MetLife American Teacher Survey Grades the State of Homework

Today's kids are happier with school and schoolwork; Parents and
students have concerns about quality of homework
WASHINGTON--(Business Wire)--
Note to media: To listen to a presentation and discussion of the
survey findings, a teleconference dial-in with Q&A has been arranged:
800-909-4985, taking place between the hours of 12:30 p.m. to 2 p.m.
EST on Thursday, February 14.

The value of homework has long been a topic of debate among
educators and families, particularly in recent years, when critics
have raised pointed questions regarding whether homework delivers a
benefit, or is simply busywork. Surprisingly, the newly-released
MetLife Survey of the American Teacher: The Homework Experience
reveals that a substantial majority of teachers, parents, and even
students feel strongly that homework is important, helping students
learn more in school and paving the way for future success. More
students value homework now than in the past, with 30 percent of
secondary school students describing homework as busywork, compared
with 74 percent in 2002 (19 percent of today's elementary school
students in grades 3 through 6 considered homework busywork). The
survey also revealed a strong connection between the importance a
student places on homework and academic success. Despite the positive
marks, however, significant numbers of parents and students identified
significant problems with homework.

"Homework is a frequent topic of conversation among parents,
teachers and students, and that conversation often leads to larger
discussions about teaching and learning, parenting, and preparation
for work, college, and life. This survey shares the voices and
perspectives of those closest to homework," said MetLife Chairman and
CEO Rob Henrikson. "We believe these views can stimulate discussions
in homes, schools, and communities across the nation, help with
teacher preparation, and contribute to an improvement in education."

Conducted by Harris Interactive(R), the survey focused on helping
secure a better understanding of the role homework plays in education
by examining the views of teachers, students, and parents. All three
groups were asked questions about the quantity of homework assigned
and completed, how and when homework was accomplished, the perceived
goals and value of homework, the level of student engagement, and the
amount of time teachers and students spent on homework. Additionally,
a special on-line panel of public school principals, teachers, and
department chairs was convened to gain insights on the findings. The
survey is the latest in the MetLife American Teacher series, which
MetLife has sponsored since 1984.

The results revealed similarities among the groups on the value
that homework brings and the quantity of homework assigned, although
there were also sharp contrasts -- particularly relating to the
quality of homework assigned. In fact, the survey revealed a
disconnect between teachers and parents, with fully one-third of
parents rating the quality of homework assignments as fair or poor, as
opposed to only 16% of teachers. One-quarter of the students (26%)
indicated that their homework is busywork and unrelated to what they
were learning in school. Veteran teachers (21-plus years of
experience) were more likely than new teachers (five years or less) to
believe that homework helped children learn more in school (60% versus
36%). There was a notable sleep dilemma, also: 60% of secondary school
students indicated they get fewer than eight hours of sleep, and
nearly half of the elementary school students (48%) get fewer than
nine hours of sleep on a school night. The National Sleep Foundation
recommends that children between 5 and 12 get about ten hours of
sleep, and that teens get about nine hours.

"These findings can be used by parents and educators to improve
teaching and learning for America's students," said Sibyl Jacobson,
MetLife Foundation President and CEO. "By examining areas where there
are marked differences of opinions and by drawing upon the insights of
experienced teachers, educators can work to make homework a more
engaging and relevant experience."

Key findings include:

1. Teachers, students, and parents give homework high marks for
quantity and importance.

-- The majority of teachers, parents, and students believe in the
value of homework, with 83% of teachers, 81% of parents, and
77% of students indicating that doing homework is important or
very important.

-- Twice as many teachers today, compared to 1987, rate the
quality of the homework assigned by their school as excellent
(24% versus 12%). Teachers in 2007 are more likely than those
in 1987 to rate the amount of homework assigned as excellent
(20% vs. 12%).

-- Although six in ten parents believe that their child's
teachers assign the right amount of homework, fully one-third
of parents rate the quality of homework assignments as fair or
poor, and four in ten believe that a great deal or some of the
homework is busywork and not related to what students are
learning in school. Fewer teachers (16%) give such low marks
to the quality of homework assigned.

2. Substantial numbers of students and parents raise concerns
about the quality of homework.

-- Although most students say they have enough time for homework,
twenty-six percent of all students say homework is just
busywork and unrelated to what they are learning in school.
Thirty percent of secondary students identify homework as
busywork, down from 74 percent in 2002.

-- Forty percent of parents say a great deal or some homework
assigned is busywork

-- One third (33%) of parents say the quality of homework
assigned in their schools is fair or poor.

3. Teachers assign homework to meet a variety of needs; however,
highly experienced and less experienced teachers differ in their view
and implementation of homework.

-- Most teachers use homework to help students practice skills or
prepare for tests (86%), develop good work habits (80%),
develop critical thinking skills (67%) and motivate students
to learn (65%).

-- However, highly experienced teachers (21-plus years of
experience) are more likely than new teachers (five years
experience or less) to believe that doing homework is
important (87% vs. 74%), to believe strongly that homework
helps children learn more in school (60% vs. 36%), or to agree
strongly that homework helps students achieve their goals
beyond high school (60% versus 48%).

