Princeton public school students are looking forward to a recently announced homework-free schedule during winter and spring breaks and other designated weekends throughout the year.

At its September 29 meeting, the School Board passed a resolution designating no-homework days for the long weekend of the NJEA Convention in November, Thanksgiving, winter break, spring break, and Mother’s Day weekend. Additionally, no projects will be due or tests given immediately upon return from these holidays.

Since the days of Socrates and Plato, the question of homework has been a controversial one. What to assign? How much to assign? How to make it worthwhile? 

Schools are under constant pressure to make classes rigorous and challenging, to prepare students for standardized tests, increasingly selective colleges and an increasingly competitive world. But, at the same time, more and more students are over-scheduled and stressed out. How to find a balance? Princeton Public Schools are committed to finding out and acting on their findings.

Superintendent Steve Cochrane emphasized the importance of unstructured time for students to read for pleasure, explore topics of individual interest, spend time with family, and engage in outside and extra-curricular activities — to “mentally step away from focusing on homework, projects, and studying for tests. What we’re doing is one small step to provide a bit of space for our kids.”

As a parent of twin 11th grade boys and also supervisor of language arts and social studies at PHS, John Anagbo sees the issue from both sides. He voiced the favorable response of many to the new homework policy, “I believe that the homework-free schedule is a great step in advancing the wellbeing of students, teachers, and families,” he said.

Mr. Cochrane explained some of the thinking leading up to the Board’s resolution: “Last year, homework was a focus of many of our Wellness Committee meetings. Students also raised the issue prominently in surveys and focus groups.”

In the coming months, teachers and administrators, according to Mr. Cochrane, will be looking closely at homework policies and practices — not just the quantity of homework, but how that homework promotes learning and how it is evaluated. Mr. Cochrane is calling for “Homework 2.0,” “a discussion that will allow teachers and administrators to read the latest research, share best practices, and propose meaningful recommendations for enhancing learning. How do you make homework more meaningful, as positive a learning experience as possible — and also provide a balance?” Mr. Cochrane and the Princeton Public Schools are hoping to find some answers to that question in the months ahead.