why homework is a waste of time

Forgotten password

Please enter the email address that you use to login to TeenInk.com, and we'll email you instructions to reset your password.

• Poetry All Poetry Free Verse Song Lyrics Sonnet Haiku Limerick Ballad
• Fiction All Fiction Action-Adventure Fan Fiction Historical Fiction Realistic Fiction Romance Sci-fi/Fantasy Scripts & Plays Thriller/Mystery All Novels Action-Adventure Fan Fiction Historical Fiction Realistic Fiction Romance Sci-fi/Fantasy Thriller/Mystery Other
• Nonfiction All Nonfiction Bullying Books Academic Author Interviews Celebrity interviews College Articles College Essays Educator of the Year Heroes Interviews Memoir Personal Experience Sports Travel & Culture All Opinions Bullying Current Events / Politics Discrimination Drugs / Alcohol / Smoking Entertainment / Celebrities Environment Love / Relationships Movies / Music / TV Pop Culture / Trends School / College Social Issues / Civics Spirituality / Religion Sports / Hobbies All Hot Topics Bullying Community Service Environment Health Letters to the Editor Pride & Prejudice What Matters
• Reviews All Reviews Hot New Books Book Reviews Music Reviews Movie Reviews TV Show Reviews Video Game Reviews Summer Program Reviews College Reviews
• Art/Photo Art Photo Videos
• Summer Guide Program Links Program Reviews
• College Guide College Links College Reviews College Essays College Articles

Summer Guide

College guide.

• Song Lyrics

All Fiction

• Action-Adventure
• Fan Fiction
• Historical Fiction
• Realistic Fiction
• Sci-fi/Fantasy
• Scripts & Plays
• Thriller/Mystery

All Nonfiction

• Author Interviews
• Celebrity interviews
• College Articles
• College Essays
• Educator of the Year
• Personal Experience
• Travel & Culture

All Opinions

• Current Events / Politics
• Discrimination
• Drugs / Alcohol / Smoking
• Entertainment / Celebrities
• Environment
• Love / Relationships
• Movies / Music / TV
• Pop Culture / Trends
• School / College
• Social Issues / Civics
• Spirituality / Religion
• Sports / Hobbies

All Hot Topics

• Community Service
• Letters to the Editor
• Pride & Prejudice
• What Matters

All Reviews

• Hot New Books
• Book Reviews
• Music Reviews
• Movie Reviews
• TV Show Reviews
• Video Game Reviews

Summer Program Reviews

• College Reviews
• Writers Workshop
• Regular Forums
• Program Links
• Program Reviews
• College Links

Why Homework Is a Waste of Time

Why do we even need homework? To practice? We do that enough already.  Homework is a waste of time. It takes the enjoyment out of school and it takes up teacher time. Students need more free time for other activities such as sports, homework takes it away from spending time with family and friends.

     Is homework a waste of time ? The study of 18,000 schoolchildren finds no relationship between working hard at home and better grades. More  homework assignments  didn’t translate into better grades. Next time you hear a child complaining that their science and math homeworks are wastes of time they might have a point. Young children spend enough of their day at school. When they come home, they should be free to dump the school bag and get busy doing non academic stuff such as getting a job and starting on something to pursue their career.

        Students need more free time for other activities. Education isn’t the only important activity in everyone’s life. We all need some time to ourselves to prevent stress or blow off from some steam. It can damage family relationships and stresses parents out as well  as their children. School takes up a lot of time that children can be using to do something more productive.

Homework takes up teacher time. Teachers would have more time if they didn’t assign homework.  The teacher  needs to design the homework, explain it , mark each piece individually and tell everyone if they got it right or wrong. Teachers could as easily use the classwork to find out who knows what they are doing. We aren’t the only ones who take a lot of time on homework, our teachers do as well. Homework loses it’s value because we need to be told individually what our mistakes are.

It takes the enjoyment out of school. We would enjoy school more if we didn’t have any homework. When we only get homework occcassionally we will consider that piece more important. Especially if we get too much homework it can take the enjoyment out of learning. No matter how engaging the teacher is in class , homework will almost certainly  be stressful , boring and tiring. We know that there is no direct link between how much homework is set and grades.             

Some people believe that homework isn't a waste of time. You have to try your best to do the homework that's given to you. Millions of people work for themselves or work from home. The main aim of education is to prepare us for the rest of their lives. Homework is teaching us a key skill that we will need in the future . When we do homework we are learning on our own.                 Homework is a responsibility. We should expect to get a certain amount of homework per day. Homework aids class work by providing a space for those who haven't finished the work. Teachers will need to mark and go through work whether it's classwork or homework . Whether homework puts us off learning will always depend on what the homework we are given is.            

This paragraph presents that homework is a responsibility for high school kids and students. The importance of this argument is that homework takes away time from spending it with family and friends.  The reader should take homework away from this because it's it takes a long time to do and it's a waste of time.

Similar Articles

Join the discussion.

This article has 7 comments.

• Subscribe to Teen Ink magazine
• Submit to Teen Ink
• Find A College
• Find a Summer Program

Share this on

Send to a friend.

Thank you for sharing this page with a friend!

Tell my friends

Choose what to email.

Which of your works would you like to tell your friends about? (These links will automatically appear in your email.)

Send your email

Delete my account, we hate to see you go please note as per our terms and conditions, you agreed that all materials submitted become the property of teen ink. going forward, your work will remain on teenink.com submitted “by anonymous.”, delete this, change anonymous status, send us site feedback.

If you have a suggestion about this website or are experiencing a problem with it, or if you need to report abuse on the site, please let us know. We try to make TeenInk.com the best site it can be, and we take your feedback very seriously. Please note that while we value your input, we cannot respond to every message. Also, if you have a comment about a particular piece of work on this website, please go to the page where that work is displayed and post a comment on it. Thank you!

Pardon Our Dust

Teen Ink is currently undergoing repairs to our image server. In addition to being unable to display images, we cannot currently accept image submissions. All other parts of the website are functioning normally. Please check back to submit your art and photography and to enjoy work from teen artists around the world!

Best Ways of Eco-Friendly Hair Care

Keeping Your Family Safe: Why It Matters Every Single Day 

DIY Perfumery: Crafting Your Own Fragrances at Home

How to Manage Stress and Cholesterol Levels for Better Heart Health

• your relationship
• young adults
• Yaro Starak
• writing style

3 Reasons Why Doing Homework is a Waste of Time

Table of Contents

Not a sign of intelligence, doesn’t make much sense, makes you miss the motivation wave, wrapping up.

Students are often burdened with doing homework assignments that get the better of them and their valuable time. However, it is also possible for these students to use this time instead for doing other productive tasks or even for intended procrastination, which may in-turn help increase productivity. Here’s a viewpoint on why doing homework is a waste of time and how to use this time to better your productivity. ~ Ed. 

Do you know people who always have tons of motivation to do homework ?

I haven’t come across such people. Though there might be a few, I guess majority want to avoid doing homework.

Me too! But it turns out that it`s okay to be a bit lazy. It’s okay not to have motivation for doing homework.

Let me bring it down real quick. It is okay to have zero desire to do homework and to procrastinate for hours instead of being all energetic and productive.

No, it doesn’t mean that you’re lazy or foolish; this phenomenon has many explanations. But the thing you’ve got to remember for sure is that it is fine if you can’t catch up with the A-students.

