homework statistics united states

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]

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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.

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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!

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A New Report Reveals That Homework in the United States is an Easy Load

Two new reports debunk the notion that U.S. schoolchildren suffer from a growing homework load, with little time to play and just be kids.

The great majority of students at all grade levels now spend less than one hour studying on a typical day—an amount that has not changed substantially in at least twenty years, according to data analyzed by the Brown Center on Education Policy at the Brookings Institution and the RAND Corporation.

The research contradicts dramatic anecdotes of children overwhelmed with homework. The Brookings and RAND researchers collected and reviewed the best social science available on children’s homework, including data from surveys conducted by the National Assessment of Educational Progress (NAEP), the Third International Math and Science Study (TIMSS), the Population Studies Center at the Institute for Social Research at the University of Michigan, and the Higher Education Research Institute at UCLA.

Even at the high school level, where more homework might be expected to prepare students for the demands of college or the workplace, only about a third of seventeen-year-olds spend an hour or more a day on homework.

The Brown Center on Education Policy conducted the study after a wave of dramatic news stories over the past few years described a backlash against homework. Since 2001, feature stories about onerous homework loads and parents fighting back have appeared in Time , Newsweek , and People magazines; the New York Times , Washington Post , Los Angeles Times , Raleigh News and Observer , and the Tampa Tribune ; and the CBS Evening News and other media outlets.

“The stories are misleading,” writes author Tom Loveless, director of the Brown Center. “They do not reflect the experiences of a majority—or even a significant minority—of American schoolchildren.”

“Excessive homework is not a common problem,” writes Loveless in the report. “The critics of homework need to produce some very powerful evidence before policymakers start mandating reductions in homework or even banning it altogether. To date, the evidence put forth by homework critics has been weak.”

Across three different age groups, the percentage of students with less than an hour of daily homework has actually risen since 1984, according to the National Assessment of Educational Progress, which for two decades has been asking a nationally representative sample of students questions about homework.

In 1999, 83 percent of nine-year-olds, 66 percent of thirteen-year-olds, and 65 percent of seventeen-year-olds reported having less than an hour of homework per night (see figure 1). In 1984, 81 percent of nine-year-olds, 63 percent of thirteen-year-olds, and 59 percent of seventeen-year-olds had reported spending that amount of time studying.

Another survey, the Third International Math and Science Study, finds that American high school students have one of the lightest homework loads in the world. Of twenty countries, the United States ranked near the bottom, tied for the next-to-last position. Students in France, Italy, Russia, and South Africa reported spending at least twice as much time on homework as American students.

The University of Michigan research does show an increase in the amount of homework given to children ages six to eight. But the increase of ten to eleven minutes a day is largely due to the fact that the baseline was low to begin with—only a third of children ages six to eight spent any time at all on studying in 1981.

“Why is it important to get the homework study right?” asks Loveless. “Mainly because it is positively associated with student learning.” Research shows that the relationship of homework with student achievement is positive for both middle and high school students and neutral for elementary school students.

Moreover, homework is a “barometer of the success—or the limits—of movements to raise academic standards,” write Brian Gill of RAND and Steven Schlossman of Carnegie Mellon University in the fall 2003 issue of Educational Evaluation and Policy Analysis.

“To succeed, academic excellence movements ultimately require students to invest effort in their studies; time spent on homework is a ground-level indicator of this effort,” say Gill and Schlossman.

Gill and Schlossman trace homework time trends of the past fifty years, finding that the only substantial increases in homework for high-school students occurred in the decade after Sputnik, when the nation launched an academic excellence movement motivated by competition with the Soviet Union. Homework time subsequently declined to pre-Sputnik levels, and the excellence movement of the 1980s and 1990s that followed the publication of “A Nation at Risk” caused surprisingly small increases in homework (see figure 8).

Ironically, the only increase in homework in the last two decades has happened precisely in the lower grade levels, where researchers believe it matters least for academic achievement, according to Gill and Schlossman.

Most parents feel the homework load is about right, and, of those who would like to change it, more parents would rather see more homework than less, according to a 2000 poll conducted by the Public Agenda Foundation. Only one out of ten parents believes there is too much homework.

When a homework problem exists, which can happen because children vary in their study habits, solutions should come from parents and teachers, not policymakers, Loveless says.

About the Brown Center on Education Policy and the Brookings Institution

Established in 1992, the Brown Center on Education Policy conducts research on topics in American education, with a special focus on efforts to improve academic achievement in elementary and secondary schools. The Brown Center is part of the Brookings Institution, a private, nonprofit organization devoted to research, education, and publication on important issues of domestic and foreign policy. The Institution maintains a position of neutrality on issues of public policy. Interpretations or conclusions in Brookings publications should be understood to be solely those of the authors.

