It is usually in conjunction with studying or working with others onĪcademic projects. Teenagers is rare, sports are noticeably subordinate to a student'sĪcademic responsibilities, and although there is plenty of socializing, In Europe and most Asian countries, it is assumed that theĬentral purpose of childhood is to learn. This stands in stark contrast to the situation in other
Of teen existence, especially part-time employment, sports, and a busy Might value academic achievement, but not if it intrudes on the rituals The big story here is that teenagers' time is structuredĪround the pursuit of a "well-rounded" life. Self-reports probably underestimate the problem. Spending five or more hours a week "partying." And these "goofing off with friends," and an equal number reported More than one-third of students said they get through the school day by Usually sports, reported that they are frequently too tired to study. NearlyĤ0 percent of students who participate in school-sponsored activities, Told Steinberg they take easier classes to keep up their grades. More than one-third of the teens with part-time jobs This distribution of teens' time represents a huge drag onĪcademic learning. Surprising given the few waking hours that remain after the whirlwind of National average for time spent on homework is four hours per week, not Partying, and just hanging out with friends, 20 to 25 hours. Sports, consuming 10 to 15 hours part-time employment, 15 to 20 hours Īnd a host of social activities, including dating, going to the movies, Psychologist Laurence Steinberg: extracurricular activities, primarily Three nonacademic categories dominate, according to Temple University Weekly schedule that (in theory at least) parents directly control. Is thoroughly documented in Beyond the Classroom (1996), a study of howĪmerican teens spend their out-of-school time, the portion of their The importance of nonacademic activities in teenagers' lives Was almost the same, 34 percent to 55 percent.) (Among private school parents, the breakdown Grades, while 56 percent preferred average grades combined withĮxtracurricular activities. Gallup Poll asked: "Which one of the following would you prefer ofĪn oldest child - that the child get A grades or that he or she makeĪverage grades and be active in extracurricular activities?" Onlyģ3 percent of public school parents answered that they would prefer A Parents' commitment to academic excellence is not very deep. Responded with cries of anger and disbelief. Percent of the schools met state standards, many parents (and others) When tough new statewide tests revealed earlier this year that only 6.5 There are indications that many parents have trouble accepting theįact that improving education is not a pain-free exercise. Life change as academic achievement assumes a more prominent role inĮducation? Will political support for reform remain firm if parents Willing to give up so that their children will learn more? Will family Important aspect of their children's education? What are they Whatever is necessary to raise children's levels of achievement.īut will they? Do parents really consider classroom learning the most Granted one of the most powerful influences on the quality of AmericanĮducation: the American parent. In focusing on the schools, however, reformers are taking for They are confident that such heightened expectations will yield dramatic Poke, prod, cajole, and coax schools to embrace lofty academicĮxpectations which, they believe, schools would not adopt on their own. Grade regardless of whether he or she has learned anything. Just about everyone wants toĮnd social promotion, the practice of passing a student on to the next There is bipartisan political enthusiasm for theĬreation of tough new learning standards. Setting higher expectations in the schools is the key to improvingĪcademic performance. It is a revolution fomented by reformers who believe that Retrieved from Ī new kind of revolution of rising expectations is sweeping the
1999 Woodrow Wilson International Center for Scholars 27 Aug.