First and foremost, you’ve got to face reality here. How important are the grades for you?

If you want to receive a grand to get a master’s degree in another country, then, of course, grades are important. When all you need is a diploma which you will proudly hand over to your mom and never use it again, then you have the right to dedicate some time to procrastination .

Don’t you dare to think that I’m trying to lure you into the world of drop-outs and couch potatoes? I only want you to learn how to set your priorities right.

Success in life cannot be determined by the number of essays that you wrote at the university. You may not even write them at all. The simplest way to avoid all that stress is by addressing a good homework doer service.

I’m going to calm down your stressed out nervous system and conscience, and tell you why you shouldn’t be all anxious about having zero motivation to do homework.

But before we do that, please note that such an emotional state when you have little desire to do anything, not just your homework, may be a sign of such serious mental condition as clinical depression. So, please be careful with that and never hesitate to ask for professional help.

Okay, so as per my thoughts, here are the three main reasons why doing homework is a waste of time:

As I’ve mentioned above, a state of procrastination doesn’t necessarily point out to your inability to study.

A scientific study reports that people who have a higher intellectual level tend to procrastinate more . Just don’t perceive this information as an excuse for your social media addiction, it doesn’t work this way. How is that even related?

It’s believed that very smart people are thinking all the time, even without realizing it. They have very active brain activity, and they may even try to solve the world issues on the subconscious level.

The moments of procrastination are highly important for people of this type. It gives their brains a chance to cool off and relax a little bit. Because, yes, our brain does get tired from time to time, and it can switch off your concentration and attention when it feels like having a little rest so that you can go on with all the thinking processes.

No matter how much you love studying, and no matter how great your university is, still there is no way of avoiding some absurd and senseless assignments. You have no idea why you would do this or why such a huge piece of work is assessed with so few points.

Your logic isn’t as dead as you may think. It’s still somewhere in there, and it can give you a hint that you really shouldn’t do this task because it’s nothing but a complete waste of time. Of course, you lose any kind of motivation with such assignment.

Don’t worry. Just think whether this homework will have a big impact on your final score and then make a decision.

One of the biggest mistakes that you can do while feeling all down and unmotivated is looking at other people, who seem extremely productive and compare your pitiful self to those walking energizers.

We all may feel that way from time to time – mainly because our powers aren’t infinite. We get tired and worn out. So, just stop sobbing and go out for a walk. You’ll be surprised how inspirational one single stroll around the town can be. Your demotivation just a phase, and you’ve got to get over it.

And while you’re still in the moment when you can get nothing done, make a list of activities and tasks that you need to finish.

Then you have to learn how to be a surfboarder. No need to buy a ticket to Australia, you just need to learn how to catch the waves. One “wave of motivation,” to be precise.

Have you noticed that sometimes the feeling of productivity and endless energy rushes through your veins, and you just get everything done in no time?

Congrats, you`re just an average human being. You need to learn how to spot those moments of motivation and get as much work done as it’s humanly possible.

And when you have a day or two of no motivation at all, you won’t feel so frustrated because you know for sure that the productivity will eventually come back.

Doing homework is not a sign of intelligence. It’s okay to procrastinate at times if it helps you relax and solve bigger issues.

If you think your homework doesn’t make much sense or it’s not worth spending your valuable time that you can use elsewhere for more worthy tasks, then you may think of using any homework services.

Missing out on the homework may give you the opportunity not to miss the motivation wave that can help you become more productive .

Over to you –

Have you ever felt that doing homework is a waste of time? Share in the comments.

Disclaimer: The views expressed are entirely of the author.

Disclaimer: Though the views expressed are of the author’s own, this article has been checked for its authenticity of information and resource links provided for a better and deeper understanding of the subject matter. However, you're suggested to make your diligent research and consult subject experts to decide what is best for you. If you spot any factual errors, spelling, or grammatical mistakes in the article, please report at [email protected] . Thanks.

• procrastination

Leave a Reply Cancel reply

Your email address will not be published. Required fields are marked *

Save my name, email, and website in this browser for the next time I comment.

This site uses Akismet to reduce spam. Learn how your comment data is processed .

7 Ways to Feel Strong Postpartum

• Self Improvement

How to Optimize Your Life for More Happiness and Success

Related posts.

• Making Money

How to Make Money Writing Essays and Research Papers Online

• Jobs & Education

College Application: How to Begin and 4 Basic Tips

How The Writing Process Helps To Improve Your Content

How to Write a Book And Get it Published: A Beginner’s Guide

11 Surprising Homework Statistics, Facts & Data

Chris Drew (PhD)

Dr. Chris Drew is the founder of the Helpful Professor. He holds a PhD in education and has published over 20 articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education. [Image Descriptor: Photo of Chris]

Learn about our Editorial Process

The age-old question of whether homework is good or bad for students is unanswerable because there are so many “ it depends ” factors.

For example, it depends on the age of the child, the type of homework being assigned, and even the child’s needs.

There are also many conflicting reports on whether homework is good or bad. This is a topic that largely relies on data interpretation for the researcher to come to their conclusions.

To cut through some of the fog, below I’ve outlined some great homework statistics that can help us understand the effects of homework on children.

Homework Statistics List

1. 45% of parents think homework is too easy for their children.

A study by the Center for American Progress found that parents are almost twice as likely to believe their children’s homework is too easy than to disagree with that statement.

Here are the figures for math homework:

• 46% of parents think their child’s math homework is too easy.
• 25% of parents think their child’s math homework is not too easy.
• 29% of parents offered no opinion.

Here are the figures for language arts homework:

• 44% of parents think their child’s language arts homework is too easy.
• 28% of parents think their child’s language arts homework is not too easy.
• 28% of parents offered no opinion.

These findings are based on online surveys of 372 parents of school-aged children conducted in 2018.

2. 93% of Fourth Grade Children Worldwide are Assigned Homework

The prestigious worldwide math assessment Trends in International Maths and Science Study (TIMSS) took a survey of worldwide homework trends in 2007. Their study concluded that 93% of fourth-grade children are regularly assigned homework, while just 7% never or rarely have homework assigned.

3. 17% of Teens Regularly Miss Homework due to Lack of High-Speed Internet Access

A 2018 Pew Research poll of 743 US teens found that 17%, or almost 2 in every 5 students, regularly struggled to complete homework because they didn’t have reliable access to the internet.

This figure rose to 25% of Black American teens and 24% of teens whose families have an income of less than $30,000 per year.

4. Parents Spend 6.7 Hours Per Week on their Children’s Homework

A 2018 study of 27,500 parents around the world found that the average amount of time parents spend on homework with their child is 6.7 hours per week. Furthermore, 25% of parents spend more than 7 hours per week on their child’s homework.

American parents spend slightly below average at 6.2 hours per week, while Indian parents spend 12 hours per week and Japanese parents spend 2.6 hours per week.

5. Students in High-Performing High Schools Spend on Average 3.1 Hours per night Doing Homework

A study by Galloway, Conner & Pope (2013) conducted a sample of 4,317 students from 10 high-performing high schools in upper-middle-class California. 

Across these high-performing schools, students self-reported that they did 3.1 hours per night of homework.

Graduates from those schools also ended up going on to college 93% of the time.

6. One to Two Hours is the Optimal Duration for Homework

A 2012 peer-reviewed study in the High School Journal found that students who conducted between one and two hours achieved higher results in tests than any other group.

