why homework is pointless

7 Research-Based Reasons Why Students Should Not Have Homework: Academic Insights, Opposing Perspectives & Alternatives

The push against homework is not just about the hours spent on completing assignments; it’s about rethinking the role of education in fostering the well-rounded development of young individuals. Critics argue that homework, particularly in excessive amounts, can lead to negative outcomes such as stress, burnout, and a diminished love for learning. Moreover, it often disproportionately affects students from disadvantaged backgrounds, exacerbating educational inequities. The debate also highlights the importance of allowing children to have enough free time for play, exploration, and family interaction, which are crucial for their social and emotional development.

Checking 13yo’s math homework & I have just one question. I can catch mistakes & help her correct. But what do kids do when their parent isn’t an Algebra teacher? Answer: They get frustrated. Quit. Get a bad grade. Think they aren’t good at math. How is homework fair??? — Jay Wamsted (@JayWamsted) March 24, 2022

As we delve into this discussion, we explore various facets of why reducing or even eliminating homework could be beneficial. We consider the research, weigh the pros and cons, and examine alternative approaches to traditional homework that can enhance learning without overburdening students.

Once you’ve finished this article, you’ll know:

Insights from Teachers and Education Industry Experts: Diverse Perspectives on Homework

Here are the insights and opinions from various experts in the educational field on this topic:

“I teach 1st grade. I had parents ask for homework. I explained that I don’t give homework. Home time is family time. Time to play, cook, explore and spend time together. I do send books home, but there is no requirement or checklist for reading them. Read them, enjoy them, and return them when your child is ready for more. I explained that as a parent myself, I know they are busy—and what a waste of energy it is to sit and force their kids to do work at home—when they could use that time to form relationships and build a loving home. Something kids need more than a few math problems a week.” — Colleen S. , 1st grade teacher

“The lasting educational value of homework at that age is not proven. A kid says the times tables [at school] because he studied the times tables last night. But over a long period of time, a kid who is drilled on the times tables at school, rather than as homework, will also memorize their times tables. We are worried about young children and their social emotional learning. And that has to do with physical activity, it has to do with playing with peers, it has to do with family time. All of those are very important and can be removed by too much homework.” — David Bloomfield , education professor at Brooklyn College and the City University of New York graduate center

“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. It’s one of those lower hanging fruit that we should be looking in our primary schools to say, ‘Is it really making a difference?’” — John Hattie , professor

”Many kids are working as many hours as their overscheduled parents and it is taking a toll – psychologically and in many other ways too. We see kids getting up hours before school starts just to get their homework done from the night before… While homework may give kids one more responsibility, it ignores the fact that kids do not need to grow up and become adults at ages 10 or 12. With schools cutting recess time or eliminating playgrounds, kids absorb every single stress there is, only on an even higher level. Their brains and bodies need time to be curious, have fun, be creative and just be a kid.” — Pat Wayman, teacher and CEO of HowtoLearn.com

7 Reasons Why Students Should Not Have Homework

Let’s delve into the reasons against assigning homework to students. Examining these arguments offers important perspectives on the wider educational and developmental consequences of homework practices.

1. Elevated Stress and Health Consequences

This data paints a concerning picture. Students, already navigating a world filled with various stressors, find themselves further burdened by homework demands. The direct correlation between excessive homework and health issues indicates a need for reevaluation. The goal should be to ensure that homework if assigned, adds value to students’ learning experiences without compromising their health and well-being.

2. Inequitable Impact and Socioeconomic Disparities

Moreover, the approach to homework varies significantly across different types of schools. While some rigorous private and preparatory schools in both marginalized and affluent communities assign extreme levels of homework, many progressive schools focusing on holistic learning and self-actualization opt for no homework, yet achieve similar levels of college and career success. This contrast raises questions about the efficacy and necessity of heavy homework loads in achieving educational outcomes.

3. Negative Impact on Family Dynamics

The issue is not confined to specific demographics but is a widespread concern. Samantha Hulsman, a teacher featured in Education Week Teacher , shared her personal experience with the toll that homework can take on family time. She observed that a seemingly simple 30-minute assignment could escalate into a three-hour ordeal, causing stress and strife between parents and children. Hulsman’s insights challenge the traditional mindset about homework, highlighting a shift towards the need for skills such as collaboration and problem-solving over rote memorization of facts.

