(Barkley, 2008)
(Cooper, Robinson, & Patall, 2006)
(Olympia & Andrews,1994)
1
10 Minutes
--
10-45 Minutes
2
20 Minutes
--
10-45 Minutes
Despite the differences in the recommendations from these sources, the table shows broad agreement about how much homework to assign at each grade. At grades 1-3, homework should be limited to an hour or less per day, while in grades 4-6, homework should not exceed 90 minutes. The upper limit in grades 7-8 is 2 hours and the limit in high school should be 2.5 hours.
Teachers can use the homework time recommendations included here as a point of comparison: in particular, schools should note that assigning homework that exceeds the upper limit of these time estimates is not likely to result in additional learning gains--and may even be counter-productive (Cooper, Robinson, & Patall, 2006).
It should also be remembered that the amount of homework assigned each day is not in itself a sign of high academic standards. Homework becomes a powerful tool to promote learning only when students grasp the purpose of each homework assignment, clearly understand homework directions, perceive that homework tasks are instructionally relevant, and receive timely performance feedback (e.g., teacher comments; grades) on submitted homework (Jenson, Sheridan, Olympia, & Andrews, 1994).
November 2, 2017 rethinkmathteacher.com Teaching Resources 1
The debate over homework wages on as test scores decline, parent frustration increases, and the ability to cheat eases with new apps and smartphones. We ask the experts, ‘How Much Homework Should Students Have?”
The NEA says that students should have 10 minutes of homework per night, times the grade that they are in (so 3 rd graders should have 30 minutes a night, 7 th graders should have 70 minutes per night, etc.) http://www.nea.org/tools/16938.htm
Our experts weigh in:
– Maurice J. Elias of Edutopia.org
“We want children to understand that they are always learners. In school, we refer to them as “students” but outside of school, as children, they are still learners. So it makes no sense to even advertise a “no homework” policy in a school. It sends the wrong message.”
“Children should be encouraged to read, write, perform arithmetic, better understand the world around them in terms of civics, science, and the arts, and, of course, develop their people skills — their emotional intelligence. This encouragement should be part of everyday family interactions outside of school, and the school should provide developmental guidance to all parents, in the appropriate languages, to help them do this.”
https://www.edutopia.org/blog/homework-vs-no-homework-wrong-question-maurice-elias
– Shana Mckay of ScaffoldedMath.com
My answer to this question has changed over the years. Now as a mom, the thought of someday fighting with my daughter over homework during the precious few hours I will see her each week makes my heart ache. I also recently read in Jo Boaler’s book Mathematical Mindsets that homework widens the achievement gap. If 30% of a kid’s grade is participation in homework, and that kid has a job to support her family, her grade will never be as high– making it impossible for her to compete for the top colleges. The feeling that “I’m not good enough despite my effort” is also damaging, especially when a kid starts having the choice to take more math or not. So I am really torn. I hope this is an OK answer! It’s something I struggle with. Jo Boaler suggests reflection homework as a way to give homework that is not rote practice. I like this idea.
https://scaffoldedmath.blogspot.com/
– Linda Kardamis of Teach4TheHeart.com
More work doesn’t necessitate more learning. It can be overwhelming, especially your to lower skilled students. Less work can lead to greater quality of work, and promote more family time. I recommend assigning less problems, giving time in class to complete, and having students write on their paper how long it took them to complete.
https://teach4theheart.com/why-you-should-give-way-less-homework/
– Jamie Riggs of MissMathDork.com
After working in a district where homework was a HUGE issue, based on their home circumstances, I started taking a different stance on homework. I still wanted my students to practice, we just started doing it in different ways. I devoted 15 minutes of my class every day to enrichment and remediation. During this 15 minutes of time students had multiple options – 1) get homework help from a peer, 2) help a peer, 3) work on an extension activity alone or with a peer, 4) get help from the teacher at the roundtable, 5) create your own math project to work on. Students were empowered to make their own choice. Because of the culture that I had set in my classroom, students had no problem asking each other for help or being the peer helper. Those who wanted to work alone could, those who wanted help got it, the only rule in the classroom was that everyone had to be working on something mathematical, either on the list or approved by me. It took a little while to get it rolling, but eventually, those 15 minutes of time were my favorite 15 minutes of the day.
www.MissMathDork.com
– Kathy Ngo Martin of PreAlgebraTeachers.com
I think students should receive enough homework to review the skills being worked on. I don’t believe students should have “busy work.” I can’t say a set amount of minutes or problems, but I will say I usually assign between 10-20 problems per night, and we usually do 5 together in class.
www.PreAlgebraTeachers.com
– Matt Miller and Alice Keeler, authors of “Ditch that Homework”
“Research can’t prove it’s a best practice. It causes family conflict and stress. Plus, it widens the gap between the haves and the have nots.”
http://www.alicekeeler.com/2017/07/27/ditch-homework-make-homework-obsolete/
– Matt Foster of TeamTomEducation.com
When done right, homework can be a time for shared reading with parents. It can build healthy work habits and inspire students to complete passion projects normally not allowed in a school day.
My take is simple. There are some horrible types of homework. And there some types of homework that are simply awesome.
