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1. The article discusses if children read less outside of the classroom for fun. The author
states that a major factor in the decrease in recreational reading is the importance stressed on
reading tests as part of the curriculum. Studies find that if children are rewarded for reading
they generally lose interest in it. Article topics also include the No Child Left Behind act's
effect on reading, the amount of homework loaded on young children, and the pressure on
teachers to cover the curriculum.
2. The article discusses the issue related to the relationship of the amount
of homework given to students and their achievement outcomes. Several studies that
examined the relations of the two entities found that students who had homework performed
better on class examinations compared to student who did not had homework. According to
the author, homework should be monitored by teachers since there is a possibility that busy
work turns students off from learning. INSETS: The Equity Issue; Tutoring and Homework.
3. The article discusses reasons behind incomplete homework. The author argues that, in
most cases where students do not complete homework assignments, it is because they faced
frustration as well as negative cognitive and affective conditions in approaching the
assignment. She suggests that, rather than questioning the purpose of homework,
teachers should strive to improve the quality of homework so that all students are capable of
completing it and learning from it. She discusses her experience tutoring a fifth-grade student
performing at a fourth-grade reading level who was given a homework assignment involving
the summary of a text at the twelfth-grade reading level. The actions of teachers who
unknowingly cause student frustration are discussed.
4. The article presents comments from readers whether students are getting the right kinds
of homework. The author notes that 46% of the readers agreed that reconsidering of the
whole rationale for homework is needed, while 33% said that students get
enough homework. Randal Braun, a superintendent in Wisconsin, argued that not everything

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the teachers say should be learned by the students. Linda Smith Kortemeyer of Iowa stressed
the importance of homework that it should not be eliminated. Larry Smith, a board member
in Utah, stated that homework is a way of learning academic subjects.
5. We study the causal effect of state-mandated (central) exit examinations (CEEs) on student
performance in Germany and find a small positive effect. We also investigate what actually
drives this effect. We find that the teachers main reaction to CEEs is to increase the amount
of homework and to check and discuss homework more often. Students report increased
learning pressure, which has sizeable negative effects on student attitudes toward learning.
Student who take central exit exams in mathematics like mathematics less, think it
is less easy, and are more likely to find it boring. [ABSTRACT FROM AUTHOR]
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