4. Consumption of Free Time

Authors Sara Bennett and Nancy Kalish , in their book “The Case Against Homework,” offer an insightful window into the lives of families grappling with the demands of excessive homework. They share stories from numerous interviews conducted in the mid-2000s, highlighting the universal struggle faced by families across different demographics. A poignant account from a parent in Menlo Park, California, describes nightly sessions extending until 11 p.m., filled with stress and frustration, leading to a soured attitude towards school in both the child and the parent. This narrative is not isolated, as about one-third of the families interviewed expressed feeling crushed by the overwhelming workload.

5. Challenges for Students with Learning Disabilities

In conclusion, the conventional homework paradigm needs reevaluation, particularly concerning students with learning disabilities. By understanding and addressing their unique challenges, educators can create a more inclusive and supportive educational environment. This approach not only aids in their academic growth but also nurtures their confidence and overall development, ensuring that they receive an equitable and empathetic educational experience.

6. Critique of Underlying Assumptions about Learning

7. issues with homework enforcement, reliability, and temptation to cheat, addressing opposing views on homework practices, 1. improvement of academic performance, 2. reinforcement of learning, 3. development of time management skills, 4. preparation for future academic challenges, 5. parental involvement in education, exploring alternatives to homework and finding a middle ground, alternatives to traditional homework, ideas for minimizing homework, useful resources, leave a comment cancel reply.

When Homework Is Useless

Education experts offer their thoughts on how—if at all—schools should assign, grade, and use take-home assignments.

This is the third installment in our series about school in a perfect world. Read previous entries on calendars and content .

We asked prominent voices in education—from policy makers and teachers to activists and parents—to look beyond laws, politics, and funding and imagine a utopian system of learning. They went back to the drawing board—and the chalkboard—to build an educational Garden of Eden. We’re publishing their answers to one question each day this week. Responses have been lightly edited for clarity and length.

Today’s assignment: The Homework. Will students have homework?

Rita Pin Ahrens, the director of education policy for the Southeast Asia Resource Action Center

Homework is absolutely necessary for students to demonstrate that they are able to independently process and apply their learning. But who says homework has to be the same as it has been? Homework might include pre-reading in preparation for what will be covered in class that day, independent research on a student-chosen topic that complements the class curriculum, experiential learning through a volunteer activity or field trip, or visiting a website and accomplishing a task on it. The structure will be left to the teachers to determine, as best fits the learning objective, and should be graded—whether by the teacher or student. Students will be held accountable for their homework and understand that it is an integral part of the learning process.

Nicholson Baker, the author of Substitute: Going to School With a Thousand Kids

No mandatory homework in elementary school. None. No homework in middle school and high school unless a kid wants to do it. Chronic nightly homework makes for guilt, resentment, and lies—and family arguments and bone weariness. Parents become enforcers. It gets ugly.

Carol Burris, the executive director of the Network for Public Education

When I was a high-school Spanish teacher, I never graded homework.  If students came in with homework, I knew one of two things—either they did it, or they had a good friend who did it. I assigned a reasonable amount, never spent more than five minutes of class time reviewing it, and would collect samples as an informal assessment of whether my students understood the prior day’s lesson.

There is really no reason to assign homework in the early grades, although I know it makes parents anxious when their kids come home without it. Middle-school students will not receive more than an hour of homework, and in high schools, no more than two hours a night will be assigned.

Homework in high school helps students reflect on new learning and it gives them feedback as to whether they understand what they were taught. It also develops good habits for college, especially writing and independent-reading skills.

The research on homework shows beneficial effects on learning when appropriate assignments are given and completed, and the benefits increase with grade level. There is little to no learning benefit in the early grades but substantial benefit by grade 12.

Catherine Cushinberry, the executive director of Parents for Public Schools

Homework provides an opportunity for families to be engaged in the learning process, reinforces what has been taught during the school day, and provides students with an opportunity to learn how to be accountable and responsible to others and meet deadlines. Homework will not be graded, but will provide the class an opportunity to work together either as a large or small group to promote peer-to-peer learning while analyzing the assignment. Incentives that are student-specific will be used to encourage preparedness. If a student has mastered a topic, then he or she will be given an assignment that challenges them toward the next level of that work. The structure of homework will depend on the topic. Some assignments might require students to report on real-world observations, try at-home experiments, or allow them to develop ways that will each student best learn the information.

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Michael Horn, the co-founder of the Clayton Christensen Institute

Students will have work that may be done in school or at home. We will cease seeing things as just “homework.” The goal of work is to help students build mastery of knowledge and skills that can be applied in different contexts. Students will do as much or as little of certain tasks until they have built mastery. For some students, that will take place at home. Others will do most of their work surrounded by their peers and teachers at school. We will move beyond the notion of letter grades, where we accept failure as part of the system, to a competency-based notion in which students either master a competency or keep working until they do.

