debate on homework in school

Is Homework Good for Kids? Here’s What the Research Says

A s kids return to school, debate is heating up once again over how they should spend their time after they leave the classroom for the day.

The no-homework policy of a second-grade teacher in Texas went viral last week , earning praise from parents across the country who lament the heavy workload often assigned to young students. Brandy Young told parents she would not formally assign any homework this year, asking students instead to eat dinner with their families, play outside and go to bed early.

But the question of how much work children should be doing outside of school remains controversial, and plenty of parents take issue with no-homework policies, worried their kids are losing a potential academic advantage. Here’s what you need to know:

For decades, the homework standard has been a “10-minute rule,” which recommends a daily maximum of 10 minutes of homework per grade level. Second graders, for example, should do about 20 minutes of homework each night. High school seniors should complete about two hours of homework each night. The National PTA and the National Education Association both support that guideline.

But some schools have begun to give their youngest students a break. A Massachusetts elementary school has announced a no-homework pilot program for the coming school year, lengthening the school day by two hours to provide more in-class instruction. “We really want kids to go home at 4 o’clock, tired. We want their brain to be tired,” Kelly Elementary School Principal Jackie Glasheen said in an interview with a local TV station . “We want them to enjoy their families. We want them to go to soccer practice or football practice, and we want them to go to bed. And that’s it.”

A New York City public elementary school implemented a similar policy last year, eliminating traditional homework assignments in favor of family time. The change was quickly met with outrage from some parents, though it earned support from other education leaders.

New solutions and approaches to homework differ by community, and these local debates are complicated by the fact that even education experts disagree about what’s best for kids.

The research

The most comprehensive research on homework to date comes from a 2006 meta-analysis by Duke University psychology professor Harris Cooper, who found evidence of a positive correlation between homework and student achievement, meaning students who did homework performed better in school. The correlation was stronger for older students—in seventh through 12th grade—than for those in younger grades, for whom there was a weak relationship between homework and performance.

Cooper’s analysis focused on how homework impacts academic achievement—test scores, for example. His report noted that homework is also thought to improve study habits, attitudes toward school, self-discipline, inquisitiveness and independent problem solving skills. On the other hand, some studies he examined showed that homework can cause physical and emotional fatigue, fuel negative attitudes about learning and limit leisure time for children. At the end of his analysis, Cooper recommended further study of such potential effects of homework.

Despite the weak correlation between homework and performance for young children, Cooper argues that a small amount of homework is useful for all students. Second-graders should not be doing two hours of homework each night, he said, but they also shouldn’t be doing no homework.

Not all education experts agree entirely with Cooper’s assessment.

Cathy Vatterott, an education professor at the University of Missouri-St. Louis, supports the “10-minute rule” as a maximum, but she thinks there is not sufficient proof that homework is helpful for students in elementary school.

“Correlation is not causation,” she said. “Does homework cause achievement, or do high achievers do more homework?”

Vatterott, the author of Rethinking Homework: Best Practices That Support Diverse Needs , thinks there should be more emphasis on improving the quality of homework tasks, and she supports efforts to eliminate homework for younger kids.

“I have no concerns about students not starting homework until fourth grade or fifth grade,” she said, noting that while the debate over homework will undoubtedly continue, she has noticed a trend toward limiting, if not eliminating, homework in elementary school.

The issue has been debated for decades. A TIME cover in 1999 read: “Too much homework! How it’s hurting our kids, and what parents should do about it.” The accompanying story noted that the launch of Sputnik in 1957 led to a push for better math and science education in the U.S. The ensuing pressure to be competitive on a global scale, plus the increasingly demanding college admissions process, fueled the practice of assigning homework.

“The complaints are cyclical, and we’re in the part of the cycle now where the concern is for too much,” Cooper said. “You can go back to the 1970s, when you’ll find there were concerns that there was too little, when we were concerned about our global competitiveness.”

Cooper acknowledged that some students really are bringing home too much homework, and their parents are right to be concerned.

“A good way to think about homework is the way you think about medications or dietary supplements,” he said. “If you take too little, they’ll have no effect. If you take too much, they can kill you. If you take the right amount, you’ll get better.”

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

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

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

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

The Case for Homework

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

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

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

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

The Arguments Against Homework

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

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

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

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

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

The Link Between Homework and Stress

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

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

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

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

Striking a Balance: Effective Homework Strategies

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

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

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

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

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

Alternative Approaches to Reinforcing Learning

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

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

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

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

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

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

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

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

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

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

References:

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

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

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

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

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

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

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

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

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

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