For a full copy of the report as well as information about other Brown Center events and publications, please visit the Brown Center’s website , or call Tucker Warren at 202/457-8100.

About RAND Education

RAND Education conducts independent research and analysis on education policy, including school reform and educational assessment and accountability. RAND is a nonprofit institution that helps improve policy and decisionmaking through research and analysis.

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The Cult of Homework

America’s devotion to the practice stems in part from the fact that it’s what today’s parents and teachers grew up with themselves.

America has long had a fickle relationship with homework. A century or so ago, progressive reformers argued that it made kids unduly stressed , which later led in some cases to district-level bans on it for all grades under seventh. This anti-homework sentiment faded, though, amid mid-century fears that the U.S. was falling behind the Soviet Union (which led to more homework), only to resurface in the 1960s and ’70s, when a more open culture came to see homework as stifling play and creativity (which led to less). But this didn’t last either: In the ’80s, government researchers blamed America’s schools for its economic troubles and recommended ramping homework up once more.

The 21st century has so far been a homework-heavy era, with American teenagers now averaging about twice as much time spent on homework each day as their predecessors did in the 1990s . Even little kids are asked to bring school home with them. A 2015 study , for instance, found that kindergarteners, who researchers tend to agree shouldn’t have any take-home work, were spending about 25 minutes a night on it.

But not without pushback. As many children, not to mention their parents and teachers, are drained by their daily workload, some schools and districts are rethinking how homework should work—and some teachers are doing away with it entirely. They’re reviewing the research on homework (which, it should be noted, is contested) and concluding that it’s time to revisit the subject.

Read: My daughter’s homework is killing me

Hillsborough, California, an affluent suburb of San Francisco, is one district that has changed its ways. The district, which includes three elementary schools and a middle school, worked with teachers and convened panels of parents in order to come up with a homework policy that would allow students more unscheduled time to spend with their families or to play. In August 2017, it rolled out an updated policy, which emphasized that homework should be “meaningful” and banned due dates that fell on the day after a weekend or a break.

“The first year was a bit bumpy,” says Louann Carlomagno, the district’s superintendent. She says the adjustment was at times hard for the teachers, some of whom had been doing their job in a similar fashion for a quarter of a century. Parents’ expectations were also an issue. Carlomagno says they took some time to “realize that it was okay not to have an hour of homework for a second grader—that was new.”

Most of the way through year two, though, the policy appears to be working more smoothly. “The students do seem to be less stressed based on conversations I’ve had with parents,” Carlomagno says. It also helps that the students performed just as well on the state standardized test last year as they have in the past.

Earlier this year, the district of Somerville, Massachusetts, also rewrote its homework policy, reducing the amount of homework its elementary and middle schoolers may receive. In grades six through eight, for example, homework is capped at an hour a night and can only be assigned two to three nights a week.

Jack Schneider, an education professor at the University of Massachusetts at Lowell whose daughter attends school in Somerville, is generally pleased with the new policy. But, he says, it’s part of a bigger, worrisome pattern. “The origin for this was general parental dissatisfaction, which not surprisingly was coming from a particular demographic,” Schneider says. “Middle-class white parents tend to be more vocal about concerns about homework … They feel entitled enough to voice their opinions.”

Schneider is all for revisiting taken-for-granted practices like homework, but thinks districts need to take care to be inclusive in that process. “I hear approximately zero middle-class white parents talking about how homework done best in grades K through two actually strengthens the connection between home and school for young people and their families,” he says. Because many of these parents already feel connected to their school community, this benefit of homework can seem redundant. “They don’t need it,” Schneider says, “so they’re not advocating for it.”

That doesn’t mean, necessarily, that homework is more vital in low-income districts. In fact, there are different, but just as compelling, reasons it can be burdensome in these communities as well. Allison Wienhold, who teaches high-school Spanish in the small town of Dunkerton, Iowa, has phased out homework assignments over the past three years. Her thinking: Some of her students, she says, have little time for homework because they’re working 30 hours a week or responsible for looking after younger siblings.

As educators reduce or eliminate the homework they assign, it’s worth asking what amount and what kind of homework is best for students. It turns out that there’s some disagreement about this among researchers, who tend to fall in one of two camps.

In the first camp is Harris Cooper, a professor of psychology and neuroscience at Duke University. Cooper conducted a review of the existing research on homework in the mid-2000s , and found that, up to a point, the amount of homework students reported doing correlates with their performance on in-class tests. This correlation, the review found, was stronger for older students than for younger ones.

This conclusion is generally accepted among educators, in part because it’s compatible with “the 10-minute rule,” a rule of thumb popular among teachers suggesting that the proper amount of homework is approximately 10 minutes per night, per grade level—that is, 10 minutes a night for first graders, 20 minutes a night for second graders, and so on, up to two hours a night for high schoolers.

