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What’s the Right Amount of Homework?

Decades of research show that homework has some benefits, especially for students in middle and high school—but there are risks to assigning too much.

Many teachers and parents believe that homework helps students build study skills and review concepts learned in class. Others see homework as disruptive and unnecessary, leading to burnout and turning kids off to school. Decades of research show that the issue is more nuanced and complex than most people think: Homework is beneficial, but only to a degree. Students in high school gain the most, while younger kids benefit much less.

The National PTA and the National Education Association support the “ 10-minute homework guideline ”—a nightly 10 minutes of homework per grade level. But many teachers and parents are quick to point out that what matters is the quality of the homework assigned and how well it meets students’ needs, not the amount of time spent on it.

The guideline doesn’t account for students who may need to spend more—or less—time on assignments. In class, teachers can make adjustments to support struggling students, but at home, an assignment that takes one student 30 minutes to complete may take another twice as much time—often for reasons beyond their control. And homework can widen the achievement gap, putting students from low-income households and students with learning disabilities at a disadvantage.

However, the 10-minute guideline is useful in setting a limit: When kids spend too much time on homework, there are real consequences to consider.

Small Benefits for Elementary Students

As young children begin school, the focus should be on cultivating a love of learning, and assigning too much homework can undermine that goal. And young students often don’t have the study skills to benefit fully from homework, so it may be a poor use of time (Cooper, 1989 ; Cooper et al., 2006 ; Marzano & Pickering, 2007 ). A more effective activity may be nightly reading, especially if parents are involved. The benefits of reading are clear: If students aren’t proficient readers by the end of third grade, they’re less likely to succeed academically and graduate from high school (Fiester, 2013 ).

For second-grade teacher Jacqueline Fiorentino, the minor benefits of homework did not outweigh the potential drawback of turning young children against school at an early age, so she experimented with dropping mandatory homework. “Something surprising happened: They started doing more work at home,” Fiorentino writes . “This inspiring group of 8-year-olds used their newfound free time to explore subjects and topics of interest to them.” She encouraged her students to read at home and offered optional homework to extend classroom lessons and help them review material.

Moderate Benefits for Middle School Students

As students mature and develop the study skills necessary to delve deeply into a topic—and to retain what they learn—they also benefit more from homework. Nightly assignments can help prepare them for scholarly work, and research shows that homework can have moderate benefits for middle school students (Cooper et al., 2006 ). Recent research also shows that online math homework, which can be designed to adapt to students’ levels of understanding, can significantly boost test scores (Roschelle et al., 2016 ).

There are risks to assigning too much, however: A 2015 study found that when middle school students were assigned more than 90 to 100 minutes of daily homework, their math and science test scores began to decline (Fernández-Alonso, Suárez-Álvarez, & Muñiz, 2015 ). Crossing that upper limit can drain student motivation and focus. The researchers recommend that “homework should present a certain level of challenge or difficulty, without being so challenging that it discourages effort.” Teachers should avoid low-effort, repetitive assignments, and assign homework “with the aim of instilling work habits and promoting autonomous, self-directed learning.”

In other words, it’s the quality of homework that matters, not the quantity. Brian Sztabnik, a veteran middle and high school English teacher, suggests that teachers take a step back and ask themselves these five questions :

• How long will it take to complete?
• Have all learners been considered?
• Will an assignment encourage future success?
• Will an assignment place material in a context the classroom cannot?
• Does an assignment offer support when a teacher is not there?

More Benefits for High School Students, but Risks as Well

By the time they reach high school, students should be well on their way to becoming independent learners, so homework does provide a boost to learning at this age, as long as it isn’t overwhelming (Cooper et al., 2006 ; Marzano & Pickering, 2007 ). When students spend too much time on homework—more than two hours each night—it takes up valuable time to rest and spend time with family and friends. A 2013 study found that high school students can experience serious mental and physical health problems, from higher stress levels to sleep deprivation, when assigned too much homework (Galloway, Conner, & Pope, 2013 ).

Homework in high school should always relate to the lesson and be doable without any assistance, and feedback should be clear and explicit.

Teachers should also keep in mind that not all students have equal opportunities to finish their homework at home, so incomplete homework may not be a true reflection of their learning—it may be more a result of issues they face outside of school. They may be hindered by issues such as lack of a quiet space at home, resources such as a computer or broadband connectivity, or parental support (OECD, 2014 ). In such cases, giving low homework scores may be unfair.

Since the quantities of time discussed here are totals, teachers in middle and high school should be aware of how much homework other teachers are assigning. It may seem reasonable to assign 30 minutes of daily homework, but across six subjects, that’s three hours—far above a reasonable amount even for a high school senior. Psychologist Maurice Elias sees this as a common mistake: Individual teachers create homework policies that in aggregate can overwhelm students. He suggests that teachers work together to develop a school-wide homework policy and make it a key topic of back-to-school night and the first parent-teacher conferences of the school year.

Parents Play a Key Role

Homework can be a powerful tool to help parents become more involved in their child’s learning (Walker et al., 2004 ). It can provide insights into a child’s strengths and interests, and can also encourage conversations about a child’s life at school. If a parent has positive attitudes toward homework, their children are more likely to share those same values, promoting academic success.

But it’s also possible for parents to be overbearing, putting too much emphasis on test scores or grades, which can be disruptive for children (Madjar, Shklar, & Moshe, 2015 ). Parents should avoid being overly intrusive or controlling—students report feeling less motivated to learn when they don’t have enough space and autonomy to do their homework (Orkin, May, & Wolf, 2017 ; Patall, Cooper, & Robinson, 2008 ; Silinskas & Kikas, 2017 ). So while homework can encourage parents to be more involved with their kids, it’s important to not make it a source of conflict.

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• Homework Guidelines

Homework refers to assignments that students are expected to complete outside of the class period. This does not include long-term projects or assignments. This includes reading assignments, problem sets, papers, or studying for tests, quizzes, and other assessments.

The Howard County Public School System supports students in maintaining and extending their learning. The appropriate design, use, and evaluation of homework assignments, used to inform progress and provide opportunities for independent practice, are part of achieving that goal. Some courses or instructors may choose not to assign homework.

Features of Homework

• Purposeful: Students understand why they are completing homework. Homework is grounded in and expands upon skills and knowledge students have learned in the classroom.
• Appropriate: Homework should be designed so that all students can experience success in independent completion of assignments. Accommodations will be provided as outlined in students’ IEPs and Section 504 Plans.
• Informational: Homework is one tool schools have available to them that allows parents to be included in their child’s day-to-day school experiences.
• Flexible: Assignments can be successfully completed with resources that are readily available within timeframes that have flexible deadlines when possible.

Homework will incorporate the following criteria:

• Each school year, schools will communicate the school’s homework procedures with all stakeholders.
• Students, parents, and teachers should communicate about scheduled and actual homework completion times to ensure realistic expectations for the completion of assignments.
• Homework will be planned so students see the relationship of their homework to intended learning targets, see meaning in their assignments, have a clear understanding of the procedures and due dates, understand how their homework is evaluated, and understand how they can use feedback on homework to improve understanding. Teaching staff will ensure that students understand the purpose of assignments and how they connect to classroom learning.
• Teachers are legally required to ensure that homework is accommodated/modified as necessary in accordance with students’ IEPs and Section 504 Plans. Classwork and homework accommodations must be provided per students’ IEPs and Section 504 Plans. Students should not be penalized for failure to complete classwork or homework when accommodations are not provided. Universal Design for Learning (UDL) best practices should be used when assigning homework.
• Teachers will provide feedback on homework assignments.
• Students may have more than one teacher. Therefore, teams of teachers will discuss homework activities and projects in order to follow grade level homework duration guidelines. Canvas tools will be made available as one option to help teachers coordinate major projects and exams. Teachers will be understanding of student circumstances and should tailor homework assignments with flexible due dates when possible so that students can complete homework tasks throughout the week based on their individual schedules.
• Students must be given a non-electronic option for homework completion and submission. Assignments cannot be due beyond regular school hours or be required to be submitted electronically. While electronic submission can be utilized it cannot be required.
• Homework assignments may not be assigned or due on a day schools are closed due to inclement weather or unplanned closures.
• Homework may not be assigned over the summer for any courses, nor winter or spring breaks for middle or high school courses.
• A student may make up and receive a recorded grade for homework not completed due to the observance of a religious holiday. Students returning from a religious holiday observance will have an equal number of school days to complete make-up work.
• Reading lists and additional resources will be available during the breaks, as well as throughout the school year, as a service to students who want an opportunity to improve reading and mathematics skills. Families will be provided with access to resources to supplement reading and mathematics instruction for students.

Grades Pre-K – 2

• Amount of Homework: No more than 20 minutes of homework per night will be assigned. In Pre-K and Kindergarten there will be no assignments that must be submitted to the teacher.
• Purpose of Homework: Homework provides practice opportunities for skill development.
• Families are encouraged to read to or with their children nightly.
• Families are encouraged to practice grade appropriate math facts or related activities on a nightly basis.
• Teaching staff will be provided with opportunities to meet as teams to schedule assignments so that students do not regularly have more than 20 minutes of homework each night

Grades 3 – 5

• Amount of Homework: No more than 30 minutes required per night in grade 3; 40 minutes in grade 4; and 50 minutes in grade 5.
• Purpose of Homework: Homework reflects daily instruction, reinforces previously taught skills, prepares students for future lessons, and/or promotes creativity.
• Teaching staff will be provided with opportunities to meet as teams to schedule assignments so that students do not regularly have more than 30 minutes of homework required per night in grade 3; 40 minutes in grade 4; and 50 minutes in grade.

Grades 6 – 8

• Amount of Homework: For the purposes of determining number of hours of homework per week or day, teachers should include reading of course material, studying of course material, and practicing skills taught in course (e.g., rehearsing a musical instrument). Time spent on long-term projects should also be included when determining number of hours of homework; however, these projects do not constitute homework for grading purposes. Each instructor may assign an average of, at most, one hour of homework per week. Not all classes will require homework. Some classes might require students to spend more or less time on homework than is typical.
• Purpose of Homework: Homework assignments will reinforce curriculum through tasks that contribute to learning and understanding. These may reinforce previously taught skills, prepare students for future lessons, extend learning, promote creativity, and/or be a reflection on the student’s day at school.
• Teaching staff will be provided with opportunities to meet as teams to schedule assignments so that students do not regularly have more than one hour of homework each week per instructor. It is recommended that the school principal or designee work with teaching staff to facilitate this collaboration.

Grades 9 – 12

• Amount of Homework: For the purposes of determining number of hours of homework per week or day, teachers should include reading of course material, studying of course material, and practicing skills taught in course (e.g., rehearsing a musical instrument). Time spent on long-term projects should also be included when determining number of hours of homework; however, these projects do not constitute homework for grading purposes. Each instructor may assign an average of, at most, one and a half hours of homework per week. Not all classes will require homework. Some classes might require students to spend more or less time on homework than is typical.
• An upper limit of seven to fourteen hours of homework a week is suggested for each high school student. Some classes might require students to spend more or less time on homework than is typical.
• Expectations of Homework: The goals and expectations for homework will be clear and include opportunities for student input. As appropriate, flexibility and student choice will be considered in the assignment of homework duration, rigor, product, and weight in grading. A syllabus is recommended for distribution at the beginning of every semester outlining each course’s requirements, including regular assignments, projects, possible due dates, and procedures for requesting feedback on assignments.
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6 ways to establish a productive homework routine

Assistant Professor of College Learning Strategies and Instruction, Syracuse University

Disclosure statement

Janine L. Nieroda-Madden does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.

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Homework. Whether you’re a fifth-grader or a freshman in college, the mere thought of homework can be overwhelming. And actually doing homework can be quite difficult. But homework doesn’t have to be something a student dreads.

As a former high school English teacher and researcher who specializes in what it takes to make it through college – and a co-author of a forthcoming revised edition of a book about academic success – I’ve studied homework since 2010. Here are six ways I believe homework can be made more manageable and valuable, whether you’re in elementary school, high school or graduate school.

1. Set priorities

Establish a list of priorities based on the class syllabus or assignment list. This can be helpful for tackling difficult tasks, creating motivation and activating your sense of control and independence when it comes to learning. The priority list helps maintain goals and gives you a sense satisfaction to cross things off the list as they are completed.

2. Tackle difficult tasks first

Start with your most difficult assignments first in order to make the most of your energy level and to focus at the beginning of a work session. You can attend to the easier or less time-consuming assignments at the end of a work session.

3. Break tasks down to smaller steps

You may not know how to start a major task, which could trigger procrastination or feelings of defeat. To guard against this, break major tasks into three or four smaller steps. Within one homework session, you can feel a greater sense of accomplishment by completing each small step toward the larger whole. In some cases, you might be able to spread these tasks over the course of a week.

4. Create evidence of learning

You will get more out of the time you spend reading, reviewing notes or otherwise “studying” if you create something in the process. For example, creating flash cards, a graphic organizer, chart, or notes with bullet points can help you become an active learner rather than a passive one. Organize the tools you create with the homework assignment by date and topic so that you can review those items to prepare for quizzes, tests or projects.

5. Build a network of support

If certain homework problems could not be solved and you’re stuck in a rut, figure out what’s confusing you and write or record your thoughts. Jot questions down and be as specific as possible in order to seek out additional support from teachers or tutors. The more you can identify sources of confusion, the more you can proactively reach out to your support network – teachers, tutors and others – in order to get additional help.

6. Revisit goals and set new ones

At the start of each homework session, establish goals for completion of your tasks or assignments. Revisit the goals at the end of the session and acknowledge a sense of completion. This goal-setting process builds confidence over time and helps you realize their potential even when faced with difficulties. A productive homework routine will help you realize that learning is an ongoing journey. The journey may be difficult but getting organized will make it as stress-free as possible.

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How to use homework to support student success.

• by: Sandra Chafouleas
• January 13, 2022
• Community Engagement

Editor’s Note: Board of Trustees Distinguished Professor Sandra Chafouleas shares insights on supporting students’ homework during the pandemic in the following piece, which originally appeared  in Psychology Today , where she publishes a blog.