Here are my top 5 things to avoid and 4 must-haves in homework.
To gain benefits from homework, here are 4 must-haves.
TeamTomEducation.com
– John Hattie, author of Visible Learning for Teachers
“Homework in primary school has an effect of around zero. In high school it’s larger. (…) Which is why we need to get it right. Not why we need to get rid of it (…) Five to ten minutes has the same effect of one hour to two hours (…) The best thing you can do is to reinforce something you’ve already learnt.”
https://visible-learning.org/2014/09/john-hattie-interview-bbc-radio-4/
– John Bennett of johncbennettjr.com
I’d rather think in terms of ‘Work for Home’ (W4H) than homework (HW). It’s not the HW that the teacher assigns for grading that has any value. It’s the W4H that’s aligned with what the student (with teacher input) believes needs needs further work for better learning – not for grading – that’s important. This emphasizes the learning, not the assumed needs from the teacher for grading!!!
Learn more at teach4theheart.com , or follow on Facebook @Teach4theHeart
Join at www.PreAlgebraTeachers.com , follow on Facebook , or join her Facebook group
nice blog on maths for sharing those who want to how to learn the basics.
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So, how much homework do you give per night? How do you determine what is the best amount? In addition to the impact that homework has on academic achievement, Christian teachers also are thinking about the impact of homework on the total well-being of students and their families. What about homework’s intrusion into precious family time? What about the student with slow processing who takes twice the time as other students to complete assignments? What about a parent’s choice to engage their child in other types of learning or work outside of the normal school day hours, essentially eliminating time to complete homework? These questions require the Christian teachers’ consideration because our role is to assist parents in the education of their children. Biblically, the parents “make the call,” so to speak.
Research informs one area of decision-making regarding homework. That area is the connection between academic achievement and the amount of time a student spends doing homework. Harris Cooper reviewed more than 60 research studies on homework between 1987 and 2003 and drew some conclusions which may be helpful. [1] Here is a brief summary of the meta-analysis of the research on homework: 1. The amount of homework assigned to students should be different based on the grade of the student.
The pressure to homeschool is at a fever pitch, particularly as more and more states are announcing sweeping school closures until the fall. And with such polarizing guidance, it's easy for parents to look at a typical seven-hour school day and assume that they simply aren't doing enough.
In late March, the Illinois State Board of Education released "remote learning recommendations" in order to provide clarification to districts, schools, teachers, students, and parents as to what virtual education should look like during the "COVID-19 emergency."
And within this 60-page document, perhaps the most helpful section was a small chart outlining the "suggested minimum and maximum times of engagement by each student in remote learning activities." Broken down by grade level, it gives parents achievable benchmarks for how much time should be spent doing remote learning each day:
In addition to the time parameters, it also outlined how additional engagement opportunities – versus strict remote learning assignments – are especially vital for preschool and elementary grade levels, where it is not "developmentally appropriate to expect a student to attend to academic tasks for a long period of time." For those kids, the organization offered up a separate table of activities and noted that families are "encouraged" to support learning via these methods instead.
Illinois's Board of Education said it created these recommendations because it "acknowledges that all students, families, and schools are diverse and supports remote learning that meets local needs, and to the greatest extent possible, minimizes the negative impact this unprecedented moment has on our students' educational trajectories."
And although these guidelines might vary state to state, it serves as a helpful baseline for those parents who have been trying to fill full school days when they should actually be homeschooling a lot less.
This is my first year as a full time teacher, after working for many years in education as a part-time teacher, researcher, and coach with Challenge Success. Throughout the year I’ve seen the complexities and nuances of how student stress works up close. Stress doesn’t just come from one place. It’s not only teachers assigning too much homework, or a hectic school schedule, or one too many extracurricular activities. It’s deeper than any one of those things. It’s cultural, and it’s something we not only feel, but also go in search of.
In an odd way, I feel like we take a certain pride in being busy. Hard work, it goes without saying, is admirable, and it’s far better to work too hard than not work hard enough. For example, as a teacher I rarely feel compelled to say to a student, “Hey Hector, you worked too hard on this. Try taking it easier next time.” The implication of this would be, “this assignment is too well done, too thorough, too neat.” On the other hand it’s not uncommon to say, “Jacob, this feels rushed. Did you put in enough effort? Did you save it for the last minute?”
Students pick up on this distinction, which comes not only from feedback on turned-in work, but from their parents, their peers, television shows they watch, books they read, and even video games they play (populated as they are with tireless heroes and villains who are sometimes evil, sometimes admirable, but never lazy). Stress itself is not admirable, per se, but busy-ness is, and busy-ness turns into stress easily.
So there is no simple origin for stress, and hence there is no one panacea, one thing I can do, as a teacher, to reduce the stress of my students when they secretly want to be able to say how busy they are, when their parents want them to do well in school, and when students themselves make choices – like saving work for the last minute – which unduly increase stress. What’s more, 8 th graders live intensely dramatic social lives, where friendships rise and fall in days, crushes are not-always-closely-guarded secrets, and the adolescent germs of independence-seeking youthful rebellion are starting to grow. In short, it’s hard being 14 even without school.