As Sal Khan writes in his book, The One World Schoolhouse , “Homework [is] necessary because not enough learning happens during the school day. Why is there a shortage of learning during the hours specifically designed for it? Because the broadcast, one-pace-fits-all lecture—the technique that is at the very heart of our standard classroom model—turns out to be a highly inefficient way to teach and learn.” With blended learning on the rise, we can do better now.

Richard Kahlenberg, a senior fellow at The Century Foundation

Homework, in the popular parlance, is thought of as a necessary but dreary component of education.  (An editor once disparagingly described a book manuscript I submitted as feeling like “homework.”) But if properly envisioned, homework can be exhilarating, an opportunity for students to venture independently to pursue in-depth topics first broached in the classroom.

To excite students, homework will be experiential and hands-on. It will encourage students to be explorers and to move beyond what is familiar to them. It will take them into new neighborhoods to interact with people of racial, ethnic, and economic backgrounds different than their own. Amy Stuart Wells and her colleagues at Teachers College, Columbia University, note mounting evidence that “diversity makes us smarter.” They write that when students come in contact with people “different from themselves,” the “novel ideas and challenges such exposure brings leads to improved cognitive skills, including critical thinking and problem solving.” The primary implication of the research is the need to diversify schools themselves, but short of that, homework assignments, even in racially isolated schools, will encourage students to venture out and learn from all that the world has to offer.

Michelle Rhee, the founder of StudentsFirst and the former chancellor of Washington, D.C., public schools

Students will have opportunities to demonstrate their mastery of subjects through homework, but the days of elementary-school students carrying home backpacks full of homework that are heavier than they are will be gone. Students will have in-class and after-class opportunities to complete assignments, and homework will never be given merely for the purpose of being given. Teachers will emphasize the skill sets they would like to grow with assignments, from essay writing to computations. “Flipped” classrooms, where students watch lectures at home the night before and then use class time to engage in discussion and ask teachers in-depth questions, will also be more prevalent.

Randi Weingarten, the president of the American Federation of Teachers

Homework will depend on what’s needed to inform the coming lesson or to reinforce the lesson students just learned. We will never give homework for the sake of giving it.

Excessive homework is excessively stupid—and more and more evidence tells us that assigning hours of homework for very young students is useless at best and counterproductive at worst.

Homework only helps if every child has a chance get something useful from it—so programs to provide resources for kids who might not have homework support at home are critical, whether that’s tutoring, study labs, or just a safe place to sit and think. And while we’re at it, let’s not pretend that everyone has access to high-tech tools at home.

Check back tomorrow for the next installment in this series.

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Education scholar Denise Pope has found that too much homework has negative effects on student well-being and behavioral engagement. (Image credit: L.A. Cicero)

A Stanford researcher found that too much homework can negatively affect kids, especially their lives away from school, where family, friends and activities matter.

“Our findings on the effects of homework challenge the traditional assumption that homework is inherently good,” wrote Denise Pope , a senior lecturer at the Stanford Graduate School of Education and a co-author of a study published in the Journal of Experimental Education .

The researchers used survey data to examine perceptions about homework, student well-being and behavioral engagement in a sample of 4,317 students from 10 high-performing high schools in upper-middle-class California communities. Along with the survey data, Pope and her colleagues used open-ended answers to explore the students’ views on homework.

Median household income exceeded $90,000 in these communities, and 93 percent of the students went on to college, either two-year or four-year.

Students in these schools average about 3.1 hours of homework each night.

“The findings address how current homework practices in privileged, high-performing schools sustain students’ advantage in competitive climates yet hinder learning, full engagement and well-being,” Pope wrote.

Pope and her colleagues found that too much homework can diminish its effectiveness and even be counterproductive. They cite prior research indicating that homework benefits plateau at about two hours per night, and that 90 minutes to two and a half hours is optimal for high school.

Their study found that too much homework is associated with:

* Greater stress: 56 percent of the students considered homework a primary source of stress, according to the survey data. Forty-three percent viewed tests as a primary stressor, while 33 percent put the pressure to get good grades in that category. Less than 1 percent of the students said homework was not a stressor.

* Reductions in health: In their open-ended answers, many students said their homework load led to sleep deprivation and other health problems. The researchers asked students whether they experienced health issues such as headaches, exhaustion, sleep deprivation, weight loss and stomach problems.