COVID has brought many changes in education. What does it mean for homework?

School assignments that a student is expected to do outside of the regular school day—that’s homework. The general guideline is 10 minutes of nightly homework per grade level beginning after kindergarten. This amounts to just a few minutes for younger elementary students to up to 2 hours for high school students.

The guidance seems straightforward enough, so why is homework such a controversial topic? School disruptions, including extended periods of remote learning during the COVID-19 pandemic, have magnified the controversies yet also have provided an opportunity to rethink the purpose and value of homework.

Debates about the value of homework center around two primary issues: amount and inequity.

First, the amount of assigned homework may be much more than the recommended guidelines. Families report their children are stressed out over the time spent doing homework. Too much homework can challenge well-being given the restricted time available for sleep, exercise, and social connection. In a 2015 study , for example, parents reported their early elementary children received almost three times the recommended guidelines. In high school, researchers found an average of three hours of homework per night for students living in economically privileged communities.

“ Debates about the value of homework center around two primary issues: amount and inequity.”

Second, homework can perpetuate inequities. Students attending school in less economically privileged communities may receive little to no homework, or have difficulty completing it due to limited access to needed technology. This can translate into fewer opportunities to learn and may contribute to gaps in achievement.

There isn’t a ton of research on the effects of homework, and available studies certainly do not provide a simple answer. For example, a 2006 synthesis of studies suggested a positive influence between homework completion and academic achievement for middle and high school students. Supporters also point out that homework offers additional opportunities to engage in learning and that it can foster independent learning habits such as planning and a sense of responsibility. A more recent study involving 13-year-old students in Spain found higher test scores for those who were regularly assigned homework in math and science, with an optimal time around one hour—which is roughly aligned with recommendations. However, the researchers noted that ability to independently do the work, student effort, and prior achievement were more important contributors than time spent.

Opponents of homework maintain that the academic benefit does not outweigh the toll on well-being. Researchers have observed student stress, physical health problems, and lack of life balance, especially when the time spent goes over the recommended guidelines. In a survey of adolescents , over half reported the amount and type of homework they received to be a primary source of stress in their lives. In addition, vast differences exist in access and availability of supports, such as internet connection, adult assistance, or even a place to call home, as 1.5 million children experience homelessness in the United States

The COVID-19 pandemic has re-energized discussion about homework practices, with the goal to advance recommendations about how, when, and with whom it can be best used. Here’s a summary of key strategies:

Strategies for Educators

Make sure the tasks are meaningful and matched..

First, the motto “ quality over quantity ” can guide decisions about homework. Homework is not busy-work, and instead should get students excited about learning. Emphasize activities that facilitate choice and interest to extend learning, like choose your own reading adventure or math games. Second, each student should be able to complete homework independently with success. Think about Goldilocks: To be effective, assignments should be just right for each learner. One example of how do this efficiently is through online learning platforms that can efficiently adjust to skill level and can be completed in a reasonable amount of time.

Ensure access to resources for task completion.

One step toward equity is to ensure access to necessary resources such as time, space, and materials. Teach students about preparing for homework success, allocating classroom time to model and practice good study habits such as setting up their physical environment, time management, and chunking tasks. Engage in conversations with students and families to problem-solve challenges When needed, connect students with homework supports available through after-school clubs, other community supports, or even within a dedicated block during the school day.

Be open to revisiting homework policies and practices.

The days of penalizing students for not completing homework should be long gone. Homework is a tool for practicing content and learning self-management. With that in mind, provide opportunities for students to communicate needs, and respond by revising assignments or allowing them to turn in on alternative dates. Engage in adult professional learning about high-quality homework , from value (Should I assign this task?) to evaluation (How should this be graded? Did that homework assignment result in expected outcomes?). Monitor how things are going by looking at completion rates and by asking students for their feedback. Be willing to adapt the homework schedule or expectations based on what is learned.

Strategies for Families

Understand how to be a good helper..

When designed appropriately, students should be able to complete homework with independence. Limit homework wars by working to be a good helper. Hovering, micromanaging, or doing homework for them may be easiest in the moment but does not help build their independence. Be a good helper by asking guiding questions, providing hints, or checking for understanding. Focus your assistance on setting up structures for homework success, like space and time.

Use homework as a tool for communication.

Use homework as a vehicle to foster family-school communication. Families can use homework as an opportunity to open conversations about specific assignments or classes, peer relationships, or even sleep quality that may be impacting student success. For younger students, using a daily or weekly home-school notebook or planner can be one way to share information. For older students, help them practice communicating their needs and provide support as needed.

Make sure to balance wellness.

Like adults, children need a healthy work-life balance. Positive social connection and engagement in pleasurable activities are important core principles to foster well-being . Monitor the load of homework and other structured activities to make sure there is time in the daily routine for play. Play can mean different things to different children: getting outside, reading for pleasure, and yes, even gaming. Just try to ensure that activities include a mix of health-focused activities such as physical movement or mindfulness downtime.

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8 Keys to Effective Homework

Table of Contents

Motivating your students to complete quality projects on time and 8 Keys to Effective Homework

Homework is an issue for many students and teachers. In almost every workshop that I do on classroom motivation, a teacher will ask, “How do you motivate students to do homework?” Of course, the answer is complicated. With 8 Keys to Effective Homework, you can make students do homework by increasing rewards or punishment, but that rarely works in the long term. The real solution is to create homework assignments that students are most likely to complete and then provide the support necessary to help them be successful. Effective homework is based on 8 key principles:

H Has a clear purpose

O Opportunity for success

M Makes quality the focus

E   Extends, reinforces, or previews content

W Work is done independently or with appropriate support

O Ownership felt by students

R Receives feedback of some type

K Kid-friendly

Clear Purpose

Homework should have a clear purpose, and students should understand the purpose of the assignment or activity. During my first year of teaching, another teacher told me to assign homework every night. I didn’t realize that by following her advice, I was teaching my students that homework is an item to check off a list, not something of authentic value. Homework is an extension of your instruction, so it should always have a specific purpose, just like your lessons. As Shannon Knowles, a sixth-grade teacher says, “Explaining why I’m assigning the homework helps to get it done; I don’t give homework just to give homework.”

Opportunity for Success

Homework should provide students an opportunity to be successful. On one occasion, I was in an elementary school classroom watching a lesson on fractions. I’m not sure who was more frustrated—the teacher or the students. As the students became more confused, the teacher finally stopped and said, “This isn’t working. Do the rest for homework.” The students had absolutely no idea how to proceed, and their likelihood of success was minimal. As Christy Matkovich, a math teacher, points out, “If the day doesn’t go well, if students are lost and confused, I just scratch through the lesson and we start over the next day. If I send home practice after a day like that, they’ll create a way to do it, then have to unlearn what they did wrong.” Don’t waste your time or your students’ efforts on work that offers no opportunity for success.

Focus on Quality

Homework is more effective when the focus is on quality as opposed to quantity. More is not necessarily better, particularly when students are just beginning to understand a concept. I once heard a speaker say, “Practice doesn’t make perfect. Perfect practice makes perfect.” That made me think about homework. If students don’t understand how to do something but practice it 50 times, they will learn the wrong thing. I would prefer to give my students small opportunities to show me they understand so that I can build on that foundation in the future.

Extend, Reinforce, or Preview Content

Effective homework assignments extend, reinforce, or preview content. If students have mastered the material, you may choose to assign an independent project to enhance their understanding or allow them to apply their knowledge. After a unit on creating spreadsheets, you might ask students to build a budget using a spreadsheet. However, if students are just beginning to understand a skill, you may want them to complete additional practice to reinforce the knowledge. When I taught parts of speech, for example, I would ask students to find examples in newspapers or magazines and bring them to class. At times, my homework previewed upcoming content. For example, one day, I asked my students to make a list of places that they or their family had visited. The next day, when we discussed the regions of the state, we plotted their vacation sites on the map and categorized them by region.

Independent Work

Effective homework can be completed independently with minimal and appropriate support. If the assignment is too difficult, students are more likely to ask someone else to complete it for them. When I taught, I tried to create homework assignments that allowed for family members to be involved, but in an appropriate way. For example, I would ask students to write a paragraph and then ask someone else to read it and tell them whether they had clearly stated the main idea. Or, students would interview a family member or a friend about a topic, and we used the responses in our lessons to provide context or build background.

This leads directly to the sixth principle—ownership. Students are more likely to feel as though they have a stake in the assignment if it has some direct link to their lives. It’s helpful to provide choices and even ask students to help you choose specific homework options.

It’s important to provide some type of feedback on homework assignments. This may not be a formal grade; sometimes informal feedback is far more effective. Usually, it’s not practical to grade every single activity that your students complete. But students need the opportunity to share and receive feedback on work they have completed, even if it is by sharing their answers with a partner or a small group.

Kid-Friendly

All of these characteristics add up to kid-friendly homework. Although the exact format of your homework may depend on the age and skill level of each student, generally, effective homework is practical, doable, and interesting.

A Final Note

Students will likely never ask for you to assign homework.  However, if we show them why the homework is important, create homework that allows each student to be successful, and then use the homework as an integral part of learning, students are more likely to complete the assignment.

Barbara R. Blackburn, Ph.D., a Top 30 Global Guru, is a best-selling author of 30 books , including the bestseller Rigor is NOT a Four-Letter Word , Rigor for Students with Special Needs, Seven Strategies for School Improvement and the Rigor in the Remote Classroom .    An internationally recognized expert in the areas of rigor, motivation and leadership, she regularly collaborates with schools and districts for on-site and online professional development.  Barbara can be reached through her website: www.barbarablackburnonline.com .

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9 Smart Tips for Homework Success

Help kids manage their homework load with these strategies..

Even children who enjoy doing homework can lose their enthusiasm for it over the course of the school year, and find ways to stall or avoid doing it. But after-school study time is important, both for reinforcing the day’s learning and for lending structure to your child’s day.

“Homework isn’t just about academics,” says Karen Burke, SVP of Data Analysis and Academic Planning, Scholastic Education Solutions. “It can help students create routines and build responsible behaviors.”

Playing cop rarely works — micromanaging and nagging only make kids feel incapable or frustrated. Instead, think of yourself as a coach and cheerleader. 

“Generally, the idea of homework should be to help students set goals, build independence, and practice applying the knowledge they are gaining,” says Burke.

To help you get there, we asked teachers and parents to share their strategies for solving the most common homework struggles. These 10 tips will bring harmony back into your homework routine, whether your child is a kindergartner or 5th grader, perfectionist or procrastinator.

1. Do It Early

Give your child a time frame in which to get down to business. In your household, this may be before or after extracurriculars.

Work with your child to identify the time when their energy and focus are at their peak. This gives your child some control over their schedule. (Some kids need a longer break after school, and others need to start right away to keep the momentum going.) 

However, plan on 5 p.m. being the latest they can start their homework.

2. Phone a Friend

From kindergarten onward, kids should have a list of three or four classmates they can call on when they forget an assignment, or even just to ask a question. Study buddies can provide motivation for each other to get the work done. 

3. Collaborate to Build Confidence

When kids don’t understand a concept right away, they may feel like they’re not smart enough and start to shut down, says Sigrid Grace, a 2nd grade teacher in Michigan. 

Short-circuit negative thinking by sitting down with your child and figuring out the first problem in the assignment together. This should help jog their memory to complete the rest. Then, heap on the praise: “You did a great job on that one! Try the next one now.”

4. Change the Scenery

Sometimes something as simple as changing up their workspace can boost a child’s motivation and, in turn, their confidence. If your child has been working alone at a desk or designated study nook, perhaps they’d be more comfortable doing their homework in a public area, like the kitchen table while you’re preparing dinner. 

Conversely, if they’ve been working in a high-traffic part of the house, they might need a more private space in which to focus. 

5. Keep the Positive Feedback Coming

Younger kids need instant feedback, so it’s okay for parents of young grade-schoolers to correct mistakes, says Grace, the 2nd grade teacher. Follow this up with specific praise about what your child has done well.

6. Leave the Room

“Kids who drag things out are often doing so for your attention — they’re enjoying the interaction on some level,” explains Grace. “Avoid joining in.”

If you must stay in the room, have your child work in a spot that’s farther away from whatever you’re doing.

7. Beat the Clock

Sometimes procrastinators just need a jump-start. If that’s true for your child, try this: 

Set a timer for five minutes and have your child work as quickly and steadily as they can until the timer goes off. At that point, they can choose to take a short break or keep going — many kids continue.

“Racing against a timer gives kids an external sense of urgency if they don’t have an internal one,” says Ann Dolin, a former educator. 

However, a timed work session is not an excuse for sloppy work. Make sure your child reviews theirs before submitting it.

8. Plan, Plan, Plan

To get the most out of your days, include every appointment — from sports practice to meals to reading time — on a big calendar or schedule log and stick it in a central place where every member of the household can see it. 

If you know that certain nights present a conflict with your child’s homework schedule, you can ask for the week’s assignments upfront and work with your child to decide the best times to complete them, says Cathy Vatterott, a professor of education at the University of Missouri-St. Louis. 

“Teachers will often work with you on this, but most parents are afraid to ask,” she says.

9. Let ’Em Vent 

If your child is resisting doing their homework — or worse, is tearing up over it in frustration — soothe any pent-up worries by letting them complain. Listen, empathize (“Wow, that is a lot of work”), and state their feelings back to them (“You sound upset”). 

Once your child feels understood, they’ll be more likely to accept your suggestions, says Dolin — and better able to focus on what needs to be done.

You can also help by talking to your child about what they remember from class and steering them to the textbook. If they’re still lost, have them write a note to the teacher explaining that they don’t understand.

Get ready for your child to go back to school with our guide — it's full of recommended books, tips to help if your child is struggling with homework , and more resources for starting the year off right . 

Shop workbooks and learning kits to support good homework habits. You can find all books and activities at The Scholastic Store .

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High-Quality Homework: How to Assign the Right Amount, and the Most Effective Formats of Homework

by Chandra Williams | Jul 16, 2019

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Although studies have shown that homework offers some benefits to students, assigning too much homework can actually cause students to experience higher stress levels and physical and mental health issues . In this article, we’ll discuss guidelines you can use to assign high quality homework for your students.

What is the “ten-minute homework guideline?”

The National PTA and National Education Association support the “ ten minute homework guideline ,” which suggests each student should have about ten minutes of homework per grade level. First-grade students should have between ten to twenty minutes of homework, with an additional ten minutes added for each subsequent grade level.

The ten-minute homework rule offers several benefits to students, including:

• Reduces the likelihood of students becoming overwhelmed.
• Prevents diminishing returns for academic success.
• Reduces the impact of the “homework gap,” a term indicating the disproportionate challenges faced by students who do not have access to the internet and other resources to complete homework assignments at their homes.
• Reduces impact on students who naturally take longer to complete homework assignments.

What purposes should homework accomplish?

Most homework assignments fall into one of the following four categories :

• Practice — Students have learned skills in class and practice using those skills on their own at home. For example, students learned the order of operations in math class and practice using these skills by solving some multi-step equations.
• Preparation — Students prepare to learn about a new concept in class the next day. For example, students read the first chapter of a new book which will be discussed in tomorrow’s English class.
• Study — Students review content they have already learned and practiced to prepare for a formative, unit, or benchmark assessment.
• Extend or Elaborate — Students have learned about a general concept in class, and complete individual work to expand their knowledge on the topic. For example, students learned about the formation of the United States in class, and each student will individually create a project exploring the history of a different state.

When students’ complete homework for the purpose of practicing skills, they may have single-skill assignments or cumulative assignments.

• Single-skill assignments are most effective when students need to master the skill taught in class. For example, students may list the steps of the scientific method.
• Cumulative assignments require students to decide which skill they need to use when solving a particular problem, and then properly use the skill. For example, students are presented with an experiment, must determine which steps in the scientific method need to be completed, and then must complete the experiment and demonstrate its results.

What is the most effective type of homework?

Existing studies have found that student performance is most positively affected when homework is used to build fluency, master new concepts, and proficiency. Students retain information better when the practice is conducted over several shorter sessions, rather than through one marathon session. Additionally, students should be able to use the same processes and skills with their homework assignments, which were modeled and demonstrated during class. In other words, homework assignments should be presented in the same format as classroom practices.

What are best practices for assigning homework?

Research suggests that homework is most effective when:.

• Assignments promote curiosity, leading to “ autonomous, self-directed learning .”
• Students have already “ demonstrated competence in the skill…before being asked to do it independently.”
• Teachers consider some students do not have access to the internet, a quiet working space, or homework help from parents or a tutor.
• Students understand the purpose of completing each homework assignment.
• Teachers provide feedback quickly, minimizing the chance for students to forget the assignment before they learn their scores.
• Teachers keep in mind that middle school and high school students may be assigned homework from all of their classes, and the ten-minute homework guideline applies to the combined homework load.

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Homework wars: how much homework is enough?

Evaluating the homework policies of schools.

In choosing a school for your child, you’ll want to look at its homework policies. You might be surprised by how much these vary between schools.

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Figure 1: The distribution for the amount of homework assigned in Grade 6 among schools featured on OurKids.net.

There’s a long-standing and contentious debate over homework . Should homework be assigned to school-age children? If so, in what grades? And how much homework should be assigned? There’s no shortage of disagreement about these questions.

On the one hand, traditionalists are pro-homework. They claim that homework helps students learn. They also claim schools should start assigning it in Grade 1, and increase the amount in each grade.

Progressives , on the other hand, are anti-homework. They claim that homework is mostly ineffective, and that schools should assign little, if any, homework—especially in the earlier grades.

Understanding this debate can help you evaluate the homework policy of any prospective school. And this can help you decide if a school’s a good fit for your family.

Figure 2: The average amount of homework assigned by grade for schools featured on OurKids.net.

(1) The case for homework

(2) the case against homework, (3) recent research on homework, (4) homework in public schools, (5) homework in canadian private schools, (6) guidelines for evaluating homework policies.

It has long been held that homework—assuming it’s well-designed—is crucial to learning and development.

In Cultural Literacy (1987), the traditionalist Hirsch argues for the value of homework. Homework, he urges, gives students more time to reinforce knowledge they’ve learned in the classroom. And this gives them a stronger basis for future learning.

For example, by memorizing the multiplication tables or the location of every country in Europe, students can learn important concepts and expand their body of knowledge. Coming back to material after a period away from it is a time-tested strategy for retaining information. Homework provides exactly that, supporters argue. And this enables students to move on to new material during class.

In addition, it’s argued, regular homework also helps students practice skills. Many skills require lots of practice to become ingrained habits, says Michael Zwaagstra, a well-known homework advocate. Why, he asks (in What’s Wrong with our Schools?  (2009)), would academic skills be any different?

A pianist can improve by practicing scales and a basketball player can improve by spending hours in the gym. In the same way, students can improve skills learned in school through practice. 

Basic skills like grammar, spelling, and multiplication tables require drill, says Barr (2007). Learning how to begin projects, searching for answers, and problem-solving are skills that adults use daily, and must be learned early through homework.

Homework not only helps with academics, but it also builds study skills and character.

This view aligns with the frequently discussed “practice principle.” According to Malcolm Gladwell, among others, one needs at least 10,000 hours of practice to master challenging skills, such as playing the guitar, writing a short story, or serving a tennis ball.

Arguments for homework:

• It gives students a time and context to reinforce knowledge gained in the classroom.
• It gives students a time and context to practice skills learned in the classroom and needed for future studies, and life.
• It can instill study habits and organization skills.
• It can lead to better self-direction and self-discipline.
• It can allow students to work on things not directly covered in class (for instance, through independent studies or book reports). This can expand the breadth and depth of learning.
• It allows parents to be more involved in their children’s studies by encouraging them to help out with homework.
• It can lead to a willingness to learn during leisure time, and inspire a love of learning.

Sometimes homework can be frustrating for students and parents. Often, though, these problems stem from homework being poorly designed, it’s argued. In other words, we shouldn’t throw the baby out with the bathwater:

The best way to address the homework issue is for teachers to ensure they have a good reason for assigning the homework. Homework should be meaningful and provide students with the opportunity to practice skills and concepts they have recently learned in school. Ensuring that homework is properly designed and relevant to what students are learning is the best way to alleviate concerns about its effectiveness. (Zwaagstra, 2009)

• 84% of schools featured on OurKids.net start assigning homework in Grade 1 or earlier.
• 9% of schools featured on OurKids.net don’t start assigning homework until Grade 7 or higher.
• 5.6% of schools featured on OurKids.net don’t assign homework at any grade level.

Figure 3: The average amount of homework assigned by grade for traditional schools featured on OurKids.net.

The case for homework seems pretty straightforward, right? Well, not according to homework’s critics. In the last 40 years or so, homework has been criticized by many.

Critics claim homework can interfere with student motivation and family life. Alfie Kohn (in “ The Homework Myth ”), a well-known progressivist and homework opponent, sums up this line of thinking:

"The negative effects of homework are well known. They include children’s frustration and exhaustion, lack of time for other activities, and possible loss of interest in learning.  Many parents lament the impact of homework on their relationships with their children; t hey may also resent having to play the role of enforcer and worry that they will be criticized either for not being involved enough with the homework or for becoming too involved."

Kralovec and Buell (in “ End Homework Now ”, 2001), two other homework opponents, describe how homework can be a major source of stress for families:

Homework squeezes family life. All parents have educational agendas for their children. They want to pass on their cultural heritage, religious beliefs , and important life skills. They want to teach their children how to be good citizens and how to share in the responsibilities of running a home. More homework makes parents put their own agendas on hold even as they often struggle to help their children cope with homework assignments. Additionally, families need time to constitute themselves as families. According to a 1998 survey by Public Agenda, nearly 50 percent of parents reported having a serious argument with their children over homework, and 34 percent reported homework as a source of stress and struggle. Parents often have conflicting feelings about homework, viewing it as a way for their children to succeed but also as imposing serious limits on family time.

Zwaagstra (2009), meanwhile, tries to address this kind of claim:

Perhaps the most specious and troublesome claim is that homework takes away time for more valuable activities for students, such as exercising or talking to parents. Using the University of Michigan Institute for Social Research data—often quoted by homework opponents—one quickly finds that the average television viewing for school-aged children is more than two hours a day. If there is anything that takes time away from constructive childhood activities, it is watching mindless television programs. (One wonders whether homework opponents plan to encourage governments to pass laws that restrict the number of hours that children are permitted to watch television during weeknights.)

But parent concerns over homework are real. In Canada, a 2007 study from the Ontario Institute for Studies in Education (OISE) showed that—at least in Ontario —many parents question both the amount of homework and the nature of homework.

The study revealed that much assigned homework seems unnecessary to parents, isn’t taken up in class, shared or evaluated, and when it is, it’s often not quick enough. It also revealed that many parents are concerned about the affect homework has on their family life.

Responses to the parent survey included:

“ I feel that my child is being asked to complete homework that is too difficult for her to do on her own. She needs the help of one or both parents. This seems to me to be inappropriate. I do not mind helping my child with homework, but it seems that at least she should be given at least some homework that she can complete on her own. ”

It would seem that the teachers are either too rushed or can't be bothered to communicate well what is expected from the homework assignments.

That there is so much quantity, I wonder if the benefits of learning from the work is being outweighed by the negative effects such as less ‘down’ time, less family time, stress of completing assignments, emphasis on completing work instead of learning something.

I think most of the assigned homework thus far has been either busy work and a complete waste of time, or it is part of the curriculum that the teacher has not had time to cover and is sending it home to extend the school day.

Homework starts too young. Children are in structured activities all day between school and daycare . For working parents —as soon as you get home you have to start in on all of the assigned homework. This is impacting the quality time you are able to spend as a family unit. Under the age of 10 I highly question how homework actually contributes to learning outcomes. I believe that if kids had time for free play, family time, and outdoor activity —academic results would actually be higher in the end.

Indeed, the argument against homework goes beyond the question of infringing on family time and being annoying. Homework’s critics also question how effective it is at improving grades—especially in the early school years (such as preschool and elementary school).

In fact, Kohn, one of homework’s harshest critics, has argued homework has no positive effects. This is a common view in the anti-homework camp.

Numerous studies conducted since the 1980s have looked at the benefits of homework, and according to Kohn (not to mention Kralovec, Buell and others), none have proven its value. In particular, they show no positive correlation between homework and high grades.

Arguments for less homework:

• For children, spending time on homework means that they aren’t spending as much time on other valuable activities. These may include spending time with family and friends, and engaging in sports and other extracurricular activities . For teens , too much homework makes it hard to balance their academic and social lives.
• Homework is often assigned as “busy-time” work, with little pedagogical value.
• The research on homework outcomes, critics maintain, doesn’t support assigning it, especially in the younger grades.
• Homework—especially in large amounts —can lead to frustration, exhaustion, and poor mental and physical health in some students.
• For some students, homework can interfere with the love of learning that’s crucial, both in the school years and beyond.
• There’s a strong correlation between homework and dropout rates, studies show .

Assigning homework often turns into a way for teachers to offload the job of teaching students in class, critics argue. Students should be able to learn the required material and skills within class—even if that means finding more class time for practice and review.

Figure 4: The average amount of homework assigned by grade for progressive schools featured on OurKids.net.

So, who’s right? Is homework a good thing or not? And in terms of what academic outcomes? And, what does research say about the effectiveness of homework?

The Duke homework study

Well, there have been several studies on homework. One of the biggest  was the Duke study , led by Harrison Cooper. In this study, Duke University researchers reviewed more than sixty research studies on the effectiveness of homework between 1987 and 2003. It concluded that homework does have a positive effect on student achievement, such as grades.

According to Cooper, the study shows the right amount of homework depends on the grade level. For elementary school students, no amount of homework—large or small—affects academic achievement.

For middle school students, academic achievement continues to improve with more homework, until assignments last between one and two hours a night. For high school students, the more homework, the higher the achievement, up to a limit of about two to three hours a night.

While the study seemed to show that homework’s a critical part of the learning process, Cooper noted it also showed that too much homework can be counter-productive for students at all levels.

The research appeared to be consistent with the “10-minute” rule,  now quite commonly accepted, at least in traditional , academically-oriented schools. According to the 10-minute rule, teachers should add 10 minutes of homework for each grade a student completes, starting with the first grade. In other words, a first-grader would be assigned 10 minutes of homework, a second-grader 20 minutes, a third-grader 30 minutes, and so on.

Criticisms of the Duke study

Yet many have disputed these results. Kohn, for example, has argued that the results, taken as a whole, are inconclusive. At best, the research shows that homework can have minor benefits on the achievement levels of high school students:

There is absolutely no evidence of any academic benefit from assigning homework in elementary or middle school. For younger students, in fact, there isn’t even a correlation between whether children do homework (or how much they do) and any meaningful measure of achievement. At the high school level , the correlation is weak and tends to disappear when more sophisticated statistical measures are applied. Meanwhile, no study has ever substantiated the belief that homework builds character or teaches good study habits.

The results of the Duke study have also been disputed for other reasons. First, many of the research studies were poorly designed. Second, the research focused mostly on academic achievement as the desirable outcome. Only a few studies looked at homework’s affect on attitudes toward school and subject matter. And no studies looked at other outcomes such as study habits, cheating, or participation in community activities.

Overall, research on the effectiveness of homework is less than conclusive. Some studies have led to different, and in some cases, conflicting interpretations of the data. Yet we can draw some tentative conclusions from the research. These conclusions include the following:

What the research says about homework:

• Completing homework seems to have little or no impact on the academic achievement of elementary school students.
• Completing homework seems at least weakly correlated with academic achievement in high school and possibly middle school students.
• There’s an upper limit to the amount of homework that should be assigned to students at any level.
• It becomes counter-productive to assign very large amounts of homework.
• Some homework is not well-designed, given feedback, or returned promptly by teachers .
• Some homework is not monitored very closely by teachers.
• The question of how homework influences attitudes towards school, study habits, and work ethic requires further study.

As a parent, it’s important to select a school that’s the right fit for your child. Part of this decision will involve looking at a school’s homework policy.

In both the public and private school system , homework policies vary widely. Different schools have different homework policies, and these policies can vary among classes and teachers within the same school.

Yet in public schools , unlike private schools, homework policies can be regulated by the government. If your child is in a public school, it’s important to know whether the government regulates homework policies in your school district, and if so, how.

Consider the following example:

TDSB homework policy

One homework policy was recently enacted by the Toronto District School Board  (TDSB) , in April of 2008. This policy emerged in response to complaints from parents and students about the amount of homework assigned.

The new policy allowed teachers in Toronto to assign only a minimal amount of homework to elementary students: no more than one hour per evening to Grade 7 and 8 students (in total), and no more than two hours per evening to high school students (in total). In addition, the policy forbid teachers from assigning homework over holidays and from disciplining students who fail to complete their homework on time.

This policy has  received mixed reviews, and it’s unclear whether it’s achieved its objectives. Some teachers claim that the restrictions on homework significantly slow down the pace of class. This results in more advanced students sometimes feeling unchallenged and unstimulated in class. This is because much in-class time is spent covering material that could be completed as homework.

On the other hand, some have defended these kinds of policies. They’ve claimed they tend to free up extra time. Children can spend more time with their families, participate in extracurricular activities, socialize with friends, and pursue other interests and hobbies.

In private schools, like public schools, there’s a wide range of homework policies. Unlike in public schools, though, private school policies aren’t regulated by the government. Private schools are normally free to come up with their own homework policies.

Yet, private schools vary in their educational objectives. And these objectives affect their homework policies.

Private schools can be divided into two main homework camps:

Traditional private schools

On the one hand, traditional, academic schools tend to be more pro-homework. These schools have a standard curriculum which is content-based and rooted in the core disciplines. Their teachers typically deliver a unified and tightly structured curriculum through direct instruction.

These schools also tend to have what we at Our Kids define as a rigorous academic culture . This means they highly value academic performance and use many tests and assignments to evaluate it.

Traditional schools view homework as essential to education. They assign homework to school-age students on a regular basis, increasing the amount and level of difficulty with each grade.

Progressive private schools

On the other hand, progressive schools tend to be more anti-homework. These schools include (but aren’t limited to) Montessori , Waldorf , and Reggio Emilia schools . They typically provide little direct instruction, and less objective evaluation than traditional schools.

Instead of teaching core subjects through transmitting factual knowledge, progressive schools place children’s interests and ideas at the heart of the learning experience. They also tend to have what we at Our Kids call a supportive academic culture , one focused largely on instilling a love of learning and lifelong curiosity in students.

Many progressive schools view homework as less essential to education and assign less homework to students than traditional schools, especially in the upper grades. In fact, some progressive schools do not assign homework in any grade.

Classroom flipping

Many of these anti-homework progressivist schools use a practice called classroom flipping . In these schools, students do more “sit-down” learning at home, such as reading or writing . Meanwhile, they do more applied learning activities in class, such as group exercises or in-class presentations.

Classroom flipping is similar to the way some university courses are taught. At this level, students often do “sit-down” reading and studying at home, and then have class and group discussions in school.

Because classroom flipping is a fairly new practice, there’s been little to no research done on it. We’ve begun, though, to compile some data on classroom flipping, including which schools featured on OurKids.net use this practice. Our main aim is to be able to draw some conclusions about its value, in comparison with more traditional approaches to homework.

• 20.3% of schools featured on OurKids.net use the practice of classroom flipping.

Figure 5: The average amount of homework assigned by grade for traditional versus progressive schools, as featured on OurKids.net. Note that while traditional schools on average assign more homework than progressive schools, a significant difference doesn’t emerge until the high school years, from Grade 9 to 12.

The jury is still out on homework. Despite lots of research, there’s little agreement on the merits of homework, and its merits versus its costs. But research seems to suggest, if nothing else, that homework can enhance learning in many ways.

Part of choosing the right school for your child involves looking at schools’ homework policies. To start, you should find out whether your child’s current or prospective school has a homework policy. If the school doesn’t have a homework policy, you should find out whether any of its programs, classes, or teachers have homework policies.

If your child’s school (or program or class) does have a homework policy, you should ask for a hard or softcopy of the homework policy document. With this in hand, you can take a close look at the homework policy, and decide whether it’s appropriate and well-suited for your child.

Although there’s no such thing as the perfect or “one-size-fits-all” homework policy, good ones provide an explicit set of guidelines for assigning homework.

These guidelines should be well-supported by the relevant research. Ideally, they should also be clearly communicated to teachers and educators, and in some cases, students and parents .

Below, we provide you our own set of guidelines for evaluating a school’s homework policy. This is meant to help you decide whether a school's homework policy passes muster. Keep in mind, this list is not exhaustive.

Best homework practices

• Homework should be carefully designed and monitored to achieve the right learning outcomes for students: improved learning, better study habits, higher academic achievement, and the like.  
• Homework should have a specific purpose: “busy time” homework with no pedagogical value isn’t permissible.  
• Homework should be differentiated according to students’ particular learning needs , where appropriate.  
• Teachers should typically provide written or oral feedback on homework within a reasonable time-period.  
• Too much homework shouldn’t be assigned: the maximum should be approximately one to two hours a day for high school students and one hour a day for elementary and middle school students.  
• The amount of homework assigned to students should be gradually increased with each grade, by around ten minutes.  
• Homework may be designed to involve parents/guardians in supporting their children’s learning. But parents should rarely, if ever, be asked to play a formal instructional role in their homework.  
• Homework shouldn’t require resources or technology to which students may not have access.  
• Homework should be designed and communicated so that students understand what’s expected of them before leaving school.  
• Homework should be designed to require no additional teaching outside the classroom.  
• Ideally, homework help should be offered.

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Getting students to work on their homework assignments is not always a simple task. Teachers need to take the initiative to create homework policies that encourage students to work hard to improve their achievement in the classroom setting. Educational leadership starts with making a policy that helps students learn and achieve while competing with extracurricular activities and the interests of students.

Set high standards

Homework policies need to have high standards to encourage students to work hard on achieving the best possible results. Student achievement in school improves when teachers set high standards and tell students that they are expected to meet the standards set in the classroom.

By setting high standards for the homework policy, teachers are ensuring that the students will be more willing to work on getting assignments done. The policies for homework that teachers and parents create can help improve student understanding of materials and result in better grades and scores on standardized tests.

Focus on study skills

Teaching students in their early education is a complicated task. Teachers need to balance the age of the students with the expected school, state and federal educational standards. Although the temptation to create a homework policy that focuses on repetition and traditional assignments can make the policy easy to create, it also removes the focus from establishing strong study skills and habits to engage students in education.

Creating a homework policy for younger students in the elementary grades should avoid traditional assignments and focus on building study skills and encouraging learning. Older students after elementary school are ready to take on written assignments rather than using technology and other tools.

Putting more focus on study skills will set a stronger foundation for homework in the future. As students get into higher grades, the type of assignments will focus on writing with a pen or pencil. The age of the student must be considered and the goal is to create a strong foundation for the future.

Involve the parents

Getting parents involved in the homework policy will encourage students to study and complete the assigned tasks. Asking parents to get involved to facilitate assignments will ensure students are learning without the parents completing the assignment for their child.

The goal of involving the parents in the homework policy is getting the family to take an interest in ensuring the assignments are completed. The best assignments will allow the student to manage the work without seeking answers from a parent. That allows parents to supervise and encourage their child without giving the answers.

Give consequences for incomplete assignments

Homework is an important part of providing educational leadership in the classroom. Although parental involvement and high standards can help encourage students to study, it is also important to clearly state the consequences if assignments are incomplete or not turned in on time.

A clear homework policy will lay out the possible consequences of avoiding assignments or turning in incomplete work. Consequences can vary based on the student grade level and age, but can include lowering the grades on a report card or taking away classroom privileges.

Although it is important to provide details about the consequences of avoiding the assignments, teachers can also use a reward system to motivate students to complete their work. Rewards can focus on the entire class or on individual rewards, depending on the situation. For example, teachers can give a small candy when students complete five assignments in a row.

Consequences and rewards can serve as a motivating factor when it comes to the homework policy. By clearly stating the potential downsides and the benefits to the student, it is easier for students to focus on the work.

Creating homework policies is part of educational leadership in the classroom. Although homework must focus on helping students achieve, it also needs to clearly state the expectations and give details about the benefits and consequences of different actions. By giving a clear policy from the first day of school, the students will know what to expect and can gain motivation to work on achieving the best results.

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How To Finish Summer Homework Assignments: 14 Tips To Save Your Child’s Summer

• July 19, 2018

Many schools assign homework for students to complete before they return to class in September. This results in both parents and students having to learn how to finish summer reading and homework while balancing fun summer activities.

This summer, school is out and homework is in.

If your child has been putting off a pile of summer homework and reading assignments—he or she is not alone.

Reading books and writing assignments during the summer may not sound appealing to many students—or parents. Students can also get UK homework help if they need the some help with completing their assignment! But summer assignments are a great way to combat the effects of Summer Learning Loss and keep your child’s brain active over the break.

The Facts On Summer Learning Loss

Six weeks in the fall are spent re-learning old material Two months of reading skills are lost over the summer One month of overall learning is lost after summer vacation

With the right mindset, goals, and structure, you’ll have no problem finishing summer reading and homework between BBQ’s, ball games, and beach trips.

Follow these 14 steps to learn how to complete summer homework—without sacrificing summer fun.

14 Tips For Finishing Your Summer Homework Assignments

Make a game plan, tip 1: take a (quick) break.

It’s hard to go from a full year of schoolwork to tackling summer homework right off the bat. Let your child take a week off of homework at the start of the summer. This will give his or her brain a chance to relax and reset, and enjoy taking part in fun summer activities like sports.

Tip 2: Review Project Requirements

Don’t have your child dive head-first into his or her homework assignments. Review the expectations of each project with your child and discuss how much time he or she will need to complete them.

It would be a shame to waste time redoing a project because your child didn’t understand it initially. Reviewing all requirements is an important first step to starting off on the right foot.

Tip 3: Break Down Each Project Into A Series of Goals

Think about which assignments will take the longest and what your child will need to complete them during the summer. Break these larger assignments into a series of goals that need to be met to complete the project.

Examples of goals include “read 2 chapters per week” or “write essay introduction by July 15th”.

Set Aside The Right Amount Of Time

Tip 4: plan a weekly summer homework schedule.

This should be similar to a school year homework schedule, but altered for the summer. T he ideal amount of time to spend doing summer homework per week is 2-3 hours , so figure out where that time fits into your child’s average summer week.

Tip 5: Make A List Of Supplies & Resources

Your summer adventures could take you and your child to a wide variety of places. Make sure you both know what to bring with you so your child can tackle homework when not at home.

Examples of supplies include:

• Textbooks or Assigned Novels

Tip 6: Choose Assignment Topics Based On Interest, Not Length

Sometimes students are given options when it comes to topics to research or books to read over the summer. Encourage your child to make these decisions based on the topics that interests him or her most—not which is “easiest”. This will result in your child enjoying his or her work, and allow him to benefit more from it.

Help Your Child Do Work On-The-Go

Tip 7: adjust your homework schedule for trips & vacations.

Exploring new places is an amazing learning experience, so don’t feel like you should sacrifice them for more homework time. Instead, plan your child’s homework schedule around these day trips and vacations.

If you know your child won’t have time to complete work while you’re away on a longer trip, make up those hours in the weeks before and after your trip.

Tip 8: Tackle The Work Your Child Can Do On-The-Go

While writing an essay is a project to save for when you return home, there are assignments that your child can tackle from just about anywhere. Options for homework to do on vacation include projects that are doable in small chunks—like reading a book or completing a math worksheet.

Tip 9: Bring Your Child’s Supplies With You

Remember that supplies list you created? Make sure you pack that backpack and bring it with you on your trip! It’d be a waste to find a spare hour to finish that math assignment, only to realize your child left his or her calculator at home.

Tip 10: Capitalize On The Quiet Times

Even the busiest trips include some quiet time. If you’re early for a dinner reservation, have your child complete a chapter of reading while you wait. Or, encourage your child to wake up 20 minutes early to answer some math questions without disruption.

Build A Support Team For Your Child

Tip 11: schedule a weekly workdate for your child & a friend.

There’s no reason your child has to work through summer homework alone. Make a weekly work date with a friend where they can tackle summer assignments together. If that friend is in the same class as your child, they can even discuss questions and challenges together. Build A Support Team For Your Child

Tip 12: Review Your Child’s Progress Every Week

Each week, speak with your child about the work he or she accomplished, and what is planned for the week ahead. If you know your child will be busy soon, work together to reorganize his or her homework schedule.

Tip 13: Touch Base With a Tutor (Or Enrol In Summer Learning Program)

A new set of eyes can make all the difference in making sure your child gets his or her summer assignments done efficiently and effectively. Your child’s tutor will be able to give constructive feedback and turn this feedback into goals for the upcoming school year.

If you want an extra head start for your child this school year, enroll him or her in a Summer Learning tutoring program to get started on the right track.

And Most Importantly…

Tip 14: reward your child with summer fun.

While schoolwork is important during the summer, it doesn’t have to come at the sacrifice of having fun. Whenever your child completes a new project or achieves a goal, reward him or her with a treat or fun summer activity.

Work Hard—And Play Hard—This Summer

Summer might seem like it will last forever, but the school year will be here before you know it. Don’t let your child fall into the habit of procrastination—instead, make a plan together and stick to it.

If you follow these tips, your child will finish summer homework and summer reading in no time…and develop great learning and study habits that will already be in place for next year!

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• The Journal
• Vol. 19, No. 1

The Case for (Quality) Homework

Janine Bempechat

Any parent who has battled with a child over homework night after night has to wonder: Do those math worksheets and book reports really make a difference to a student’s long-term success? Or is homework just a headache—another distraction from family time and downtime, already diminished by the likes of music and dance lessons, sports practices, and part-time jobs?

Allison, a mother of two middle-school girls from an affluent Boston suburb, describes a frenetic afterschool scenario: “My girls do gymnastics a few days a week, so homework happens for my 6th grader after gymnastics, at 6:30 p.m. She doesn’t get to bed until 9. My 8th grader does her homework immediately after school, up until gymnastics. She eats dinner at 9:15 and then goes to bed, unless there is more homework to do, in which case she’ll get to bed around 10.” The girls miss out on sleep, and weeknight family dinners are tough to swing.

Parental concerns about their children’s homework loads are nothing new. Debates over the merits of homework—tasks that teachers ask students to complete during non-instructional time—have ebbed and flowed since the late 19th century, and today its value is again being scrutinized and weighed against possible negative impacts on family life and children’s well-being.

Are American students overburdened with homework? In some middle-class and affluent communities, where pressure on students to achieve can be fierce, yes. But in families of limited means, it’s often another story. Many low-income parents value homework as an important connection to the school and the curriculum—even as their children report receiving little homework. Overall, high-school students relate that they spend less than one hour per day on homework, on average, and only 42 percent say they do it five days per week. In one recent survey by the National Assessment of Educational Progress (NAEP), a minimal 13 percent of 17-year-olds said they had devoted more than two hours to homework the previous evening (see Figure 1).

Recent years have seen an increase in the amount of homework assigned to students in grades K–2, and critics point to research findings that, at the elementary-school level, homework does not appear to enhance children’s learning. Why, then, should we burden young children and their families with homework if there is no academic benefit to doing it? Indeed, perhaps it would be best, as some propose, to eliminate homework altogether, particularly in these early grades.

On the contrary, developmentally appropriate homework plays a critical role in the formation of positive learning beliefs and behaviors, including a belief in one’s academic ability, a deliberative and effortful approach to mastery, and higher expectations and aspirations for one’s future. It can prepare children to confront ever-more-complex tasks, develop resilience in the face of difficulty, and learn to embrace rather than shy away from challenge. In short, homework is a key vehicle through which we can help shape children into mature learners.

The Homework-Achievement Connection

A narrow focus on whether or not homework boosts grades and test scores in the short run thus ignores a broader purpose in education, the development of lifelong, confident learners. Still, the question looms: does homework enhance academic success? As the educational psychologist Lyn Corno wrote more than two decades ago, “homework is a complicated thing.” Most research on the homework-achievement connection is correlational, which precludes a definitive judgment on its academic benefits. Researchers rely on correlational research in this area of study given the difficulties of randomly assigning students to homework/no-homework conditions. While correlation does not imply causality, extensive research has established that at the middle- and high-school levels, homework completion is strongly and positively associated with high achievement. Very few studies have reported a negative correlation.

As noted above, findings on the homework-achievement connection at the elementary level are mixed. A small number of experimental studies have demonstrated that elementary-school students who receive homework achieve at higher levels than those who do not. These findings suggest a causal relationship, but they are limited in scope. Within the body of correlational research, some studies report a positive homework-achievement connection, some a negative relationship, and yet others show no relationship at all. Why the mixed findings? Researchers point to a number of possible factors, such as developmental issues related to how young children learn, different goals that teachers have for younger as compared to older students, and how researchers define homework.

Certainly, young children are still developing skills that enable them to focus on the material at hand and study efficiently. Teachers’ goals for their students are also quite different in elementary school as compared to secondary school. While teachers at both levels note the value of homework for reinforcing classroom content, those in the earlier grades are more likely to assign homework mainly to foster skills such as responsibility, perseverance, and the ability to manage distractions.

Most research examines homework generally. Might a focus on homework in a specific subject shed more light on the homework-achievement connection? A recent meta-analysis did just this by examining the relationship between math/science homework and achievement. Contrary to previous findings, researchers reported a stronger relationship between homework and achievement in the elementary grades than in middle school. As the study authors note, one explanation for this finding could be that in elementary school, teachers tend to assign more homework in math than in other subjects, while at the same time assigning shorter math tasks more frequently. In addition, the authors point out that parents tend to be more involved in younger children’s math homework and more skilled in elementary-level than middle-school math.

In sum, the relationship between homework and academic achievement in the elementary-school years is not yet established, but eliminating homework at this level would do children and their families a huge disservice: we know that children’s learning beliefs have a powerful impact on their academic outcomes, and that through homework, parents and teachers can have a profound influence on the development of positive beliefs.

How Much Is Appropriate?

Harris M. Cooper of Duke University, the leading researcher on homework, has examined decades of study on what we know about the relationship between homework and scholastic achievement. He has proposed the “10-minute rule,” suggesting that daily homework be limited to 10 minutes per grade level. Thus, a 1st grader would do 10 minutes each day and a 4th grader, 40 minutes. The National Parent Teacher Association and the National Education Association both endorse this guideline, but it is not clear whether the recommended allotments include time for reading, which most teachers want children to do daily.

For middle-school students, Cooper and colleagues report that 90 minutes per day of homework is optimal for enhancing academic achievement, and for high schoolers, the ideal range is 90 minutes to two and a half hours per day. Beyond this threshold, more homework does not contribute to learning. For students enrolled in demanding Advanced Placement or honors courses, however, homework is likely to require significantly more time, leading to concerns over students’ health and well-being.

Notwithstanding media reports of parents revolting against the practice of homework, the vast majority of parents say they are highly satisfied with their children’s homework loads. The National Household Education Surveys Program recently found that between 70 and 83 percent of parents believed that the amount of homework their children had was “about right,” a result that held true regardless of social class, race/ethnicity, community size, level of education, and whether English was spoken at home.

Learning Beliefs Are Consequential

As noted above, developmentally appropriate homework can help children cultivate positive beliefs about learning. Decades of research have established that these beliefs predict the types of tasks students choose to pursue, their persistence in the face of challenge, and their academic achievement. Broadly, learning beliefs fall under the banner of achievement motivation, which is a constellation of cognitive, behavioral, and affective factors, including: the way a person perceives his or her abilities, goal-setting skills, expectation of success, the value the individual places on learning, and self-regulating behavior such as time-management skills. Positive or adaptive beliefs about learning serve as emotional and psychological protective factors for children, especially when they encounter difficulties or failure.

Motivation researcher Carol Dweck of Stanford University posits that children with a “growth mindset”—those who believe that ability is malleable—approach learning very differently than those with a “fixed mindset”—kids who believe ability cannot change. Those with a growth mindset view effort as the key to mastery. They see mistakes as helpful, persist even in the face of failure, prefer challenging over easy tasks, and do better in school than their peers who have a fixed mindset. In contrast, children with a fixed mindset view effort and mistakes as implicit condemnations of their abilities. Such children succumb easily to learned helplessness in the face of difficulty, and they gravitate toward tasks they know they can handle rather than more challenging ones.

Of course, learning beliefs do not develop in a vacuum. Studies have demonstrated that parents and teachers play a significant role in the development of positive beliefs and behaviors, and that homework is a key tool they can use to foster motivation and academic achievement.

Parents’ Beliefs and Actions Matter

It is well established that parental involvement in their children’s education promotes achievement motivation and success in school. Parents are their children’s first teachers, and their achievement-related beliefs have a profound influence on children’s developing perceptions of their own abilities, as well as their views on the value of learning and education.

Parents affect their children’s learning through the messages they send about education, whether by expressing interest in school activities and experiences, attending school events, helping with homework when they can, or exposing children to intellectually enriching experiences. Most parents view such engagement as part and parcel of their role. They also believe that doing homework fosters responsibility and organizational skills, and that doing well on homework tasks contributes to learning, even if children experience frustration from time to time.

Many parents provide support by establishing homework routines, eliminating distractions, communicating expectations, helping children manage their time, providing reassuring messages, and encouraging kids to be aware of the conditions under which they do their best work. These supports help foster the development of self-regulation, which is critical to school success.

Self-regulation involves a number of skills, such as the ability to monitor one’s performance and adjust strategies as a result of feedback; to evaluate one’s interests and realistically perceive one’s aptitude; and to work on a task autonomously. It also means learning how to structure one’s environment so that it’s conducive to learning, by, for example, minimizing distractions. As children move into higher grades, these skills and strategies help them organize, plan, and learn independently. This is precisely where parents make a demonstrable difference in students’ attitudes and approaches to homework.

Especially in the early grades, homework gives parents the opportunity to cultivate beliefs and behaviors that foster efficient study skills and academic resilience. Indeed, across age groups, there is a strong and positive relationship between homework completion and a variety of self-regulatory processes. However, the quality of parental help matters. Sometimes, well-intentioned parents can unwittingly undermine the development of children’s positive learning beliefs and their achievement. Parents who maintain a positive outlook on homework and allow their children room to learn and struggle on their own, stepping in judiciously with informational feedback and hints, do their children a much better service than those who seek to control the learning process.

A recent study of 5th and 6th graders’ perceptions of their parents’ involvement with homework distinguished between supportive and intrusive help. The former included the belief that parents encouraged the children to try to find the right answer on their own before providing them with assistance, and when the child struggled, attempted to understand the source of the confusion. In contrast, the latter included the perception that parents provided unsolicited help, interfered when the children did their homework, and told them how to complete their assignments. Supportive help predicted higher achievement, while intrusive help was associated with lower achievement.

Parents’ attitudes and emotions during homework time can support the development of positive attitudes and approaches in their children, which in turn are predictive of higher achievement. Children are more likely to focus on self-improvement during homework time and do better in school when their parents are oriented toward mastery. In contrast, if parents focus on how well children are doing relative to peers, kids tend to adopt learning goals that allow them to avoid challenge.

Homework and Social Class

Social class is another important element in the homework dynamic. What is the homework experience like for families with limited time and resources? And what of affluent families, where resources are plenty but the pressures to succeed are great?

Etta Kralovec and John Buell, authors of The End of Homework, maintain that homework “punishes the poor,” because lower-income parents may not be as well educated as their affluent counterparts and thus not as well equipped to help with homework. Poorer families also have fewer financial resources to devote to home computers, tutoring, and academic enrichment. The stresses of poverty—and work schedules—may impinge, and immigrant parents may face language barriers and an unfamiliarity with the school system and teachers’ expectations.

Yet research shows that low-income parents who are unable to assist with homework are far from passive in their children’s learning, and they do help foster scholastic performance. In fact, parental help with homework is not a necessary component for school success.

Brown University’s Jin Li queried low-income Chinese American 9th graders’ perceptions of their parents’ engagement with their education. Students said their immigrant parents rarely engaged in activities that are known to foster academic achievement, such as monitoring homework, checking it for accuracy, or attending school meetings or events. Instead, parents of higher achievers built three social networks to support their children’s learning. They designated “anchor” helpers both inside and outside the family who provided assistance; identified peer models for their children to emulate; and enlisted the assistance of extended kin to guide their children’s educational socialization. In a related vein, a recent analysis of survey data showed that Asian and Latino 5th graders, relative to native-born peers, were more likely to turn to siblings than parents for homework help.

Further, research demonstrates that low-income parents, recognizing that they lack the time to be in the classroom or participate in school governance, view homework as a critical connection to their children’s experiences in school. One study found that mothers enjoyed the routine and predictability of homework and used it as a way to demonstrate to children how to plan their time. Mothers organized homework as a family activity, with siblings doing homework together and older children reading to younger ones. In this way, homework was perceived as a collective practice wherein siblings could model effective habits and learn from one another.

In another recent study, researchers examined mathematics achievement in low-income 8th-grade Asian and Latino students. Help with homework was an advantage their mothers could not provide. They could, however, furnish structure (for example, by setting aside quiet time for homework completion), and it was this structure that most predicted high achievement. As the authors note, “It is . . . important to help [low-income] parents realize that they can still help their children get good grades in mathematics and succeed in school even if they do not know how to provide direct assistance with their child’s mathematics homework.”

The homework narrative at the other end of the socioeconomic continuum is altogether different. Media reports abound with examples of students, mostly in high school, carrying three or more hours of homework per night, a burden that can impair learning, motivation, and well-being. In affluent communities, students often experience intense pressure to cultivate a high-achieving profile that will be attractive to elite colleges. Heavy homework loads have been linked to unhealthy symptoms such as heightened stress, anxiety, physical complaints, and sleep disturbances. Like Allison’s 6th grader mentioned earlier, many students can only tackle their homework after they do extracurricular activities, which are also seen as essential for the college résumé. Not surprisingly, many students in these communities are not deeply engaged in learning; rather, they speak of “doing school,” as Stanford researcher Denise Pope has described, going through the motions necessary to excel, and undermining their physical and mental health in the process.

Fortunately, some national intervention initiatives, such as Challenge Success (co-founded by Pope), are heightening awareness of these problems. Interventions aimed at restoring balance in students’ lives (in part, by reducing homework demands) have resulted in students reporting an increased sense of well-being, decreased stress and anxiety, and perceptions of greater support from teachers, with no decrease in achievement outcomes.

What is good for this small segment of students, however, is not necessarily good for the majority. As Jessica Lahey wrote in Motherlode, a New York Times parenting blog, “homework is a red herring” in the national conversation on education. “Some otherwise privileged children may have too much, but the real issue lies in places where there is too little. . . . We shouldn’t forget that.”

My colleagues and I analyzed interviews conducted with lower-income 9th graders (African American, Mexican American, and European American) from two Northern California high schools that at the time were among the lowest-achieving schools in the state. We found that these students consistently described receiving minimal homework—perhaps one or two worksheets or textbook pages, the occasional project, and 30 minutes of reading per night. Math was the only class in which they reported having homework each night. These students noted few consequences for not completing their homework.

Indeed, greatly reducing or eliminating homework would likely increase, not diminish, the achievement gap. As Harris M. Cooper has commented, those choosing to opt their children out of homework are operating from a place of advantage. Children in higher-income families benefit from many privileges, including exposure to a larger range of language at home that may align with the language of school, access to learning and cultural experiences, and many other forms of enrichment, such as tutoring and academic summer camps, all of which may be cost-prohibitive for lower-income families. But for the 21 percent of the school-age population who live in poverty—nearly 11 million students ages 5–17—homework is one tool that can help narrow the achievement gap.

Community and School Support

Often, community organizations and afterschool programs can step up to provide structure and services that students’ need to succeed at homework. For example, Boys and Girls and 4-H clubs offer volunteer tutors as well as access to computer technology that students may not have at home. Many schools provide homework clubs or integrate homework into the afterschool program.

Home-school partnerships have succeeded in engaging parents with homework and significantly improving their children’s academic achievement. For example, Joyce Epstein of Johns Hopkins University has developed the TIPS model (Teachers Involve Parents in Schoolwork), which embraces homework as an integral part of family time. TIPS is a teacher-designed interactive program in which children and a parent or family member each have a specific role in the homework scenario. For example, children might show the parent how to do a mathematics task on fractions, explaining their reasoning along the way and reviewing their thinking aloud if they are unsure.

Evaluations show that elementary and middle-school students in classrooms that have adopted TIPS complete more of their homework than do students in other classrooms. Both students and parent participants show more positive beliefs about learning mathematics, and TIPS students show significant gains in writing skills and report-card science grades, as well as higher mathematics scores on standardized tests.

Another study found that asking teachers to send text messages to parents about their children’s missing homework resulted in increased parental monitoring of homework, consequences for missed assignments, and greater participation in parent-child conferences. Teachers reported fewer missed assignments and greater student effort in coursework, and math grades and GPA significantly improved.

Homework Quality Matters

Teachers favor homework for a number of reasons. They believe it fosters a sense of responsibility and promotes academic achievement. They note that homework provides valuable review and practice for students while giving teachers feedback on areas where students may need more support. Finally, teachers value homework as a way to keep parents connected to the school and their children’s educational experiences.

While students, to say the least, may not always relish the idea of doing homework, by high school most come to believe there is a positive relationship between doing homework and doing well in school. Both higher and lower achievers lament “busywork” that doesn’t promote learning. They crave high-quality, challenging assignments—and it is this kind of homework that has been associated with higher achievement.

What constitutes high-quality homework? Assignments that are developmentally appropriate and meaningful and that promote self-efficacy and self-regulation. Meaningful homework is authentic, allowing students to engage in solving problems with real-world relevance. More specifically, homework tasks should make efficient use of student time and have a clear purpose connected to what they are learning. An artistic rendition of a period in history that would take hours to complete can become instead a diary entry in the voice of an individual from that era. By allowing a measure of choice and autonomy in homework, teachers foster in their students a sense of ownership, which bolsters their investment in the work.

High-quality homework also fosters students’ perceptions of their own competence by 1) focusing them on tasks they can accomplish without help; 2) differentiating tasks so as to allow struggling students to experience success; 3) providing suggested time frames rather than a fixed period of time in which a task should be completed; 4) delivering clearly and carefully explained directions; and 5) carefully modeling methods for attacking lengthy or complex tasks. Students whose teachers have trained them to adopt strategies such as goal setting, self-monitoring, and planning develop a number of personal assets—improved time management, increased self-efficacy, greater effort and interest, a desire for mastery, and a decrease in helplessness.

Excellence with Equity

Currently, the United States has the second-highest disparity between time spent on homework by students of low socioeconomic status and time spent by their more-affluent peers out of the 34 OECD-member nations participating in the 2012 Program for International Student Assessment (PISA) (see Figure 2). Noting that PISA studies have consistently found that spending more time on math homework strongly correlates with higher academic achievement, the report’s authors suggest that the homework disparity may reflect lower teacher expectations for low-income students. If so, this is truly unfortunate. In and of itself, low socioeconomic status is not an impediment to academic achievement when appropriate parental, school, and community supports are deployed. As research makes clear, low-income parents support their children’s learning in varied ways, not all of which involve direct assistance with schoolwork. Teachers can orient students and parents toward beliefs that foster positive attitudes toward learning. Indeed, where homework is concerned, a commitment to excellence with equity is both worthwhile and attainable.

In affluent communities, parents, teachers, and school districts might consider reexamining the meaning of academic excellence and placing more emphasis on leading a balanced and well-rounded life. The homework debate in the United States has been dominated by concerns over the health and well-being of such advantaged students. As legitimate as these worries are, it’s important to avoid generalizing these children’s experiences to those with fewer family resources. Reducing or eliminating homework, though it may be desirable in some advantaged communities, would deprive poorer children of a crucial and empowering learning experience. It would also eradicate a fertile opportunity to help close the achievement gap.

Janine Bempechat is clinical professor of human development at the Boston University Wheelock College of Education and Human Development.

An unabridged version of this article is available here .

For more, please see “ The Top 20 Education Next Articles of 2023 .”

This article appeared in the Winter 2019 issue of Education Next . Suggested citation format:

Bempechat, J. (2019). The Case for (Quality) Homework: Why it improves learning, and how parents can help . Education Next, 19 (1), 36-43.

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How to Do Homework: 15 Expert Tips and Tricks

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Everyone struggles with homework sometimes, but if getting your homework done has become a chronic issue for you, then you may need a little extra help. That’s why we’ve written this article all about how to do homework. Once you’re finished reading it, you’ll know how to do homework (and have tons of new ways to motivate yourself to do homework)!

We’ve broken this article down into a few major sections. You’ll find:

• A diagnostic test to help you figure out why you’re struggling with homework
• A discussion of the four major homework problems students face, along with expert tips for addressing them
• A bonus section with tips for how to do homework fast

By the end of this article, you’ll be prepared to tackle whatever homework assignments your teachers throw at you .

So let’s get started!

How to Do Homework: Figure Out Your Struggles 

Sometimes it feels like everything is standing between you and getting your homework done. But the truth is, most people only have one or two major roadblocks that are keeping them from getting their homework done well and on time. 

The best way to figure out how to get motivated to do homework starts with pinpointing the issues that are affecting your ability to get your assignments done. That’s why we’ve developed a short quiz to help you identify the areas where you’re struggling. 

Take the quiz below and record your answers on your phone or on a scrap piece of paper. Keep in mind there are no wrong answers! 

1. You’ve just been assigned an essay in your English class that’s due at the end of the week. What’s the first thing you do?

A. Keep it in mind, even though you won’t start it until the day before it’s due  B. Open up your planner. You’ve got to figure out when you’ll write your paper since you have band practice, a speech tournament, and your little sister’s dance recital this week, too.  C. Groan out loud. Another essay? You could barely get yourself to write the last one!  D. Start thinking about your essay topic, which makes you think about your art project that’s due the same day, which reminds you that your favorite artist might have just posted to Instagram...so you better check your feed right now. 

2. Your mom asked you to pick up your room before she gets home from work. You’ve just gotten home from school. You decide you’ll tackle your chores: 

A. Five minutes before your mom walks through the front door. As long as it gets done, who cares when you start?  B. As soon as you get home from your shift at the local grocery store.  C. After you give yourself a 15-minute pep talk about how you need to get to work.  D. You won’t get it done. Between texts from your friends, trying to watch your favorite Netflix show, and playing with your dog, you just lost track of time! 

3. You’ve signed up to wash dogs at the Humane Society to help earn money for your senior class trip. You: 

A. Show up ten minutes late. You put off leaving your house until the last minute, then got stuck in unexpected traffic on the way to the shelter.  B. Have to call and cancel at the last minute. You forgot you’d already agreed to babysit your cousin and bake cupcakes for tomorrow’s bake sale.  C. Actually arrive fifteen minutes early with extra brushes and bandanas you picked up at the store. You’re passionate about animals, so you’re excited to help out! D. Show up on time, but only get three dogs washed. You couldn’t help it: you just kept getting distracted by how cute they were!

4. You have an hour of downtime, so you decide you’re going to watch an episode of The Great British Baking Show. You: 

A. Scroll through your social media feeds for twenty minutes before hitting play, which means you’re not able to finish the whole episode. Ugh! You really wanted to see who was sent home!  B. Watch fifteen minutes until you remember you’re supposed to pick up your sister from band practice before heading to your part-time job. No GBBO for you!  C. You finish one episode, then decide to watch another even though you’ve got SAT studying to do. It’s just more fun to watch people make scones.  D. Start the episode, but only catch bits and pieces of it because you’re reading Twitter, cleaning out your backpack, and eating a snack at the same time.

5. Your teacher asks you to stay after class because you’ve missed turning in two homework assignments in a row. When she asks you what’s wrong, you say: 

A. You planned to do your assignments during lunch, but you ran out of time. You decided it would be better to turn in nothing at all than submit unfinished work.  B. You really wanted to get the assignments done, but between your extracurriculars, family commitments, and your part-time job, your homework fell through the cracks.  C. You have a hard time psyching yourself to tackle the assignments. You just can’t seem to find the motivation to work on them once you get home.  D. You tried to do them, but you had a hard time focusing. By the time you realized you hadn’t gotten anything done, it was already time to turn them in. 

Like we said earlier, there are no right or wrong answers to this quiz (though your results will be better if you answered as honestly as possible). Here’s how your answers break down: 

• If your answers were mostly As, then your biggest struggle with doing homework is procrastination. 
• If your answers were mostly Bs, then your biggest struggle with doing homework is time management. 
• If your answers were mostly Cs, then your biggest struggle with doing homework is motivation. 
• If your answers were mostly Ds, then your biggest struggle with doing homework is getting distracted. 

Now that you’ve identified why you’re having a hard time getting your homework done, we can help you figure out how to fix it! Scroll down to find your core problem area to learn more about how you can start to address it. 

And one more thing: you’re really struggling with homework, it’s a good idea to read through every section below. You may find some additional tips that will help make homework less intimidating. 

How to Do Homework When You’re a Procrastinator  

Merriam Webster defines “procrastinate” as “to put off intentionally and habitually.” In other words, procrastination is when you choose to do something at the last minute on a regular basis. If you’ve ever found yourself pulling an all-nighter, trying to finish an assignment between periods, or sprinting to turn in a paper minutes before a deadline, you’ve experienced the effects of procrastination. 

If you’re a chronic procrastinator, you’re in good company. In fact, one study found that 70% to 95% of undergraduate students procrastinate when it comes to doing their homework. Unfortunately, procrastination can negatively impact your grades. Researchers have found that procrastination can lower your grade on an assignment by as much as five points ...which might not sound serious until you realize that can mean the difference between a B- and a C+. 

Procrastination can also negatively affect your health by increasing your stress levels , which can lead to other health conditions like insomnia, a weakened immune system, and even heart conditions. Getting a handle on procrastination can not only improve your grades, it can make you feel better, too! 

The big thing to understand about procrastination is that it’s not the result of laziness. Laziness is defined as being “disinclined to activity or exertion.” In other words, being lazy is all about doing nothing. But a s this Psychology Today article explains , procrastinators don’t put things off because they don’t want to work. Instead, procrastinators tend to postpone tasks they don’t want to do in favor of tasks that they perceive as either more important or more fun. Put another way, procrastinators want to do things...as long as it’s not their homework! 

3 Tips f or Conquering Procrastination 

Because putting off doing homework is a common problem, there are lots of good tactics for addressing procrastination. Keep reading for our three expert tips that will get your homework habits back on track in no time. 

#1: Create a Reward System

Like we mentioned earlier, procrastination happens when you prioritize other activities over getting your homework done. Many times, this happens because homework...well, just isn’t enjoyable. But you can add some fun back into the process by rewarding yourself for getting your work done. 

Here’s what we mean: let’s say you decide that every time you get your homework done before the day it’s due, you’ll give yourself a point. For every five points you earn, you’ll treat yourself to your favorite dessert: a chocolate cupcake! Now you have an extra (delicious!) incentive to motivate you to leave procrastination in the dust. 

If you’re not into cupcakes, don’t worry. Your reward can be anything that motivates you . Maybe it’s hanging out with your best friend or an extra ten minutes of video game time. As long as you’re choosing something that makes homework worth doing, you’ll be successful. 

#2: Have a Homework Accountability Partner 

If you’re having trouble getting yourself to start your homework ahead of time, it may be a good idea to call in reinforcements . Find a friend or classmate you can trust and explain to them that you’re trying to change your homework habits. Ask them if they’d be willing to text you to make sure you’re doing your homework and check in with you once a week to see if you’re meeting your anti-procrastination goals. 

Sharing your goals can make them feel more real, and an accountability partner can help hold you responsible for your decisions. For example, let’s say you’re tempted to put off your science lab write-up until the morning before it’s due. But you know that your accountability partner is going to text you about it tomorrow...and you don’t want to fess up that you haven’t started your assignment. A homework accountability partner can give you the extra support and incentive you need to keep your homework habits on track. 

#3: Create Your Own Due Dates 

If you’re a life-long procrastinator, you might find that changing the habit is harder than you expected. In that case, you might try using procrastination to your advantage! If you just can’t seem to stop doing your work at the last minute, try setting your own due dates for assignments that range from a day to a week before the assignment is actually due. 

Here’s what we mean. Let’s say you have a math worksheet that’s been assigned on Tuesday and is due on Friday. In your planner, you can write down the due date as Thursday instead. You may still put off your homework assignment until the last minute...but in this case, the “last minute” is a day before the assignment’s real due date . This little hack can trick your procrastination-addicted brain into planning ahead! 

If you feel like Kevin Hart in this meme, then our tips for doing homework when you're busy are for you. 

How to Do Homework When You’re too Busy

If you’re aiming to go to a top-tier college , you’re going to have a full plate. Because college admissions is getting more competitive, it’s important that you’re maintaining your grades , studying hard for your standardized tests , and participating in extracurriculars so your application stands out. A packed schedule can get even more hectic once you add family obligations or a part-time job to the mix. 

If you feel like you’re being pulled in a million directions at once, you’re not alone. Recent research has found that stress—and more severe stress-related conditions like anxiety and depression— are a major problem for high school students . In fact, one study from the American Psychological Association found that during the school year, students’ stress levels are higher than those of the adults around them. 

