Homework
From dioramas to book reports, from algebraic word problems to research projects, whether students should be given homework, as well as the type and amount of homework, has been debated for over a century. [1]
While we are unsure who invented homework, we do know that the word homework dates back to ancient Rome. Pliny the Younger asked his followers to practice their speeches at home. Memorization exercises as homework continued through the Middle Ages and Enlightenment by monks and other scholars.[45]
In the 19th century German students of the Volksschulen or “People’s Schools” were given assignments to complete outside of the school day. This concept of homework quickly spread across Europe and was brought to the United States by Horace Mann, who encountered the idea in Prussia.[45]
In the early 1900s progressive education theorists, championed by the magazine Ladies’ Home Journal, decried homework’s negative impact on children’s physical and mental health, leading California to ban homework for students under 15 from 1901 until 1917. In the 1930s homework was portrayed as child labor, which was newly illegal, and the prevailing argument was that kids needed time to do household chores. [1][2][45][46]
Public opinion swayed again in favor of homework in the 1950s because of concerns about keeping up with the Soviet Union’s technological advances during the Cold War. And, in 1986, the U.S. Department of Education included homework in its pamphlet “What Works,” as a strategy to boost education.[3][45]
A 2014 study found that kindergarteners to fifth graders averaged 2.9 hours of homework per week, sixth to eighth graders 3.2 hours per teacher per week, and ninth to twelfth graders 3.5 hours per teacher per week. A 2014–19 study found that teens spent about an hour a day on homework. This one-hour pattern was confirmed by a 2020 Washington Post article by Denise Pope, which reported that “high-performing schools” were requiring about 2.7 hours of homework per night, but that the average across schools was about an hour per night. [4][44][53]
As explained by EducationWeek, the accepted guideline, supported by both the National Education Association and the National Parent Teacher Association, is the 10-minute rule: “Children should have no more than 10 minutes of homework each day for each grade reached. 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 about 10 hours a week.” [54]
Beginning in 2020 the COVID-19 pandemic complicated the very idea of homework, as students were schooling remotely and many were doing all school work from home. Washington Post journalist Valerie Strauss asked, “Does homework work when kids are learning all day at home?” While students were mostly back in school buildings in fall 2021, the question of how effective homework is as an educational tool remains. [47]
(This article first appeared on ProCon.org and was last updated on Feb. 25, 2022.)
| PROS | CONS |
|---|---|
| Pro 1: Homework improves student achievement. Read More. | Con 1: Too much homework can be harmful. Read More. |
| Pro 2: Homework helps to reinforce classroom learning while developing good study habits and life skills. Read More. | Con 2: Homework exacerbates the digital divide, or homework gap. Read More. |
| Pro 3: Homework allows parents to be involved with children’s learning. Read More. | Con 3: Homework does not help younger students and may not help high-school students. Read More. |
Pro Arguments
(Go to Con Arguments)Pro 1: Homework improves student achievement.
Studies have shown that homework improved student achievement in terms of grades, test results, and the likelihood to attend college.
Research published in the High School Journal indicated that students who spent between 31 and 90 minutes each day on homework “scored about 40 points higher on the SAT-Mathematics subtest than their peers, who reported spending no time on homework each day, on average.” [6]
Students in classes that were assigned homework outperformed 69% of students who didn’t have homework on both standardized tests and grades. A majority of studies on homework’s impact—64% in one meta-study and 72% in another—showed that take-home assignments were effective at improving academic achievement. [7][8]
Research by the Institute for the Study of Labor (IZA) concluded that increased homework led to better grade point averages (GPAs) and higher probability of college attendance for high-school boys. In fact, boys who attended college did more than three hours of additional homework per week in high school. [10]
Pro 2: Homework helps to reinforce classroom learning while developing good study habits and life skills.