This year my 8 th graders have taught me how complicated their stress is, and they’ve also shown me that there are little things I can do to improve their experience. The following are three big ideas that I had considered in the abstract before – as a coach with Challenge Success, and as a student and researcher – but which now carry the weight of experience. They’re not panaceas or solutions, in themselves. Rather, they are all important ideas to keep in mind when thinking about how to tackle the difficult issue of student stress.
1) Some stress can be good. Students want rigor and want to feel motivated. My students do best when they feel challenged. Reading the difference between paralyzed and overwhelmedand intimidated but up for it is not always easy, but it’s worth it to figure out the markers for each and every student. A challenged student is a motivated student, and reducing stress cannot mean reducing rigor, because that leads to disengagement and boredom, which in turn makes school more stressful. It is no accident that my students feel most stressed not when they have the most or most difficult work to do, but rather when they are not convinced that the work they have to do is worthwhile.
2) It’s not easy to tell how much homework students actually do. Make sure you find out the whole story. Anyone who has taught middle school knows that some students complain about everything, and especially how much homework they have. At one point this year I asked one of my more grumpy students how much homework she has on a typical night, worried that maybe me and my fellow 8th grade teachers were overdoing it. “Oh,” she said, “About 45 minutes.” I thought about this for a minute. Not only do we have an hour-long ‘homework period’ – a quiet time for students to work independently – at the end of our school day, but this student also spends the next hour in study hall after school. I responded, “So, basically you have enough time to finish it in homework period and study hall every day, so you’re done before you go home at 4.” She said, “Yeah, that’s right,” and left it at that. “So much homework” didn’t mean “more than I can do,” or, “so much that it takes away from family time.” I was relieved. I also realized that, for a student who has been at a school where we make a point of limiting homework load and craft assignments that are never busywork and always requires thinking this was a lot of work, but totally doable.
On the flip side, some students will quietly spend hours and hours on assignments that were meant to be finished in a fraction of that time. I have another student who routinely turns in work to me, digitally, well after midnight. In speaking to him, I’ve learned that he spends hours and hours in sports practices, and is such a perfectionist about his school work that he’ll easily put in double or triple the time his classmates do on each assignment. Add in his serial procrastination and you have a recipe for a classic over-stressed student: too much to do, too little sleep. Add in, in his case, the added complication that he never offers a word of complaint. Indeed, if you ask him, he’ll say that he wants to work so hard. There’s no easy solution here, as this student is a classic example of broader cultural values at work, but fact finding and recognizing that the problem exists is a key first step.
3) Giving students time to get work done is not enough; you have to teach them to use that time effectively. My school’s hour long homework period is, I think, a particularly brilliant idea, but it only works if it’s implemented properly. What does “properly” mean? Middle school students, no matter how engaged they are by their curriculum and class projects, need structure and support from teachers to work effectively. I’ve come to understand that running homework period is possibly the most important part of my job, because it’s a time when I can teach, on an individual basis, skills that go way beyond my Language Arts curriculum. I can teach resilience, when to ask for help (and when to figure it out yourself), how to stay organized, and how to prioritize tasks. Being firm and consistent with expectations for student use of homework period – and following through on those expectations – makes student experience effective. Improperly implemented, homework period could simply be an hour-long socialization and decompression time for students. That would have some merits, but perhaps the best way to reduce stress is to get the stressful work done (and how much smaller does it usually seem when it’s done!). Homework period allows students to do that, as long as the atmosphere the teacher establishes is a productive one.
Reducing stress and improving the student experience isn’t about making school easy. It’s about setting high expectations, providing meaningful learning opportunities, and ensuring that students can succeed at meeting real challenges. It’s about finding out the truth from students, knowing what they want, what they need, and when those things are either in concert or in contradiction. It’s about teaching students to be positive and productive, teaching them to prioritize and make effective use of their time, and teaching them to be reflective and self-aware. It’s not easy, but it’s worth the effort.
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Giving students an excessive amount of homework in the early grades can turn them away from learning. It also robs young children of a chance to do other activities after doing six or more hours of academic work in the classroom. It is only when children reach sixth grade that the amount of homework that they do is directly related to how well they achieve in school. Before then, the effect of homework on achievement is almost nonexistent.
Rather than discussing with individual teachers how much homework your children should have, a better approach would be to work through the parent-teacher organization to have the school establish a homework policy. Otherwise, there may be little consistency between how much homework Ms. A and Mr. B assign in third grade. This leads to some students being overburdened by assignments while others rarely do any homework. Also, as students get older and learn different subjects taught by different teachers, it's extremely important to have a school policy that spells out which days of the week individual teachers have to make homework assignments and how much daily homework is appropriate.
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At the elementary level homework should be brief, at your child’s ability level and involve frequent, voluntary and high interest activities. Young students require high levels of feedback and/or supervision to help them complete assignments correctly. Accurate homework completion is influenced by your child’s ability, the difficulty of the task, and the amount of feedback your child receives. When assigning homework, your child’s teachers may struggle to create a balance at this age between ability, task difficulty and feedback. Unfortunately, there are no simple guiding principles.
We can assure you, however, that your input and feedback on a nightly basis is an essential component in helping your child benefit from the homework experience.
In first through third grade, students should receive one to three assignments per week, taking them no more than fifteen to twenty minutes. In fourth through sixth grade, students should receive two to four assignments per week, lasting between fifteen and forty-five minutes. At this age, the primarily goal of homework is to help your child develop the independent work and learning skills that will become critical in the higher grades. In the upper grades, the more time spent on homework the greater the achievement gains.
For students in middle and high school grades there are greater overall benefits from time engaged in practicing and thinking about school work. These benefits do not appear to depend as much upon immediate supervision or feedback as they do for elementary students. In seventh through ninth grade we recommend students receive three to five sets of assignments per week, lasting between forty-five and seventy-five minutes per set. In high school students will receive four to five sets of homework per week, taking them between seventy-five and 150 minutes per set to complete.
As children progress through school, homework and the amount of time engaged in homework increases in importance. Due to the significance of homework at the older age levels, it is not surprising that there is more homework assigned. Furthermore, homework is always assigned in college preparatory classes and assigned at least three quarters of the time in special education and vocational training classes. Thus at any age, homework may indicate our academic expectations of children.
Regardless of the amount of homework assigned, many students unsuccessful or struggling in school spend less rather than more time engaged in homework. It is not surprising that students spending less time completing homework may eventually not achieve as consistently as those who complete their homework.
We are not completely certain. Some American educators have concluded that if students in America spent as much time doing homework as students in Asian countries they might perform academically as well. It is tempting to assume such a cause and effect relationship.
However, this relationship appears to be an overly simple conclusion. We know that homework is important as one of several influential factors in school success. However, other variables, including student ability, achievement, motivation and teaching quality influence the time students spend with homework tasks. Many students and their parents have told us they experience less difficulty being motivated and completing homework in classes in which they enjoyed the subject, the instruction, the assignments and the teachers.
The benefits from homework are the greatest for students completing the most homework and doing so correctly. Thus, students who devote time to homework are probably on a path to improved achievement. This path also includes higher quality instruction, greater achievement motivation and better skill levels.
Authors: Dr. Sam Goldstein and Dr. Sydney Zentall
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Evaluating the homework policies of schools.
In choosing a school for your child, you’ll want to look at its homework policies. You might be surprised by how much these vary between schools.
It’s one of the biggest decisions you’ll make for your child. Let our experts and school insiders guide you through your best options, red flags to watch out for, and tips to a successful application.
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Figure 1: The distribution for the amount of homework assigned in Grade 6 among schools featured on OurKids.net.
There’s a long-standing and contentious debate over homework . Should homework be assigned to school-age children? If so, in what grades? And how much homework should be assigned? There’s no shortage of disagreement about these questions.
On the one hand, traditionalists are pro-homework. They claim that homework helps students learn. They also claim schools should start assigning it in Grade 1, and increase the amount in each grade.
Progressives , on the other hand, are anti-homework. They claim that homework is mostly ineffective, and that schools should assign little, if any, homework—especially in the earlier grades.
Understanding this debate can help you evaluate the homework policy of any prospective school. And this can help you decide if a school’s a good fit for your family.
Figure 2: The average amount of homework assigned by grade for schools featured on OurKids.net.
(2) the case against homework, (3) recent research on homework, (4) homework in public schools, (5) homework in canadian private schools, (6) guidelines for evaluating homework policies.
It has long been held that homework—assuming it’s well-designed—is crucial to learning and development.
In Cultural Literacy (1987), the traditionalist Hirsch argues for the value of homework. Homework, he urges, gives students more time to reinforce knowledge they’ve learned in the classroom. And this gives them a stronger basis for future learning.
For example, by memorizing the multiplication tables or the location of every country in Europe, students can learn important concepts and expand their body of knowledge. Coming back to material after a period away from it is a time-tested strategy for retaining information. Homework provides exactly that, supporters argue. And this enables students to move on to new material during class.
In addition, it’s argued, regular homework also helps students practice skills. Many skills require lots of practice to become ingrained habits, says Michael Zwaagstra, a well-known homework advocate. Why, he asks (in What’s Wrong with our Schools? (2009)), would academic skills be any different?
A pianist can improve by practicing scales and a basketball player can improve by spending hours in the gym. In the same way, students can improve skills learned in school through practice.
Basic skills like grammar, spelling, and multiplication tables require drill, says Barr (2007). Learning how to begin projects, searching for answers, and problem-solving are skills that adults use daily, and must be learned early through homework.
Homework not only helps with academics, but it also builds study skills and character.
This view aligns with the frequently discussed “practice principle.” According to Malcolm Gladwell, among others, one needs at least 10,000 hours of practice to master challenging skills, such as playing the guitar, writing a short story, or serving a tennis ball.
Sometimes homework can be frustrating for students and parents. Often, though, these problems stem from homework being poorly designed, it’s argued. In other words, we shouldn’t throw the baby out with the bathwater:
The best way to address the homework issue is for teachers to ensure they have a good reason for assigning the homework. Homework should be meaningful and provide students with the opportunity to practice skills and concepts they have recently learned in school. Ensuring that homework is properly designed and relevant to what students are learning is the best way to alleviate concerns about its effectiveness. (Zwaagstra, 2009)
Figure 3: The average amount of homework assigned by grade for traditional schools featured on OurKids.net.
The case for homework seems pretty straightforward, right? Well, not according to homework’s critics. In the last 40 years or so, homework has been criticized by many.
Critics claim homework can interfere with student motivation and family life. Alfie Kohn (in “ The Homework Myth ”), a well-known progressivist and homework opponent, sums up this line of thinking:
"The negative effects of homework are well known. They include children’s frustration and exhaustion, lack of time for other activities, and possible loss of interest in learning. Many parents lament the impact of homework on their relationships with their children; t hey may also resent having to play the role of enforcer and worry that they will be criticized either for not being involved enough with the homework or for becoming too involved."
Kralovec and Buell (in “ End Homework Now ”, 2001), two other homework opponents, describe how homework can be a major source of stress for families:
Homework squeezes family life. All parents have educational agendas for their children. They want to pass on their cultural heritage, religious beliefs , and important life skills. They want to teach their children how to be good citizens and how to share in the responsibilities of running a home. More homework makes parents put their own agendas on hold even as they often struggle to help their children cope with homework assignments. Additionally, families need time to constitute themselves as families. According to a 1998 survey by Public Agenda, nearly 50 percent of parents reported having a serious argument with their children over homework, and 34 percent reported homework as a source of stress and struggle. Parents often have conflicting feelings about homework, viewing it as a way for their children to succeed but also as imposing serious limits on family time.
Zwaagstra (2009), meanwhile, tries to address this kind of claim:
Perhaps the most specious and troublesome claim is that homework takes away time for more valuable activities for students, such as exercising or talking to parents. Using the University of Michigan Institute for Social Research data—often quoted by homework opponents—one quickly finds that the average television viewing for school-aged children is more than two hours a day. If there is anything that takes time away from constructive childhood activities, it is watching mindless television programs. (One wonders whether homework opponents plan to encourage governments to pass laws that restrict the number of hours that children are permitted to watch television during weeknights.)
But parent concerns over homework are real. In Canada, a 2007 study from the Ontario Institute for Studies in Education (OISE) showed that—at least in Ontario —many parents question both the amount of homework and the nature of homework.
The study revealed that much assigned homework seems unnecessary to parents, isn’t taken up in class, shared or evaluated, and when it is, it’s often not quick enough. It also revealed that many parents are concerned about the affect homework has on their family life.
“ I feel that my child is being asked to complete homework that is too difficult for her to do on her own. She needs the help of one or both parents. This seems to me to be inappropriate. I do not mind helping my child with homework, but it seems that at least she should be given at least some homework that she can complete on her own. ”
It would seem that the teachers are either too rushed or can't be bothered to communicate well what is expected from the homework assignments.
That there is so much quantity, I wonder if the benefits of learning from the work is being outweighed by the negative effects such as less ‘down’ time, less family time, stress of completing assignments, emphasis on completing work instead of learning something.
I think most of the assigned homework thus far has been either busy work and a complete waste of time, or it is part of the curriculum that the teacher has not had time to cover and is sending it home to extend the school day.
Homework starts too young. Children are in structured activities all day between school and daycare . For working parents —as soon as you get home you have to start in on all of the assigned homework. This is impacting the quality time you are able to spend as a family unit. Under the age of 10 I highly question how homework actually contributes to learning outcomes. I believe that if kids had time for free play, family time, and outdoor activity —academic results would actually be higher in the end.
Indeed, the argument against homework goes beyond the question of infringing on family time and being annoying. Homework’s critics also question how effective it is at improving grades—especially in the early school years (such as preschool and elementary school).
In fact, Kohn, one of homework’s harshest critics, has argued homework has no positive effects. This is a common view in the anti-homework camp.
Numerous studies conducted since the 1980s have looked at the benefits of homework, and according to Kohn (not to mention Kralovec, Buell and others), none have proven its value. In particular, they show no positive correlation between homework and high grades.
Assigning homework often turns into a way for teachers to offload the job of teaching students in class, critics argue. Students should be able to learn the required material and skills within class—even if that means finding more class time for practice and review.
Figure 4: The average amount of homework assigned by grade for progressive schools featured on OurKids.net.
So, who’s right? Is homework a good thing or not? And in terms of what academic outcomes? And, what does research say about the effectiveness of homework?
Well, there have been several studies on homework. One of the biggest was the Duke study , led by Harrison Cooper. In this study, Duke University researchers reviewed more than sixty research studies on the effectiveness of homework between 1987 and 2003. It concluded that homework does have a positive effect on student achievement, such as grades.
According to Cooper, the study shows the right amount of homework depends on the grade level. For elementary school students, no amount of homework—large or small—affects academic achievement.
For middle school students, academic achievement continues to improve with more homework, until assignments last between one and two hours a night. For high school students, the more homework, the higher the achievement, up to a limit of about two to three hours a night.
While the study seemed to show that homework’s a critical part of the learning process, Cooper noted it also showed that too much homework can be counter-productive for students at all levels.
The research appeared to be consistent with the “10-minute” rule, now quite commonly accepted, at least in traditional , academically-oriented schools. According to the 10-minute rule, teachers should add 10 minutes of homework for each grade a student completes, starting with the first grade. In other words, a first-grader would be assigned 10 minutes of homework, a second-grader 20 minutes, a third-grader 30 minutes, and so on.
Yet many have disputed these results. Kohn, for example, has argued that the results, taken as a whole, are inconclusive. At best, the research shows that homework can have minor benefits on the achievement levels of high school students:
There is absolutely no evidence of any academic benefit from assigning homework in elementary or middle school. For younger students, in fact, there isn’t even a correlation between whether children do homework (or how much they do) and any meaningful measure of achievement. At the high school level , the correlation is weak and tends to disappear when more sophisticated statistical measures are applied. Meanwhile, no study has ever substantiated the belief that homework builds character or teaches good study habits.
The results of the Duke study have also been disputed for other reasons. First, many of the research studies were poorly designed. Second, the research focused mostly on academic achievement as the desirable outcome. Only a few studies looked at homework’s affect on attitudes toward school and subject matter. And no studies looked at other outcomes such as study habits, cheating, or participation in community activities.
Overall, research on the effectiveness of homework is less than conclusive. Some studies have led to different, and in some cases, conflicting interpretations of the data. Yet we can draw some tentative conclusions from the research. These conclusions include the following:
As a parent, it’s important to select a school that’s the right fit for your child. Part of this decision will involve looking at a school’s homework policy.
In both the public and private school system , homework policies vary widely. Different schools have different homework policies, and these policies can vary among classes and teachers within the same school.
Yet in public schools , unlike private schools, homework policies can be regulated by the government. If your child is in a public school, it’s important to know whether the government regulates homework policies in your school district, and if so, how.
Consider the following example:
One homework policy was recently enacted by the Toronto District School Board (TDSB) , in April of 2008. This policy emerged in response to complaints from parents and students about the amount of homework assigned.
The new policy allowed teachers in Toronto to assign only a minimal amount of homework to elementary students: no more than one hour per evening to Grade 7 and 8 students (in total), and no more than two hours per evening to high school students (in total). In addition, the policy forbid teachers from assigning homework over holidays and from disciplining students who fail to complete their homework on time.
This policy has received mixed reviews, and it’s unclear whether it’s achieved its objectives. Some teachers claim that the restrictions on homework significantly slow down the pace of class. This results in more advanced students sometimes feeling unchallenged and unstimulated in class. This is because much in-class time is spent covering material that could be completed as homework.
On the other hand, some have defended these kinds of policies. They’ve claimed they tend to free up extra time. Children can spend more time with their families, participate in extracurricular activities, socialize with friends, and pursue other interests and hobbies.
In private schools, like public schools, there’s a wide range of homework policies. Unlike in public schools, though, private school policies aren’t regulated by the government. Private schools are normally free to come up with their own homework policies.
Yet, private schools vary in their educational objectives. And these objectives affect their homework policies.
Private schools can be divided into two main homework camps:
On the one hand, traditional, academic schools tend to be more pro-homework. These schools have a standard curriculum which is content-based and rooted in the core disciplines. Their teachers typically deliver a unified and tightly structured curriculum through direct instruction.
These schools also tend to have what we at Our Kids define as a rigorous academic culture . This means they highly value academic performance and use many tests and assignments to evaluate it.
Traditional schools view homework as essential to education. They assign homework to school-age students on a regular basis, increasing the amount and level of difficulty with each grade.
On the other hand, progressive schools tend to be more anti-homework. These schools include (but aren’t limited to) Montessori , Waldorf , and Reggio Emilia schools . They typically provide little direct instruction, and less objective evaluation than traditional schools.
Instead of teaching core subjects through transmitting factual knowledge, progressive schools place children’s interests and ideas at the heart of the learning experience. They also tend to have what we at Our Kids call a supportive academic culture , one focused largely on instilling a love of learning and lifelong curiosity in students.
Many progressive schools view homework as less essential to education and assign less homework to students than traditional schools, especially in the upper grades. In fact, some progressive schools do not assign homework in any grade.
Many of these anti-homework progressivist schools use a practice called classroom flipping . In these schools, students do more “sit-down” learning at home, such as reading or writing . Meanwhile, they do more applied learning activities in class, such as group exercises or in-class presentations.
Classroom flipping is similar to the way some university courses are taught. At this level, students often do “sit-down” reading and studying at home, and then have class and group discussions in school.
Because classroom flipping is a fairly new practice, there’s been little to no research done on it. We’ve begun, though, to compile some data on classroom flipping, including which schools featured on OurKids.net use this practice. Our main aim is to be able to draw some conclusions about its value, in comparison with more traditional approaches to homework.
Figure 5: The average amount of homework assigned by grade for traditional versus progressive schools, as featured on OurKids.net. Note that while traditional schools on average assign more homework than progressive schools, a significant difference doesn’t emerge until the high school years, from Grade 9 to 12.
The jury is still out on homework. Despite lots of research, there’s little agreement on the merits of homework, and its merits versus its costs. But research seems to suggest, if nothing else, that homework can enhance learning in many ways.
