Absent From Class

There are many important variables to consider in evaluating the causes for academic failure or success in the high school classroom. The training of the teacher, the quality of the curriculum, school safety, the availability of books, and so on, are factors studied extensively, and all of them play a part.

But I would argue that the most important variable in student academic achievement is student academic work, including classroom work.

Why do so many of our high school students do so little academic work? Because they can get away with it.

A close study of the academic demands on students in the vast majority of our high school classrooms would disclose, I feel certain, that one of the principal reasons for students’ boredom is that they really have nothing to do but sit still and wait for the bell.

In most classrooms, the chances of a student being called on are slight, and of being called on twice are almost non-existent. If a student is called on and has not done the required reading or other class preparation, most probably the teacher will just call on someone else. There are no real consequences for being unprepared. As a result, many, if not most, students are not contributing in class and that can only deepen their boredom.

By contrast, on the football or soccer field, every player is called on in every practice and in nearly every game. Even for players on the bench, there is a constant possibility that they will be asked to perform at any time. If they don’t know what to do then, the embarrassment and disapproval will be swift and obvious. The same also could be said for high school theater productions, performances of the band or chorus, participation in model United Nations, and most of the students’ other activities.

In extracurricular activities, the student faces a kind of peer pressure to do well that is usually lacking in the classroom. Peers in the classroom may even think it is cool for another student to “get away with” having done no preparation.

This may offer insight into findings from the 2005 Indiana University High School Survey of Student Engagement [2005 Survey PDF] [Clusty | Google Search]. Of the 80,000 students questioned, 49 percent indicated that they did only three to four hours a week of homework, and yet they still reported getting As and Bs. I cannot think of a single high school sport that asks for only three or four hours a week of practice. So little time spent preparing would easily lead to an athletic failure to match the academic failure of so many of our students.

The absence of serious academic demands on the attention and effort of students in our high school classrooms results not only in boredom and daydreaming, but allows students to spend, according to the 2005 Kaiser Family Foundation study, an average of 6.3 hours a day (44.5 hours a week) with various electronic entertainment media—not homework on the computer—but entertainment.

Somehow, in addition to all that time spent entertaining themselves, high school students usually find time for an active social life, perhaps a job, and often sports or other student activities.

While we have lots of research studies on test results, teacher training, per-pupil expenditures, new curricula, professional workshops, and a host of other educational topics, I believe there is a striking need for close study of what students actually are being asked to do while they are in class. The remarkable fact to me is not that our high school dropout rate is so high, but that so little is being asked of those who do not drop out.

We sometimes claim that if only the teacher is brilliant or entertaining enough, boredom can be banished, or if we show enough movies, PowerPoint presentations and DVDs on “relevant” subject matter, the students will not sleep in class, either with their eyes open or closed. But imagine how absurd it would be to expect students to stay committed to a sport where they spent all their time sitting in the stands while the coach told wonderful stories, showed great movies and talked amusingly about her/his personal athletic history. The students come to play, as they should, and their motivation to participate is rewarded by their chance to participate, often with sweat, strain, and even potential injury.

When we make so few demands on students in the classroom we should not wonder why so many check out, and are really “absent from class,” whether they are sitting there or not. If they have nothing to do, and nothing is asked of them, and they are not challenged academically, then really they are better off if their attention and their minds are on other things that may offer them greater rewards than sitting still and doing nothing.

The education research community should consider undertaking studies that compare the academic demands on students in the typical high school classroom with those that students face in the other activities in which they take part.

Let’s try to discover high school classrooms that resemble those in law schools or business schools, where students are expected to be prepared each day and are at risk of being called on to demonstrate that readiness at a moment’s notice, as they are in the high school games and matches in which their energy and commitment are so commonly understood to be essential.

If we want our high school students to do more academic work, let’s try to figure out how to stop boring and ignoring them in our classes. Let’s give them better reasons not to be “absent from class.”

Will Fitzhugh is the founder and president of The Concord Review, a unique international journal of academic writing by high school students, and the National Writing Board, both located in Sudbury, Massachusetts [www.tcr.org; fitzhugh@tcr.org]

Posted by Will Fitzhugh at October 1, 2007 9:13 AM
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