In Cooper’s eyes, homework isn’t overly burdensome for the typical American kid. He points to a 2014 Brookings Institution report that found “little evidence that the homework load has increased for the average student”; onerous amounts of homework, it determined, are indeed out there, but relatively rare. Moreover, the report noted that most parents think their children get the right amount of homework, and that parents who are worried about under-assigning outnumber those who are worried about over-assigning. Cooper says that those latter worries tend to come from a small number of communities with “concerns about being competitive for the most selective colleges and universities.”

According to Alfie Kohn, squarely in camp two, most of the conclusions listed in the previous three paragraphs are questionable. Kohn, the author of The Homework Myth: Why Our Kids Get Too Much of a Bad Thing , considers homework to be a “reliable extinguisher of curiosity,” and has several complaints with the evidence that Cooper and others cite in favor of it. Kohn notes, among other things, that Cooper’s 2006 meta-analysis doesn’t establish causation, and that its central correlation is based on children’s (potentially unreliable) self-reporting of how much time they spend doing homework. (Kohn’s prolific writing on the subject alleges numerous other methodological faults.)

In fact, other correlations make a compelling case that homework doesn’t help. Some countries whose students regularly outperform American kids on standardized tests, such as Japan and Denmark, send their kids home with less schoolwork , while students from some countries with higher homework loads than the U.S., such as Thailand and Greece, fare worse on tests. (Of course, international comparisons can be fraught because so many factors, in education systems and in societies at large, might shape students’ success.)

Kohn also takes issue with the way achievement is commonly assessed. “If all you want is to cram kids’ heads with facts for tomorrow’s tests that they’re going to forget by next week, yeah, if you give them more time and make them do the cramming at night, that could raise the scores,” he says. “But if you’re interested in kids who know how to think or enjoy learning, then homework isn’t merely ineffective, but counterproductive.”

His concern is, in a way, a philosophical one. “The practice of homework assumes that only academic growth matters, to the point that having kids work on that most of the school day isn’t enough,” Kohn says. What about homework’s effect on quality time spent with family? On long-term information retention? On critical-thinking skills? On social development? On success later in life? On happiness? The research is quiet on these questions.

Another problem is that research tends to focus on homework’s quantity rather than its quality, because the former is much easier to measure than the latter. While experts generally agree that the substance of an assignment matters greatly (and that a lot of homework is uninspiring busywork), there isn’t a catchall rule for what’s best—the answer is often specific to a certain curriculum or even an individual student.

Given that homework’s benefits are so narrowly defined (and even then, contested), it’s a bit surprising that assigning so much of it is often a classroom default, and that more isn’t done to make the homework that is assigned more enriching. A number of things are preserving this state of affairs—things that have little to do with whether homework helps students learn.

Jack Schneider, the Massachusetts parent and professor, thinks it’s important to consider the generational inertia of the practice. “The vast majority of parents of public-school students themselves are graduates of the public education system,” he says. “Therefore, their views of what is legitimate have been shaped already by the system that they would ostensibly be critiquing.” In other words, many parents’ own history with homework might lead them to expect the same for their children, and anything less is often taken as an indicator that a school or a teacher isn’t rigorous enough. (This dovetails with—and complicates—the finding that most parents think their children have the right amount of homework.)

Barbara Stengel, an education professor at Vanderbilt University’s Peabody College, brought up two developments in the educational system that might be keeping homework rote and unexciting. The first is the importance placed in the past few decades on standardized testing, which looms over many public-school classroom decisions and frequently discourages teachers from trying out more creative homework assignments. “They could do it, but they’re afraid to do it, because they’re getting pressure every day about test scores,” Stengel says.

Second, she notes that the profession of teaching, with its relatively low wages and lack of autonomy, struggles to attract and support some of the people who might reimagine homework, as well as other aspects of education. “Part of why we get less interesting homework is because some of the people who would really have pushed the limits of that are no longer in teaching,” she says.

“In general, we have no imagination when it comes to homework,” Stengel says. She wishes teachers had the time and resources to remake homework into something that actually engages students. “If we had kids reading—anything, the sports page, anything that they’re able to read—that’s the best single thing. If we had kids going to the zoo, if we had kids going to parks after school, if we had them doing all of those things, their test scores would improve. But they’re not. They’re going home and doing homework that is not expanding what they think about.”

“Exploratory” is one word Mike Simpson used when describing the types of homework he’d like his students to undertake. Simpson is the head of the Stone Independent School, a tiny private high school in Lancaster, Pennsylvania, that opened in 2017. “We were lucky to start a school a year and a half ago,” Simpson says, “so it’s been easy to say we aren’t going to assign worksheets, we aren’t going assign regurgitative problem sets.” For instance, a half-dozen students recently built a 25-foot trebuchet on campus.