Part of choosing the right school for your child involves looking at schools’ homework policies. To start, you should find out whether your child’s current or prospective school has a homework policy. If the school doesn’t have a homework policy, you should find out whether any of its programs, classes, or teachers have homework policies.
If your child’s school (or program or class) does have a homework policy, you should ask for a hard or softcopy of the homework policy document. With this in hand, you can take a close look at the homework policy, and decide whether it’s appropriate and well-suited for your child.
Although there’s no such thing as the perfect or “one-size-fits-all” homework policy, good ones provide an explicit set of guidelines for assigning homework.
These guidelines should be well-supported by the relevant research. Ideally, they should also be clearly communicated to teachers and educators, and in some cases, students and parents .
Below, we provide you our own set of guidelines for evaluating a school’s homework policy. This is meant to help you decide whether a school's homework policy passes muster. Keep in mind, this list is not exhaustive.
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A common question that parents always ask is, “How much time should my child dedicate to homework every day?” It’s not an easy question to answer. As we all know, every student learns differently from each other. While some kids do, substantially, better in school, by completing one hour of homework every day. There might be some others, who require two hours of homework, but only see a slight improvement in their grades.
To get to the bottom of this, we went to the experts for the answers! So here’s a break down of how much time your child should spend on homework according to their grade.
So before we give you a solid figure. We took a look at the results of a May 2012 study from the Los Angeles Unified School District . (Figure 1 below)
If your child is starting out in kindergarten and they receive some basic worksheets to complete for homework, the standard time they should spend on completing homework is 10 minutes per night.
Keep in mind, kindergarten childen might have shorter attention spans, than older kids, and might need a few intervals in between to complete their homework. So let them do it for 5 minutes, then take a 5 minute break, then continue for another 5 minutes to complete.
Usually, Grade 1 – 3 students receive one to three homework assignments per week. They suggest that your child spend at least 20 – 30 minutes per night on homework.
Grade 4 – 5 students who receive two to four assignments per week, should focus between 40 – 50 minutes on completing each assignment.
As your child enters middle and high school, naturally, their home work time will increase. As subjects get harder and more information needs to be retained for exams, more time is needed to practice. Here are the home work time estimations for older students from the Los Angeles Unified School District . (Figure 2 below)
Students in middle school are from Grades 6 – 8. As class subjects require more attention and practice, middle school students get assigned three to five sets of assignments per week. We recommend that your child spend between 45 – 75 minutes per night.
Once your child is in highschool, Grade 9 – 12 students usually receive four to five sets of homework per week. According to Figure 2, high school students should focus about 25-30 minutes on each subject.
For example, if your child is in Grade 10 and has a Math and English assignment to do for homework, they should spend at least 30 minutes on English and 30 minutes on Math. If they take one or two short breaks, it works out to be 75 – 150 minutes per set to complete both assignments.
Does your child need help completing their homework? ICan Education can help as we offer flexible Homework Help with tutors in Brampton, Mississauga, Milton, and Burlington!
ICAN Education tutoring centre has several locations in the GTA West, Mississauga, Brampton, Milton, and Burlington. To locate the closest ICAN Education centre near you, click here .
Do you have any tips to share with other parents and students about completing homework? Let us know by posting your comments below and let’s move the conversation to our Twitter Page @icanedu. Don’t forget to ‘Like’ ICAN Education’s Facebook and say ‘hi!’!
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Aside from the regular core subjects many students homeschooling in 8th grade will incorporate some kind of physical fitness program and possibly other fine arts studies and electives as well.
Discover what eighth graders should learn and other useful information to help you get started.
Reading book list for eighth grade, how time4learning can help you homeschool your eighth grader.
Before you start homeschooling eighth grade, there are some steps you should take.
When homeschooling an 8th grader, there’s a sequence you should follow to ensure that your child is learning the skills necessary for success. Use our eighth grade scope and sequence page to plan out the year.
Setting up a schedule for your eighth grader will depend on what works best for your family, especially if you work outside the home. You may want to homeschool in the morning or afternoon, while other homeschoolers schedule classes in the evening.
As far as how much time you should be spending homeschooling each day, three or four hours is generally sufficient. Many homeschoolers teach in 20 to 30 minute blocks and provide breaks in between. For instance, you might want to homeschool four days a week or take a half day on Fridays, or homeschool all year long with a few vacation breaks — it all depends on your family’s situation.
Start planning out your homeschooling days with this free easy to use daily planner.
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A typical course of study for eighth grade homeschoolers includes:
You should look up your state’s rules and find out if they have any required subjects for homeschoolers. Also, homeschooling is flexible, so you can choose from any number of electives.
Meeting the eighth grade learning objectives is important for your child’s future progress. They should be familiar with more complicated concepts, theories, and practices in their core subjects.
Generally speaking, they should be able to understand the following topics by the end of eighth grade:
There is no shortage of books that your eighth grader can read. The following is just a short list of some recommended titles to help you get started:
Try to encourage them to read the news, magazines, online articles, and more. Avid reading encourages learning and expands their knowledge on many different subjects and expands their vocabulary.
Over 600,000 families have trusted Time4Learning with their children’s education in some capacity, whether it be their full-time curriculum, skill builder program , or summer learning program . Children love the curriculum because it is computer-based with interactive lessons, parents appreciate it because of the built-in tools that make their day less stressful.
