberes] is often confused correlation with causality. ("In the best case, most of the studies on the homework shows only an association, not a causal relationship." p. 39) That is, two facts are given at once does not mean that one is a consequence of the other.
Analyzing the second chart on page 2 (OECD, PISA 2012 Database, Tables IV.3.27 and iV.3.28) can see that in Finland there is little difference in the amount of homework between advantaged and disadvantaged students. The opposite happens in Shangai, Italy, USA ... so you can be talking more about the fairness of the system as a whole that the influence of homework.
How should we read this indicator in Spain? Knowing that disadvantaged children are concentrated in private-subsidized education in many areas and cities of our country, all that tells us is that private schools send two hours of homework per week more than the public. By the way, with little effect on performance on international tests as have the socioeconomic variable into account.
4. Can you say that the time spent on homework is correlated with performance?
Finally, Focus in Pisa 46 states that in most countries the time spent on homework is correlated with student performance. Serves part of the argument above, but if you see the chart on page 3 (Source: OECD, PisA 2012 Database, Table iV.1.8c) you can see that there are eleven countries where this correlation would be negative (including countries with homework policies very different such as Canada and the US.
There are 35 countries (including Spain) where this influence is less than or equal to five points PISA (one insignificant difference) and there are only eleven countries where the difference exceeds 10 points (some with good results in Pisa and another not so much as Israel and Italy).
Among the countries with more than fifteen points difference we have Germany, with an educational system that segregates pupils in this way at 11 years and Orientals as Singapore (which does the same as Germany or China).
So you can not say that devoting more hours to homework is correlated significantly with final grades except in those limited cases.
Finally, Focus in Pisa 46 states that in most countries the time spent on homework is correlated with student performance. Serves part of the argument above, but if you see the chart on page 3 (Source: OECD, PisA 2012 Database, Table iV.1.8c) you can see that there are eleven countries where this correlation would be negative (including countries with homework policies very different such as Canada and the US.
There are 35 countries (including Spain) where this influence is less than or equal to five points PISA (one insignificant difference) and there are only eleven countries where the difference exceeds 10 points (some with good results in Pisa and another not so much as Israel and Italy).
Among the countries with more than fifteen points difference we have Germany, with an educational system that segregates pupils in this way at 11 years and Orientals as Singapore (which does the same as Germany or China).
So you can not say that devoting more hours to homework is correlated significantly with final grades except in those limited cases.
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