Simpson says he thinks it’s a shame that the things students have to do at home are often the least fulfilling parts of schooling: “When our students can’t make the connection between the work they’re doing at 11 o’clock at night on a Tuesday to the way they want their lives to be, I think we begin to lose the plot.”

When I talked with other teachers who did homework makeovers in their classrooms, I heard few regrets. Brandy Young, a second-grade teacher in Joshua, Texas, stopped assigning take-home packets of worksheets three years ago, and instead started asking her students to do 20 minutes of pleasure reading a night. She says she’s pleased with the results, but she’s noticed something funny. “Some kids,” she says, “really do like homework.” She’s started putting out a bucket of it for students to draw from voluntarily—whether because they want an additional challenge or something to pass the time at home.

Chris Bronke, a high-school English teacher in the Chicago suburb of Downers Grove, told me something similar. This school year, he eliminated homework for his class of freshmen, and now mostly lets students study on their own or in small groups during class time. It’s usually up to them what they work on each day, and Bronke has been impressed by how they’ve managed their time.

In fact, some of them willingly spend time on assignments at home, whether because they’re particularly engaged, because they prefer to do some deeper thinking outside school, or because they needed to spend time in class that day preparing for, say, a biology test the following period. “They’re making meaningful decisions about their time that I don’t think education really ever gives students the experience, nor the practice, of doing,” Bronke said.

The typical prescription offered by those overwhelmed with homework is to assign less of it—to subtract. But perhaps a more useful approach, for many classrooms, would be to create homework only when teachers and students believe it’s actually needed to further the learning that takes place in class—to start with nothing, and add as necessary.

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ARTS & CULTURE

Do kids have too much homework.

Across the United States, parents, teachers and administrators alike are rethinking their approach to after-school assignments

LynNell Hancock

Homework horror stories are as timeworn as school bullies and cafeteria mystery meat. But as high-stakes testing pressures have mounted over the past decade—and global rankings for America’s schools have declined—homework has come under new scrutiny.

Diane Lowrie says she fled an Ocean County, New Jersey, school district three years ago when she realized her first grader’s homework load was nearly crushing him. Reading logs, repetitive math worksheets, and regular social studies reports turned their living room into an anguished battleground. “Tears were shed, every night,” says Lowrie, 47, an environmental educator, who tried to convince school district administrators that the work was not only numbing, but harmful. “Iain started to hate school, to hate learning, and he was only 6 years old,” she told me in a recent interview.

A 2003 Brookings Institution study suggests that Iain’s experience may be typical of a few children in pressure-cooker schools, but it’s not a widespread problem. Still, a 2004 University of Michigan survey of 2,900 six- to seventeen-year-old children found that time spent each week on homework had increased from 2 hours 38 minutes to 3 hours 58 minutes since 1981. And in his 2001 and 2006 reviews of academic studies of homework outcomes, Harris Cooper, a professor of psychology and neuroscience at Duke University, found little correlation between the amount of homework and academic achievement in elementary school (though higher in middle school and high school). Cooper supports the influential ten-minute homework rule, which recommends adding ten daily minutes of homework per grade beginning in first grade, up to a maximum of two hours. Some districts have added no homework on weekends to the formula.

The question of how much homework is enough is widely debated and was a focus of the 2009 documentary Race to Nowhere , a galvanizing cri de coeur about the struggles of kids in high-performing schools. “I can’t remember the last time I had the chance to go in the backyard and just run around,” a teenage girl laments in the film. “I’ve gone through bouts of depression” from too much homework, another confesses. A bewildered-looking third girl says: “I would spend six hours a night on my homework.”

The results of international tests give the homework skeptics ammunition. David Baker and Gerald LeTendre, professors of education at Penn State, found that in countries with the most successful school systems, like Japan, teachers give small amounts homework, while teachers in those with the lowest scores, such as Greece and Iran, give a lot. (Of course the quality of the assignment and the teacher’s use of it also matter.) The United States falls somewhere in the middle—average amounts of homework and average test results. Finnish teachers tend to give minimal amounts of homework throughout all the grades; the New York Times reported Finnish high-school kids averaged only one-half hour a night.

Sara Bennett, a Brooklyn criminal attorney and mother of two, began a second career as an anti-homework activist when her first-grade son brought home homework only a parent could complete. The 2006 book she co-wrote, The Case Against Homework , is credited with propelling a nationwide parent movement calling for time limits on homework.

Last year, the affluent village of Ridgewood, New Jersey, was shaken by two young suicides, causing school officials to look for ways they could ease kids’ anxieties. Anthony Orsini, principal of Ridgewood’s Benjamin Franklin Middle School, eliminated homework for elective courses and set up an online system that lets families know how long many homework assignments should take. “We have a high-powered district,” says Orsini. “The pressures are palpable on these students to succeed. My community is not ready to eliminate homework altogether.”