However, the authors were quick to highlight that this “t is an oversimplification of a much more complex problem.” I’m inclined to agree. The greater variable is likely the quality of the homework than time spent on it.

Nevertheless, one result was unequivocal: that some homework is better than none at all : “students who complete any amount of homework earn higher test scores than their peers who do not complete homework.”

7. 74% of Teens cite Homework as a Source of Stress

A study by the Better Sleep Council found that homework is a source of stress for 74% of students. Only school grades, at 75%, rated higher in the study.

That figure rises for girls, with 80% of girls citing homework as a source of stress.

Similarly, the study by Galloway, Conner & Pope (2013) found that 56% of students cite homework as a “primary stressor” in their lives.

8. US Teens Spend more than 15 Hours per Week on Homework

The same study by the Better Sleep Council also found that US teens spend over 2 hours per school night on homework, and overall this added up to over 15 hours per week.

Surprisingly, 4% of US teens say they do more than 6 hours of homework per night. That’s almost as much homework as there are hours in the school day.

The only activity that teens self-reported as doing more than homework was engaging in electronics, which included using phones, playing video games, and watching TV.

9. The 10-Minute Rule

The National Education Association (USA) endorses the concept of doing 10 minutes of homework per night per grade.

For example, if you are in 3rd grade, you should do 30 minutes of homework per night. If you are in 4th grade, you should do 40 minutes of homework per night.

However, this ‘rule’ appears not to be based in sound research. Nevertheless, it is true that homework benefits (no matter the quality of the homework) will likely wane after 2 hours (120 minutes) per night, which would be the NEA guidelines’ peak in grade 12.

10. 21.9% of Parents are Too Busy for their Children’s Homework

An online poll of nearly 300 parents found that 21.9% are too busy to review their children’s homework. On top of this, 31.6% of parents do not look at their children’s homework because their children do not want their help. For these parents, their children’s unwillingness to accept their support is a key source of frustration.

11. 46.5% of Parents find Homework too Hard

The same online poll of parents of children from grades 1 to 12 also found that many parents struggle to help their children with homework because parents find it confusing themselves. Unfortunately, the study did not ask the age of the students so more data is required here to get a full picture of the issue.

Get a Pdf of this article for class

Enjoy subscriber-only access to this article’s pdf

Interpreting the Data

Unfortunately, homework is one of those topics that can be interpreted by different people pursuing differing agendas. All studies of homework have a wide range of variables, such as:

• What age were the children in the study?
• What was the homework they were assigned?
• What tools were available to them?
• What were the cultural attitudes to homework and how did they impact the study?
• Is the study replicable?

The more questions we ask about the data, the more we realize that it’s hard to come to firm conclusions about the pros and cons of homework .

Furthermore, questions about the opportunity cost of homework remain. Even if homework is good for children’s test scores, is it worthwhile if the children consequently do less exercise or experience more stress?

Thus, this ends up becoming a largely qualitative exercise. If parents and teachers zoom in on an individual child’s needs, they’ll be able to more effectively understand how much homework a child needs as well as the type of homework they should be assigned.

Related: Funny Homework Excuses

The debate over whether homework should be banned will not be resolved with these homework statistics. But, these facts and figures can help you to pursue a position in a school debate on the topic – and with that, I hope your debate goes well and you develop some great debating skills!

• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd-2/ 10 Reasons you’re Perpetually Single
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd-2/ 20 Montessori Toddler Bedrooms (Design Inspiration)
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd-2/ 21 Montessori Homeschool Setups
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd-2/ 101 Hidden Talents Examples

Leave a Comment Cancel Reply

Your email address will not be published. Required fields are marked *

• Future Students
• Current Students
• Faculty/Staff

News and Media

• News & Media Home
• Research Stories
• School’s In
• In the Media

You are here

More than two hours of homework may be counterproductive, research suggests.

A Stanford education researcher found that too much homework can negatively affect kids, especially their lives away from school, where family, friends and activities matter.   "Our findings on the effects of homework challenge the traditional assumption that homework is inherently good," wrote Denise Pope , a senior lecturer at the Stanford Graduate School of Education and a co-author of a study published in the Journal of Experimental Education .   The researchers used survey data to examine perceptions about homework, student well-being and behavioral engagement in a sample of 4,317 students from 10 high-performing high schools in upper-middle-class California communities. Along with the survey data, Pope and her colleagues used open-ended answers to explore the students' views on homework.   Median household income exceeded $90,000 in these communities, and 93 percent of the students went on to college, either two-year or four-year.   Students in these schools average about 3.1 hours of homework each night.   "The findings address how current homework practices in privileged, high-performing schools sustain students' advantage in competitive climates yet hinder learning, full engagement and well-being," Pope wrote.   Pope and her colleagues found that too much homework can diminish its effectiveness and even be counterproductive. They cite prior research indicating that homework benefits plateau at about two hours per night, and that 90 minutes to two and a half hours is optimal for high school.   Their study found that too much homework is associated with:   • Greater stress : 56 percent of the students considered homework a primary source of stress, according to the survey data. Forty-three percent viewed tests as a primary stressor, while 33 percent put the pressure to get good grades in that category. Less than 1 percent of the students said homework was not a stressor.   • Reductions in health : In their open-ended answers, many students said their homework load led to sleep deprivation and other health problems. The researchers asked students whether they experienced health issues such as headaches, exhaustion, sleep deprivation, weight loss and stomach problems.   • Less time for friends, family and extracurricular pursuits : Both the survey data and student responses indicate that spending too much time on homework meant that students were "not meeting their developmental needs or cultivating other critical life skills," according to the researchers. Students were more likely to drop activities, not see friends or family, and not pursue hobbies they enjoy.   A balancing act   The results offer empirical evidence that many students struggle to find balance between homework, extracurricular activities and social time, the researchers said. Many students felt forced or obligated to choose homework over developing other talents or skills.   Also, there was no relationship between the time spent on homework and how much the student enjoyed it. The research quoted students as saying they often do homework they see as "pointless" or "mindless" in order to keep their grades up.   "This kind of busy work, by its very nature, discourages learning and instead promotes doing homework simply to get points," said Pope, who is also a co-founder of Challenge Success , a nonprofit organization affiliated with the GSE that conducts research and works with schools and parents to improve students' educational experiences..   Pope said the research calls into question the value of assigning large amounts of homework in high-performing schools. Homework should not be simply assigned as a routine practice, she said.   "Rather, any homework assigned should have a purpose and benefit, and it should be designed to cultivate learning and development," wrote Pope.   High-performing paradox   In places where students attend high-performing schools, too much homework can reduce their time to foster skills in the area of personal responsibility, the researchers concluded. "Young people are spending more time alone," they wrote, "which means less time for family and fewer opportunities to engage in their communities."   Student perspectives   The researchers say that while their open-ended or "self-reporting" methodology to gauge student concerns about homework may have limitations – some might regard it as an opportunity for "typical adolescent complaining" – it was important to learn firsthand what the students believe.   The paper was co-authored by Mollie Galloway from Lewis and Clark College and Jerusha Conner from Villanova University.

Clifton B. Parker is a writer at the Stanford News Service .

More Stories

⟵ Go to all Research Stories

Get the Educator

Subscribe to our monthly newsletter.