* Less time for friends, family and extracurricular pursuits: Both the survey data and student responses indicate that spending too much time on homework meant that students were “not meeting their developmental needs or cultivating other critical life skills,” according to the researchers. Students were more likely to drop activities, not see friends or family, and not pursue hobbies they enjoy.

A balancing act

The results offer empirical evidence that many students struggle to find balance between homework, extracurricular activities and social time, the researchers said. Many students felt forced or obligated to choose homework over developing other talents or skills.

Also, there was no relationship between the time spent on homework and how much the student enjoyed it. The research quoted students as saying they often do homework they see as “pointless” or “mindless” in order to keep their grades up.

“This kind of busy work, by its very nature, discourages learning and instead promotes doing homework simply to get points,” Pope said.

She said the research calls into question the value of assigning large amounts of homework in high-performing schools. Homework should not be simply assigned as a routine practice, she said.

“Rather, any homework assigned should have a purpose and benefit, and it should be designed to cultivate learning and development,” wrote Pope.

High-performing paradox

In places where students attend high-performing schools, too much homework can reduce their time to foster skills in the area of personal responsibility, the researchers concluded. “Young people are spending more time alone,” they wrote, “which means less time for family and fewer opportunities to engage in their communities.”

Student perspectives

The researchers say that while their open-ended or “self-reporting” methodology to gauge student concerns about homework may have limitations – some might regard it as an opportunity for “typical adolescent complaining” – it was important to learn firsthand what the students believe.

The paper was co-authored by Mollie Galloway from Lewis and Clark College and Jerusha Conner from Villanova University.

Media Contacts

Denise Pope, Stanford Graduate School of Education: (650) 725-7412, [email protected] Clifton B. Parker, Stanford News Service: (650) 725-0224, [email protected]

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

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

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

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Homework: No Proven Benefits

Why homework is a pointless and outdated habit.

This is an excerpt from Alfie Kohn's recently published book The Homework Myth: Why Our Kids Get Too Much of a Bad Thing. For one teacher's response to this excerpt, read In Defense of Homework: Is there Such a Thing as Too Much? .

It may surprise you, as it did me, to learn that no study has ever demonstrated any academic benefit to assigning homework before children are in high school. In fact, even in high school, the association between homework and achievement is weak -- and the data don't show that homework is responsible for higher achievement. (Correlation doesn't imply causation.)

Finally, there isn't a shred of evidence to support the folk wisdom that homework provides nonacademic benefits at any age -- for example, that it builds character, promotes self-discipline, or teaches good work habits. We're all familiar with the downside of homework: the frustration and exhaustion, the family conflict, time lost for other activities, and possible diminution of children's interest in learning. But the stubborn belief that all of this must be worth it, that the gain must outweigh the pain, relies on faith rather than evidence.

So why does homework continue to be assigned and accepted? Possible reasons include a lack of respect for research, a lack of respect for children (implicit in a determination to keep them busy after school), a lack of understanding about the nature of learning (implicit in the emphasis on practicing skills and the assertion that homework "reinforces" school lessons), or the top-down pressures to teach more stuff faster in order to pump up test scores so we can chant "We're number one!"

All of these explanations are plausible, but I think there's also something else responsible for our continuing to feed children this latter-day cod-liver oil. We don't ask challenging questions about homework because we don't ask challenging questions about most things. Too many of us sound like Robert Frost's neighbor, the man who "will not go behind his father's saying." Too many of us, when pressed about some habit or belief we've adopted, are apt to reply, "Well, that's just the way I was raised" -- as if it were impossible to critically examine the values one was taught. Too many of us, including some who work in the field of education, seem to have lost our capacity to be outraged by the outrageous; when handed foolish and destructive mandates, we respond by asking for guidance on how best to carry them out.

Passivity is a habit acquired early. From our first days in school we are carefully instructed in what has been called the "hidden curriculum": how to do what one is told and stay out of trouble. There are rewards, both tangible and symbolic, for those who behave properly and penalties for those who don't. As students, we're trained to sit still, listen to what the teacher says, run our highlighters across whatever words in the book we'll be required to commit to memory. Pretty soon, we become less likely to ask (or even wonder) whether what we're being taught really makes sense. We just want to know whether it's going to be on the test.

When we find ourselves unhappy with some practice or policy, we're encouraged to focus on incidental aspects of what's going on, to ask questions about the details of implementation -- how something will get done, or by whom, or on what schedule -- but not whether it should be done at all. The more that we attend to secondary concerns, the more the primary issues -- the overarching structures and underlying premises -- are strengthened. We're led to avoid the radical questions -- and I use that adjective in its original sense: Radical comes from the Latin word for "root." It's partly because we spend our time worrying about the tendrils that the weed continues to grow. Noam Chomsky put it this way: "The smart way to keep people passive and obedient is to strictly limit the spectrum of acceptable opinion, but allow very lively debate within that spectrum -- even encourage the more critical and dissident views. That gives people the sense that there's free thinking going on, while all the time the presuppositions of the system are being reinforced by the limits put on the range of the debate."