The trend, instead, is to lessen the quantity while improving the quality of homework by using it to complement classroom work, says Cathy Vatterott, a professor of education at University of Missouri at St. Louis and author of Rethinking Homework: Best Practices That Support Diverse Needs (2009). Cynthia Schneider, principal of World Journalism Preparatory school in Queens for 570 sixth through twelfth graders, plans to encourage all students to read for pleasure every night, then write a thoughtful response. There are also initiatives to “decriminalize” not finishing homework assignments.

As for Diane Lowrie, who left Ocean County because of too much homework, she says Iain, now 10 and heading for fifth grade in Roosevelt, New Jersey, is less stressed out. He recently spent 40 hours working on a book report and diorama about the Battle of Yorktown. “But,” says his mother, “it was his idea and he enjoyed it.”

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National Arts Education Status Report 2019

The Arts Education Data Project (AEDP) provides the first-ever look at the status and condition of arts education in the U.S. using actual student participation data reported by school districts to their state education departments. The AEDP created the National Arts Education Status Report 2019 as a comprehensive look at access to and participation in arts education in the United States. 

Citation: Morrison, R. B., McCormick, P., Shepherd, J. L., Cirillo, P (2022). National Arts Education Status Report 2019. Arts Education Data Project, Quadrant Research, State Education Agency Directors of Arts Education. 

National funding for the Arts Education Data Project has been provided by: CMA Foundation, The Music Man Foundation, NAMM Foundation, William and Flora Hewlett Foundation, and the Ohio Arts Council. Individual state funding has been provided by various state agencies and state-based philanthropic organizations.

The Arts Education Data Project is a partnership between the State Education Agencies Directors of Arts Education and Quadrant Research. The nationwide project coordinates with participating state departments of education to collect and report arts education data from State Longitudinal Data Systems (SLDS) and other state department of education datasets on an annual basis.

Arts Education Data Project

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About a third of U.S. workers who can work from home now do so all the time

Roughly three years after the COVID-19 pandemic upended U.S. workplaces, about a third (35%) of workers with jobs that can be done remotely are working from home all of the time, according to a new Pew Research Center survey. This is down from 43% in January 2022 and 55% in October 2020 – but up from only 7% before the pandemic.

While the share working from home all the time has fallen off somewhat as the pandemic has gone on, many workers have settled into hybrid work. The new survey finds that 41% of those with jobs that can be done remotely are working a hybrid schedule – that is, working from home some days and from the office, workplace or job site other days. This is up from 35% in January 2022.

Among hybrid workers who are not self-employed, most (63%) say their employer requires them to work in person a certain number of days per week or month. About six-in-ten hybrid workers (59%) say they work from home three or more days in a typical week, while 41% say they do so two days or fewer.

Related: How Americans View Their Jobs

Many hybrid workers would prefer to spend more time working from home than they currently do. About a third (34%) of those who are currently working from home most of the time say, if they had the choice, they’d like to work from home all the time. And among those who are working from home some of the time, half say they’d like to do so all (18%) or most (32%) of the time.

Pew Research Center conducted this analysis to study how the COVID-19 pandemic has affected the workplace and specifically how workers with jobs that can be done from home have adapted their work schedules. To do this, we surveyed 5,775 U.S. adults who are working part time or full time and who have only one job or who have more than one job but consider one of them to be their primary job. All the workers who took part are members of the Center’s American Trends Panel (ATP), an online survey panel that is recruited through national, random sampling of residential addresses.

Address-based sampling ensures that nearly all U.S. adults have a chance of selection. The survey is weighted to be representative of the U.S. adult population by gender, race, ethnicity, partisan affiliation, education and other categories. Read more about the ATP’s methodology .

Here are the questions used for this analysis, along with responses, and the survey’s methodology .

The majority of U.S. workers overall (61%) do not have jobs that can be done from home. Workers with lower incomes and those without a four-year college degree are more likely to fall into this category. Among those who do have teleworkable jobs, Hispanic adults and those without a college degree are among the most likely to say they rarely or never work from home.

When looking at all employed adults ages 18 and older in the United States, Pew Research Center estimates that about 14% – or roughly 22 million people – are currently working from home all the time.

The advantages and disadvantages of working from home

Workers who are not self-employed and who are teleworking at least some of the time see one clear advantage – and relatively few downsides – to working from home. By far the biggest perceived upside to working from home is the balance it provides: 71% of those who work from home all, most or some of the time say doing so helps them balance their work and personal lives. That includes 52% who say it helps them a lot with this.

About one-in-ten (12%) of those who are at least occasionally working from home say it hurts their ability to strike the right work-life balance, and 17% say it neither helps nor hurts. There is no significant gender difference in these views. However, parents with children younger than 18 are somewhat more likely than workers without children in that age range to say working from home is helpful in this regard (76% vs. 69%).

A majority of those who are working from home at least some of the time (56%) say this arrangement helps them get their work done and meet deadlines. Only 7% say working from home hurts their ability to do these things, and 37% say it neither helps nor hurts.

There are other aspects of work – some of them related to career advancement – where the impact of working from home seems minimal:

• When asked how working from home affects whether they are given important assignments, 77% of those who are at least sometimes working from home say it neither helps nor hurts, while 14% say it helps and 9% say it hurts.
• When it comes to their chances of getting ahead at work, 63% of teleworkers say working from home neither helps or hurts, while 18% say it helps and 19% say it hurts.
• A narrow majority of teleworkers (54%) say working from home neither helps nor hurts with opportunities to be mentored at work. Among those who do see an impact, it’s perceived to be more negative than positive: 36% say working from home hurts opportunities to be mentored and 10% say it helps.

One aspect of work that many remote workers say working from home makes more challenging is connecting with co-workers: 53% of those who work from home at least some of the time say working from home hurts their ability to feel connected with co-workers, while 37% say it neither helps nor hurts. Only 10% say it helps them feel connected.

In spite of this, those who work from home all the time or occasionally are no less satisfied with their relationship with co-workers than those who never work from home. Roughly two-thirds of workers – whether they are working exclusively from home, follow a hybrid schedule or don’t work from home at all – say they are extremely or very satisfied with these relationships. In addition, among those with teleworkable jobs, employed adults who work from home all the time are about as likely as hybrid workers to say they have at least one close friend at work.

Feeling connected with co-workers is one area where many workers who rarely or never work from home see an advantage in their setup. About four-in-ten of these workers (41%) say the fact that they rarely or never work from home helps in how connected they feel to their co-workers. A similar share (42%) say it neither helps nor hurts, and 17% say it hurts.

At the same time, those who rarely or never work from home are less likely than teleworkers to say their current arrangement helps them achieve work-life balance. A third of these workers say the fact that they rarely or never work from home hurts their ability to balance their work and personal lives, while 40% say it neither helps nor hurts and 27% say it helps.

When it comes to other aspects of work, many of those who rarely or never work from home say their arrangement is neither helpful nor hurtful. This is true when it comes to opportunities to be mentored (53% say this), their ability to get work done and meet deadlines (57%), their chances of getting ahead in their job (68%) and whether they are given important assignments (74%).

Most adults with teleworkable jobs who work from home at least some of the time (71%) say their manager or supervisor trusts them a great deal to get their work done when they’re doing so. Those who work from home all the time are the most likely to feel trusted: 79% of these workers say their manager trusts them a great deal, compared with 64% of hybrid workers.

Hybrid workers feel about as trusted when they’re not working from home: 68% say their manager or supervisor trusts them a great deal to get their work done when they’re not teleworking.

Note: Here are the questions used for this analysis, along with responses, and the survey’s methodology .

• Business & Workplace
• Coronavirus (COVID-19)

Kim Parker is director of social trends research at Pew Research Center .

A look at small businesses in the U.S.

A look at black-owned businesses in the u.s., 2023 saw some of the biggest, hardest-fought labor disputes in recent decades, do you tip more or less often than the average american, diversity, equity and inclusion in the workplace, most popular.

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ABOUT PEW RESEARCH CENTER  Pew Research Center is a nonpartisan fact tank that informs the public about the issues, attitudes and trends shaping the world. It conducts public opinion polling, demographic research, media content analysis and other empirical social science research. Pew Research Center does not take policy positions. It is a subsidiary of  The Pew Charitable Trusts .

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2.1 Stem-and-Leaf Graphs (Stemplots), Line Graphs, and Bar Graphs

Student grades on a chemistry exam were 77, 78, 76, 81, 86, 51, 79, 82, 84, and 99.

• Construct a stem-and-leaf plot of the data.
• Are there any potential outliers? If so, which scores are they? Why do you consider them outliers?

Table 2.64 contains the 2010 rates for a specific disease in U.S. states and Washington, DC.

• Use a random number generator to randomly pick eight states. Construct a bar graph of the rates of a specific disease of those eight states.
• Construct a bar graph for all the states beginning with the letter A .
• Construct a bar graph for all the states beginning with the letter M .

2.2 Histograms, Frequency Polygons, and Time Series Graphs

Suppose that three book publishers were interested in the number of fiction paperbacks adult consumers purchase per month. Each publisher conducted a survey. In the survey, adult consumers were asked the number of fiction paperbacks they had purchased the previous month. The results are as follows:

• Find the relative frequencies for each survey. Write them in the charts.
• Using either a graphing calculator or computer or by hand, use the frequency column to construct a histogram for each publisher's survey. For Publishers A and B, make bar widths of 1. For Publisher C, make bar widths of 2.
• In complete sentences, give two reasons why the graphs for Publishers A and B are not identical.
• Would you have expected the graph for Publisher C to look like the other two graphs? Why or why not?
• Make new histograms for Publisher A and Publisher B. This time, make bar widths of 2.
• Now, compare the graph for Publisher C to the new graphs for Publishers A and B. Are the graphs more similar or more different? Explain your answer.

