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The campaign resulted in the US Congress receiving testimony to the effect that experts thought children should never have any homework, and that teenagers should be limited to a maximum of two hours of homework per day. [10] In 1901, the California legislature passed an act that effectively abolished homework for anyone under the age of 15. [10]
"Without homework we don't have any clue what they're taking at school," said the concerned parent. "It's very hard to follow up with the kids." "You can't control kids of this generation without ...
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the related belief that the school environment prevents learning rather than encouraging the innate natural curiosity by using unnatural extrinsic pressures such as grades and homework; [2] the view that school prescribes students exactly what to do, how, when, where and with whom, which would suppress creativity , [ 3 ]
Additionally, in recent years, schools have become dependent on the internet for doing and submitting homework. As a result, 25% of black teens and 17% of Latino teens cannot complete their homework due to a lack of reliable internet connection, as opposed to only 13% of White teens. [54]
Even so, the move to abolish the new agency began within months of its creation. The arguments were familiar: too big, too expensive, unnecessary, and an unconstitutional use of federal authority.
The federal government furnishes a relatively tiny amount of K-12 funding—but the feds need relatively little money to exert power.
Engines of Privilege: Britain's Private School Problem is a book by Francis Green and David Kynaston about private schools in the United Kingdom. [1] The authors argue that the "educational apartheid" [2] [3] of independent (private) schools and state schools in the United Kingdom: