The Project

THE PROJECT 11

TheProject

Summercomes every year for students during this time, learners becomeexcited as they spend some time away from school. Most studentsconsider summer period as a time to meet with friends and engage inextracurricular activities. When summer relaxation ends and studentsgo back to school, most students fall behind the learning. Thislearning loss makes teachers to spend a considerable amount of timein re-teaching the students course material at the start of the year(Hall,2013).The number of students that experience summer learning loss is higherfor students from poor backgrounds compared to those from affluentfamilies. This is because students from low income families do nothave an access to books while at home. However, on average, summerlearning loss is evident amid the students from low income familiesand high income families. Emanating from this summer learning loss,summer homework emerges as necessary in reducing this learning loss.The purpose of this paper is to investigate the effect of summerhomework in reducing the learning loss amid students in 4th,5thand 6thgrade given that summer vacations are critical to these studentsbecause of their developmental stage.

Descriptionand Goals

Ininvestigating the impact of summer homework learning in mitigatingthe learning loss amid students in 4th,5th,and 6thgrades, a study will be conducted at a middle school located inHackensack, New Jersey. Through investigating the impacts of summerhomework, the goal of this paper is exploring the positive andnegative effects of summer homework in the reduction of the learningloss. Besides, the attitudes of teachers and parents concerning thesummer homework will also be discussed.

TheProblem

Becauseof the long summer vacation that students undergo, there is thetendency of them to experience summer learning loss. Summer learningloss can be defined as the loss in academic knowledge and skills,which is experienced by students over the summer vacation. Because oftheir development, students in the fourth, fifth and sixth graderequire to engage in extracurricular activities, which is betterfacilitated by the summer vacation because the students are out ofschool. However, due to the summer learning loss, summer homework isviewed as necessary. The problem that this paper tries to investigateis whether summer homework has an impact of reducing summer learningloss amid students in the fourth, fifth, and sixth grades given thesignificance of the summer vacation to these students.

Reasonfor Choosing the Project in Addressing the Problem

Oneof the reasons for choosing this particular project in addressing theproblem is because there has been a debate concerning whetherstudents should be given homework to do during the summer vacation. Ichose this particular project in order to show clearly the impact ofsummer homework in reducing summer learning loss especially forstudents in the fourth, fifth, and sixth grades. Another reason forchoosing this particular project is to provide information to parentsand teachers concerning why they should support the summer homework.This information is critical because it would make parents and tutorssupport the summer homework, a move that would ensure that the summerlearning loss is mitigated amid students. This would also ensure thateducation givers do not waste a lot time in re-teaching the studentscourse material at the start of the year.

Howthe Project Fits in with the Data Analysis

Accordingto the data analysis done for the information collected from theHackensack Middle School in district 37, in the state of New Jersey,parents living in the urban areas support the idea of educationgivers providing summer homework to students during the summervacation, which encourages students to be in a position to study ontheir own. However, parents from rural areas do not support the ideaof teachers giving summer homework during summer vacation. Theproject fits in with the data analysis because individuals that comefrom families that have high incomes are likely to support educationmore compared to individuals that come from low income families. Thisis because most individuals from the high income families have anaccess to books and libraries compared to those from low incomefamilies. This emanates from the reasoning that most high incomefamilies live in the urban areas, where they have access to thelibraries and books unlike low income families that tend to be highlyconcentrated in the rural areas (Park, 2014). Besides, the projectfits in with the analysis because most high income families living inthe urban areas are likely to support summer homework for their kidsbecause themselves have undergone through the same system and theysupport every learning process because they are well educated tounderstand the value and importance of supporting various educationlearning processes. On the other hand, most individuals living in therural areas are semi-illiterate, which make them see less value insupporting some learning processes like individual learning that canbe supported by giving summer homework to students.

Reasonsfor Choosing the Genre

Ichose the white paper genre. One of the reasons for choosing thisgenre is because the project is intended to update long termprofessionals in the teaching field concerning the trend in learning.Since the goal of the paper is investigating the impacts of summerhomework in reducing summer learning loss, individuals in theteaching profession will be provided with information concerning thistrend. Another reason for choosing this genre is because the projectdoes not provide or reach a decision that should be followedconcerning summer homework. The white paper acts like a researchpaper, where it does not need to provide an action that the targetaudience should or should not take (Graham,2013) this being a research paper, I saw the need of choosing thewhite paper genre for this project. In addition, I chose the whitepaper genre because I desired to speak to a specific audienceconcerning the current developments in learning. The project has asole purpose of informing teachers and parents on the current trendconcerning the summer homework in reducing summer learning loss.