Often, cruise ships conduct all onboard transactions, with the exception of souvenirs, on a cashless basis. At the end of the cruise, guests pay one bill that covers all onboard transactions. Suppose that 60 single travelers and 70 couples were surveyed as to their onboard bills for a seven-day cruise from Los Angeles to the Mexican Riviera. Following is a summary of the bills for each group:

• Fill in the relative frequency for each group.
• Construct a histogram for the singles group. Scale the x -axis by $50 widths. Use relative frequency on the y -axis.
• Construct a histogram for the couples group. Scale the x -axis by $50 widths. Use relative frequency on the y -axis.
• List two similarities between the graphs.
• List two differences between the graphs.
• Overall, are the graphs more similar or different?
• Construct a new graph for the couples by hand. Since each couple is paying for two individuals, instead of scaling the x -axis by $50, scale it by $100. Use relative frequency on the y -axis.
• How did scaling the couples graph differently change the way you compared it to the singles graph?
• Based on the graphs, do you think that individuals spend the same amount, more or less, as singles as they do person by person as a couple? Explain why in one or two complete sentences.

25 randomly selected students were asked the number of movies they watched the previous week. The results are as follows:

• Construct a histogram of the data.
• Complete the columns of the chart.

Use the following information to answer the next two exercises: Suppose 111 people who shopped in a special T-shirt store were asked the number of T-shirts they own costing more than $19 each.

The percentage of people who own at most three T-shirts costing more than $19 each is approximately ________.

• cannot be determined

If the data were collected by asking the first 111 people who entered the store, then the type of sampling is ________.

• simple random
• convenience

Following are the 2010 obesity rates by U.S. states and Washington, DC.

Construct a bar graph of obesity rates of your state and the four states closest to your state. Hint—Label the x -axis with the states.

2.3 Measures of the Location of the Data

The median age for U.S. ethnicity A currently is 30.9 years; for U.S. ethnicity B, it is 42.3 years.

• Based on this information, give two reasons why ethnicity A median age could be lower than the ethnicity B median age.
• Does the lower median age for ethnicity A necessarily mean that ethnicity A die younger than ethnicity B? Why or why not?
• How might it be possible for ethnicity A and ethnicity B to die at approximately the same age but for the median age for ethnicity B to be higher?

Six hundred adult Americans were asked by telephone poll, "What do you think constitutes a middle-class income?" The results are in Table 2.72 . Also, include the left endpoint but not the right endpoint.

• What percentage of the survey answered "not sure"?
• What percentage think that middle class is from $25,000 to $50,000?
• Should all bars have the same width, based on the data? Why or why not?
• How should the < 20,000 and the 100,000+ intervals be handled? Why?
• Find the 40 th and 80 th percentiles.
• Construct a bar graph of the data.

Given the following box plot, answer the questions.

• Which quarter has the smallest spread of data? What is that spread?
• Which quarter has the largest spread of data? What is that spread?
• Find the interquartile range ( IQR ).
• Are there more data in the interval 5–10 or in the interval 10–13? How do you know this?
• need more information

The following box plot shows the ages of the U.S. population for 1990, the latest available year:

• Are there fewer or more children (age 17 and under) than senior citizens (age 65 and over)? How do you know?
• 12.6 percent are age 65 and over. Approximately what percentage of the population are working-age adults (above age 17 to age 65)?

2.4 Box Plots

In a survey of 20-year-olds in China, Germany, and the United States, people were asked the number of foreign countries they had visited in their lifetime. The following box plots display the results:

• In complete sentences, describe what the shape of each box plot implies about the distribution of the data collected.
• Have more Americans or more Germans surveyed been to more than eight foreign countries?
• Compare the three box plots. What do they imply about the foreign travel of 20-year-old residents of the three countries when compared to each other?
• Think of an example (in words) where the data might fit into the above box plot. In two to five sentences, write down the example.
• What does it mean to have the first and second quartiles so close together, while the second to third quartiles are far apart?

Given the following box plots, answer the questions.

• Data 1 has more data values above two than Data 2 has above two.
• The data sets cannot have the same mode.
• For Data 1 , there are more data values below four than there are above four.
• For which group, Data 1 or Data 2, is the value of 7 more likely to be an outlier? Explain why in complete sentences.