Stanford Graduate School of Education

482 Galvez Mall Stanford, CA 94305-3096 Tel: (650) 723-2109

• Contact Admissions
• GSE Leadership
• Site Feedback
• Web Accessibility
• Career Resources
• Faculty Open Positions
• Explore Courses
• Academic Calendar
• Office of the Registrar
• Cubberley Library
• StanfordWho
• StanfordYou

Improving lives through learning

• Stanford Home
• Maps & Directions
• Search Stanford
• Emergency Info
• Terms of Use
• Non-Discrimination
• Accessibility

© Stanford University , Stanford , California 94305 .

• Purpose, Vision and Values
• Education Strategy
• Board of Trustees
• Leadership Team
• Our History
• Approach to Learning
• Sustainability
• Global Strategic Partners
• Bursaries at ACS
• School Calendars
• School Policies
• Partnerships
• Future Ready Schools
• Annual Report
• Ways to Give
• Safeguarding
• Health and Safety
• Welcome to Alumni & Friends
• Stay Connected
• Alumni Events
• History & Archives
• Alumni Stories
• Working at ACS
• Recruitment Events
• News & Views
• Get in touch

Featured Post

15/ Jul/ 2024

ACS adds ‘Belonging’ to its ‘Diversity, Equity and Inclusion’ strategy

10 / 08 / 2018

Is homework a waste of time?

Homework has always been one of the biggest challenges to school and home life, causing family tension, stress and time pressures.

Research from Stanford Graduate School of Education conducted amongst 4,300 students highlighted that over 56 per cent considered homework to be a primary source of stress, whilst others reported increased levels of anxiety, sleep deprivation, exhaustion and weight loss.

After considerable review and debate, ACS Egham has decided to drop ‘traditional’ homework for students aged four to eleven.

The educational debate over the merits of homework has been going on a long time, with different countries taking very different approaches. Wanting to discover the best approach to setting homework to achieve optimal wellbeing for students and parents, our teaching team collaborated on a research project to help find the solution. Our findings highlighted that for homework to be truly effective, it must be highly personalised for each student. So we set about making these changes.

Traditional homework

Traditional homework or ‘busy work’, as we like to call it, is generic across a class, and does little to enhance the individual student learning experience. This kind of homework assumes that every student is the same, that each has the same maturity, concentration and ability level. It is, therefore… a bit lazy. As we all know, in real-life abilities vary enormously from one person to the next, and students can often find this type of homework very stressful, especially if they feel they have been set impossible tasks that they must face alone.

Children are already at school for some seven hours a day and ‘busy work’ simply eats up their free time, which they could be better spending with their families, or taking part in extra-curricular activities to refresh their minds and bodies. Younger students especially should be encouraged to use time after school for unstructured play and developing their own creativity.

Reflecting upon these issues, we decided to replace ‘busy work’ with a personal, guided approach building on class work and learning, which parents and students can share together, making the work more meaningful, manageable and worthwhile.

Personalised approaches

Instead of setting homework, ACS Egham teachers share with parents the learning topics for the upcoming term and suggest that these subjects are explored at home. The Lower School intranet hosts ‘talk topics’ which link in with lessons and can be discussed at home around the dinner table or during car journeys. We also include extra-curricular activities which tie in to each unit, such as visiting a museum, art exhibition, or hands on activities.

Arithmetic and literacy skills can also be enhanced at home without endless sums and compulsory reading times. Parents can help their children practice mathematical skills in everyday scenes; calculating a grocery budget, or measuring furniture on a trip to IKEA. Equally, parents are actively encouraged to read with students as much as they can, and for as long as it’s enjoyable. When reading is not a chore but an enjoyable activity, students’ literacy skills increase.

All these opportunities allow students to apply their class-based learning in a different context. In a multi-cultural class, exploring topics at home can be particularly important for students who have a native language other than English, giving them the forum in which to widen their vocabulary in their mother tongue. If students have struggled with a specific task, parents can notify the teachers, enabling teachers to give more targeted support in these areas.

Alternative education systems

In Finland, students are generally assigned virtually no homework; they don’t start school until age seven, and the school day is short. Despite this, Finland is considered to have one of the leading education systems in the world. Finnish students achieve some of the world’s best international PISA (Programme for International Student Assessment) test results; in 2016 achieving fourth place in reading compared to the UK in 22nd place, and 12th place in maths, compared the UK in 27th place.

According to a BBC article, a key concept in the Finnish school system is trust, where there’s little homework and no culture of extra private tuition. This trust is built from parents’ trusting schools to deliver a good education within the school day, and schools putting trust in the quality of their teachers. This certainly resonates with our opinions on homework; if a student has been delivered a quality education in the school day, there should be no need to spend hours in the evening carrying out a rigid schedule of homework.

Developing skills for the future

We prepare our nine to eleven year olds for secondary education through ‘I-Inquiry’ projects. These are individual research topics which students investigate over a period of four to six weeks. Recently students designed, created and built virtual models of their own imaginary planets, following a unit of inquiry that explored the solar system.

Using their iPads, students researched the characteristics of different planets before creating and naming their own. The final projects were then presented back to the class using iPads, artistic drawings and in some cases, hand built models.

Through the I-Inquiry project, students developed a whole range of essential life skills. These included time management and organisational skills, as students were required to work on the project both at home and at school; independent inquiry, exploring different sources to create their planet; as well as helping develop a creative mindset. Students also enhanced their communication skills and public speaking through their final presentations. Most importantly, students were energised by their learning and engaged with their subjects on a much deeper level.

We strongly believe that setting homework for the sake of it doesn’t benefit children or prepare them in a robust way for their next steps. It can also be a cause of family stress and tension, and potentially even hinder the wellbeing of the student. Where we’ve adopted our new approach at ACS Egham, we can see our students develop life skills through extra-curricular activities, spending time with their friends and family, and engaging at home with meaningful, highly personalised tasks, like the I-Inquiry Projects, which equips them for success beyond education and develops a curious mind as well as a lifelong love of learning.

What's Happening

23 Aug 2024

STEAM if you want to go faster: 10,000 schoolchildren set to return to Thorpe Park for thrilling educational event

Ib or a levels: which will get you further.

22 Aug 2024

ACS International School Egham celebrates excellent Middle Years results

Is Homework Valuable or Not? Try Looking at Quality Instead

• Share article

Is there an end in sight to the “homework wars?”

Homework is one those never-ending debates in K-12 circles that re-emerges every few years, bringing with it a new collection of headlines. Usually they bemoan how much homework students have, or highlight districts and even states that have sought to cap or eliminate homework .

Now, a new analysis from the Center for American Progress suggests a more fruitful way of thinking about this problem. Maybe, it suggests, what we should be doing is looking at what students are routinely being asked to do in take-home assignments, how well that homework supports their learning goals (or doesn’t), and make changes from there.

The analysis of nearly 200 pieces of homework concludes that much of what students are asked to do aligns to the Common Core State Standards—a testament to how pervasive the standards are in the U.S. education system, even though many states have tweaked, renamed, or replaced them. However, most of the homework embodied basic, procedural components of the standards, rather than the more difficult skills—such as analyzing or extending their knowledge to new problems.

“We were surprised by the degree of alignment. And we were also surprised by the degree that the homework was rote, and how much some of this stuff felt like Sudoku,” said Ulrich Boser, a senior fellow at CAP. “It made the homework debate make a lot more sense about why parents are frustrated.”

It is also similar to the findings of groups like the Education Trust, which have found that classwork tends to be aligned to state standards, but not all that rigorous.

Collecting Homework Samples

The CAP analysis appears to be one of the first studies to look at homework rigor using a national survey lens. Many studies of homework are based on one school or one district’s assignments, which obviously limits their applicability. Attempts to synthesize all this research have led to some hard-to-parse conclusions. One of the most cited studies concludes there’s some connection for grades 6-12 between homework and test scores, but less so for elementary students, and less of an impact on actual grades.

Another problem is that students’ experiences with homework seem to vary so dramatically: A Brookings Institution report based on survey data from the National Assessment of Educational Progress concluded that, while on average students aren’t overburdened by homework, a subset of students do appear to get hours upon hours.

The CAP analysis, instead, was based on getting a sample of parents from across the country to send in examples of their children’s homework. The researchers used MTurk, a crowdsourcing service offered by Amazon.com to recruit parents. Of the 372 parents who responded, the researchers got a pile of 187 useable assignments. Next, John Smithson, an emeritus researcher at the University of Wisconsin-Madison, had teams grade them on a taxonomy looking at both the content and the “cognitive demand,” or difficulty, of the work. The index fell on a 1 to 10 scale, with a score 4 to 6 range considered as “good” alignment.

The results? On average, math assignments fell within this range, while the ELA ones were slightly weaker, in the 3 to 5 range.

But the real eye-opening graphic is this one, which shows that by far the assignments were mostly low-level.

This makes some logical sense when you think about it. Just as with teaching and testing, it is much easier to write homework assignments prioritizing basic arithmetic drills and fill-in-the-blank vocabulary words than ones that get students to “prove” or “generalize” some tenet. (I suspect prepackaged curricula, too, probably lean more toward rote stuff than cognitively demanding exercises.)

Here’s another explanation: Many teachers believe homework should be for practicing known content, not learning something new. This is partially to help close the “homework gap” that surfaces because some students can access parent help or help via technology, while other students can’t. It’s possible that teachers are purposefully giving lower-level work to their students to take home for this reason.

To be sure, Boser said, it’s not that all lower-level work is intrinsically bad: Memorization does have a place in learning. But assignments like color-in-the-blank and word searches are probably just a waste of students’ time. “Homework assignments,” the study says, “should be thought-provoking.”

Study Limitations

The study does come with some significant limitations, so you must use caution in discussing its results. The surveyed population differs from the population at large, overrepresenting mothers over fathers and parents of K-5 students, and underrepresenting black parents. Also, the majority of the assignments the parents sent in came from the elementary grades.

The report makes suggestions on how districts can strategically improve the quality of their homework, rather than deciding to chuck it out altogether.

One is to is to audit homework assignments to make sure they’re actually useful at building some of the more difficult skills. Another is to extend the “curriculum revolution” of the last decade, which has focused more attention on the quality and alignment of textbooks and materials, to homework. A third is to use appropriate technology so students can access out-of-school supports for challenging homework.

A version of this news article first appeared in the Curriculum Matters blog.

Sign Up for EdWeek Update

We need your support today

Independent journalism is more important than ever. Vox is here to explain this unprecedented election cycle and help you understand the larger stakes. We will break down where the candidates stand on major issues, from economic policy to immigration, foreign policy, criminal justice, and abortion. We’ll answer your biggest questions, and we’ll explain what matters — and why. This timely and essential task, however, is expensive to produce.

We rely on readers like you to fund our journalism. Will you support our work and become a Vox Member today?

• The Highlight

Nobody knows what the point of homework is

The homework wars are back.

by Jacob Sweet

As the Covid-19 pandemic began and students logged into their remote classrooms, all work, in effect, became homework. But whether or not students could complete it at home varied. For some, schoolwork became public-library work or McDonald’s-parking-lot work.

Luis Torres, the principal of PS 55, a predominantly low-income community elementary school in the south Bronx, told me that his school secured Chromebooks for students early in the pandemic only to learn that some lived in shelters that blocked wifi for security reasons. Others, who lived in housing projects with poor internet reception, did their schoolwork in laundromats.

According to a 2021 Pew survey , 25 percent of lower-income parents said their children, at some point, were unable to complete their schoolwork because they couldn’t access a computer at home; that number for upper-income parents was 2 percent.

The issues with remote learning in March 2020 were new. But they highlighted a divide that had been there all along in another form: homework. And even long after schools have resumed in-person classes, the pandemic’s effects on homework have lingered.

Over the past three years, in response to concerns about equity, schools across the country, including in Sacramento, Los Angeles , San Diego , and Clark County, Nevada , made permanent changes to their homework policies that restricted how much homework could be given and how it could be graded after in-person learning resumed.

Three years into the pandemic, as districts and teachers reckon with Covid-era overhauls of teaching and learning, schools are still reconsidering the purpose and place of homework. Whether relaxing homework expectations helps level the playing field between students or harms them by decreasing rigor is a divisive issue without conclusive evidence on either side, echoing other debates in education like the elimination of standardized test scores from some colleges’ admissions processes.

I first began to wonder if the homework abolition movement made sense after speaking with teachers in some Massachusetts public schools, who argued that rather than help disadvantaged kids, stringent homework restrictions communicated an attitude of low expectations. One, an English teacher, said she felt the school had “just given up” on trying to get the students to do work; another argued that restrictions that prohibit teachers from assigning take-home work that doesn’t begin in class made it difficult to get through the foreign-language curriculum. Teachers in other districts have raised formal concerns about homework abolition’s ability to close gaps among students rather than widening them.

Many education experts share this view. Harris Cooper, a professor emeritus of psychology at Duke who has studied homework efficacy, likened homework abolition to “playing to the lowest common denominator.”

But as I learned after talking to a variety of stakeholders — from homework researchers to policymakers to parents of schoolchildren — whether to abolish homework probably isn’t the right question. More important is what kind of work students are sent home with and where they can complete it. Chances are, if schools think more deeply about giving constructive work, time spent on homework will come down regardless.

There’s no consensus on whether homework works

The rise of the no-homework movement during the Covid-19 pandemic tapped into long-running disagreements over homework’s impact on students. The purpose and effectiveness of homework have been disputed for well over a century. In 1901, for instance, California banned homework for students up to age 15, and limited it for older students, over concerns that it endangered children’s mental and physical health. The newest iteration of the anti-homework argument contends that the current practice punishes students who lack support and rewards those with more resources, reinforcing the “myth of meritocracy.”

But there is still no research consensus on homework’s effectiveness; no one can seem to agree on what the right metrics are. Much of the debate relies on anecdotes, intuition, or speculation.

Researchers disagree even on how much research exists on the value of homework. Kathleen Budge, the co-author of Turning High-Poverty Schools Into High-Performing Schools and a professor at Boise State, told me that homework “has been greatly researched.” Denise Pope, a Stanford lecturer and leader of the education nonprofit Challenge Success, said, “It’s not a highly researched area because of some of the methodological problems.”

Experts who are more sympathetic to take-home assignments generally support the “10-minute rule,” a framework that estimates the ideal amount of homework on any given night by multiplying the student’s grade by 10 minutes. (A ninth grader, for example, would have about 90 minutes of work a night.) Homework proponents argue that while it is difficult to design randomized control studies to test homework’s effectiveness, the vast majority of existing studies show a strong positive correlation between homework and high academic achievement for middle and high school students. Prominent critics of homework argue that these correlational studies are unreliable and point to studies that suggest a neutral or negative effect on student performance. Both agree there is little to no evidence for homework’s effectiveness at an elementary school level, though proponents often argue that it builds constructive habits for the future.

For anyone who remembers homework assignments from both good and bad teachers, this fundamental disagreement might not be surprising. Some homework is pointless and frustrating to complete. Every week during my senior year of high school, I had to analyze a poem for English and decorate it with images found on Google; my most distinct memory from that class is receiving a demoralizing 25-point deduction because I failed to present my analysis on a poster board. Other assignments really do help students learn: After making an adapted version of Chairman Mao’s Little Red Book for a ninth grade history project, I was inspired to check out from the library and read a biography of the Chinese ruler.

For homework opponents, the first example is more likely to resonate. “We’re all familiar with the negative effects of homework: stress, exhaustion, family conflict, less time for other activities, diminished interest in learning,” Alfie Kohn, author of The Homework Myth, which challenges common justifications for homework, told me in an email. “And these effects may be most pronounced among low-income students.” Kohn believes that schools should make permanent any moratoria implemented during the pandemic, arguing that there are no positives at all to outweigh homework’s downsides. Recent studies , he argues , show the benefits may not even materialize during high school.

In the Marlborough Public Schools, a suburban district 45 minutes west of Boston, school policy committee chair Katherine Hennessy described getting kids to complete their homework during remote education as “a challenge, to say the least.” Teachers found that students who spent all day on their computers didn’t want to spend more time online when the day was over. So, for a few months, the school relaxed the usual practice and teachers slashed the quantity of nightly homework.

Online learning made the preexisting divides between students more apparent, she said. Many students, even during normal circumstances, lacked resources to keep them on track and focused on completing take-home assignments. Though Marlborough Schools is more affluent than PS 55, Hennessy said many students had parents whose work schedules left them unable to provide homework help in the evenings. The experience tracked with a common divide in the country between children of different socioeconomic backgrounds.

So in October 2021, months after the homework reduction began, the Marlborough committee made a change to the district’s policy. While teachers could still give homework, the assignments had to begin as classwork. And though teachers could acknowledge homework completion in a student’s participation grade, they couldn’t count homework as its own grading category. “Rigorous learning in the classroom does not mean that that classwork must be assigned every night,” the policy stated . “Extensions of class work is not to be used to teach new content or as a form of punishment.”

Canceling homework might not do anything for the achievement gap

The critiques of homework are valid as far as they go, but at a certain point, arguments against homework can defy the commonsense idea that to retain what they’re learning, students need to practice it.

“Doesn’t a kid become a better reader if he reads more? Doesn’t a kid learn his math facts better if he practices them?” said Cathy Vatterott, an education researcher and professor emeritus at the University of Missouri-St. Louis. After decades of research, she said it’s still hard to isolate the value of homework, but that doesn’t mean it should be abandoned.

Blanket vilification of homework can also conflate the unique challenges facing disadvantaged students as compared to affluent ones, which could have different solutions. “The kids in the low-income schools are being hurt because they’re being graded, unfairly, on time they just don’t have to do this stuff,” Pope told me. “And they’re still being held accountable for turning in assignments, whether they’re meaningful or not.” On the other side, “Palo Alto kids” — students in Silicon Valley’s stereotypically pressure-cooker public schools — “are just bombarded and overloaded and trying to stay above water.”

Merely getting rid of homework doesn’t solve either problem. The United States already has the second-highest disparity among OECD (the Organisation for Economic Co-operation and Development) nations between time spent on homework by students of high and low socioeconomic status — a difference of more than three hours, said Janine Bempechat, clinical professor at Boston University and author of No More Mindless Homework .

When she interviewed teachers in Boston-area schools that had cut homework before the pandemic, Bempechat told me, “What they saw immediately was parents who could afford it immediately enrolled their children in the Russian School of Mathematics,” a math-enrichment program whose tuition ranges from $140 to about $400 a month. Getting rid of homework “does nothing for equity; it increases the opportunity gap between wealthier and less wealthy families,” she said. “That solution troubles me because it’s no solution at all.”

A group of teachers at Wakefield High School in Arlington, Virginia, made the same point after the school district proposed an overhaul of its homework policies, including removing penalties for missing homework deadlines, allowing unlimited retakes, and prohibiting grading of homework.

“Given the emphasis on equity in today’s education systems,” they wrote in a letter to the school board, “we believe that some of the proposed changes will actually have a detrimental impact towards achieving this goal. Families that have means could still provide challenging and engaging academic experiences for their children and will continue to do so, especially if their children are not experiencing expected rigor in the classroom.” At a school where more than a third of students are low-income, the teachers argued, the policies would prompt students “to expect the least of themselves in terms of effort, results, and responsibility.”

Not all homework is created equal

Despite their opposing sides in the homework wars, most of the researchers I spoke to made a lot of the same points. Both Bempechat and Pope were quick to bring up how parents and schools confuse rigor with workload, treating the volume of assignments as a proxy for quality of learning. Bempechat, who is known for defending homework, has written extensively about how plenty of it lacks clear purpose, requires the purchasing of unnecessary supplies, and takes longer than it needs to. Likewise, when Pope instructs graduate-level classes on curriculum, she asks her students to think about the larger purpose they’re trying to achieve with homework: If they can get the job done in the classroom, there’s no point in sending home more work.

At its best, pandemic-era teaching facilitated that last approach. Honolulu-based teacher Christina Torres Cawdery told me that, early in the pandemic, she often had a cohort of kids in her classroom for four hours straight, as her school tried to avoid too much commingling. She couldn’t lecture for four hours, so she gave the students plenty of time to complete independent and project-based work. At the end of most school days, she didn’t feel the need to send them home with more to do.

A similar limited-homework philosophy worked at a public middle school in Chelsea, Massachusetts. A couple of teachers there turned as much class as possible into an opportunity for small-group practice, allowing kids to work on problems that traditionally would be assigned for homework, Jessica Flick, a math coach who leads department meetings at the school, told me. It was inspired by a philosophy pioneered by Simon Fraser University professor Peter Liljedahl, whose influential book Building Thinking Classrooms in Mathematics reframes homework as “check-your-understanding questions” rather than as compulsory work. Last year, Flick found that the two eighth grade classes whose teachers adopted this strategy performed the best on state tests, and this year, she has encouraged other teachers to implement it.

Teachers know that plenty of homework is tedious and unproductive. Jeannemarie Dawson De Quiroz, who has taught for more than 20 years in low-income Boston and Los Angeles pilot and charter schools, says that in her first years on the job she frequently assigned “drill and kill” tasks and questions that she now feels unfairly stumped students. She said designing good homework wasn’t part of her teaching programs, nor was it meaningfully discussed in professional development. With more experience, she turned as much class time as she could into practice time and limited what she sent home.

“The thing about homework that’s sticky is that not all homework is created equal,” says Jill Harrison Berg, a former teacher and the author of Uprooting Instructional Inequity . “Some homework is a genuine waste of time and requires lots of resources for no good reason. And other homework is really useful.”

Cutting homework has to be part of a larger strategy

The takeaways are clear: Schools can make cuts to homework, but those cuts should be part of a strategy to improve the quality of education for all students. If the point of homework was to provide more practice, districts should think about how students can make it up during class — or offer time during or after school for students to seek help from teachers. If it was to move the curriculum along, it’s worth considering whether strategies like Liljedahl’s can get more done in less time.

Some of the best thinking around effective assignments comes from those most critical of the current practice. Denise Pope proposes that, before assigning homework, teachers should consider whether students understand the purpose of the work and whether they can do it without help. If teachers think it’s something that can’t be done in class, they should be mindful of how much time it should take and the feedback they should provide. It’s questions like these that De Quiroz considered before reducing the volume of work she sent home.

More than a year after the new homework policy began in Marlborough, Hennessy still hears from parents who incorrectly “think homework isn’t happening” despite repeated assurances that kids still can receive work. She thinks part of the reason is that education has changed over the years. “I think what we’re trying to do is establish that homework may be an element of educating students,” she told me. “But it may not be what parents think of as what they grew up with. ... It’s going to need to adapt, per the teaching and the curriculum, and how it’s being delivered in each classroom.”

For the policy to work, faculty, parents, and students will all have to buy into a shared vision of what school ought to look like. The district is working on it — in November, it hosted and uploaded to YouTube a round-table discussion on homework between district administrators — but considering the sustained confusion, the path ahead seems difficult.

When I asked Luis Torres about whether he thought homework serves a useful part in PS 55’s curriculum, he said yes, of course it was — despite the effort and money it takes to keep the school open after hours to help them do it. “The children need the opportunity to practice,” he said. “If you don’t give them opportunities to practice what they learn, they’re going to forget.” But Torres doesn’t care if the work is done at home. The school stays open until around 6 pm on weekdays, even during breaks. Tutors through New York City’s Department of Youth and Community Development programs help kids with work after school so they don’t need to take it with them.

As schools weigh the purpose of homework in an unequal world, it’s tempting to dispose of a practice that presents real, practical problems to students across the country. But getting rid of homework is unlikely to do much good on its own. Before cutting it, it’s worth thinking about what good assignments are meant to do in the first place. It’s crucial that students from all socioeconomic backgrounds tackle complex quantitative problems and hone their reading and writing skills. It’s less important that the work comes home with them.

Jacob Sweet is a freelance writer in Somerville, Massachusetts. He is a frequent contributor to the New Yorker, among other publications.

• Mental Health
• Social Policy

Most Popular

• Georgia’s MAGA elections board is laying the groundwork for an actual stolen election
• The Trump Arlington National Cemetery controversy, explained
• Your guide to the Brittany Mahomes-Donald Trump drama, such as it is
• Kamala Harris’s big housing plan has a big problem
• What the heck is “corn sweat” and is it making the Midwest more dangerous?

Today, Explained

Understand the world with a daily explainer plus the most compelling stories of the day.

This is the title for the native ad

More in The Highlight

How being labeled “gifted” can rearrange your life — for better and for worse.

Why getting “real” in the age of personal branding feels so hard.

Japan’s early-warning system shows a few extra seconds can save scores of lives.

Being an only child doesn’t mess you up for life. We promise.

Your old friend probably wants to DM you too.

Growing up “gifted,” helping shy kids thrive, the rise of homeschools, what extracurriculars are for, and more!

• Today's news
• Reviews and deals
• Climate change
• 2024 election
• Newsletters
• Fall allergies
• Health news
• Mental health
• Sexual health
• Family health
• So mini ways
• Unapologetically
• Buying guides
• Labor Day sales

Entertainment

• How to Watch
• My watchlist
• Stock market
• Biden economy
• Personal finance
• Stocks: most active
• Stocks: gainers
• Stocks: losers
• Trending tickers
• World indices
• US Treasury bonds
• Top mutual funds
• Highest open interest
• Highest implied volatility
• Currency converter
• Basic materials
• Communication services
• Consumer cyclical
• Consumer defensive
• Financial services
• Industrials
• Real estate
• Mutual funds
• Credit cards
• Balance transfer cards
• Cash back cards
• Rewards cards
• Travel cards
• Online checking
• High-yield savings
• Money market
• Home equity loan
• Personal loans
• Student loans
• Options pit
• Fantasy football
• Pro Pick 'Em
• College Pick 'Em
• Fantasy baseball
• Fantasy hockey
• Fantasy basketball
• Download the app
• Daily fantasy
• Scores and schedules
• GameChannel
• World Baseball Classic
• Premier League
• CONCACAF League
• Champions League
• Motorsports
• Horse racing

New on Yahoo

• Privacy Dashboard

Is Homework a Waste of Students’ Time? Study Finds It’s the Biggest Cause of Teen Stress

It’s the bane of every teen’s existence. After sitting through hours at school, they leave only to get started on mountains of homework. And educators are mixed on its effectiveness . Some say the practice reinforces what students learned during the day, while others argue that it put unnecessary stress on kids and parents , who are often stuck nagging or helping.

According to a new study, conducted by the Better Sleep Council , that homework stress is the biggest source of frustration for teens, with 74 percent of those surveyed ranking it the highest, above self-esteem (51 percent) parental expectations (45 percent) and bullying (15 percent).

Homework is taking up a large chunk of their time , too — around 15-plus hours a week, with about one-third of teens reporting that it’s closer to 20-plus hours.

The stress and excessive homework adds up to lost sleep , the BSC says. According to the survey, 57 percent of teenagers said that they don’t get enough sleep, with 67 reporting that they get just five to seven hours a night — a far cry from the recommended eight to ten hours. The BSC says that their research shows that when teens feel more stressed, their sleep suffers. They go to sleep later, wake up earlier and have more trouble falling and staying asleep than less-stressed teens.

“We’re finding that teenagers are experiencing this cycle where they sacrifice their sleep to spend extra time on homework, which gives them more stress — but they don’t get better grades,” said Mary Helen Rogers, the vice president of marketing and communications for the BSC.

RELATED VIDEO: To Help Or Not To Help: Moms Talk About Whether Or Not They Help Their Children With Homework

Another interesting finding from this study: students who go to bed earlier and wake up earlier do better academically than those who stay up late, even if those night owls are spending that time doing homework.

To end this cycle of sleep deprivation and stress, the BSC recommends that students try setting a consistent time to go to sleep each night, regardless of leftover homework. And their other sleep tips are good for anyone, regardless of age — keep the temperature between 65 and 67 degrees, turn off the electronic devices before bed, make sure the mattress is comfy and reduce noise with earplugs or sound machines.

Is homework a necessary evil?

After decades of debate, researchers are still sorting out the truth about homework’s pros and cons. One point they can agree on: Quality assignments matter.

By Kirsten Weir

March 2016, Vol 47, No. 3

Print version: page 36

• Schools and Classrooms

Homework battles have raged for decades. For as long as kids have been whining about doing their homework, parents and education reformers have complained that homework's benefits are dubious. Meanwhile many teachers argue that take-home lessons are key to helping students learn. Now, as schools are shifting to the new (and hotly debated) Common Core curriculum standards, educators, administrators and researchers are turning a fresh eye toward the question of homework's value.

But when it comes to deciphering the research literature on the subject, homework is anything but an open book.

The 10-minute rule

In many ways, homework seems like common sense. Spend more time practicing multiplication or studying Spanish vocabulary and you should get better at math or Spanish. But it may not be that simple.