Parents have already been conditioned to accept most of what is done to their children at school, for example, and so their critical energies are confined to the periphery. Sometimes I entertain myself by speculating about how ingrained this pattern really is. If a school administrator were to announce that, starting next week, students will be made to stand outside in the rain and memorize the phone book, I suspect we parents would promptly speak up . . . to ask whether the Yellow Pages will be included. Or perhaps we'd want to know how much of their grade this activity will count for. One of the more outspoken moms might even demand to know whether her child will be permitted to wear a raincoat.

Our education system, meanwhile, is busily avoiding important topics in its own right. For every question that's asked in this field, there are other, more vital questions that are never raised. Educators weigh different techniques of "behavior management" but rarely examine the imperative to focus on behavior -- that is, observable actions -- rather than on reasons and needs and the children who have them. Teachers think about what classroom rules they ought to introduce but are unlikely to ask why they're doing so unilaterally, why students aren't participating in such decisions. It's probably not a coincidence that most schools of education require prospective teachers to take a course called Methods, but there is no course called Goals.

And so we return to the question of homework. Parents anxiously grill teachers about their policies on this topic, but they mostly ask about the details of the assignments their children will be made to do. If homework is a given, it's certainly understandable that one would want to make sure it's being done "correctly." But this begs the question of whether, and why, it should be a given. The willingness not to ask provides another explanation for how a practice can persist even if it hurts more than helps.

For their part, teachers regularly witness how many children are made miserable by homework and how many resist doing it. Some respond with sympathy and respect. Others reach for bribes and threats to compel students to turn in the assignments; indeed, they may insist these inducements are necessary: "If the kids weren't being graded, they'd never do it!" Even if true, this is less an argument for grades and other coercive tactics than an invitation to reconsider the value of those assignments. Or so one might think. However, teachers had to do homework when they were students, and they've likely been expected to give it at every school where they've worked. The idea that homework must be assigned is the premise, not the conclusion -- and it's a premise that's rarely examined by educators.

Unlike parents and teachers, scholars are a step removed from the classroom and therefore have the luxury of pursuing potentially uncomfortable areas of investigation. But few do. Instead, they are more likely to ask, "How much time should students spend on homework?" or "Which strategies will succeed in improving homework completion rates?," which is simply assumed to be desirable.

Policy groups, too, are more likely to act as cheerleaders than as thoughtful critics. The major document on the subject issued jointly by the National PTA and the National Education Association, for example, concedes that children often complain about homework, but never considers the possibility that their complaints may be justified. Parents are exhorted to "show your children that you think homework is important" -- regardless of whether it is, or even whether one really believes this is true -- and to praise them for compliance.

Health professionals, meanwhile, have begun raising concerns about the weight of children's backpacks and then recommending . . . exercises to strengthen their backs! This was also the tack taken by People magazine: An article about families struggling to cope with excessive homework was accompanied by a sidebar that offered some "ways to minimize the strain on young backs" -- for example, "pick a [back]pack with padded shoulder straps."

The People article reminds us that the popular press does occasionally -- cyclically -- take note of how much homework children have to do, and how varied and virulent are its effects. But such inquiries are rarely penetrating and their conclusions almost never rock the boat. Time magazine published a cover essay in 2003 entitled "The Homework Ate My Family." It opened with affecting and even alarming stories of homework's harms. Several pages later, however, it closed with a finger-wagging declaration that "both parents and students must be willing to embrace the 'work' component of homework -- to recognize the quiet satisfaction that comes from practice and drill." Likewise, an essay on the Family Education Network's Web site: "Yes, homework is sometimes dull, or too easy, or too difficult. That doesn't mean that it shouldn't be taken seriously." (One wonders what would have to be true before we'd be justified in not taking something seriously.)

Nor, apparently, are these questions seen as appropriate by most medical and mental health professionals. When a child resists doing homework -- or complying with other demands -- their job is to get the child back on track. Very rarely is there any inquiry into the value of the homework or the reasonableness of the demands.

Sometimes parents are invited to talk to teachers about homework -- providing that their concerns are "appropriate." The same is true of formal opportunities for offering feedback. A list of sample survey questions offered to principals by the central office in one Colorado school district is typical. Parents were asked to indicate whether they agree or disagree with the following statements: "My child understands how to do his/her homework"; "Teachers at this school give me useful suggestions about how to help my child with schoolwork"; "Homework assignments allow me to see what my student is being taught and how he/she is learning"; and "The amount of homework my child receives is (choose one): too much/just right/too little."

The most striking feature of such a list is what isn't on it. Such a questionnaire seems to have been designed to illustrate Chomsky's point about encouraging lively discussion within a narrow spectrum of acceptable opinion, the better to reinforce the key presuppositions of the system. Parents' feedback is earnestly sought -- on these questions only. So, too, for the popular articles that criticize homework, or the parents who speak out: The focus is generally limited to how much is being assigned. I'm sympathetic to this concern, but I'm more struck by how it misses much of what matters. We sometimes forget that not everything that's destructive when done to excess is innocuous when done in moderation. Sometimes the problem is with what's being done, or at least the way it's being done, rather than just with how much of it is being done.

The more we are invited to think in Goldilocks terms (too much, too little, or just right?), the less likely we become to step back and ask the questions that count: What reason is there to think that any quantity of the kind of homework our kids are getting is really worth doing? What evidence exists to show that daily homework, regardless of its nature, is necessary for children to become better thinkers? Why did the students have no chance to participate in deciding which of their assignments ought to be taken home?

And: What if there was no homework at all?

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August 16, 2021

Is it time to get rid of homework? Mental health experts weigh in

by Sara M Moniuszko

It's no secret that kids hate homework. And as students grapple with an ongoing pandemic that has had a wide-range of mental health impacts, is it time schools start listening to their pleas over workloads?

Some teachers are turning to social media to take a stand against homework .

Tiktok user @misguided.teacher says he doesn't assign it because the "whole premise of homework is flawed."

For starters, he says he can't grade work on "even playing fields" when students' home environments can be vastly different.

"Even students who go home to a peaceful house, do they really want to spend their time on busy work? Because typically that's what a lot of homework is, it's busy work," he says in the video that has garnered 1.6 million likes. "You only get one year to be 7, you only got one year to be 10, you only get one year to be 16, 18."

Mental health experts agree heavy work loads have the potential do more harm than good for students, especially when taking into account the impacts of the pandemic. But they also say the answer may not be to eliminate homework altogether.

Emmy Kang, mental health counselor at Humantold, says studies have shown heavy workloads can be "detrimental" for students and cause a "big impact on their mental, physical and emotional health."

"More than half of students say that homework is their primary source of stress, and we know what stress can do on our bodies," she says, adding that staying up late to finish assignments also leads to disrupted sleep and exhaustion.

Cynthia Catchings, a licensed clinical social worker and therapist at Talkspace, says heavy workloads can also cause serious mental health problems in the long run, like anxiety and depression.

And for all the distress homework causes, it's not as useful as many may think, says Dr. Nicholas Kardaras, a psychologist and CEO of Omega Recovery treatment center.

"The research shows that there's really limited benefit of homework for elementary age students, that really the school work should be contained in the classroom," he says.

For older students, Kang says homework benefits plateau at about two hours per night.

"Most students, especially at these high-achieving schools, they're doing a minimum of three hours, and it's taking away time from their friends from their families, their extracurricular activities. And these are all very important things for a person's mental and emotional health."

Catchings, who also taught third to 12th graders for 12 years, says she's seen the positive effects of a no homework policy while working with students abroad.

"Not having homework was something that I always admired from the French students (and) the French schools, because that was helping the students to really have the time off and really disconnect from school ," she says.

The answer may not be to eliminate homework completely, but to be more mindful of the type of work students go home with, suggests Kang, who was a high-school teacher for 10 years.

"I don't think (we) should scrap homework, I think we should scrap meaningless, purposeless busy work-type homework. That's something that needs to be scrapped entirely," she says, encouraging teachers to be thoughtful and consider the amount of time it would take for students to complete assignments.

The pandemic made the conversation around homework more crucial

Mindfulness surrounding homework is especially important in the context of the last two years. Many students will be struggling with mental health issues that were brought on or worsened by the pandemic, making heavy workloads even harder to balance.

"COVID was just a disaster in terms of the lack of structure. Everything just deteriorated," Kardaras says, pointing to an increase in cognitive issues and decrease in attention spans among students. "School acts as an anchor for a lot of children, as a stabilizing force, and that disappeared."

But even if students transition back to the structure of in-person classes, Kardaras suspects students may still struggle after two school years of shifted schedules and disrupted sleeping habits.