A survey was conducted of 130 purchasers of new black sports cars, 130 purchasers of new red sports cars, and 130 purchasers of new white sports cars. In it, people were asked the age they were when they purchased their car. The following box plots display the results:

• In complete sentences, describe what the shape of each box plot implies about the distribution of the data collected for that car series.
• Which group is most likely to have an outlier? Explain how you determined that.
• Compare the three box plots. What do they imply about the age of purchasing a sports car from the series when compared to each other?
• Look at the red sports cars. Which quarter has the smallest spread of data? What is the spread?
• Look at the red sports cars. Which quarter has the largest spread of data? What is the spread?
• Look at the red sports cars. Estimate the interquartile range ( IQR ).
• Look at the red sports cars. Are there more data in the interval 31–38 or in the interval 45–55? How do you know this?

Twenty-five randomly selected students were asked the number of movies they watched the previous week. The results are as follows:

Construct a box plot of the data.

2.5 Measures of the Center of the Data

Scientists are studying a particular disease. They found that countries that have the highest rates of people who have ever been diagnosed with this disease range from 11.4 percent to 74.6 percent.

• What is the best estimate of the average percentage affected by the disease for these countries?
• The United States has an average disease rate of 33.9 percent. Is this rate above average or below?
• How does the United States compare to other countries?

Table 2.75 gives the percentage of children under age five have been diagnosed with a medical condition. What is the best estimate for the mean percentage of children with the condition?

2.6 Skewness and the Mean, Median, and Mode

The median age of the U.S. population in 1980 was 30.0 years. In 1991, the median age was 33.1 years.

• What does it mean for the median age to rise?
• Give two reasons why the median age could rise.
• For the median age to rise, is the actual number of children less in 1991 than it was in 1980? Why or why not?

2.7 Measures of the Spread of the Data

Use the following information to answer the next nine exercises: The population parameters below describe the full-time equivalent number of students (FTES) each year at Lake Tahoe Community College from 1976–1977 through 2004–2005.

• μ = 1,000 FTES
• median = 1,014 FTES
• σ = 474 FTES
• first quartile = 528.5 FTES
• third quartile = 1,447.5 FTES
• n = 29 years

A sample of 11 years is taken. About how many are expected to have an FTES of 1,014 or above? Explain how you determined your answer.

Seventy-five percent of all years have an FTES

• at or below ______.
• at or above ______.

The population standard deviation = ______.

What percentage of the FTES were from 528.5 to 1,447.5? How do you know?

What is the IQR ? What does the IQR represent?

How many standard deviations away from the mean is the median?

Additional Information: The population FTES for 2005–2006 through 2010–2011 was given in an updated report. The data are reported here.

Calculate the mean, median, standard deviation, the first quartile, the third quartile, and the IQR . Round to one decimal place.

Construct a box plot for the FTES for 2005–2006 through 2010–2011 and a box plot for the FTES for 1976–1977 through 2004–2005.

Compare the IQR for the FTES for 1976–1977 through 2004–2005 with the IQR for the FTES for 2005-2006 through 2010–2011. Why do you suppose the IQR s are so different?

Three students were applying to the same graduate school. They came from schools with different grading systems. Which student had the best GPA when compared to other students at his school? Explain how you determined your answer.

A music school has budgeted to purchase three musical instruments. The school plans to purchase a piano costing $3,000, a guitar costing $550, and a drum set costing $600. The mean cost for a piano is $4,000 with a standard deviation of $2,500. The mean cost for a guitar is $500 with a standard deviation of $200. The mean cost for drums is $700 with a standard deviation of $100. Which cost is the lowest when compared to other instruments of the same type? Which cost is the highest when compared to other instruments of the same type? Justify your answer.

An elementary school class ran one mile with a mean of 11 minutes and a standard deviation of three minutes. Rachel, a student in the class, ran one mile in eight minutes. A junior high school class ran one mile with a mean of nine minutes and a standard deviation of two minutes. Kenji, a student in the class, ran one mile in 8.5 minutes. A high school class ran one mile with a mean of seven minutes and a standard deviation of four minutes. Nedda, a student in the class, ran one mile in eight minutes.

• Why is Kenji considered a better runner than Nedda even though Nedda ran faster than he?
• Who is the fastest runner with respect to his or her class? Explain why.

What is the best estimate of the average percentage of people with the disease for these countries? What is the standard deviation for the listed rates? The United States has an average disease rate of 33.9 percent. Is this rate above average or below? How unusual is the U.S. obesity rate compared to the average rate? Explain.

Table 2.79 gives the percentage of children under age five diagnosed with a specific medical condition.

What is the best estimate for the mean percentage of children with the condition? What is the standard deviation? Which interval(s) could be considered unusual? Explain.

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• Authors: Barbara Illowsky, Susan Dean
• Publisher/website: OpenStax
• Book title: Statistics
• Publication date: Mar 27, 2020
• Location: Houston, Texas
• Book URL: https://openstax.org/books/statistics/pages/1-introduction
• Section URL: https://openstax.org/books/statistics/pages/2-homework

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