By Alexis Zhang ‘26, Commentary Editor

Examples of Summer Homework Assigned at Newark Academy (Photo courtesy of Alexis Zhang 26’) 

As school approached, Newark Academy students savored the last moments of summer vacation — breezy beaches, lazy afternoons, and exciting adventures stretched endlessly. Yet as the days flew by, a familiar disruption loomed. The unsuspecting student, blissfully ignoring emails for months, finally opened their inbox. There, amidst the digital dust, was an unread email from the Head of School, Mr. Austin, with the subject line, “Looking Ahead to the 2024-25 School Year.” The reminder of school starting shortly hit with the sharpness of cold water. As the initial shock disappeared, the reality of summer homework deflated the remainder of summer’s freedom. 

This experience is common to many Newark Academy students. Originally intended to prepare students for the upcoming school year, the practice of assigning summer work often falls short of its ambitious goals, becoming a burdensome educational practice rather than a meaningful academic tool. As Newark Academy defines it, summer assignments are created for “students to engage in a learning activity to prepare them for success in the upcoming year.” However, in reality, summer work turns into a tedious amount of busywork that steers students away from what summer should really be: a break. 

The imposition of summer assignments disrupts the true essence and intended usage of summer. This period of time should be devoted to rejuvenation from the constant intellectual stimulation that occurs during the school year, not to cramming work into the last weeks of vacation. Instead of bringing about a positive relationship with school, these assignments reinforce the idea that education is a chore, not a joy. Moreover, I have found myself noticing that summer homework lacks the depth that will effectively refresh students’ memories of the prior year’s materials. As opposed to engaging in stimulating projects during the summer, many students find themselves chained to repetitive and unvaried tasks. For instance, Delta Math is a standard summer homework assignment across all math courses. On this online platform, students are assigned a substantial number of math problems that essentially repeat the same types of questions, just with different numbers. Instead of developing a curiosity, students feel more frustrated by the tautology. 

Ultimately, Newark Academy should reconsider the ways summer homework can be made more productive. A shift towards more engaging, optional activities may foster a genuine enthusiasm for learning, rather than perpetuating a practice that adds to students’ stress. Afterall, summer should be an opportunity for students to recharge, explore new interests, and return to school with a high level of curiosity for learning.