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Homework Necessity Debate: Examining Its Impact on Student Well-being

As the school bell rings, signaling the end of another day, students brace themselves for the impending battle between learning and living—a nightly struggle ignited by the mere mention of homework. This age-old educational practice has been a cornerstone of academic life for generations, yet its necessity and effectiveness continue to spark heated debates among educators, parents, and students alike.

The concept of homework has a long and complex history in the realm of education. Dating back to the early 20th century, homework was initially introduced as a means to reinforce classroom learning and instill discipline in students. However, as educational philosophies evolved and societal demands shifted, the role and perception of homework have undergone significant changes.

Today, the homework debate rages on, with passionate arguments on both sides. Proponents argue that it’s an essential tool for academic success, while critics contend that it places undue stress on students and families. This ongoing controversy has led to a growing concern about the alarming reality of what percent of students are stressed by homework , prompting educators and policymakers to reassess the traditional approach to after-school assignments.

The Case for Homework

Supporters of homework argue that it serves several crucial purposes in a student’s educational journey. One of the primary benefits cited is the reinforcement of classroom learning. By practicing concepts and skills at home, students have the opportunity to solidify their understanding and retain information more effectively. This repetition can be particularly beneficial for subjects that require consistent practice, such as mathematics or foreign languages.

Moreover, homework is often viewed as a valuable tool for developing essential life skills. Mastering the art of juggling student responsibilities through homework assignments helps students hone their time management abilities, learn to prioritize tasks, and cultivate self-discipline. These skills are not only crucial for academic success but also prepare students for the demands of higher education and future careers.

Proponents also argue that homework serves as a bridge between school and home, fostering parental involvement in their children’s education. When parents engage with their children’s homework, they gain insights into the curriculum and can provide additional support and guidance. This involvement can strengthen the parent-child relationship and create a more cohesive learning environment.

Furthermore, homework is often seen as a necessary preparation for the rigors of higher education and future professional life. As students progress through their academic careers, the workload and expectations typically increase. Regular homework assignments can help students develop the study habits and work ethic required to succeed in more challenging academic environments and, ultimately, in their chosen careers.

The Arguments Against Homework

Despite these potential benefits, there is a growing chorus of voices questioning the necessity and effectiveness of homework, particularly in its traditional form. One of the most significant concerns is the impact of homework on students’ time and overall well-being.

Critics argue that excessive homework assignments can lead to school stress, causing various effects on students and limiting their ability to engage in extracurricular activities, pursue personal interests, or simply enjoy leisure time. This time constraint can be particularly challenging for students involved in sports, arts, or other after-school programs, potentially forcing them to choose between academic obligations and personal passions.

Another critical argument against homework is the issue of inequality. Not all students have access to the same resources or support systems at home. Some may lack a quiet study space, internet access, or parental assistance, while others may have additional responsibilities such as part-time jobs or caring for siblings. These disparities can exacerbate existing educational inequalities, putting certain students at a disadvantage through no fault of their own.

The potential for academic dishonesty is another concern raised by homework critics. With the prevalence of online resources and the pressure to maintain high grades, some students may be tempted to cheat or plagiarize their homework assignments. This not only undermines the learning process but also raises questions about the true effectiveness of homework in assessing student understanding.

Furthermore, some educators and researchers argue that there are diminishing returns on homework, particularly for younger students. They contend that after a certain point, additional homework does not lead to improved learning outcomes and may even have a negative impact on student motivation and engagement.

The Link Between Homework and Stress

One of the most pressing concerns in the homework debate is its impact on student well-being, particularly in terms of stress and mental health. The hidden toll of how homework causes stress on students has become a significant area of research and discussion in recent years.

Studies have consistently shown a correlation between homework load and increased stress levels among students. This stress can manifest in various ways, including physical symptoms such as headaches, stomachaches, and fatigue, as well as mental health issues like anxiety and depression. The pressure to complete assignments, meet deadlines, and maintain high grades can create a constant state of tension for many students.

One of the most significant consequences of homework-related stress is sleep deprivation. As students struggle to balance their academic responsibilities with other aspects of their lives, they often sacrifice sleep to complete assignments. This lack of adequate rest can have far-reaching consequences, affecting cognitive function, emotional regulation, and overall health.

Moreover, the stress associated with homework can have a ripple effect on students’ social and family lives. The time and energy devoted to completing assignments can limit opportunities for social interaction, family bonding, and relaxation. This imbalance can strain relationships and contribute to feelings of isolation and burnout.

Striking a Balance: Effective Homework Strategies

Given the complex nature of the homework debate, many educators and researchers advocate for a more balanced approach that maximizes the benefits of homework while minimizing its potential negative impacts. One key principle in this approach is prioritizing quality over quantity.

Rather than assigning large volumes of repetitive work, educators are encouraged to design thoughtful, purposeful assignments that genuinely enhance learning. This might involve more complex, open-ended tasks that require critical thinking and creativity, rather than rote memorization or busy work.

Differentiated and personalized assignments are another strategy gaining traction in educational circles. By tailoring homework to individual student needs, abilities, and interests, educators can make assignments more engaging and relevant. This approach recognizes that students have diverse learning styles and backgrounds, and seeks to provide appropriate challenges for each learner.

Incorporating student choice and interests into homework assignments can also increase engagement and motivation. When students have some agency in selecting their tasks or topics, they are more likely to feel invested in the work and find it meaningful.

Setting reasonable time limits for homework is crucial in maintaining a healthy balance between academic responsibilities and other aspects of students’ lives. Some schools and districts have implemented policies that cap the amount of homework assigned based on grade level, ensuring that students have time for extracurricular activities, family, and rest.

Alternative Approaches to Reinforcing Learning

As the debate over traditional homework continues, educators and researchers are exploring alternative methods to reinforce learning and extend the educational experience beyond the classroom. These approaches aim to achieve the goals of homework while addressing some of its criticisms.

The flipped classroom model is one such alternative that has gained popularity in recent years. In this approach, students engage with new content at home through video lectures or readings, while class time is devoted to discussions, problem-solving, and hands-on activities. This model allows for more personalized instruction and active learning during school hours.

Project-based learning is another approach that can reduce the need for traditional homework while still extending learning beyond the classroom. By working on long-term, multifaceted projects, students can apply their knowledge in real-world contexts, develop critical thinking skills, and engage in self-directed learning.

Collaborative in-class activities can also serve as an alternative to homework. By providing structured time for group work and peer learning during school hours, educators can reinforce concepts and skills without adding to students’ after-school workload.

Technology-enhanced learning tools offer yet another avenue for extending learning beyond the classroom. Interactive educational apps, online forums, and virtual learning environments can provide opportunities for students to engage with course material in a more flexible and personalized manner.

