The Late Work Debate

[Alyssa Bluhm]

First, a bit of context for my current internal struggle: in two weeks, I start my job as a long-term substitute teacher at the high school level. I will be taking over a teacher's courseload for the rest of the school year and am currently grappling with what policies/routines/activities to maintain and what to change. For the students' sake, I think it's important that I keep some consistency with the first 2-3 months of their school year. However, I also think it's important that I operate my classroom in ways that are pedagogically sound. This is my first year teaching, and I know that it will be challenging enough without the added stress of doing things that I don't believe are effective or good practice.

That being said, I am struggling with how to address late work. The classes that I'm taking over already have a "zero late work" policy in place. As a new teacher, I am still developing my beliefs and am definitely open to reconsideration. Currently, however, I find myself in the "accept late work!" camp.

Last year, I heard one of the best arguments in favor of accepting late work and it has really stuck with me. I believe that my priority as an English teacher is to improve the literacy skills of my students. With that in mind, every assignment that I give is purposeful and designed to provide the practice necessary to develop those skills. It is thus my goal for every student to complete every assignment so that he/she can get the necessary practice.

What message do we send our students when we refuse to accept late work? Does the assignment no longer hold value for them as learners if it is not completed within the designated time window? Is their improvement and literacy development not worth the logistical hassle to us as teachers? How can I expect my students to believe that their learning is of the utmost importance to me if I am not willing to recognize each and every academic effort they make?

Simply put, I won't deny my students the opportunity to learn and grow. Plus, I put a heck of a lot of work into designing my assignments. So, not only would I be sending my students the wrong message about their education, but I would also be implying that I value my own work very little.

My belief in accepting late work is actually twofold. The biggest component is what I've explained above. The second concerns the integrity of grades. To what extent do our English grades truly reflect students' abilities to read, write, analyze, etc.? I believe a refusal to accept late work skews grades. Those zeroes in the gradebook are not indicative of a student's literacy skills. Honestly, I wonder how the average English grade would break down into subcategories. What percentage, do you suppose, actually measures non-English-specific skills, like responsibility, time management, etc.?

Yes, I agree these are important skills for students to learn. And yes, I think I should promote them in my classroom. But I am not teaching elementary school. I don't think my sophomores and juniors will have never encountered a lesson in time management and responsibility before. But I am willing to bet that many will have not had the practice in the specific literacy skills that I am providing in my assignments. I really believe that my students will improve more as people by completing my assignments than by learning about "the real world" through my harsh late work policy.

So, I'm curious. How do you handle late work in your classroom? And how do you reconcile your policy with your pedagogical beliefs?

I know I seem pretty convinced of my beliefs. And I may be. But like I said, I am new to this profession. I am all theory and no experience. So I really would love to hear what other people think on the topic.

Also, on a sidenote, this is my first official ning contribution. I've been reading and stealing ideas since spring, though. :) So thank you all for what you've contributed, and I'm hoping to have more to contribute myself now that I'm teaching.

[Gary Anderson]

Alyssa -- Your thoughtful consideration of this topic says a lot about the kind of educator you're going to be. You are definitely asking the right questions.

The downside of zero-tolerance of late work is exactly what you said. It might teach students some lessons about diligence, but it doesn't teach much about literacy. Both are valuable.

A liberal late work policy can drive you nuts. Assignments coming in at all odd times can be an organizational nightmare. I'm not sure it teaches students that much if the homework becomes separated from the class discussions and activities by longer and longer stretches of time. Students learn the most from homework when they do it shortly after the corresponding class activities.

My compromise is to give half-credit for work turned in within one day. No credit after that. Work can still be turned any time, but it won't get any credit.

That is one guy's opinion, and I hope it helps.

[Carol Sanders]

One day, a wayward senior came to me and said, "Can I take that one test?" I said, "Which test" He replied, "I dunno--ain't I missin' one?" From that day forward, I instituted a late policy:

I allow ten school days for all assignments and tests. After that, it's a zero. Each day late is a 10 percent deduction on the score.

I love it. No more huge piles of late work coming in on the last days of the quarter. No more dragging a test out of the file a month after I've put it away. No more kids failing miserably because the material is six weeks old. And yet, they still have a chance to earn partial credit if they accidentally left an assignment at home or forgot to complete it.

I tell the kids this policy on the first day of the year, and I have it on a sign on the front wall of my classroom. On the computer gradebook, the assignment shows as missing until the tenth day, then I change it to a straight zero (i.e. it will no longer pop up on a "missing assignment" screen).

[Mark Childs]

Hi Alyssa,

I second Gary's comment: I think your sensible thoughts on these things will lead you to sensible policies and actions.