Students typically retain only 50% of the information teachers provide in class, and they need to apply that information in order to truly learn it. Abby Freireich and Brian Platzer, cofounders of Teachers Who Tutor NYC, explained, “at-home assignments help students learn the material taught in class. Students require independent practice to internalize new concepts…[And] these assignments can provide valuable data for teachers about how well students understand the curriculum.”[11][49]
Elementary school students who were taught “strategies to organize and complete homework,” such as prioritizing homework activities, collecting study materials, note-taking, and following directions, showed increased grades and more positive comments on report cards. [17]
Research by the City University of New York noted that “students who engage in self-regulatory processes while completing homework,” such as goal-setting, time management, and remaining focused, “are generally more motivated and are higher achievers than those who do not use these processes.”[18]
Homework also helps students develop key skills that they’ll use throughout their lives: accountability, autonomy, discipline, time management, self-direction, critical thinking, and independent problem-solving. Freireich and Platzer noted that “homework helps students acquire the skills needed to plan, organize, and complete their work.” [12][13][14][15][49]
Pro 3: Homework allows parents to be involved with children’s learning.
Thanks to take-home assignments, parents are able to track what their children are learning at school as well as their academic strengths and weaknesses. [12]
Data from a nationwide sample of elementary school students show that parental involvement in homework can improve class performance, especially among economically disadvantaged African-American and Hispanic students. [20]
Research from Johns Hopkins University found that an interactive homework process known as TIPS (Teachers Involve Parents in Schoolwork) improves student achievement: “Students in the TIPS group earned significantly higher report card grades after 18 weeks (1 TIPS assignment per week) than did non-TIPS students.” [21]
Homework can also help clue parents in to the existence of any learning disabilities their children may have, allowing them to get help and adjust learning strategies as needed. Duke University professor Harris Cooper noted, “Two parents once told me they refused to believe their child had a learning disability until homework revealed it to them.”[12]
Con Arguments
(Go to Pro Arguments)Con 1: Too much homework can be harmful.
A poll of California high-school students found that 59% thought they had too much homework. 82% of respondents said that they were “often or always stressed by schoolwork.” High-achieving high-school students said too much homework leads to sleep deprivation and other health problems such as headaches, exhaustion, weight loss, and stomach problems.[24][28][29]
Alfie Kohn, an education and parenting expert, said, “Kids should have a chance to just be kids…it’s absurd to insist that children must be engaged in constructive activities right up until their heads hit the pillow.” [27]
Emmy Kang, a mental health counselor, explained, “More than half of students say that homework is their primary source of stress, and we know what stress can do on our bodies.”[48]
Excessive homework can also lead to cheating: 90% of middle-school students and 67% of high-school students admit to copying someone else’s homework, and 43% of college students engaged in “unauthorized collaboration” on out-of-class assignments. Even parents take shortcuts on homework: 43% of those surveyed admitted to having completed a child’s assignment for them.[30][31][32]
Con 2: Homework exacerbates the digital divide, or homework gap.
Kiara Taylor, a financial expert, defined the digital divide as “the gap between demographics and regions that have access to modern information and communications technology and those that don’t. Though the term now encompasses the technical and financial ability to utilize available technology—along with access (or a lack of access) to the Internet—the gap it refers to is constantly shifting with the development of technology.” For students, this is often called the homework gap. [50][51]
30% (about 15 to 16 million) public school students either did not have an adequate internet connection or an appropriate device, or both, for distance learning. Completing homework for these students is more complicated (having to find a safe place with an internet connection, or borrowing a laptop, for example) or impossible.[51]
A Hispanic Heritage Foundation study found that 96.5% of students across the country needed to use the internet for homework, and nearly half reported they were sometimes unable to complete their homework due to lack of access to the internet or a computer, which often resulted in lower grades.[37][38]
One study concluded that homework increases social inequality because it “potentially serves as a mechanism to further advantage those students who already experience some privilege in the school system while further disadvantaging those who may already be in a marginalized position.” [39]
Con 3: Homework does not help younger students and may not help high-school students.