The homework debate remains a complex and contentious issue in education, with valid arguments on both sides. While homework can provide valuable opportunities for reinforcement and skill development, its potential negative impacts on student well-being cannot be ignored.

As we continue to grapple with this issue, it’s crucial to prioritize student well-being and consider how schools can help students with stress and create a healthier learning environment. This may involve reevaluating traditional homework practices and exploring alternative approaches that achieve educational goals without compromising students’ mental and physical health.

Ongoing research and adaptation in educational practices are essential to finding the right balance. Educators, policymakers, and parents must remain open to new ideas and be willing to adjust their approaches based on evidence and student needs.

Ultimately, the goal should be to foster a love of learning and provide students with the skills and knowledge they need to succeed, both academically and in life. By encouraging a balanced approach to homework and learning, we can create an educational environment that supports student growth while also respecting their need for well-rounded lives outside of school.

As we move forward, it’s important to recognize that the impact of educational practices extends beyond academic achievement. The hidden toll of academic pressure on student mental health is a critical consideration that should inform our approach to homework and education as a whole. By addressing these concerns and striving for a more holistic view of student success, we can work towards an educational system that truly serves the needs of all learners.

References:

1. Cooper, H., Robinson, J. C., & Patall, E. A. (2006). Does homework improve academic achievement? A synthesis of research, 1987–2003. Review of Educational Research, 76(1), 1-62.

2. Galloway, M., Conner, J., & Pope, D. (2013). Nonacademic effects of homework in privileged, high-performing high schools. The Journal of Experimental Education, 81(4), 490-510.

3. Kohn, A. (2006). The homework myth: Why our kids get too much of a bad thing. Da Capo Press.

4. Marzano, R. J., & Pickering, D. J. (2007). Special topic: The case for and against homework. Educational Leadership, 64(6), 74-79.

5. OECD (2014). Does homework perpetuate inequities in education? PISA in Focus, No. 46, OECD Publishing, Paris. https://doi.org/10.1787/5jxrhqhtx2xt-en

6. Pressman, R. M., Sugarman, D. B., Nemon, M. L., Desjarlais, J., Owens, J. A., & Schettini-Evans, A. (2015). Homework and family stress: With consideration of parents’ self confidence, educational level, and cultural background. The American Journal of Family Therapy, 43(4), 297-313.

7. Vatterott, C. (2009). Rethinking homework: Best practices that support diverse needs. ASCD.

8. Wieman, C., & Gilbert, S. (2015). Taking a scientific approach to science education, Part II—Changing teaching. Microbe, 10(5), 203-207.

9. Wolpert-Gawron, H. (2018). The case for not assigning homework. Edutopia. https://www.edutopia.org/article/case-not-assigning-homework

10. Xu, J. (2013). Why do students have difficulties completing homework? The need for homework management. Journal of Education and Training Studies, 1(1), 98-105.

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Does Homework Really Help Students Learn?

A conversation with a Wheelock researcher, a BU student, and a fourth-grade teacher

“Quality homework is engaging and relevant to kids’ lives,” says Wheelock’s Janine Bempechat. “It gives them autonomy and engages them in the community and with their families. In some subjects, like math, worksheets can be very helpful. It has to do with the value of practicing over and over.” Photo by iStock/Glenn Cook Photography

Do your homework.

If only it were that simple.

Educators have debated the merits of homework since the late 19th century. In recent years, amid concerns of some parents and teachers that children are being stressed out by too much homework, things have only gotten more fraught.

“Homework is complicated,” says developmental psychologist Janine Bempechat, a Wheelock College of Education & Human Development clinical professor. The author of the essay “ The Case for (Quality) Homework—Why It Improves Learning and How Parents Can Help ” in the winter 2019 issue of Education Next , Bempechat has studied how the debate about homework is influencing teacher preparation, parent and student beliefs about learning, and school policies.

She worries especially about socioeconomically disadvantaged students from low-performing schools who, according to research by Bempechat and others, get little or no homework.

BU Today  sat down with Bempechat and Erin Bruce (Wheelock’17,’18), a new fourth-grade teacher at a suburban Boston school, and future teacher freshman Emma Ardizzone (Wheelock) to talk about what quality homework looks like, how it can help children learn, and how schools can equip teachers to design it, evaluate it, and facilitate parents’ role in it.

BU Today: Parents and educators who are against homework in elementary school say there is no research definitively linking it to academic performance for kids in the early grades. You’ve said that they’re missing the point.

Bempechat : I think teachers assign homework in elementary school as a way to help kids develop skills they’ll need when they’re older—to begin to instill a sense of responsibility and to learn planning and organizational skills. That’s what I think is the greatest value of homework—in cultivating beliefs about learning and skills associated with academic success. If we greatly reduce or eliminate homework in elementary school, we deprive kids and parents of opportunities to instill these important learning habits and skills.

We do know that beginning in late middle school, and continuing through high school, there is a strong and positive correlation between homework completion and academic success.

That’s what I think is the greatest value of homework—in cultivating beliefs about learning and skills associated with academic success.

You talk about the importance of quality homework. What is that?

Quality homework is engaging and relevant to kids’ lives. It gives them autonomy and engages them in the community and with their families. In some subjects, like math, worksheets can be very helpful. It has to do with the value of practicing over and over.

What are your concerns about homework and low-income children?

The argument that some people make—that homework “punishes the poor” because lower-income parents may not be as well-equipped as affluent parents to help their children with homework—is very troubling to me. There are no parents who don’t care about their children’s learning. Parents don’t actually have to help with homework completion in order for kids to do well. They can help in other ways—by helping children organize a study space, providing snacks, being there as a support, helping children work in groups with siblings or friends.

Isn’t the discussion about getting rid of homework happening mostly in affluent communities?

Yes, and the stories we hear of kids being stressed out from too much homework—four or five hours of homework a night—are real. That’s problematic for physical and mental health and overall well-being. But the research shows that higher-income students get a lot more homework than lower-income kids.

Teachers may not have as high expectations for lower-income children. Schools should bear responsibility for providing supports for kids to be able to get their homework done—after-school clubs, community support, peer group support. It does kids a disservice when our expectations are lower for them.

The conversation around homework is to some extent a social class and social justice issue. If we eliminate homework for all children because affluent children have too much, we’re really doing a disservice to low-income children. They need the challenge, and every student can rise to the challenge with enough supports in place.

What did you learn by studying how education schools are preparing future teachers to handle homework?

My colleague, Margarita Jimenez-Silva, at the University of California, Davis, School of Education, and I interviewed faculty members at education schools, as well as supervising teachers, to find out how students are being prepared. And it seemed that they weren’t. There didn’t seem to be any readings on the research, or conversations on what high-quality homework is and how to design it.