Howthe Problem Became Addressed Through the Content of the Project

Theproblem presented in the paper became addressed through the contentof the project through the various researches carried out concerningsummer homework, it was indicated that there are parents that supportthe idea, while there are those that do not support the idea. Parentsthat support the idea are of the opinion that summer homework has animpact of making their kids learn independently without the aid of atutor nearby, which is critical in reducing the summer learning loss.However, those that do not support the idea are of the opinion thatsummer homework deny students an opportunity of engaging inextracurricular activities that are important in their development.Nevertheless, most studies indicate that, where homework has beengiven during summer vacation, summer learning loss has been reducedsignificantly. Through this content, the problem in this project hasbeen addressed because the contents can be used in generalizing thecase for students in the fourth, fifth and sixth grades. This isbecause in case it has been indicated to reduce the learning loss forstudents in other grades, it can also apply to students in thefourth, fifth, and sixth grades. Therefore, the content of theproject helped in addressing the problem through generalization ofthe situation.

Howthe Project can be Seen as A Solution to the Problem

Theproject can be seen as a solution to the problem because it can helpboth parents and teachers in making the right decision on whether tosupport or oppose the summer homework. Through the project, teacherscan be presented with the positives and negatives of summer homework,which can aid them in making a decision on whether to give learnersin the fourth, fifth, and sixth grades homework during the summervacation. Besides, through the project, education givers can be in aposition to see the current trend in their profession concerning theview of summer homework and make the necessary decision on whether toconsider giving summer homework or not depending on the professiontrends. The project can also be seen as a solution to the problembecause the project can provide different information concerning theviews of parents and teachers on the summer homework debate, whichcan be critical in making of the decision whether to consider givingthe homework to students in the fourth, fifth, and sixth grades ornot.

Reviewof the Literature

Accordingto Park(2014), summer homework can be viewed as one of the most importantaspects in a student’s learning calendar. Park argues that summerhomework is critical because it has the positive benefit of enhancingreading achievements and making students score high. The summerhomework, when taken seriously, it has the capacity of improving thereading achievement of the student because the learner continuouslykeeps in pace with what has already been taught and what to expectlater in the schooling year. As such, it is important in making astudent have high scores because the student keeps a constantreminder of what he/she should learn in the course material (Park,2014). Students that do not take summer homework seriously or do notdo the summer homework are likely to fail in tests that are givenimmediately after the summer vacation because they tend to forgetalmost everything that has been taught prior to the summer vacation.However, students that handle summer homework with a lot ofseriousness are likely to obtain high scores in the tests done afterthe summer vacation because the summer homework helps them tomaintain a constant reminder of whatever they learnt prior to thesummer vacations. Besides, summer homework contributes positively tothe learning of the student because it helps in preparing students tothe next learning chapter. This is because it helps a student inconnecting what has been learnt and what will be learnt. According toHallinan(2011), summer homework has positive benefits since it helps tutorsin saving time re-teaching students on course material at thebeginning of the year. When the summer homework is given, it helpsstudents to retain most of the issues that have been taught, whichimplies that there is no need of educators re-teaching same thingsthat were taught before summer. This makes students to be wellprepared in learning new things rather than waste time in coveringwhat has already been covered prior to students breaking for thesummer vacation.

Althoughsummer homework is perceived to contribute positively to learners andeducators, it also has some negative impacts. One of the negativeimpacts of the summer homework is that it deprives learners the timeto engage in other activities that are critical for their development(Long, 2011). For instance, summer homework makes learners to haveless time for engaging in extracurricular activities that areexceedingly significant for the physical development of the students.Apart from the school learning, the family is also an institutionthat students also need to learn from however, summer homework makesstudents have less interaction with the family. This implies thatstudents do not learn from the family as required during the summervacation because summer homework tends to consume most of theavailable time for family interaction. Besides, Schuchman(2013) argues that summer homework makes students to have poordevelopment due to lack of relaxation time. Summer time should be atime for student relaxation because they spend most of their time inschool. During this time, they should be kept free from school workand be encouraged to engage in other activities that also help insharpening their brains such as playing computer games (Schuchman,2013). Thus, summer homework makes students stressful because itfeels like a continuation of school life while at home.