"We've seen adults struggling to go back to in-person work environments from remote work environments. That effect is amplified with children because children have less resources to be able to cope with those transitions than adults do," he explains.

'Get organized' ahead of back-to-school

In order to make the transition back to in-person school easier, Kang encourages students to "get good sleep, exercise regularly (and) eat a healthy diet."

To help manage workloads, she suggests students "get organized."

"There's so much mental clutter up there when you're disorganized... sitting down and planning out their study schedules can really help manage their time," she says.

Breaking assignments up can also make things easier to tackle.

"I know that heavy workloads can be stressful, but if you sit down and you break down that studying into smaller chunks, they're much more manageable."

If workloads are still too much, Kang encourages students to advocate for themselves.

"They should tell their teachers when a homework assignment just took too much time or if it was too difficult for them to do on their own," she says. "It's good to speak up and ask those questions. Respectfully, of course, because these are your teachers. But still, I think sometimes teachers themselves need this feedback from their students."

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11 Surprising Homework Statistics, Facts & Data

Chris Drew (PhD)

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

Learn about our Editorial Process

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

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

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

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

Homework Statistics List

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

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

Here are the figures for math homework:

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

Here are the figures for language arts homework:

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

9. The 10-Minute Rule

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

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

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

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

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

11. 46.5% of Parents find Homework too Hard

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

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Interpreting the Data

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

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

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

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

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

Related: Funny Homework Excuses

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

• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 15 Body Language Signs He Likes You
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Jay Caspian Kang

The movement to end homework is wrong.

By Jay Caspian Kang

Opinion Writer

Do students really need to do their homework?

As a parent and a former teacher, I have been pondering this question for quite a long time. The teacher side of me can acknowledge that there were assignments I gave out to my students that probably had little to no academic value. But I also imagine that some of my students never would have done their basic reading if they hadn’t been trained to complete expected assignments, which would have made the task of teaching an English class nearly impossible. As a parent, I would rather my daughter not get stuck doing the sort of pointless homework I would occasionally assign, but I also think there’s a lot of value in saying, “Hey, a lot of work you’re going to end up doing in your life is pointless, so why not just get used to it?”

I certainly am not the only person wondering about the value of homework. Recently, the sociologist Jessica McCrory Calarco and the mathematics education scholars Ilana Horn and Grace Chen published a paper, “ You Need to Be More Responsible: The Myth of Meritocracy and Teachers’ Accounts of Homework Inequalities .” They argued that while there’s some evidence that homework might help students learn, it also exacerbates inequalities and reinforces what they call the “meritocratic” narrative that says kids who do well in school do so because of “individual competence, effort and responsibility.”

The authors believe this meritocratic narrative is a myth and that homework — math homework in particular — further entrenches the myth in the minds of teachers and their students. Calarco, Horn and Chen write, “Research has highlighted inequalities in students’ homework production and linked those inequalities to differences in students’ home lives and in the support students’ families can provide.”

Put a bit more simply: The quality of students’ homework production is linked to their socioeconomic status. This alone doesn’t seem particularly controversial. As I’ve discussed in this newsletter, many measures of academic achievement wind up being linked to wealth. The authors go on to argue that since this is the case, teachers should “interpret differences in students’ homework production through a structural inequalities frame.” What they have found, however, is that teachers don’t think of homework this way. Instead, they tend to rely on the “myth of meritocracy” to explain “homework inequalities.”

Calarco, Horn and Chen are all respected scholars at top-tier universities. Their paper was published in Educational Researcher, a journal of the American Educational Research Association, one of the pre-eminent research organizations in the education space. Homework reduction, or abolition, is part of an emerging educational movement. And while the authors acknowledge that eliminating homework would be difficult in the short term, given how rooted it is in American pedagogy, I imagine that many public schools over the next decade or so will start to de-emphasize homework as these ideas start to make their way to school boards and curriculum writers.

Trying to assess the value of homework, reduce it or at least make less of it busywork might very well be a useful endeavor. But Calarco, Horn and Chen are questioning something much more fundamental to the American educational system than homework. Whether they intend to or not, they are, in effect, reframing the purpose of schooling itself. Is school a place where a select group of children can distinguish themselves from their peers through diligence, talent and the pursuit of upward mobility? Is it a place where everyone should have equal access to learning and opportunity, whatever that might mean? And are these two ideals mutually exclusive?