Erin, what kind of training did you get in handling homework?

Bruce : I had phenomenal professors at Wheelock, but homework just didn’t come up. I did lots of student teaching. I’ve been in classrooms where the teachers didn’t assign any homework, and I’ve been in rooms where they assigned hours of homework a night. But I never even considered homework as something that was my decision. I just thought it was something I’d pull out of a book and it’d be done.

I started giving homework on the first night of school this year. My first assignment was to go home and draw a picture of the room where you do your homework. I want to know if it’s at a table and if there are chairs around it and if mom’s cooking dinner while you’re doing homework.

The second night I asked them to talk to a grown-up about how are you going to be able to get your homework done during the week. The kids really enjoyed it. There’s a running joke that I’m teaching life skills.

Friday nights, I read all my kids’ responses to me on their homework from the week and it’s wonderful. They pour their hearts out. It’s like we’re having a conversation on my couch Friday night.

It matters to know that the teacher cares about you and that what you think matters to the teacher. Homework is a vehicle to connect home and school…for parents to know teachers are welcoming to them and their families.

Bempechat : I can’t imagine that most new teachers would have the intuition Erin had in designing homework the way she did.

Ardizzone : Conversations with kids about homework, feeling you’re being listened to—that’s such a big part of wanting to do homework….I grew up in Westchester County. It was a pretty demanding school district. My junior year English teacher—I loved her—she would give us feedback, have meetings with all of us. She’d say, “If you have any questions, if you have anything you want to talk about, you can talk to me, here are my office hours.” It felt like she actually cared.

Bempechat : It matters to know that the teacher cares about you and that what you think matters to the teacher. Homework is a vehicle to connect home and school…for parents to know teachers are welcoming to them and their families.

Ardizzone : But can’t it lead to parents being overbearing and too involved in their children’s lives as students?

Bempechat : There’s good help and there’s bad help. The bad help is what you’re describing—when parents hover inappropriately, when they micromanage, when they see their children confused and struggling and tell them what to do.

Good help is when parents recognize there’s a struggle going on and instead ask informative questions: “Where do you think you went wrong?” They give hints, or pointers, rather than saying, “You missed this,” or “You didn’t read that.”

Bruce : I hope something comes of this. I hope BU or Wheelock can think of some way to make this a more pressing issue. As a first-year teacher, it was not something I even thought about on the first day of school—until a kid raised his hand and said, “Do we have homework?” It would have been wonderful if I’d had a plan from day one.

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Senior Contributing Editor

Sara Rimer A journalist for more than three decades, Sara Rimer worked at the Miami Herald , Washington Post and, for 26 years, the New York Times , where she was the New England bureau chief, and a national reporter covering education, aging, immigration, and other social justice issues. Her stories on the death penalty’s inequities were nominated for a Pulitzer Prize and cited in the U.S. Supreme Court’s decision outlawing the execution of people with intellectual disabilities. Her journalism honors include Columbia University’s Meyer Berger award for in-depth human interest reporting. She holds a BA degree in American Studies from the University of Michigan. Profile

She can be reached at [email protected] .

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There are 81 comments on Does Homework Really Help Students Learn?

Insightful! The values about homework in elementary schools are well aligned with my intuition as a parent.

when i finish my work i do my homework and i sometimes forget what to do because i did not get enough sleep

same omg it does not help me it is stressful and if I have it in more than one class I hate it.

Same I think my parent wants to help me but, she doesn’t care if I get bad grades so I just try my best and my grades are great.

I think that last question about Good help from parents is not know to all parents, we do as our parents did or how we best think it can be done, so maybe coaching parents or giving them resources on how to help with homework would be very beneficial for the parent on how to help and for the teacher to have consistency and improve homework results, and of course for the child. I do see how homework helps reaffirm the knowledge obtained in the classroom, I also have the ability to see progress and it is a time I share with my kids

The answer to the headline question is a no-brainer – a more pressing problem is why there is a difference in how students from different cultures succeed. Perfect example is the student population at BU – why is there a majority population of Asian students and only about 3% black students at BU? In fact at some universities there are law suits by Asians to stop discrimination and quotas against admitting Asian students because the real truth is that as a group they are demonstrating better qualifications for admittance, while at the same time there are quotas and reduced requirements for black students to boost their portion of the student population because as a group they do more poorly in meeting admissions standards – and it is not about the Benjamins. The real problem is that in our PC society no one has the gazuntas to explore this issue as it may reveal that all people are not created equal after all. Or is it just environmental cultural differences??????

I get you have a concern about the issue but that is not even what the point of this article is about. If you have an issue please take this to the site we have and only post your opinion about the actual topic

This is not at all what the article is talking about.

This literally has nothing to do with the article brought up. You should really take your opinions somewhere else before you speak about something that doesn’t make sense.

we have the same name

so they have the same name what of it?

lol you tell her

totally agree

What does that have to do with homework, that is not what the article talks about AT ALL.

Yes, I think homework plays an important role in the development of student life. Through homework, students have to face challenges on a daily basis and they try to solve them quickly.I am an intense online tutor at 24x7homeworkhelp and I give homework to my students at that level in which they handle it easily.

More than two-thirds of students said they used alcohol and drugs, primarily marijuana, to cope with stress.

You know what’s funny? I got this assignment to write an argument for homework about homework and this article was really helpful and understandable, and I also agree with this article’s point of view.

I also got the same task as you! I was looking for some good resources and I found this! I really found this article useful and easy to understand, just like you! ^^

i think that homework is the best thing that a child can have on the school because it help them with their thinking and memory.

I am a child myself and i think homework is a terrific pass time because i can’t play video games during the week. It also helps me set goals.

Homework is not harmful ,but it will if there is too much

I feel like, from a minors point of view that we shouldn’t get homework. Not only is the homework stressful, but it takes us away from relaxing and being social. For example, me and my friends was supposed to hang at the mall last week but we had to postpone it since we all had some sort of work to do. Our minds shouldn’t be focused on finishing an assignment that in realty, doesn’t matter. I completely understand that we should have homework. I have to write a paper on the unimportance of homework so thanks.

homework isn’t that bad

Are you a student? if not then i don’t really think you know how much and how severe todays homework really is

i am a student and i do not enjoy homework because i practice my sport 4 out of the five days we have school for 4 hours and that’s not even counting the commute time or the fact i still have to shower and eat dinner when i get home. its draining!

i totally agree with you. these people are such boomers

why just why

they do make a really good point, i think that there should be a limit though. hours and hours of homework can be really stressful, and the extra work isn’t making a difference to our learning, but i do believe homework should be optional and extra credit. that would make it for students to not have the leaning stress of a assignment and if you have a low grade you you can catch up.