-- Further, highly experienced teachers are more likely than less
experienced teachers to use homework to develop student
interests (57% vs. 41%) and are more likely to feel
extremely/very prepared to create engaging assignments (74%
vs. 58%).

4. Teachers and students alike devote substantial amounts of time
to homework each week.

-- Teachers report that they spend an average of 8.5 hours each
week doing work related to students' homework.

-- Most students (77%) regardless of grade level, spend at least
30 minutes doing homework on a typical school day, while 45%
reported spending at least an hour.

-- Three-quarters of students (77%) are assigned homework at
least three days a week, including 42% who are assigned
homework every day. Daily homework assignments are more common
at upper grade levels.

5. Those who view homework as unimportant or lack time for
homework are associated with lower student achievement and other risk
factors.

-- Students who do not believe that homework is important are
more likely than other students to: get C's or below (40% vs.
27%); not plan to go to college after high school (26% vs.
15%); rate the quality of education that they receive as only
fair or poor (29% vs. 13%).

-- Students who get C's or below are more likely than others to
feel frequently stressed about homework (38% vs. 28% of "A"
students).

-- Similarly, parents who report that homework is not important
feel more alienated from their child's school, are less likely
to have rules about homework, and are more likely to say that
homework is burdensome.

6. Most students are not getting enough sleep, which has an impact
on their ability to get to school and pay attention in class.

-- Nearly half of students (46%) think they do not get enough
sleep. While this experience is more common among secondary
school students (57%), 29% of elementary school students also
report they do not get enough sleep.

-- Nearly half of elementary school students (48%) get less than
nine hours of sleep on a school night, and 60% of secondary
school students say they get less than eight hours of sleep.

-- Four in ten students (37%) very often or often have trouble
waking up in the morning.

-- One-third (34%) frequently feel tired during class, three in
ten (29%) daydream in class, and seven percent frequently fall
asleep during class.

-- Teachers seem to underestimate the extent and impact of lack
of sleep. On average, teachers report that only 28% of their
students do not get enough sleep.

7. Doing homework is a solitary task...but with distractions.

-- Nine in ten elementary school students (89%) and eight in ten
secondary school students (81%) usually do their homework at
home.

-- While three in ten elementary school students (31%) report
that they do nothing else while working on their homework,
only one in nine secondary school students (11%) have this
habit. In fact, nine in ten (89%) secondary students are doing
other activities, or "multi-tasking," while doing homework,
including 70% who listen to music and 51% who watch TV.

-- Two in ten students report that they are usually talking on
the phone (20%), instant messaging or emailing (20%) or text
messaging (17%) while they do their homework.

The results of the survey were released today at a forum hosted by
the Committee for Economic Development, which was held at the National
Press Club in Washington D.C. Humphrey Taylor, Chairman of The Harris
Poll(R), Harris Interactive, presented survey findings to an audience
of educational professionals, policymakers and high school students.
Charles Kolb, president of the Committee for Economic Development,
served as moderator of a panel discussion that included Dr. Mary
Brabeck, dean of the Steinhardt School of Culture, Education and Human
Development at New York University, Sean Bulson, principal of the
Bethesda-Chevy Chase High School, and a student, two teachers, and a
parent leader. The panel discussed the implications of the findings
for teacher preparation programs and public schools.

About the MetLife Survey of the American Teacher: The Homework
Experience

The MetLife Survey of the American Teacher: The Homework
Experience was conducted online by Harris Interactive between March 28
and June 14, 2007 among 1,000 public school teachers of grades K
through 12, 501 parents of children in grades K through 12, and 2,101
students in grades 3 through 12. No estimates of theoretical sampling
error can be calculated. The survey with full methodology can be
downloaded from MetLife's web site at www.metlife.com/teachersurvey or
obtained by writing to MetLife, ATTN: Survey of the American Teacher,
27-01 Queens Plaza North, Area 5C, Long Island City, New York 11101.

About MetLife

MetLife (NYSE: MET) is a leading provider of insurance and
financial services with operations throughout the United States and
the Latin America, Europe and Asia Pacific regions. It has
demonstrated its belief in education and contributes to its
improvement in part through the sponsorship of the MetLife Survey of
the American Teacher series since 1984 to give voice to those closest
to the classroom. MetLife Foundation places strong emphasis on
education and draws on the findings of the Survey to inform its
grantmaking. For more information about MetLife, please visit the
company's Web site at www.metlife.com. Additional information about
the Foundation is available at www.metlife.org.

About Harris Interactive

Harris Interactive is the one of the largest market research firms
in the world. Harris Interactive is widely known for The Harris Poll,
one of the longest running, independent opinion polls and for
pioneering online market research methods. Harris Interactive serves
clients worldwide. More information about Harris Interactive may be
obtained at www.harrisinteractive.com.

MetLife
Ted Mitchell, 401-827-3236
tjmitchell@metlife.com
or
David Hammarstrom, 401-827-2273
dhammarstrom@metlife.com

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