A couple of things from my experience:

1) When students approach me before a due date, explain why they are behind on work, and suggest a revised course of action, I am happy to revise the deadline. This takes some modeling and coaching, but I much prefer students learning to be proactive than my having to take punitive measures after the fact. I agree with you and Gary that it's best to find ways for students to complete valuable work.

2) When students approach me with a reasonable story, I respond reasonably. For example, if a student says "I must have left the essay by the printer" I ask when they will return home. I then email the student and their parents saying that I am happy to accept the essay as "on-time" if the student emails me an electronic copy as soon as they arrive home. I email the parents to help them remind their child and I need the electronic time stamp of an email so I can protect the student from anyone questioning their honesty. If the student made an honest mistake, I'm glad to help out; if they've told a lie to cover themselves, bummer. I've found that policies generally aren't as important as how you implement them.

Okay, can I share a pet peeve on this topic? When teachers who have 100-point scales that are actually 41-point scales (59-100) give 0 as a grade rather than the usual F, or 59%, because that's either bad math or punitive. For example, you have a student who earns 90 points on three assignments but forgets one. Which grade best measures that student's performance:
90 + 0 + 90 + 90 = 67%
90 + 59 + 90 + 90 = 82%
For me, the most accurate measure of that student's academic achievement is 90% (90 + 90 + 90 = 90%). This is one reason I will actually wipe the slate clean on missing assignments, but tell students they must understand that every assignment now carries a greater weight.

Best wishes on your new role and for the rest of the year,
Mark

[Ron Shapiro]

Alyssa: A thoughtful self-reflection on this important issue. In teaching pre-AP sophomores this year, I find their biggest problem is a lack of time management skills. With regards to writing assignments, I oftentimes give student two weeks to generate a draft (or, better yet, two) of a paper prior to peer response. Needless to say, there exist a significant number of students who wait,almost, to the night before and come in with a half-based draft which, of course, receives a weak peer response. I've found no solution to this other than to maintain and reiterate my high expectations for their writing.

In terms of late work, I agree with Gary in that 1/2 credit is reasonable; however, our school policy affords them five school days to eventually hand it in. After that, it becomes a zero. I know it seems senseless if a student does not do the assignment since it, of course, has a purpose; however, after receiving 1/2 credit or even a zero, students usually get with the program.

Good luck!

[Gary Anderson]

You're right. Zeros are brutal in grade calculations. Your slate-wiping/greater weight rationale is making me think. Thanks.

[Drew Price]

Holy cow! What insightful stuff from a first year teacher!!! I now have a renewed optimism for teacher prep programs!

In my opinion, you have hit the nail on the head over and over again the way you have justified accepting late work for FULL CREDIT.

To put it simply our job is to teach objectives. What is important? When students learn the material or That students learn material??? Students learn and process information at different rates, therefore it is unfair to expect that they perform at the same rate. Will students take advantage of lenient late work policies? Of course they will! But, at least your grades will be a better reflection of their knowledge concering the objectives you have taught.

So doesn't accepting late work make YOU - the teacher fo more work? Well if you have 100 students how many papers do you expect to grade? Hopefully 100. SO are you really doing more work???

My response to those who give zeros or have partial credit schemes is this. Our grades should be a reflection of what a student knows or does not know. If anything give them an incomplete if they don’t complete a major project until they can demonstrate to you what they know – or do not know concerning the objective.
But allowing late work teaches responsibility and that’s how the real world works. Is it really? When was the last time your pay check was reduced to 0 or cut in half or even chopped 10% for every minute you were late?? What happens when you are late to work? Well usually your boss will speak to you and if the problem is persistent disciplinary action is taken. In the real world, someone might be fired… However, we can’t really “fire” students nor can we leave them behind.
So what do we do when students don’t complete work on time or at all? We do what employers do in the REAL WORLD; we take DISCIPLINARY action when students are not completing assignments. Docking grades is not discipline! Call parents, arrange lunch detention where you sit with the student and help the student complete the assignment,differentiate the assignment, get principals involved. Try all of these and give that student an opportunity to succeed.
We can’t let 15 year olds be in charge of their own academic success – we are the adults. We can’t take it personally when students don’t turn in OUR wonderful assignments on time. The fact is just like we have life outside of school – our kids do to, and believe our not English class probably doesn’t even register in the top 10 of the priorities in their lives.
Sorry for the rant, but this is something I am passionate about. By the way I do draw the line somewhere when it comes to late work. I accept any assignment (late or redo’s) until the last day before “dead week”- the week of 9 weeks tests.