Studies show that homework improves student achievement in terms of improved grades, test results, and the likelihood to attend college. Research published in the High School Journal indicates that students who spent between 31 and 90 minutes each day on homework “scored about 40 points higher on the SAT-Mathematics subtest than their peers, who reported spending no time on homework each day, on average.” On both standardized tests and grades, students in classes that were assigned homework outperformed 69% of students who didn’t have homework. A majority of studies on homework’s impact – 64% in one meta-study and 72% in another – showed that take home assignments were effective at improving academic achievement. Research by the Institute for the Study of Labor (IZA) concluded that increased homework led to better GPAs and higher probability of college attendance for high school boys. In fact, boys who attended college did more than three hours of additional homework per week in high school.

So how are your measuring student achievement? That’s the real question. The argument that doing homework is simply a tool for teaching responsibility isn’t enough for me. We can teach responsibility in a number of ways. Also the poor argument that parents don’t need to help with homework, and that students can do it on their own, is wishful thinking at best. It completely ignores neurodiverse students. Students in poverty aren’t magically going to find a space to do homework, a friend’s or siblings to help them do it, and snacks to eat. I feel like the author of this piece has never set foot in a classroom of students.

THIS. This article is pathetic coming from a university. So intellectually dishonest, refusing to address the havoc of capitalism and poverty plays on academic success in life. How can they in one sentence use poor kids in an argument and never once address that poor children have access to damn near 0 of the resources affluent kids have? Draw me a picture and let’s talk about feelings lmao what a joke is that gonna put food in their belly so they can have the calories to burn in order to use their brain to study? What about quiet their 7 other siblings that they share a single bedroom with for hours? Is it gonna force the single mom to magically be at home and at work at the same time to cook food while you study and be there to throw an encouraging word?

Also the “parents don’t need to be a parent and be able to guide their kid at all academically they just need to exist in the next room” is wild. Its one thing if a parent straight up is not equipped but to say kids can just figured it out is…. wow coming from an educator What’s next the teacher doesn’t need to teach cause the kid can just follow the packet and figure it out?

Well then get a tutor right? Oh wait you are poor only affluent kids can afford a tutor for their hours of homework a day were they on average have none of the worries a poor child does. Does this address that poor children are more likely to also suffer abuse and mental illness? Like mentioned what about kids that can’t learn or comprehend the forced standardized way? Just let em fail? These children regularly are not in “special education”(some of those are a joke in their own and full of neglect and abuse) programs cause most aren’t even acknowledged as having disabilities or disorders.

But yes all and all those pesky poor kids just aren’t being worked hard enough lol pretty sure poor children’s existence just in childhood is more work, stress, and responsibility alone than an affluent child’s entire life cycle. Love they never once talked about the quality of education in the classroom being so bad between the poor and affluent it can qualify as segregation, just basically blamed poor people for being lazy, good job capitalism for failing us once again!

why the hell?

you should feel bad for saying this, this article can be helpful for people who has to write a essay about it

This is more of a political rant than it is about homework

I know a teacher who has told his students their homework is to find something they are interested in, pursue it and then come share what they learn. The student responses are quite compelling. One girl taught herself German so she could talk to her grandfather. One boy did a research project on Nelson Mandela because the teacher had mentioned him in class. Another boy, a both on the autism spectrum, fixed his family’s computer. The list goes on. This is fourth grade. I think students are highly motivated to learn, when we step aside and encourage them.

The whole point of homework is to give the students a chance to use the material that they have been presented with in class. If they never have the opportunity to use that information, and discover that it is actually useful, it will be in one ear and out the other. As a science teacher, it is critical that the students are challenged to use the material they have been presented with, which gives them the opportunity to actually think about it rather than regurgitate “facts”. Well designed homework forces the student to think conceptually, as opposed to regurgitation, which is never a pretty sight

Wonderful discussion. and yes, homework helps in learning and building skills in students.

not true it just causes kids to stress

Homework can be both beneficial and unuseful, if you will. There are students who are gifted in all subjects in school and ones with disabilities. Why should the students who are gifted get the lucky break, whereas the people who have disabilities suffer? The people who were born with this “gift” go through school with ease whereas people with disabilities struggle with the work given to them. I speak from experience because I am one of those students: the ones with disabilities. Homework doesn’t benefit “us”, it only tears us down and put us in an abyss of confusion and stress and hopelessness because we can’t learn as fast as others. Or we can’t handle the amount of work given whereas the gifted students go through it with ease. It just brings us down and makes us feel lost; because no mater what, it feels like we are destined to fail. It feels like we weren’t “cut out” for success.

homework does help

here is the thing though, if a child is shoved in the face with a whole ton of homework that isn’t really even considered homework it is assignments, it’s not helpful. the teacher should make homework more of a fun learning experience rather than something that is dreaded

This article was wonderful, I am going to ask my teachers about extra, or at all giving homework.

I agree. Especially when you have homework before an exam. Which is distasteful as you’ll need that time to study. It doesn’t make any sense, nor does us doing homework really matters as It’s just facts thrown at us.

Homework is too severe and is just too much for students, schools need to decrease the amount of homework. When teachers assign homework they forget that the students have other classes that give them the same amount of homework each day. Students need to work on social skills and life skills.

I disagree.

Beyond achievement, proponents of homework argue that it can have many other beneficial effects. They claim it can help students develop good study habits so they are ready to grow as their cognitive capacities mature. It can help students recognize that learning can occur at home as well as at school. Homework can foster independent learning and responsible character traits. And it can give parents an opportunity to see what’s going on at school and let them express positive attitudes toward achievement.

Homework is helpful because homework helps us by teaching us how to learn a specific topic.

As a student myself, I can say that I have almost never gotten the full 9 hours of recommended sleep time, because of homework. (Now I’m writing an essay on it in the middle of the night D=)

I am a 10 year old kid doing a report about “Is homework good or bad” for homework before i was going to do homework is bad but the sources from this site changed my mind!

Homeowkr is god for stusenrs

I agree with hunter because homework can be so stressful especially with this whole covid thing no one has time for homework and every one just wants to get back to there normal lives it is especially stressful when you go on a 2 week vaca 3 weeks into the new school year and and then less then a week after you come back from the vaca you are out for over a month because of covid and you have no way to get the assignment done and turned in

As great as homework is said to be in the is article, I feel like the viewpoint of the students was left out. Every where I go on the internet researching about this topic it almost always has interviews from teachers, professors, and the like. However isn’t that a little biased? Of course teachers are going to be for homework, they’re not the ones that have to stay up past midnight completing the homework from not just one class, but all of them. I just feel like this site is one-sided and you should include what the students of today think of spending four hours every night completing 6-8 classes worth of work.

