No more homework. Or, at least, no more homework categories in our gradebooks. With the dawn of high school career, the incipient manifestations of maturity and discipline stirred in the hearts of students and parents alike; yet, at the age of sixteen, seventeen, and yes, eighteen, students will continue to look upon their teachers for guidance regarding when, where, and how to consolidate their academic foundations through the completion of take-home exercises.
The mark of genuine intellectual curiosity and self-motivation is the ability to engage in academically stimulating activities for its own sake, not for the merit of a few (and, as the author learned the hard way, sometimes crucial) extra points on your semester transcript. By incorporating this superficially beneficial system, students leave school scarred with the notion of homework being an expediency towards a certain goal, but not an end in itself. Students instinctively associate any form of intellectual pursuit with the sweat and tears of high school homework due dates, which for many was the only thing that came between their free time and video games.
Instead, if the homework was not graded, the student would likely neglect its existence until he discovers some unpleasant changes in his academic performance, at which point he would begin to see homework in a new light: that is, the academically valuable activity it actually is—whence he will need to further incentive for its completion. Should the student neglect homework and continue to perform satisfactorily, such a student would have had no need for homework at all. As for those who do not care at all about their academic performances, a due date would have been ignored by them even with grades attached. In all, homework is indisputably a necessary tool, but the attachment of reward and punishments with the concept is utterly pointless.