For students, homework is a major contributor to their overall stress levels . Many high schoolers have multiple hours of homework every night , and figuring out how to fit it into an already-packed schedule can seem impossible. 

3 Tips for Fitting Homework Into Your Busy Schedule

While it might feel like you have literally no time left in your schedule, there are still ways to make sure you’re able to get your homework done and meet your other commitments. Here are our expert homework tips for even the busiest of students. 

#1: Make a Prioritized To-Do List 

You probably already have a to-do list to keep yourself on track. The next step is to prioritize the items on your to-do list so you can see what items need your attention right away. 

Here’s how it works: at the beginning of each day, sit down and make a list of all the items you need to get done before you go to bed. This includes your homework, but it should also take into account any practices, chores, events, or job shifts you may have. Once you get everything listed out, it’s time to prioritize them using the labels A, B, and C. Here’s what those labels mean:

• A Tasks : tasks that have to get done—like showing up at work or turning in an assignment—get an A. 
• B Tasks : these are tasks that you would like to get done by the end of the day but aren’t as time sensitive. For example, studying for a test you have next week could be a B-level task. It’s still important, but it doesn’t have to be done right away.
• C Tasks: these are tasks that aren’t very important and/or have no real consequences if you don’t get them done immediately. For instance, if you’re hoping to clean out your closet but it’s not an assigned chore from your parents, you could label that to-do item with a C.

Prioritizing your to-do list helps you visualize which items need your immediate attention, and which items you can leave for later. A prioritized to-do list ensures that you’re spending your time efficiently and effectively, which helps you make room in your schedule for homework. So even though you might really want to start making decorations for Homecoming (a B task), you’ll know that finishing your reading log (an A task) is more important. 

#2: Use a Planner With Time Labels

Your planner is probably packed with notes, events, and assignments already. (And if you’re not using a planner, it’s time to start!) But planners can do more for you than just remind you when an assignment is due. If you’re using a planner with time labels, it can help you visualize how you need to spend your day.

A planner with time labels breaks your day down into chunks, and you assign tasks to each chunk of time. For example, you can make a note of your class schedule with assignments, block out time to study, and make sure you know when you need to be at practice. Once you know which tasks take priority, you can add them to any empty spaces in your day. 

Planning out how you spend your time not only helps you use it wisely, it can help you feel less overwhelmed, too . We’re big fans of planners that include a task list ( like this one ) or have room for notes ( like this one ). 

#3: Set Reminders on Your Phone 

If you need a little extra nudge to make sure you’re getting your homework done on time, it’s a good idea to set some reminders on your phone. You don’t need a fancy app, either. You can use your alarm app to have it go off at specific times throughout the day to remind you to do your homework. This works especially well if you have a set homework time scheduled. So if you’ve decided you’re doing homework at 6:00 pm, you can set an alarm to remind you to bust out your books and get to work. 

If you use your phone as your planner, you may have the option to add alerts, emails, or notifications to scheduled events . Many calendar apps, including the one that comes with your phone, have built-in reminders that you can customize to meet your needs. So if you block off time to do your homework from 4:30 to 6:00 pm, you can set a reminder that will pop up on your phone when it’s time to get started. 

This dog isn't judging your lack of motivation...but your teacher might. Keep reading for tips to help you motivate yourself to do your homework.

How to Do Homework When You’re Unmotivated 

At first glance, it may seem like procrastination and being unmotivated are the same thing. After all, both of these issues usually result in you putting off your homework until the very last minute. 

But there’s one key difference: many procrastinators are working, they’re just prioritizing work differently. They know they’re going to start their homework...they’re just going to do it later. 

Conversely, people who are unmotivated to do homework just can’t find the willpower to tackle their assignments. Procrastinators know they’ll at least attempt the homework at the last minute, whereas people who are unmotivated struggle with convincing themselves to do it at a ll. For procrastinators, the stress comes from the inevitable time crunch. For unmotivated people, the stress comes from trying to convince themselves to do something they don’t want to do in the first place. 

Here are some common reasons students are unmotivated in doing homework : 

• Assignments are too easy, too hard, or seemingly pointless 
• Students aren’t interested in (or passionate about) the subject matter
• Students are intimidated by the work and/or feels like they don’t understand the assignment 
• Homework isn’t fun, and students would rather spend their time on things that they enjoy 

To sum it up: people who lack motivation to do their homework are more likely to not do it at all, or to spend more time worrying about doing their homework than...well, actually doing it.

3 Tips for How to Get Motivated to Do Homework

The key to getting homework done when you’re unmotivated is to figure out what does motivate you, then apply those things to homework. It sounds tricky...but it’s pretty simple once you get the hang of it! Here are our three expert tips for motivating yourself to do your homework. 

#1: Use Incremental Incentives

When you’re not motivated, it’s important to give yourself small rewards to stay focused on finishing the task at hand. The trick is to keep the incentives small and to reward yourself often. For example, maybe you’re reading a good book in your free time. For every ten minutes you spend on your homework, you get to read five pages of your book. Like we mentioned earlier, make sure you’re choosing a reward that works for you! 

So why does this technique work? Using small rewards more often allows you to experience small wins for getting your work done. Every time you make it to one of your tiny reward points, you get to celebrate your success, which gives your brain a boost of dopamine . Dopamine helps you stay motivated and also creates a feeling of satisfaction when you complete your homework !  

#2: Form a Homework Group 

If you’re having trouble motivating yourself, it’s okay to turn to others for support. Creating a homework group can help with this. Bring together a group of your friends or classmates, and pick one time a week where you meet and work on homework together. You don’t have to be in the same class, or even taking the same subjects— the goal is to encourage one another to start (and finish!) your assignments. 

Another added benefit of a homework group is that you can help one another if you’re struggling to understand the material covered in your classes. This is especially helpful if your lack of motivation comes from being intimidated by your assignments. Asking your friends for help may feel less scary than talking to your teacher...and once you get a handle on the material, your homework may become less frightening, too. 

#3: Change Up Your Environment 

If you find that you’re totally unmotivated, it may help if you find a new place to do your homework. For example, if you’ve been struggling to get your homework done at home, try spending an extra hour in the library after school instead. The change of scenery can limit your distractions and give you the energy you need to get your work done. 

If you’re stuck doing homework at home, you can still use this tip. For instance, maybe you’ve always done your homework sitting on your bed. Try relocating somewhere else, like your kitchen table, for a few weeks. You may find that setting up a new “homework spot” in your house gives you a motivational lift and helps you get your work done. 

Social media can be a huge problem when it comes to doing homework. We have advice for helping you unplug and regain focus.

How to Do Homework When You’re Easily Distracted

We live in an always-on world, and there are tons of things clamoring for our attention. From friends and family to pop culture and social media, it seems like there’s always something (or someone!) distracting us from the things we need to do.

The 24/7 world we live in has affected our ability to focus on tasks for prolonged periods of time. Research has shown that over the past decade, an average person’s attention span has gone from 12 seconds to eight seconds . And when we do lose focus, i t takes people a long time to get back on task . One study found that it can take as long as 23 minutes to get back to work once we’ve been distracte d. No wonder it can take hours to get your homework done! 

3 Tips to Improve Your Focus

If you have a hard time focusing when you’re doing your homework, it’s a good idea to try and eliminate as many distractions as possible. Here are three expert tips for blocking out the noise so you can focus on getting your homework done. 

#1: Create a Distraction-Free Environment

Pick a place where you’ll do your homework every day, and make it as distraction-free as possible. Try to find a location where there won’t be tons of noise, and limit your access to screens while you’re doing your homework. Put together a focus-oriented playlist (or choose one on your favorite streaming service), and put your headphones on while you work. 

You may find that other people, like your friends and family, are your biggest distraction. If that’s the case, try setting up some homework boundaries. Let them know when you’ll be working on homework every day, and ask them if they’ll help you keep a quiet environment. They’ll be happy to lend a hand! 

#2: Limit Your Access to Technology 

We know, we know...this tip isn’t fun, but it does work. For homework that doesn’t require a computer, like handouts or worksheets, it’s best to put all your technology away . Turn off your television, put your phone and laptop in your backpack, and silence notifications on any wearable tech you may be sporting. If you listen to music while you work, that’s fine...but make sure you have a playlist set up so you’re not shuffling through songs once you get started on your homework. 

If your homework requires your laptop or tablet, it can be harder to limit your access to distractions. But it’s not impossible! T here are apps you can download that will block certain websites while you’re working so that you’re not tempted to scroll through Twitter or check your Facebook feed. Silence notifications and text messages on your computer, and don’t open your email account unless you absolutely have to. And if you don’t need access to the internet to complete your assignments, turn off your WiFi. Cutting out the online chatter is a great way to make sure you’re getting your homework done. 

#3: Set a Timer (the Pomodoro Technique)

Have you ever heard of the Pomodoro technique ? It’s a productivity hack that uses a timer to help you focus!

Here’s how it works: first, set a timer for 25 minutes. This is going to be your work time. During this 25 minutes, all you can do is work on whatever homework assignment you have in front of you. No email, no text messaging, no phone calls—just homework. When that timer goes off, you get to take a 5 minute break. Every time you go through one of these cycles, it’s called a “pomodoro.” For every four pomodoros you complete, you can take a longer break of 15 to 30 minutes.

The pomodoro technique works through a combination of boundary setting and rewards. First, it gives you a finite amount of time to focus, so you know that you only have to work really hard for 25 minutes. Once you’ve done that, you’re rewarded with a short break where you can do whatever you want. Additionally, tracking how many pomodoros you complete can help you see how long you’re really working on your homework. (Once you start using our focus tips, you may find it doesn’t take as long as you thought!)

Two Bonus Tips for How to Do Homework Fast

Even if you’re doing everything right, there will be times when you just need to get your homework done as fast as possible. (Why do teachers always have projects due in the same week? The world may never know.)

The problem with speeding through homework is that it’s easy to make mistakes. While turning in an assignment is always better than not submitting anything at all, you want to make sure that you’re not compromising quality for speed. Simply put, the goal is to get your homework done quickly and still make a good grade on the assignment! 

Here are our two bonus tips for getting a decent grade on your homework assignments , even when you’re in a time crunch. 

#1: Do the Easy Parts First 

This is especially true if you’re working on a handout with multiple questions. Before you start working on the assignment, read through all the questions and problems. As you do, make a mark beside the questions you think are “easy” to answer . 

Once you’ve finished going through the whole assignment, you can answer these questions first. Getting the easy questions out of the way as quickly as possible lets you spend more time on the trickier portions of your homework, which will maximize your assignment grade. 

(Quick note: this is also a good strategy to use on timed assignments and tests, like the SAT and the ACT !) 

#2: Pay Attention in Class 

Homework gets a lot easier when you’re actively learning the material. Teachers aren’t giving you homework because they’re mean or trying to ruin your weekend... it’s because they want you to really understand the course material. Homework is designed to reinforce what you’re already learning in class so you’ll be ready to tackle harder concepts later.

When you pay attention in class, ask questions, and take good notes, you’re absorbing the information you’ll need to succeed on your homework assignments. (You’re stuck in class anyway, so you might as well make the most of it!) Not only will paying attention in class make your homework less confusing, it will also help it go much faster, too.

What’s Next?

If you’re looking to improve your productivity beyond homework, a good place to begin is with time management. After all, we only have so much time in a day...so it’s important to get the most out of it! To get you started, check out this list of the 12 best time management techniques that you can start using today.

You may have read this article because homework struggles have been affecting your GPA. Now that you’re on the path to homework success, it’s time to start being proactive about raising your grades. This article teaches you everything you need to know about raising your GPA so you can

Now you know how to get motivated to do homework...but what about your study habits? Studying is just as critical to getting good grades, and ultimately getting into a good college . We can teach you how to study bette r in high school. (We’ve also got tons of resources to help you study for your ACT and SAT exams , too!)

These recommendations are based solely on our knowledge and experience. If you purchase an item through one of our links, PrepScholar may receive a commission.

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The power of a good homework policy

Published 18th March 2019 by Frog Education

With the homework debate continuing to rage and be fuelled by all parties involved, could publishing a robust homework policy help take some of the headache out of home learning?

What is a homework policy.

The idea of a homework policy is for the school to officially document and communicate their process for homework. The policy should outline what is expected of teachers when setting homework and from students in completing home learning tasks. It is a constructive document through which the school can communicate to parents, teachers, governors and students the learning objectives for homework.

Do schools have to have a homework policy?

It is a common misconception that schools are required by the government to set homework. Historically the government provided guidelines on the amount of time students should spend on home learning. This was withdrawn in 2012 and autonomy was handed to headteachers and school leaders to determine what and how much homework is set. Therefore, schools are not required by Ofsted or the DfE to have a homework policy in place.

The removal of official guidelines, however, does not give pupils the freedom to decide if they complete homework or not. Damian Hinds , Education Secretary, clarified that although schools are not obliged to set homework, when they do, children need to complete it in line with their school’s homework policy; “we trust individual school head teachers to decide what their policy on homework will be, and what happens if pupils don’t do what’s set.”

The majority of primary and secondary schools do set homework. Regardless of the different views on the topic, the schools that do incorporate homework into their learning processes, must see value in it.

Clearly communicating that value will demonstrate clarity and create alliance for everyone involved – both in and outside of school. This is where the publication of a good homework policy can help. 5 Benefits of publishing a good homework policy

#1 Manages students' workload

Studies have shown a correlation between student anxiety and demanding amounts of homework. One study found that in more affluent areas, school children are spending three hours per evening on homework. This is excessive. Secondary school students’ study between eight and ten subjects, which means they will have day-to-day contact with a number of teachers. If there is no clear homework policy to provide a guide, it would be feasible for an excessive amount of homework to be set.

A homework policy that sets out the expected amount of time students should spend on homework will help prevent an overload. This makes it more realistic for children to complete homework tasks and minimise the detrimental effect it could have on family time, out-of-school activities or students’ overall health and well-being.