We’ve known for a while that homework does not help elementary students. A 2006 study found that “homework had no association with achievement gains” when measured by standardized tests results or grades. [7]
Fourth-grade students who did no homework got roughly the same score on the National Assessment of Educational Progress (NAEP) math exam as those who did 30 minutes of homework a night. Students who did 45 minutes or more of homework a night actually did worse. [41]
Temple University professor Kathryn Hirsh-Pasek said that homework is not the most effective tool for young learners to apply new information: “They’re learning way more important skills when they’re not doing their homework.” [42]
In fact, homework may not be helpful at the high-school level either. Alfie Kohn, author of The Homework Myth, stated, “I interviewed high school teachers who completely stopped giving homework and there was no downside, it was all upside.” He explains, “just because the same kids who get more homework do a little better on tests, doesn’t mean the homework made that happen.” [52]
Discussion Questions
- Is homework beneficial? Consider the study data, your personal experience, and other types of information. Explain your answer(s).
- If homework were banned, what other educational strategies would help students learn classroom lessons? Explain your answer(s).
- How has homework been helpful to you personally? How has homework been unhelpful to you personally? Make carefully considered lists for both sides.
Take Action
- Examine an argument in favor of quality homework assignments from Janine Bempechat.
- Explore Oxford Learning’s infographic on the effects of homework on students.
- Consider Joseph Lathan’s argument that homework promotes inequality.
- Consider how you felt about the issue before reading this article. After reading the pros and cons on this topic, has your thinking changed? If so, how? List two to three ways. If your thoughts have not changed, list two to three ways your better understanding of the “other side of the issue” now helps you better argue your position.
- Push for the position and policies you support by writing U.S. senators and representatives.
Sources
- Tom Loveless, “Homework in America: Part II of the 2014 Brown Center Report of American Education,” brookings.edu, Mar. 18, 2014
- Edward Bok, “A National Crime at the Feet of American Parents,” The Ladies Home Journal, Jan. 1900
- Tim Walker, “The Great Homework Debate: What’s Getting Lost in the Hype,” neatoday.org, Sep. 23, 2015
- University of Phoenix College of Education, “Homework Anxiety: Survey Reveals How Much Homework K-12 Students Are Assigned and Why Teachers Deem It Beneficial,” phoenix.edu, Feb. 24, 2014
- Organization for Economic Cooperation and Development (OECD), “PISA in Focus No. 46: Does Homework Perpetuate Inequities in Education?,” oecd.org, Dec. 2014
- Adam V. Maltese, Robert H. Tai, and Xitao Fan, “When is Homework Worth the Time?: Evaluating the Association between Homework and Achievement in High School Science and Math,” The High School Journal, 2012
- Harris Cooper, Jorgianne Civey Robinson, and Erika A. Patall, “Does Homework Improve Academic Achievement? A Synthesis of Research, 1987-2003,” Review of Educational Research, 2006
- Gökhan Bas, Cihad Sentürk, and Fatih Mehmet Cigerci, “Homework and Academic Achievement: A Meta-Analytic Review of Research,” Issues in Educational Research, 2017
- Huiyong Fan, Jianzhong Xu, Zhihui Cai, Jinbo He, and Xitao Fan, “Homework and Students’ Achievement in Math and Science: A 30-Year Meta-Analysis, 1986-2015,” Educational Research Review, 2017
- Charlene Marie Kalenkoski and Sabrina Wulff Pabilonia, “Does High School Homework Increase Academic Achievement?,” iza.og, Apr. 2014
- Ron Kurtus, “Purpose of Homework,” school-for-champions.com, July 8, 2012
- Harris Cooper, “Yes, Teachers Should Give Homework – The Benefits Are Many,” newsobserver.com, Sep. 2, 2016
- Tammi A. Minke, “Types of Homework and Their Effect on Student Achievement,” repository.stcloudstate.edu, 2017