Homework can indeed produce academic benefits, such as increased understanding and retention of the material, says Duke University social psychologist Harris Cooper, PhD, one of the nation's leading homework researchers. But not all students benefit. In a review of studies published from 1987 to 2003, Cooper and his colleagues found that homework was linked to better test scores in high school and, to a lesser degree, in middle school. Yet they found only faint evidence that homework provided academic benefit in elementary school ( Review of Educational Research , 2006).

Then again, test scores aren't everything. Homework proponents also cite the nonacademic advantages it might confer, such as the development of personal responsibility, good study habits and time-management skills. But as to hard evidence of those benefits, "the jury is still out," says Mollie Galloway, PhD, associate professor of educational leadership at Lewis & Clark College in Portland, Oregon. "I think there's a focus on assigning homework because [teachers] think it has these positive outcomes for study skills and habits. But we don't know for sure that's the case."

Even when homework is helpful, there can be too much of a good thing. "There is a limit to how much kids can benefit from home study," Cooper says. He agrees with an oft-cited rule of thumb that students should do no more than 10 minutes a night per grade level — from about 10 minutes in first grade up to a maximum of about two hours in high school. Both the National Education Association and National Parent Teacher Association support that limit.

Beyond that point, kids don't absorb much useful information, Cooper says. In fact, too much homework can do more harm than good. Researchers have cited drawbacks, including boredom and burnout toward academic material, less time for family and extracurricular activities, lack of sleep and increased stress.

In a recent study of Spanish students, Rubén Fernández-Alonso, PhD, and colleagues found that students who were regularly assigned math and science homework scored higher on standardized tests. But when kids reported having more than 90 to 100 minutes of homework per day, scores declined ( Journal of Educational Psychology , 2015).

"At all grade levels, doing other things after school can have positive effects," Cooper says. "To the extent that homework denies access to other leisure and community activities, it's not serving the child's best interest."

Children of all ages need down time in order to thrive, says Denise Pope, PhD, a professor of education at Stanford University and a co-founder of Challenge Success, a program that partners with secondary schools to implement policies that improve students' academic engagement and well-being.

"Little kids and big kids need unstructured time for play each day," she says. Certainly, time for physical activity is important for kids' health and well-being. But even time spent on social media can help give busy kids' brains a break, she says.

All over the map

But are teachers sticking to the 10-minute rule? Studies attempting to quantify time spent on homework are all over the map, in part because of wide variations in methodology, Pope says.

A 2014 report by the Brookings Institution examined the question of homework, comparing data from a variety of sources. That report cited findings from a 2012 survey of first-year college students in which 38.4 percent reported spending six hours or more per week on homework during their last year of high school. That was down from 49.5 percent in 1986 ( The Brown Center Report on American Education , 2014).

The Brookings report also explored survey data from the National Assessment of Educational Progress, which asked 9-, 13- and 17-year-old students how much homework they'd done the previous night. They found that between 1984 and 2012, there was a slight increase in homework for 9-year-olds, but homework amounts for 13- and 17-year-olds stayed roughly the same, or even decreased slightly.

Yet other evidence suggests that some kids might be taking home much more work than they can handle. Robert Pressman, PhD, and colleagues recently investigated the 10-minute rule among more than 1,100 students, and found that elementary-school kids were receiving up to three times as much homework as recommended. As homework load increased, so did family stress, the researchers found ( American Journal of Family Therapy , 2015).

Many high school students also seem to be exceeding the recommended amounts of homework. Pope and Galloway recently surveyed more than 4,300 students from 10 high-achieving high schools. Students reported bringing home an average of just over three hours of homework nightly ( Journal of Experiential Education , 2013).

On the positive side, students who spent more time on homework in that study did report being more behaviorally engaged in school — for instance, giving more effort and paying more attention in class, Galloway says. But they were not more invested in the homework itself. They also reported greater academic stress and less time to balance family, friends and extracurricular activities. They experienced more physical health problems as well, such as headaches, stomach troubles and sleep deprivation. "Three hours per night is too much," Galloway says.

In the high-achieving schools Pope and Galloway studied, more than 90 percent of the students go on to college. There's often intense pressure to succeed academically, from both parents and peers. On top of that, kids in these communities are often overloaded with extracurricular activities, including sports and clubs. "They're very busy," Pope says. "Some kids have up to 40 hours a week — a full-time job's worth — of extracurricular activities." And homework is yet one more commitment on top of all the others.

"Homework has perennially acted as a source of stress for students, so that piece of it is not new," Galloway says. "But especially in upper-middle-class communities, where the focus is on getting ahead, I think the pressure on students has been ratcheted up."

Yet homework can be a problem at the other end of the socioeconomic spectrum as well. Kids from wealthier homes are more likely to have resources such as computers, Internet connections, dedicated areas to do schoolwork and parents who tend to be more educated and more available to help them with tricky assignments. Kids from disadvantaged homes are more likely to work at afterschool jobs, or to be home without supervision in the evenings while their parents work multiple jobs, says Lea Theodore, PhD, a professor of school psychology at the College of William and Mary in Williamsburg, Virginia. They are less likely to have computers or a quiet place to do homework in peace.

"Homework can highlight those inequities," she says.

Quantity vs. quality

One point researchers agree on is that for all students, homework quality matters. But too many kids are feeling a lack of engagement with their take-home assignments, many experts say. In Pope and Galloway's research, only 20 percent to 30 percent of students said they felt their homework was useful or meaningful.

"Students are assigned a lot of busywork. They're naming it as a primary stressor, but they don't feel it's supporting their learning," Galloway says.

"Homework that's busywork is not good for anyone," Cooper agrees. Still, he says, different subjects call for different kinds of assignments. "Things like vocabulary and spelling are learned through practice. Other kinds of courses require more integration of material and drawing on different skills."

But critics say those skills can be developed with many fewer hours of homework each week. Why assign 50 math problems, Pope asks, when 10 would be just as constructive? One Advanced Placement biology teacher she worked with through Challenge Success experimented with cutting his homework assignments by a third, and then by half. "Test scores didn't go down," she says. "You can have a rigorous course and not have a crazy homework load."

Still, changing the culture of homework won't be easy. Teachers-to-be get little instruction in homework during their training, Pope says. And despite some vocal parents arguing that kids bring home too much homework, many others get nervous if they think their child doesn't have enough. "Teachers feel pressured to give homework because parents expect it to come home," says Galloway. "When it doesn't, there's this idea that the school might not be doing its job."

Galloway argues teachers and school administrators need to set clear goals when it comes to homework — and parents and students should be in on the discussion, too. "It should be a broader conversation within the community, asking what's the purpose of homework? Why are we giving it? Who is it serving? Who is it not serving?"

Until schools and communities agree to take a hard look at those questions, those backpacks full of take-home assignments will probably keep stirring up more feelings than facts.

Further reading

• Cooper, H., Robinson, J. C., & Patall, E. A. (2006). Does homework improve academic achievement? A synthesis of research, 1987-2003. Review of Educational Research, 76 (1), 1–62. doi: 10.3102/00346543076001001
• Galloway, M., Connor, J., & Pope, D. (2013). Nonacademic effects of homework in privileged, high-performing high schools. The Journal of Experimental Education, 81 (4), 490–510. doi: 10.1080/00220973.2012.745469
• Pope, D., Brown, M., & Miles, S. (2015). Overloaded and underprepared: Strategies for stronger schools and healthy, successful kids . San Francisco, CA: Jossey-Bass.

Letters to the Editor

• Send us a letter