#2 Creates opportunity for feedback and review

The simple act of having an official document in place will instigate opportunities for regular reviews. We often consider the impact of homework on students but teachers are also working out-of-hours and often work overtime . One reason is the need to set quality homework tasks, mark them and provide valuable feedback. No-one, therefore, wants home learning to become about setting homework for homework’s sake.

A regular review of the policy will invite feedback which the school can use to make appropriate changes and ensure the policy is working for both teachers and students, and serves the school’s homework learning objectives.

#3 Connects parents with education

Parents’ engagement in children’s education has a beneficial impact on a child’s success in school. Homework provides a great way for parents to become involved and have visibility of learning topics, offer support where needed and understand their child’s progress.

A good homework policy creates transparency for parents. It helps them to understand the value the school places on homework and what the learning objectives are. If parents understand this, it will help set a foundation for them to be engaged in their child’s education.

#4 Gives students a routine and creates good habits

Whether children are going into the workplace or furthering their education at university, many aspects of a student’s future life will require, at times, work to be completed outside of traditional 9-5 hours as well as independently. This is expected at university (students do not research and write essays in the lecture theatre or their seminars) and will perhaps become more important in the future workplace with the growth of the gig economy (freelancing) and the rise of remote working .

A homework policy encourages a consistency for out-of-school learning and helps students develop productive working practices and habits for continued learning and independent working.

#5 Helps students retain information they have learned

A carefully considered and well-constructed home learning policy will help teachers set homework that is most effective for reinforcing what has been taught.

A good homework policy will indicate how to set productive homework tasks and should limit the risk of less effective homework being set, such as just finishing-off work from a lesson and repetition or memorisation tasks. What makes a good homework policy?

A good homework policy will determine how much homework is appropriate and what type is most effective for achieving a school’s learning objectives. Publishing the homework policy – although it might not unify everyone’s views on the matter – fosters good communication across the school, sets out expectations for teachers and pupils, and makes that significant connection between parents and their children’s education. But most importantly, if the policy is regularly reviewed and evaluated, it can ensure home learning remains beneficial to pupils’ progress, is of value to teachers and, ultimately, is worth the time and effort that everyone puts into it.

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 In order for your classroom to run smoothly you will need to write your own policies and procedures handbook. This handy guide will help you and your students (and parents) know exactly what you expect of them. Here are a few examples of the types of things that you can put into your classroom policies and procedures handbook.

Birthdays will be celebrated in the classroom. However, in order to ensure the safety of all students in the classroom and throughout the school with life-treating allergies, no food products may be sent in that include peanuts or tree nuts. You may send in non-food items as well such as stickers, pencils, erasers, small grab bags, etc.

Book Orders

A Scholastic book order flyer will be sent home each month and payments must be received by the date attached to the flyer in order to ensure the order will get out on time. If you wish to place an order online, you will be given a class code to do so.

Class DoJo is an online behavior management/classroom communication website. Students will have the opportunity to earn points throughout the day for modeling positive behavior. Each month students can redeem the points earned for various rewards. Parents have the option to download the app which will allow you to receive instant notifications and messages throughout the school day.

Communication

Building and maintaining a partnership between home and school is essential. Parent communication will be weekly through notes home, emails, a weekly newsletter, on Class Dojo, or on the class website .

Each Friday, students who have turned in all their work will earn the chance to participate in “Fun Friday” activities in our classroom.  A student who has not completed all homework or classwork will not participate, and will go to another classroom to catch up on incomplete assignments.

All assigned homework will be sent home in a take-home folder each night. A list of spelling words will be sent home each Monday and will be tested on Friday. Students will also receive a math, language arts, or other homework sheet each night as well. All homework must be turned in the following day unless stated otherwise. There will be no homework on the weekends, only Monday-Thursday.

Our newsletter will be sent home every Friday.  This newsletter will keep you updated on what is happening at school. You can also find a copy of this newsletter on the class website. Please refer to this newsletter for any weekly and monthly classroom and school-wide information.

Parent Volunteers

Parent volunteers are always welcome in the classroom, regardless of the age of the students. If parents or family members are interested in helping out on special occasions or would like to donate any school supplies or classroom items, then there will be a sign-up sheet in the classroom, as well as on the classroom website.

Reading Logs

Reading is an essential and necessary skill to practice each night in order to achieve success in all content areas. Students are expected to read on a daily basis. Each month students will receive a reading log to track the amount of time spent at home reading. Please sign the log each week and it will be collected at the end of the month. You can find this reading log attached to your child's take home folder.

Please send in a healthy snack each day with your child. This peanut/tree nut free snack can be anything from goldfish, animal crackers, fruit, or pretzels, to vegetables, veggie sticks, or anything else that you can think of that is healthy and quick.

Water Bottles

Students are encouraged to bring in a water bottle (filled with only water, not anything else) and keep it at their desk. Students need to be well hydrated in order to remain focused throughout the school day.

Our class has a website. Many forms can be downloaded from it, and there is much classroom information to be found on it. Please refer to this website for any missed homework assignments, classroom pictures, or any further information.  

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How To Create An Effective Homework Policy In School?

• by Team Varthana
• Posted on January 12, 2024
• in Education

Homework, for us, brings to mind endless writing without a clear reason, often leading to missing out on evening games. We didn’t enjoy it in school and never really questioned why. 

Since homework is an integral part of the educational experience, providing students with opportunities to reinforce learning, develop essential skills, and cultivate a sense of responsibility is the criteria. However, creating an effective homework policy requires careful consideration, especially in the diverse and dynamic educational landscape of India.

A homework policy is a set of guidelines, rules, and principles established by educational institutions to govern the assigning, completion, and evaluation of homework assignments. This policy outlines the expectations and responsibilities of students, teachers, and parents regarding homework. 

It serves as a framework to ensure that homework is purposeful, relevant, and contributes to the overall learning objectives of the educational institution.

What are the Key Components of a Homework Policy in School?

1. purpose of homework and the educational philosophy:.

This includes reinforcing classroom learning, developing independent study skills, and fostering a sense of responsibility.

2. Guidelines for Homework Assignment:

Such as complexity, relevance to the curriculum, and differentiation to accommodate varying student abilities.

3. Time Allocation:

Specifies the recommended time students should spend on homework each day, including extracurricular activities and rest.

4. Parental Involvement:

Supporting their children with homework, communication channels between teachers and parents, and a conducive environment for learning at home.

5. Feedback and Evaluation:

Providing timely and constructive feedback on homework assignments, emphasizing feedback as a tool for improvement.

6. Technology Integration:

Guidelines for the use of digital tools and ensuring accessibility for all students.

7. Flexibility and Accommodations:

Considering the diverse needs and circumstances, include allowing for alternative assignments or extended deadlines when necessary.

8. Collaborative Learning:

Through group projects, peer reviews, or other cooperative activities that foster teamwork and communication skills .

Also Read: 7 techniques to boost communication skills for teachers and administrators

9. Alignment with Curriculum:

Ensures that homework assignments align with the broader curriculum goals and contribute to the mastery of key concepts and skills.

10. Cultural Sensitivity:

Acknowledges cultural diversity and ensures that homework assignments are culturally sensitive and inclusive.

Also Read: Leveraging Tech: 5-Step Guide for Teachers & Parents to Support Students with Special Needs

Homework Policies for Each Phase of School Education

Homework policy for kindergarten:, 1. purposeful play and exploration:.

Homework in kindergarten should emphasize purposeful play and exploration. Activities may involve simple art projects, interactive games, or reading together with parents to foster a love for learning.

2. Limited Duration:

Keep homework sessions short, typically not exceeding 10-15 minutes. Kindergarten students have short attention spans, and the emphasis should be on enjoyable and age-appropriate learning experiences.

3. Parental Engagement:

Encourage parents to engage with their child during homework time, making it a positive and bonding experience. Homework may involve activities that promote fine motor skills, creativity, and basic literacy.

Homework Policy for Elementary School:

1. balanced subjects:.

Assign homework that covers a range of subjects, supporting a well-rounded education. This can include math problems, reading assignments, science experiments, and simple research projects.

2. Development of Basic Skills:

Homework should focus on developing foundational skills, such as reading comprehension, basic math operations, and written expression. It provides opportunities for independent practice and reinforces what is taught in class.

3. Parental Support:

Encourage parents to provide support as needed, fostering a positive home-learning environment. Homework can serve as a communication tool between teachers and parents, keeping them informed about what is happening in the classroom.

Homework Policy for Primary School:

1. subject-specific assignments:.

As students move into primary school, homework may become more subject-specific. Assignments can include math exercises, reading comprehension tasks, science projects, and social studies research.

2. Preparation for Higher Grades:

Homework serves as preparation for higher grades by introducing students to more structured assignments. It encourages time management and responsibility while reinforcing the importance of daily practice.

3. Feedback and Assessment:

Use homework for formative assessment , providing constructive feedback to guide students’ progress. This feedback loop helps identify areas of strength and areas needing improvement.

Also Read: 5 formative assessment techniques for real time feedback

Homework Policy for Secondary School:

1. diverse subjects and specializations:.

Homework in secondary school becomes more diverse as students take on different subjects and potentially specialize in certain areas. Assignments may include essays, research projects, and problem-solving tasks.

2. Preparation for Exams:

Homework plays a crucial role in preparing students for exams. It reinforces learning, allows for deeper exploration of topics, and helps students develop study strategies for upcoming assessments.

3. Independent Learning:

Encourage independent learning skills. Secondary school students should be capable of managing their workload, researching independently, and applying critical thinking skills to their assignments.

Homework Policy for High School:

1. advanced academic rigor:.

High school homework involves advanced academic rigor, often requiring critical analysis, research, and synthesis of information. Assignments may be more extensive and may contribute to overall course grades.

2. College and Career Preparation:

Homework in high school prepares students for college or vocational pursuits. It emphasizes skills such as research, time management, and effective communication, essential for success in higher education and future careers.

3. Balance and Well-Being:

Acknowledge the increased academic demands and extracurricular commitments in high school. Strive for a balance that promotes student well-being, considering the importance of mental health and a holistic educational experience.

Homework Policy for Pre-University College (PUC):

1. academic specialization:.

Homework in PUC is often more specialized, focusing on subjects relevant to the chosen course of study. Assignments may be research-intensive, requiring students to delve deeply into their chosen field.

2. Critical Thinking and Research:

Emphasize critical thinking and research skills. PUC homework should challenge students to think analytically, apply theoretical knowledge to practical scenarios, and engage in independent scholarly inquiry.

3. Transition to Higher Education:

Homework in PUC serves as a bridge to higher education. It helps students adapt to the expectations of college-level coursework, where independent research and self-directed learning become increasingly important.

4. Preparation for Examinations:

PUC homework is closely tied to exam preparation, helping students develop effective study habits, time management skills, and a comprehensive understanding of the subjects they are studying.

Tips for Creating an Effective Homework Policy for Students

1. understanding cultural dynamics:.

A homework policy should be sensitive to the diversities, acknowledging that students may come from varied socio-economic backgrounds and have different levels of support at home. Tailoring homework assignments to be inclusive and culturally relevant ensures that all students can engage meaningfully with the material.

2. Balancing Academic Rigor and Well-being:

While academic excellence is a priority, it’s essential to strike a balance between challenging students and safeguarding their mental health. The pressure-cooker environment of education can be overwhelming, so a well-crafted homework policy should consider the recommended guidelines for the amount of homework assigned, ensuring it aligns with developmental needs and does not contribute to excessive stress.

3. Clear Communication with Parents:

Transparent communication with parents is crucial for the success of any homework policy. Schools should clearly articulate the purpose of homework, its role in the learning process, and the expected level of parental involvement . Regular updates and parent-teacher meetings can facilitate a collaborative approach, fostering a supportive learning environment at home.

Also Read: 5 formative assessment techniques for real-time feedback

4. Differentiated Homework Assignments:

Recognizing the diverse learning styles and abilities of students, teachers should design homework that allows for differentiation. Tailoring assignments to cater to varying levels of proficiency ensures that each student is appropriately challenged and has the opportunity to succeed .

Also Read: Tips for Parents to help their children succeed in school

5. Aligning Homework with Curriculum Goals:

The homework policy should be closely aligned with the broader curriculum goals of the school. Assignments should reinforce classroom learning, providing students with opportunities to apply theoretical knowledge in practical contexts. This alignment ensures that homework serves as a meaningful extension of the educational experience rather than a disconnected task.

6. Promoting Self-directed Learning:

A well-designed homework policy encourages self-directed learning and critical thinking. Assignments that prompt students to explore topics independently, ask questions, and connect learning across subjects foster a sense of curiosity and intellectual engagement.

7. Incorporating Technology Thoughtfully:

In the digital age, incorporating technology into homework assignments can enhance the learning experience. However, it’s essential to do so thoughtfully, considering accessibility issues and ensuring that technology complements the learning objectives rather than becoming a distraction.

8. Providing Timely and Constructive Feedback:

Feedback is a crucial component of the learning process. Teachers should establish a system for providing timely and constructive feedback on homework assignments. This not only helps students understand their strengths and areas for improvement but also fosters a culture of continuous learning.

9. Encouraging Collaborative Learning:

Homework assignments that encourage collaboration can be beneficial in schools. Group projects, peer reviews, and cooperative learning activities promote teamwork, communication skills, and a sense of shared responsibility.

10. Flexibility and Adaptability:

Recognizing that students may face unforeseen challenges at home or in their personal lives, a flexible and adaptable homework policy allows for accommodations when needed. Teachers should be understanding and responsive to individual student needs, ensuring that the policy is a tool for support rather than a source of additional stress.

Also Read: How can school leaders help parents get to know the school staff better?

A well-designed homework policy is a valuable tool for creating a positive and effective learning environment. In all phases of school education, it’s essential to consider the developmental needs of students, provide clear communication between teachers and parents, and maintain a balance that promotes both academic success and overall well-being. 

Homework should be purposeful, aligned with educational goals, and conducive to the development of lifelong learning skills. Additionally, an effective homework policy contributes to the overall well-being of students by striking a balance between academic rigor and the importance of a holistic educational experience.

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