- LakkshyaEducation.com, “How Does Homework Help Students: Suggestions From Experts,” LakkshyaEducation.com (accessed Aug. 29, 2018)
- University of Montreal, “Do Kids Benefit from Homework?,” teaching.monster.com (accessed Aug. 30, 2018)
- Glenda Faye Pryor-Johnson, “Why Homework Is Actually Good for Kids,” memphisparent.com, Feb. 1, 2012
- Joan M. Shepard, “Developing Responsibility for Completing and Handing in Daily Homework Assignments for Students in Grades Three, Four, and Five,” eric.ed.gov, 1999
- Darshanand Ramdass and Barry J. Zimmerman, “Developing Self-Regulation Skills: The Important Role of Homework,” Journal of Advanced Academics, 2011
- U.S. Department of Education, “Let’s Do Homework!,” ed.gov (accessed Aug. 29, 2018)
- Loretta Waldman, “Sociologist Upends Notions about Parental Help with Homework,” phys.org, Apr. 12, 2014
- Frances L. Van Voorhis, “Reflecting on the Homework Ritual: Assignments and Designs,” Theory Into Practice, June 2010
- Roel J. F. J. Aries and Sofie J. Cabus, “Parental Homework Involvement Improves Test Scores? A Review of the Literature,” Review of Education, June 2015
- Jamie Ballard, “40% of People Say Elementary School Students Have Too Much Homework,” yougov.com, July 31, 2018
- Stanford University, “Stanford Survey of Adolescent School Experiences Report: Mira Costa High School, Winter 2017,” stanford.edu, 2017
- Cathy Vatterott, “Rethinking Homework: Best Practices That Support Diverse Needs,” ascd.org, 2009
- End the Race, “Homework: You Can Make a Difference,” racetonowhere.com (accessed Aug. 24, 2018)
- Elissa Strauss, “Opinion: Your Kid Is Right, Homework Is Pointless. Here’s What You Should Do Instead.,” cnn.com, Jan. 28, 2020
- Jeanne Fratello, “Survey: Homework Is Biggest Source of Stress for Mira Costa Students,” digmb.com, Dec. 15, 2017
- Clifton B. Parker, “Stanford Research Shows Pitfalls of Homework,” stanford.edu, Mar. 10, 2014
- AdCouncil, “Cheating Is a Personal Foul: Academic Cheating Background,” glass-castle.com (accessed Aug. 16, 2018)
- Jeffrey R. Young, “High-Tech Cheating Abounds, and Professors Bear Some Blame,” chronicle.com, Mar. 28, 2010
- Robin McClure, “Do You Do Your Child’s Homework?,” verywellfamily.com, Mar. 14, 2018
- Robert M. Pressman et al., “Homework and Family Stress: With Consideration of Parents’ Self Confidence, Educational Level, and Cultural Background,” The American Journal of Family Therapy, 2015
- Heather Koball and Yang Jiang, “Basic Facts about Low-Income Children,” nccp.org, Jan. 2018
- Meagan McGovern, “Homework Is for Rich Kids,” huffingtonpost.com, Sep. 2, 2016
- H. Richard Milner IV, “Not All Students Have Access to Homework Help,” nytimes.com, Nov. 13, 2014
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- Alfie Kohn, “Does Homework Improve Learning?,” alfiekohn.org, 2006
- Patrick A. Coleman, “Elementary School Homework Probably Isn’t Good for Kids,” fatherly.com, Feb. 8, 2018
- Valerie Strauss, “Why This Superintendent Is Banning Homework – and Asking Kids to Read Instead,” washingtonpost.com, July 17, 2017
- Pew Research Center, “The Way U.S. Teens Spend Their Time Is Changing, but Differences between Boys and Girls Persist,” pewresearch.org, Feb. 20, 2019
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- Valerie Strauss, “Does Homework Work When Kids Are Learning All Day at Home?,” washingtonpost.com, Sep. 2, 2020
- Sara M Moniuszko, “Is It Time to Get Rid of Homework? Mental Health Experts Weigh In,” usatoday.com, Aug. 17, 2021
- Abby Freireich and Brian Platzer, “The Worsening Homework Problem,” theatlantic.com, Apr. 13, 2021
- Kiara Taylor, “Digital Divide,” investopedia.com, Feb. 12, 2022
- Marguerite Reardon, “The Digital Divide Has Left Millions of School Kids Behind,” cnet.com, May 5, 2021
- Rachel Paula Abrahamson, “Why More and More Teachers Are Joining the Anti-Homework Movement,” today.com, Sep. 10, 2021
- Jay Mathews, “How false reports of homework overload in America have spread so far,” washingtonpost.com, May 8, 2022
- Ken Robinson and Lou Aronica, “How Much Homework Is Enough? Depends Who You Ask,” EducationWeek, April 19, 2018