Are we talking about homework or practice? Those are two very different things and can result in different outcomes.

Homework is a graded assignment. I do not know of research showing the benefits of graded assignments going home.

Practice; however, can be extremely beneficial, especially if there is some sort of feedback (not a grade but feedback). That feedback can come from the teacher, another student or even an automated grading program.

As a former band director, I assigned daily practice. I never once thought it would be appropriate for me to require the students to turn in a recording of their practice for me to grade. Instead, I had in-class assignments/assessments that were graded and directly related to the practice assigned.

I would really like to read articles on “homework” that truly distinguish between the two.

oof i feel bad good luck!

thank you guys for the artical because I have to finish an assingment. yes i did cite it but just thanks

thx for the article guys.

Homework is good

I think homework is helpful AND harmful. Sometimes u can’t get sleep bc of homework but it helps u practice for school too so idk.

I agree with this Article. And does anyone know when this was published. I would like to know.

It was published FEb 19, 2019.

Studies have shown that homework improved student achievement in terms of improved grades, test results, and the likelihood to attend college.

i think homework can help kids but at the same time not help kids

This article is so out of touch with majority of homes it would be laughable if it wasn’t so incredibly sad.

There is no value to homework all it does is add stress to already stressed homes. Parents or adults magically having the time or energy to shepherd kids through homework is dome sort of 1950’s fantasy.

What lala land do these teachers live in?

Homework gives noting to the kid

Homework is Bad

homework is bad.

why do kids even have homework?

Comments are closed.

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Home > Blog > Tips for Online Students > The Pros and Cons of Homework

School Life Balance , Tips for Online Students

The Pros and Cons of Homework

Updated: November 27, 2024

Published: January 23, 2020

Remember those nights when you’d find yourself staring at a mountain of homework, eyes drooping, wondering if you’d ever see the light at the end of the tunnel? The debate over homework’s role in education is as old as time. Is it a crucial tool for reinforcing learning or just an unnecessary burden?

For college students, this question takes on new dimensions. Juggling homework with the endless amount of classes, part-time jobs, and social lives can feel like walking on thin ice. The pressure to maintain grades, meet deadlines, and still find time for friends and relaxation can be overwhelming. So, is homework a friend or foe?

Photo by  energepic.com  from  Pexels

The homework dilemma.

A large amount of college students report feeling overwhelmed by their academic workload, leading to high levels of stress and anxiety. According to Research.com , 45% of college students in the U.S. experience “more than average” stress, with 36.5% citing stress as a major impediment to their academic performance. This stress often stems directly from the homework load, leading to symptoms like headaches, exhaustion, and difficulty sleeping. The intense pressure to manage homework alongside other responsibilities makes us question the true impact of homework on students’ overall well-being.

And then there’s the digital twist. A whopping 89% of students confessed to using AI tools like ChatGPT for their assignments. While these tools can be a godsend for quick answers and assistance, they can also undermine the personal effort and critical thinking necessary to truly understand the material.

On the brighter side, homework can be a powerful ally. According to Inside Higher Ed , structured assignments can actually help reduce stress by providing a clear learning roadmap and keeping students engaged with the material. But where’s the balance between helpful and harmful? 

With these perspectives in mind, let’s dive into the pros and cons of homework for college students. By understanding both sides, we can find a middle ground that maximizes learning while keeping stress at bay.

The Pros of Homework

When thoughtfully assigned, homework can be a valuable tool in a student’s educational journey . Let’s explore how homework can be a beneficial companion to your studies:

Enhances Critical Thinking

Homework isn’t just busywork; it’s an opportunity to stretch your mental muscles. Those late-night problem sets and essays can actually encourage deeper understanding and application of concepts. Think of homework as a mental gym; each assignment is a new exercise, pushing you to analyze, synthesize, and evaluate information in ways that strengthen your critical thinking skills .

Time Management Skills

Do you ever juggle multiple deadlines and wonder how to keep it all together? Regular homework assignments can be a crash course in time management . They teach you to prioritize tasks, manage your schedule, and balance academic responsibilities with personal commitments. The ability to juggle various tasks is a skill that will serve you well beyond your college years.

Reinforcement of Learning

There’s a reason why practice makes perfect. Homework reinforces what you’ve learned in class, helping to cement concepts and theories in your mind. Understanding a concept during a lecture is one thing, but applying it through homework can deepen your comprehension and retention. 

Preparation for Exams

Think of homework as a sound check and warm-up for exams. Regular assignments keep you engaged with the material, making it easier to review and prepare when exam time rolls around. By consistently working through problems and writing essays, you build a solid foundation that can make the difference between cramming and confident exam performance.

Encourages Independent Learning

Homework promotes a sense of responsibility and independence. It pushes you to tackle assignments on your own, encouraging problem-solving and self-discipline. This independence prepares you for the academic challenges ahead and the autonomy required in your professional and personal life.

The Cons of Homework

Despite its potential benefits, homework can also have significant downsides. Let’s examine the challenges and drawbacks of homework:

Impact on Mental Health

Homework can be a double-edged sword when it comes to mental health . While it’s meant to reinforce learning, the sheer volume of assignments can lead to stress and anxiety. The constant pressure to meet deadlines and the fear of falling behind can create a relentless cycle of stress. Many students become overwhelmed, leading to burnout and negatively impacting their overall well-being. 

Limited Time for Other Activities

College isn’t just about hitting the books. It’s also a time for personal growth, exploring new interests, and building social connections. Excessive homework can eat into the time you might otherwise spend on extracurricular activities, hobbies, or simply hanging out with friends. This lack of balance can lead to a less fulfilling college experience. Shouldn’t education be about more than just academics?

Quality Over Quantity

When it comes to homework, more isn’t always better. Piling on assignments can lead to diminished returns on learning. Instead of diving deep into a subject and gaining a thorough understanding, students might rush through tasks just to get them done. This focus on quantity over quality can undermine the educational value of homework. 

Inequity in Education

Homework can sometimes exacerbate educational inequalities. Not all students can access the same resources and support systems at home. While some might have a quiet space and access to the internet, others might struggle with distractions and lack of resources. This disparity can put certain students at a disadvantage, making homework more of a burden than a learning tool. 

Dependence on AI Tools

With the advent of AI tools like ChatGPT , homework has taken on a new dimension. While these tools can provide quick answers and assistance, they also pose the risk of students becoming overly reliant on technology. This dependence can take away from the actual learning process, as students might bypass the critical thinking and effort needed to truly understand the material. Is convenience worth the potential loss in learning?