Time4Learning can help your children master more difficult concepts, reach their eighth grade learning objectives, and become more independent learners, Time4Learning offers:
Discount applied to the student(s) of equal or lesser value.
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The National PTA and the National Education Association support the " 10-minute homework guideline "—a nightly 10 minutes of homework per grade level. But many teachers and parents are quick to point out that what matters is the quality of the homework assigned and how well it meets students' needs, not the amount of time spent on it.
The following chart adapted from the National Education Associations recommendations can be used as a resource for teachers in Kindergarten through the 8 th grade. Grade Level. Recommended Amount of Homework Per Night. Kindergarten. 5 - 15 minutes. 1 st Grade. 10 - 20 minutes. 2 nd Grade. 20 - 30 minutes.
In 1st grade, children should have 10 minutes of daily homework; in 2nd grade, 20 minutes; and so on to the 12th grade, when on average they should have 120 minutes of homework each day, which is ...
Cooper points to "The 10-Minute Rule" formulated by the National PTA and the National Education Association, which suggests that kids should be doing about 10 minutes of homework per night per grade level. In other words, 10 minutes for first-graders, 20 for second-graders and so on. Too much homework vs. the optimal amount
This one is fairly obvious: The National Education Association recommends that homework time increase by ten minutes per year in school. (e.g., A third grader would have 30 minutes of homework ...
The idea that "less is more" rules here. According to the National Education Association, guidelines are no more than 10 minutes per grade level per night (that's 10 minutes total for a first-grader, 30 minutes for a third-grader). Some students do their homework on their own, and some parents help their children.
Take the child's grade and multiply by 10. So first-graders should have roughly 10 minutes of homework a night, 40 minutes for fourth-graders, on up to two hours for seniors in high school. A lot ...
2. Please don't introduce new concepts in homework assignments. It is stressful to try something new without your teacher when you are tired from a long day and dealing with distractions at home. 3. We often learn just as much in classes that give very little or no homework as classes that give homework every night!
Despite the differences in the recommendations from these sources, the table shows broad agreement about how much homework to assign at each grade. At grades 1-3, homework should be limited to an hour or less per day, while in grades 4-6, homework should not exceed 90 minutes. The upper limit in grades 7-8 is 2 hours and the limit in high ...
Never assign homework that surpasses the Rule of 10. Ten minutes multiplied by the grade level equals maximum homework time. Never assign homework without choice. Never grade homework for accuracy. Never assume all students have equal access to parental support and resources. To gain benefits from homework, here are 4 must-haves.
High schoolers reported doing an average of 2.7 hours of homework per weeknight, according to a study by the Washington Post from 2018 to 2020 of over 50,000 individuals. A survey of approximately 200 Bellaire High School students revealed that some students spend over three times this number. The demographics of this survey included 34 ...
Middle School: Recommended: 90-120 minutes average per night. High School: every 30 minutes of additional homework per night yields a 5% increase in the student's GPA up to a point. Recommended: 120-180 minutes per night. 2. Parental involvement in homework should be kept to a minimum.
An education board released remote learning recommendations that denote minimum and maximum hours per day kids should spend on school work by grade level.
Third to fifth grades. Many children will be able to do homework independently in grades 3-5. Even then, their ability to focus and follow through may vary from day to day. "Most children are ...
In that poll teens reported spending, on average, more than three hours on homework each school night, with 11th graders spending more time on homework than any other grade level. By contrast ...
They're not panaceas or solutions, in themselves. Rather, they are all important ideas to keep in mind when thinking about how to tackle the difficult issue of student stress. 1) Some stress can be good. Students want rigor and want to feel motivated. My students do best when they feel challenged.
Too much, however, is harmful. And homework has a greater positive effect on students in secondary school (grades 7-12) than those in elementary. "Every child should be doing homework, but the ...
The most popular guideline for the right amount of homework is 10 minutes each night for each grade. Therefore, your first-grader should have 10 minutes of homework; it would be 30 minutes for the third-grader and 70 minutes for the seventh-grader. While guidelines are a good idea, teachers will assign work at different rates depending on what ...
In seventh through ninth grade we recommend students receive three to five sets of assignments per week, lasting between forty-five and seventy-five minutes per set. In high school students will receive four to five sets of homework per week, taking them between seventy-five and 150 minutes per set to complete.
According to the 10-minute rule, teachers should add 10 minutes of homework for each grade a student completes, starting with the first grade. In other words, a first-grader would be assigned 10 minutes of homework, a second-grader 20 minutes, a third-grader 30 minutes, and so on.
We recommend that your child spend between 45 - 75 minutes per night. Once your child is in highschool, Grade 9 - 12 students usually receive four to five sets of homework per week. According to Figure 2, high school students should focus about 25-30 minutes on each subject. For example, if your child is in Grade 10 and has a Math and ...
A typical course of study for eighth grade homeschoolers includes: Language arts. Math. Social studies. Science. Health and safety. Physical fitness program. Electives (or a hobby that your child enjoys) You should look up your state's rules and find out if they have any required subjects for homeschoolers.
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