Studieshave indicated that teachers have a positive attitude towardsstudents being given summer homework. Teachers are of the opinionthat summer homework is necessary since students in the fourth,fifth, and fifth grades have the tendency of forgetting a lot ofthings quickly (Schuchman,2013). Therefore, they require a constant reminder that will helpthem in remembering most of the things that are taught (Hall,2013).The summer vacation can make students forget a lot of things since itis considered to be a long break, where students can engage in otheractivities other than school work. As such, teachers see the need ofgiving students summer homework in order to make students remember alot of things at the end of summer vacation. Teachers also have anattitude that summer homework is necessary because it has thecapacity of re-freshening what has been taught. This is critical tothe teachers because it saves time. When students are not givensummer homework, they have the tendency of forgetting what hasalready been taught this makes tutors spare an extra time inre-teaching whatever has been taught prior to the summer vacation.However, this time can be used in teaching something new rather thanusing the time in re-teaching the same things, when summer homeworkis given. Besides, teachers have an opinion that without summerhomework students will not be capable of retaining much of what hasbeen learnt prior to the summer vacation. Thus, they have a positiveattitude towards giving students summer homework.

Onthe other hand, some parents have a positive attitude towards thesummer homework while others have a negative attitude towards givingstudents summer homework. Some parents are of the attitude thatsummer vacation needs to be enjoyed by students. When students go onsummer vacation, they should be allowed to relax and engage in familyactivities (Woodsworth&ampPenniman,2012). However, when they are given summer homework, they do not gettime to relax or engage in other activities out of the school work,which end up denying them an opportunity to learn new things otherthan the school work. Some parents are of the attitude that summerhomework stresses up students since it tends to give them acontinuation of school work, when they should be relaxing. Besides,some parents are of the attitude that summer homework should not begiven to students because students feel as if they are being forcedto do the summer homework. However, some parents have the attitudethat summer homework is necessary for students during the summervacation because it helps in enhancing their performance (McCombset al, 2011). The attitudes of parents differ because of theeducation level and economic backgrounds of the different parents.Most of the parents that support the idea of students being givensummer homework are those that have achieved a high education leveland those that come from affluent backgrounds, while most of theparents that do not support the giving of summer homework are fromhumble backgrounds and lack education.

Thedebate concerning whether to give summer homework to students of thefourth, fifth, and sixth grades is a controversial one sincedifferent individuals have different attitudes and opinions. However,most studies have indicated that summer homework is exceedinglycritical to students, which makes it an important consideration inthe modern learning. Teachers need to make an important decisionconcerning the summer homework since it reduces the summer learningloss.

Conclusion

Althoughsummer vacation is considered significant to students in the fourth,fifth and sixth grades, giving summer homework to these students isperceived as critical. Summer homework helps students to get highscores since it has the capacity of keeping their minds freshconcerning what has already been taught. Besides, because of thesummer homework, students enhance their reading achievements. Summerhomework saves time. When students are not given summer homework,they have the tendency of forgetting what has already been taughtthis makes tutors spare an extra time in re-teaching whatever hasbeen taught prior to the summer vacation. However, this time can beused in teaching something new rather than using the time inre-teaching the same things, when summer homework is given. On theother hand, summer homework has negative impacts since it deprivesstudents the time of engaging in other activities that are criticalfor their development. For instance, summer homework makes learnersto have less time for engaging in extracurricular activities that areexceedingly significant for the physical development of the students.Summer homework is perceived as critical, despite students deservingsummer vacation for extracurricular activities. Therefore, educatorsshould make the right decision in considering summer homework.

References

Augustine,C. H., McCombs, J. S., Schwartz, H. L., &amp Zakaras, L.(2013).&nbspGettingto work on summer learning: Recommended practices for success.

Graham,G. (2013).&nbspWhitepapers for dummies.Hoboken, NJ: Wiley.

Hall,B. (2013).&nbspTheSummer Vacation.Authorhouse.

Hallinan,M. T. (2011).&nbspFrontiersin sociology of education.Dordrecht: Springer.

Long,C. (2011). ShouldSchools Require Summer Reading?Nea Today.

McCombs,J. S., Rand Education (Institute), &amp Wallace Foundation.(2011).&nbspMakingsummer count: How summer programs can boost children`s learning.Santa Monica, CA: RAND.

Park,S. J. (2014).&nbspWhatcan be done during the school year to reduce summer learning loss?:The effects of instructional practices on summer learning.

Schuchman,B. (2013).&nbspReducingthe impact of summer learning loss on students of poverty.

Summerbridge activities.(2011). Greensboro, NC: Carson-Dellosa Publishing.

Woodsworth,A., &amp Penniman, W. D. (2012).&nbspContextsfor assessment and outcome evaluation in librarianship.Bingley: Emerald.