Finding the Balance

Finding the right balance with homework means tackling assignments that challenge and support you. Instead of drowning in a sea of tasks, focus on quality over quantity. Choose projects that spark your critical thinking and connect to real-world situations. Flexibility is key here. Recognize that your circumstances are unique, and adjusting your approach can help reduce stress and create a more inclusive learning environment. Constructive feedback makes homework more than just a chore; it turns it into a tool for growth and improvement.

It’s also about living a well-rounded college life. Don’t let homework overshadow other important parts of your life, like extracurricular activities or personal downtime. Emphasize independent learning and use technology wisely to prepare for future challenges. By balancing thoughtful assignments with your personal needs, homework can shift from being a burden to becoming a helpful companion on your educational journey, enriching your academic and personal growth.

Homework has its pros and cons, especially for college students. It can enhance critical thinking, time management, and learning, but it also brings stress, impacts mental health, and can become overwhelming. Finding the right balance is key. 

Focus on quality assignments, maintain flexibility, and make sure your homework complements rather than dominates your life. With a thoughtful approach, homework can support your educational journey, fostering both academic success and personal growth.

How can I manage my time effectively to balance homework and other activities?

Create a schedule that allocates specific times for homework, classes, and personal activities. Use planners or digital calendars to keep track of deadlines and prioritize tasks. Don’t forget to include breaks to avoid burnout.

How can I reduce the stress associated with homework?

To manage stress, practice mindfulness techniques like meditation or deep breathing exercises. Break assignments into smaller, manageable tasks and tackle them one at a time. If needed, seek support from classmates, tutors, or mental health professionals.

Is using AI tools for homework cheating?

While AI tools like ChatGPT can be helpful for quick assistance, relying on them too much can hinder your learning process. Use them as a supplement rather than a replacement for your own effort and critical thinking.

How can teachers make homework more equitable?

Teachers can offer flexible deadlines, provide resources for students who lack them, and design assignments that account for different learning styles and home environments. Open communication between students and teachers can also help address individual challenges.

What are some strategies to make homework more meaningful?

Focus on quality over quantity by designing assignments that encourage deep thinking and application of knowledge. Integrate real-world problems to make homework more relevant and engaging. Provide constructive feedback to help students learn and grow from their assignments.

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Is Homework Necessary? Education Inequity and Its Impact on Students

The Problem with Homework: It Highlights Inequalities

How much homework is too much homework, when does homework actually help, negative effects of homework for students, how teachers can help.

Schools are getting rid of homework from Essex, Mass., to Los Angeles, Calif. Although the no-homework trend may sound alarming, especially to parents dreaming of their child’s acceptance to Harvard, Stanford or Yale, there is mounting evidence that eliminating homework in grade school may actually have great benefits , especially with regard to educational equity.

In fact, while the push to eliminate homework may come as a surprise to many adults, the debate is not new . Parents and educators have been talking about this subject for the last century, so that the educational pendulum continues to swing back and forth between the need for homework and the need to eliminate homework.

One of the most pressing talking points around homework is how it disproportionately affects students from less affluent families. The American Psychological Association (APA) explained:

“Kids from wealthier homes are more likely to have resources such as computers, internet connections, dedicated areas to do schoolwork and parents who tend to be more educated and more available to help them with tricky assignments. Kids from disadvantaged homes are more likely to work at afterschool jobs, or to be home without supervision in the evenings while their parents work multiple jobs.”

[RELATED] How to Advance Your Career: A Guide for Educators >> 

While students growing up in more affluent areas are likely playing sports, participating in other recreational activities after school, or receiving additional tutoring, children in disadvantaged areas are more likely headed to work after school, taking care of siblings while their parents work or dealing with an unstable home life. Adding homework into the mix is one more thing to deal with — and if the student is struggling, the task of completing homework can be too much to consider at the end of an already long school day.

While all students may groan at the mention of homework, it may be more than just a nuisance for poor and disadvantaged children, instead becoming another burden to carry and contend with.

Beyond the logistical issues, homework can negatively impact physical health and stress — and once again this may be a more significant problem among economically disadvantaged youth who typically already have a higher stress level than peers from more financially stable families .

Yet, today, it is not just the disadvantaged who suffer from the stressors that homework inflicts. A 2014 CNN article, “Is Homework Making Your Child Sick?” , covered the issue of extreme pressure placed on children of the affluent. The article looked at the results of a study surveying more than 4,300 students from 10 high-performing public and private high schools in upper-middle-class California communities.

“Their findings were troubling: Research showed that excessive homework is associated with high stress levels, physical health problems and lack of balance in children’s lives; 56% of the students in the study cited homework as a primary stressor in their lives,” according to the CNN story. “That children growing up in poverty are at-risk for a number of ailments is both intuitive and well-supported by research. More difficult to believe is the growing consensus that children on the other end of the spectrum, children raised in affluence, may also be at risk.”

When it comes to health and stress it is clear that excessive homework, for children at both ends of the spectrum, can be damaging. Which begs the question, how much homework is too much?

The National Education Association and the National Parent Teacher Association recommend that students spend 10 minutes per grade level per night on homework . That means that first graders should spend 10 minutes on homework, second graders 20 minutes and so on. But a study published by The American Journal of Family Therapy found that students are getting much more than that.

While 10 minutes per day doesn’t sound like much, that quickly adds up to an hour per night by sixth grade. The National Center for Education Statistics found that high school students get an average of 6.8 hours of homework per week, a figure that is much too high according to the Organization for Economic Cooperation and Development (OECD). It is also to be noted that this figure does not take into consideration the needs of underprivileged student populations.

In a study conducted by the OECD it was found that “after around four hours of homework per week, the additional time invested in homework has a negligible impact on performance .” That means that by asking our children to put in an hour or more per day of dedicated homework time, we are not only not helping them, but — according to the aforementioned studies — we are hurting them, both physically and emotionally.

What’s more is that homework is, as the name implies, to be completed at home, after a full day of learning that is typically six to seven hours long with breaks and lunch included. However, a study by the APA on how people develop expertise found that elite musicians, scientists and athletes do their most productive work for about only four hours per day. Similarly, companies like Tower Paddle Boards are experimenting with a five-hour workday, under the assumption that people are not able to be truly productive for much longer than that. CEO Stephan Aarstol told CNBC that he believes most Americans only get about two to three hours of work done in an eight-hour day.

In the scope of world history, homework is a fairly new construct in the U.S. Students of all ages have been receiving work to complete at home for centuries, but it was educational reformer Horace Mann who first brought the concept to America from Prussia. 