[Gary Anderson]

At our school, teachers who are late are docked 25% of a day's pay, or a one-fourth sick day, depending on the circumstances. Comparing students with teachers is a slippery slope though. Students and teachers come to school each day for very different reasons and are motivated by different needs, so that analogy breaks down pretty quickly.

When I was 15, I was apathetic and undisciplined about school work. If I were in a class where late work received no academic penalty, I would not have done a single assignment on time. As the grading period wound down, I would figure out what I needed to do to get a decent grade, and then I would do it all in one chunk. Much more efficient from my adolescent perspective to goof off for 8-plus weeks and then bear down for a few days. Detention wouldn't bother me. I was numb to it.

Learning works best when it is properly sequenced. This is especially true for literacy instruction. Daily practice in reading and writing leads to more effective learning. If a student isn't doing the practice on a consistent basis, the learning isn't happening as it should. Maybe the grade should reflect those gaps.

Assignments, tests, and especially writing completed several days or weeks after the concepts are covered in class are not likely to show as much learning as they would have if completed directly after that instruction. Again, maybe the grade should reflect that.

This isn't about teacher convenience. It's about learning. On that we agree. In response to the question: "What is important? When students learn the material or That students learn material???" I'd say the "when" strongly affects the "that."

Maybe I'm a little jealous that some teachers have the leeway to discipline their students into learning. At our school, grades are based on academic experiences, and discipline is based on unethical behavior. Discipline can be a motivator for some students, so it's nice to have that in your menu of response options.

[Lori Jordan]

Sometimes, usually during a parent conference when the parents are telling me that I need to accept all the kid's late work from the beginning of the year until now because it's hurting his grade and he wants to go to USC or Stanford, I equate late work to the real world of mortgages, car payments, and credit card bills. The mortgage company doesn't let you make your payments just whenever you want. If you are late, there is a penalty. If you are late too many times, they might take your house back. The parents then make the connection between the late homework and the penalty. I don't think the kids quite get the connection yet because they aren't making house payments or car payments, but the parents get it and that helps the kids get the homework done.

That being said, I'm a big pushover and will usually take their homework, with a penalty, because I think it's important for the kid.

[Andy Esquivel Jr.]

School policy on my campus calls for 20 points off the first day and 10 points off every day after that. That does not mean an automatic 80; it means the paper is graded, and then 20 points are subtracted. I find this too harsh. To a student, 20 points off already makes him or her feel like a failure. There is no point in turning in a paper.

My policy is 5 points off every day it's late. It's enough to change a grade from an A to B, it holds them responsible, but it keeps them hopeful.

Good luck with your decisions and your job!

[Ron Shapiro]

Gary, well said. If I am building the foundation of a course by having students practice writing literary analysis, for example, and, say, a number of students decide--with the option of not handing in any work until the 9th week of a marking period--to sidestep turning several papers in and, thus, sacrificing peer responses, teacher commentary along with building upon what they should have already written, have these students actually learned to write better? To think more deeply about a text? Have they met the teacher's expectations? And what if these students are seniors? Is this preparing them for the college experience where, if I recall, there are specific deadlines with stringent penalties for late work. To write requires daily practice and if a student decides to spend the time writing ONLY the last week of a marking period and still receive possible full credit for the assignment, I don't quite follow how he/she has met the course's expectations and learned what the teacher set out to do. Just ask any athlete or musician what happens when only practicing one day a week for the game or concert? Or maybe, as another forum in progress suggests, homework should be eliminated? And, in that way, no worries about late work since none is assigned.

[Gary Anderson]

Ron --

And what if these students are seniors? Is this preparing them for the college experience where, if I recall, there are specific deadlines with stringent penalties for late work.

Colleges already think high school grades are an inflated joke.

[Alyssa Bluhm]

Thanks to everyone for the input!!!

I suppose I should have specified that I don't necessarily mean to advocate for accepting any/all work at any point in the grading period with no penalties. I definitely agree with you, Gary, that many assignments are significantly more effective in the context of what is happening in class at the point they are assigned.

Mark, thank you for the sample grade calculations. I couldn't agree more that zeroes drastically skew grades. Your suggestions on how better to average grades are great.

And Drew, I love the distinction you've made between content and discipline. I want my grades to reflect content mastery and am curious about the possibility of addressing issues of discipline (e.g. not turning in assignments) with discipline. Is it too much of a stretch to consider blowing off homework assignments to be insubordination? I'd love to start my class off with the understanding that assignments are purposeful and NOT optional, and enforce that understanding with lunch detentions to provide students with the opportunity to complete the missing work. This could be done in a timely manner too, which would alleviate the issue Gary brought up of assignments losing their value when distanced from the corresponding class activities.