Since then, homework’s popularity has ebbed and flowed in the court of public opinion. In the 1930s, it was considered child labor (as, ironically, it compromised children’s ability to do chores at home). Then, in the 1950s, implementing mandatory homework was hailed as a way to ensure America’s youth were always one step ahead of Soviet children during the Cold War. Homework was formally mandated as a tool for boosting educational quality in 1986 by the U.S. Department of Education, and has remained in common practice ever since.  

School work assigned and completed outside of school hours is not without its benefits. Numerous studies have shown that regular homework has a hand in improving student performance and connecting students to their learning. When reviewing these studies, take them with a grain of salt; there are strong arguments for both sides, and only you will know which solution is best for your students or school. 

Homework improves student achievement.

• Source: The High School Journal, “ When is Homework Worth the Time?: Evaluating the Association between Homework and Achievement in High School Science and Math ,” 2012. 
• Source: IZA.org, “ Does High School Homework Increase Academic Achievement? ,” 2014. **Note: Study sample comprised only high school boys. 

Homework helps reinforce classroom learning.

• Source: “ Debunk This: People Remember 10 Percent of What They Read ,” 2015.

Homework helps students develop good study habits and life skills.

• Sources: The Repository @ St. Cloud State, “ Types of Homework and Their Effect on Student Achievement ,” 2017; Journal of Advanced Academics, “ Developing Self-Regulation Skills: The Important Role of Homework ,” 2011.
• Source: Journal of Advanced Academics, “ Developing Self-Regulation Skills: The Important Role of Homework ,” 2011.

Homework allows parents to be involved with their children’s learning.

• Parents can see what their children are learning and working on in school every day. 
• Parents can participate in their children’s learning by guiding them through homework assignments and reinforcing positive study and research habits.
• Homework observation and participation can help parents understand their children’s academic strengths and weaknesses, and even identify possible learning difficulties.
• Source: Phys.org, “ Sociologist Upends Notions about Parental Help with Homework ,” 2018.

While some amount of homework may help students connect to their learning and enhance their in-class performance, too much homework can have damaging effects. 

Students with too much homework have elevated stress levels. 

• Source: USA Today, “ Is It Time to Get Rid of Homework? Mental Health Experts Weigh In ,” 2021.
• Source: Stanford University, “ Stanford Research Shows Pitfalls of Homework ,” 2014.

Students with too much homework may be tempted to cheat. 

• Source: The Chronicle of Higher Education, “ High-Tech Cheating Abounds, and Professors Bear Some Blame ,” 2010.
• Source: The American Journal of Family Therapy, “ Homework and Family Stress: With Consideration of Parents’ Self Confidence, Educational Level, and Cultural Background ,” 2015.

Homework highlights digital inequity. 

• Sources: NEAToday.org, “ The Homework Gap: The ‘Cruelest Part of the Digital Divide’ ,” 2016; CNET.com, “ The Digital Divide Has Left Millions of School Kids Behind ,” 2021.
• Source: Investopedia, “ Digital Divide ,” 2022; International Journal of Education and Social Science, “ Getting the Homework Done: Social Class and Parents’ Relationship to Homework ,” 2015.
• Source: World Economic Forum, “ COVID-19 exposed the digital divide. Here’s how we can close it ,” 2021.

Homework does not help younger students.

• Source: Review of Educational Research, “ Does Homework Improve Academic Achievement? A Synthesis of Researcher, 1987-2003 ,” 2006.

To help students find the right balance and succeed, teachers and educators must start the homework conversation, both internally at their school and with parents. But in order to successfully advocate on behalf of students, teachers must be well educated on the subject, fully understanding the research and the outcomes that can be achieved by eliminating or reducing the homework burden. There is a plethora of research and writing on the subject for those interested in self-study.

For teachers looking for a more in-depth approach or for educators with a keen interest in educational equity, formal education may be the best route. If this latter option sounds appealing, there are now many reputable schools offering online master of education degree programs to help educators balance the demands of work and family life while furthering their education in the quest to help others.

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Should Students Have Homework?

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By Suzanne Capek Tingley, Veteran Educator, M.A. Degree

It used to be that students were the only ones complaining about the practice of assigning homework. For years, teachers and parents thought that homework was a necessary tool when educating children. But studies about the effectiveness of homework have been conflicting and inconclusive, leading some adults to argue that homework should become a thing of the past.

What Research Says about Homework

According to Duke professor Harris Cooper, it's important that students have homework. His meta-analysis of homework studies showed a correlation between completing homework and academic success, at least in older grades. He recommends following a  "10 minute rule" : students should receive 10 minutes of homework per day in first grade, and 10 additional minutes each subsequent year, so that by twelfth grade they are completing 120 minutes of homework daily.

But his analysis didn't prove that students did better because they did homework; it simply  showed a correlation . This could simply mean that kids who do homework are more committed to doing well in school. Cooper also found that some research showed that homework caused physical and emotional stress, and created negative attitudes about learning. He suggested that more research needed to be done on homework's effect on kids.

Some researchers say that the question isn't whether kids should have homework. It's more about what kind of homework students have and how much. To be effective, homework has to meet students' needs. For example, some  middle school teachers have found success with online math homework  that's adapted to each student's level of understanding. But when middle school students were assigned more than an hour and a half of homework, their  math and science test scores went down .

Researchers at Indiana University discovered that math and science homework may improve standardized test grades, but they  found no difference in course grades  between students who did homework and those who didn't. These researchers theorize that homework doesn't result in more content mastery, but in greater familiarity with the kinds of questions that appear on standardized tests. According to Professor Adam Maltese, one of the study's authors, "Our results hint that maybe homework is not being used as well as it could be."

So while many teachers and parents support daily homework, it's hard to find strong evidence that the long-held practice produces positive results.

Problems with Homework

In an article in  Education Week Teacher , teacher Samantha Hulsman said she's frequently heard parents complain that a 30-minute homework assignment turns into a three-hour battle with their kids. Now, she's facing the same problem with her own kids, which has her rethinking her former beliefs about homework. "I think parents expect their children to have homework nightly, and teachers assign daily homework because it's what we've always done," she explained. Today, Hulsman said, it's more important to know how to collaborate and solve problems than it is to know specific facts.

Child psychologist Kenneth Barish wrote in  Psychology Today  that  battles over homework rarely result in a child's improvement in school . Children who don't do their homework are not lazy, he said, but they may be frustrated, discouraged, or anxious. And for kids with learning disabilities, homework is like "running with a sprained ankle. It's doable, but painful."

Barish suggests that parents and kids have a "homework plan" that limits the time spent on homework. The plan should include turning off all devices—not just the student's, but those belonging to all family members.

One of the  best-known critics of homework, Alfie Kohn , says that some people wrongly believe "kids are like vending machines—put in an assignment, get out learning." Kohn points to the lack of evidence that homework is an effective learning tool; in fact, he calls it "the greatest single extinguisher of children's curiosity that we have yet invented."

Homework Bans

Last year, the public schools in Marion County, Florida,  decided on a no-homework policy for all of their elementary students . Instead,  kids read nightly  for 20 minutes. Superintendent Heidi Maier said the decision was based on Cooper's research showing that elementary students gain little from homework, but a lot from reading.

Orchard Elementary School in South Burlington, Vermont, followed the same path, substituting reading for homework. The  homework policy has four parts : read nightly, go outside and play, have dinner with your family, and get a good night's sleep. Principal Mark Trifilio says that his staff and parents support the idea.

But while many elementary schools are considering no-homework policies, middle schools and high schools have been reluctant to abandon homework. Schools say parents support homework and teachers know it can be helpful when it is specific and follows certain guidelines. For example, practicing solving word problems can be helpful, but there's no reason to assign 50 problems when 10 will do. Recognizing that not all kids have the time, space, and home support to do homework is important, so it shouldn't be counted as part of a student's grade.

So Should Students Have Homework?

Should you ban homework in your classroom? If you teach lower grades, it's possible. If you teach middle or high school, probably not. But all teachers should think carefully about their homework policies. By limiting the amount of homework and improving the quality of assignments, you can improve learning outcomes for your students.

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Credit: August de Richelieu

Does homework still have value? A Johns Hopkins education expert weighs in

Joyce epstein, co-director of the center on school, family, and community partnerships, discusses why homework is essential, how to maximize its benefit to learners, and what the 'no-homework' approach gets wrong.

By Vicky Hallett

The necessity of homework has been a subject of debate since at least as far back as the 1890s, according to Joyce L. Epstein , co-director of the Center on School, Family, and Community Partnerships at Johns Hopkins University. "It's always been the case that parents, kids—and sometimes teachers, too—wonder if this is just busy work," Epstein says.

But after decades of researching how to improve schools, the professor in the Johns Hopkins School of Education remains certain that homework is essential—as long as the teachers have done their homework, too. The National Network of Partnership Schools , which she founded in 1995 to advise schools and districts on ways to improve comprehensive programs of family engagement, has developed hundreds of improved homework ideas through its Teachers Involve Parents in Schoolwork program. For an English class, a student might interview a parent on popular hairstyles from their youth and write about the differences between then and now. Or for science class, a family could identify forms of matter over the dinner table, labeling foods as liquids or solids. These innovative and interactive assignments not only reinforce concepts from the classroom but also foster creativity, spark discussions, and boost student motivation.

"We're not trying to eliminate homework procedures, but expand and enrich them," says Epstein, who is packing this research into a forthcoming book on the purposes and designs of homework. In the meantime, the Hub couldn't wait to ask her some questions:

What kind of homework training do teachers typically get?

Future teachers and administrators really have little formal training on how to design homework before they assign it. This means that most just repeat what their teachers did, or they follow textbook suggestions at the end of units. For example, future teachers are well prepared to teach reading and literacy skills at each grade level, and they continue to learn to improve their teaching of reading in ongoing in-service education. By contrast, most receive little or no training on the purposes and designs of homework in reading or other subjects. It is really important for future teachers to receive systematic training to understand that they have the power, opportunity, and obligation to design homework with a purpose.

Why do students need more interactive homework?

If homework assignments are always the same—10 math problems, six sentences with spelling words—homework can get boring and some kids just stop doing their assignments, especially in the middle and high school years. When we've asked teachers what's the best homework you've ever had or designed, invariably we hear examples of talking with a parent or grandparent or peer to share ideas. To be clear, parents should never be asked to "teach" seventh grade science or any other subject. Rather, teachers set up the homework assignments so that the student is in charge. It's always the student's homework. But a good activity can engage parents in a fun, collaborative way. Our data show that with "good" assignments, more kids finish their work, more kids interact with a family partner, and more parents say, "I learned what's happening in the curriculum." It all works around what the youngsters are learning.

Is family engagement really that important?

At Hopkins, I am part of the Center for Social Organization of Schools , a research center that studies how to improve many aspects of education to help all students do their best in school. One thing my colleagues and I realized was that we needed to look deeply into family and community engagement. There were so few references to this topic when we started that we had to build the field of study. When children go to school, their families "attend" with them whether a teacher can "see" the parents or not. So, family engagement is ever-present in the life of a school.

My daughter's elementary school doesn't assign homework until third grade. What's your take on "no homework" policies?

There are some parents, writers, and commentators who have argued against homework, especially for very young children. They suggest that children should have time to play after school. This, of course is true, but many kindergarten kids are excited to have homework like their older siblings. If they give homework, most teachers of young children make assignments very short—often following an informal rule of 10 minutes per grade level. "No homework" does not guarantee that all students will spend their free time in productive and imaginative play.

Some researchers and critics have consistently misinterpreted research findings. They have argued that homework should be assigned only at the high school level where data point to a strong connection of doing assignments with higher student achievement . However, as we discussed, some students stop doing homework. This leads, statistically, to results showing that doing homework or spending more minutes on homework is linked to higher student achievement. If slow or struggling students are not doing their assignments, they contribute to—or cause—this "result."

Teachers need to design homework that even struggling students want to do because it is interesting. Just about all students at any age level react positively to good assignments and will tell you so.

Did COVID change how schools and parents view homework?

Within 24 hours of the day school doors closed in March 2020, just about every school and district in the country figured out that teachers had to talk to and work with students' parents. This was not the same as homeschooling—teachers were still working hard to provide daily lessons. But if a child was learning at home in the living room, parents were more aware of what they were doing in school. One of the silver linings of COVID was that teachers reported that they gained a better understanding of their students' families. We collected wonderfully creative examples of activities from members of the National Network of Partnership Schools. I'm thinking of one art activity where every child talked with a parent about something that made their family unique. Then they drew their finding on a snowflake and returned it to share in class. In math, students talked with a parent about something the family liked so much that they could represent it 100 times. Conversations about schoolwork at home was the point.

How did you create so many homework activities via the Teachers Involve Parents in Schoolwork program?

We had several projects with educators to help them design interactive assignments, not just "do the next three examples on page 38." Teachers worked in teams to create TIPS activities, and then we turned their work into a standard TIPS format in math, reading/language arts, and science for grades K-8. Any teacher can use or adapt our prototypes to match their curricula.

Overall, we know that if future teachers and practicing educators were prepared to design homework assignments to meet specific purposes—including but not limited to interactive activities—more students would benefit from the important experience of doing their homework. And more parents would, indeed, be partners in education.

Posted in Voices+Opinion

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