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• The Highlight

Nobody knows what the point of homework is

The homework wars are back.

by Jacob Sweet

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

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

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

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

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

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

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

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

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

There’s no consensus on whether homework works

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

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

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

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

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

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

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

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

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

Canceling homework might not do anything for the achievement gap

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

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

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

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

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

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

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

Not all homework is created equal

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

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

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

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

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

Cutting homework has to be part of a larger strategy

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

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

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

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

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

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

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

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Kids are onto something: Homework might actually be bad

By Stan Horaczek

Posted on Sep 23, 2021 8:00 AM EDT

6 minute read

When you’re a kid, your stance on homework is generally pretty simple: It’s the worst. When it comes to educators, parents, and school administrators, however, the topic gets a lot more complicated. 

Collective educational enthusiasm toward homework has ebbed and flowed throughout the 20th century in the US. School districts began abolishing homework in the ‘30s and ‘40s, only for it to come roaring back as the space race kicked off in the late ‘50s and drove a desire for sharper math and science skills. It fell out of fashion again during the Vietnam War era before it came back strong in the ‘80s .

As the country mostly transitions back to full-time, in-person schooling, the available research on homework and its efficacy is still messy at best. 

How much homework are kids doing?

There’s a fundamental issue at the very start of this discussion: we’re not entirely sure how much homework kids are actually doing. A 2019 Pew survey found that teens were spending considerably more time doing schoolwork at home than they had in the past—an hour a day, on average, compared to 44 minutes a decade ago and just 30 in the mid-1990s. 

But other data disagrees , instead suggesting that homework expansion primarily affects children in lower grades. But it’s worth noting that such arguments typically refer to data from more than a decade ago. 

How much homework are kids supposed to be doing?

Many schools subscribe to a “rule of thumb” that suggests students should get 10 minutes of homework for each grade level. So, first graders should get just 10 minutes of work to do at home while high schoolers should be cracking the books for up to two hours each night. 

This once served as the official guidance for educators from the National Education Association, as well as the National PTA. It also serves as the official homework policy for many school districts, even though the NEA’s outline of  the policy now leads to an error page . The National PTA also now relies on a less-specific resolution on homework which encourages districts and educators to focus on “quality over quantity.”

The PTA’s resolution effectively sums up the current dominant perspective on homework. “The National PTA and its constituent associations advocate that teachers, schools, and districts follow evidence-based guidelines regarding the use of homework assignments and its impact on children’s lives and family interactions.”

Even with these well-known standards, a study from researchers at Brown University, Brandeis University, Rhode Island College, Dean College, the Children’s National Medical Center, and the New England Center for Pediatric Psychology, found that younger children were still getting more than the recommended amount of homework by two or three times . First and second graders were doing roughly 30 minutes of homework every night. 

Does homework make kids smarter?

In the mid-2000s, a Duke researcher named Harris Cooper led up one of the most comprehensive looks at homework efficacy to-date. The research set out to explore the perceived correlation between homework and achievement. The results showed a general correlation between homework and achievement. Cooper reported, “No strong evidence was found for an association between the homework–achievement link and the outcome measure (grades as opposed to standardized tests) or the subject matter (reading as opposed to math).” 

The paper does suggest that the correlation strengthens after 7th grade—but it’s likely not a causal relationship. In an interview with the NEA , Cooper explains, “It’s also worth noting that these correlations with older students are likely caused, not only by homework helping achievement but also by kids who have higher achievement levels doing more homework.”

A 2012 study looked at more than 18,000 10th-grade students and concluded that increasing homework loads could be the result of too much material with insufficient instructional time in the classroom. “The overflow typically results in more homework assignments,” the lead researcher said in a statement from the University. “However, students spending more time on something that is not easy to understand or needs to be explained by a teacher does not help these students learn and, in fact, may confuse them.”

Even in that case, however, the research provided somewhat conflicting results that are hard to reconcile. While the study found a positive association between time spent on homework and scores on standardized tests, students who did homework didn’t generally get better grades than kids who didn’t. 

Can homework hurt kids?

It seems antithetical, but some research suggests that homework can actually hinder achievement and, in some cases, students’ overall health. 

A 2013 study looked at a sample of 4,317 students from 10 high-performing high schools in upper middle class communities. The results showed that “students who did more hours of homework experienced greater behavioral engagement in school but also more academic stress, physical health problems, and lack of balance in their lives.” And that’s in affluent districts. 

When you add economic inequity into the equation, homework’s prognosis looks even worse. Research suggests that increased homework can help widen the achievement gap between low-income and economically advantaged students ; the latter group is more likely to have a safe and appropriate place to do schoolwork at night, as well as to have caregivers with the time and academic experience to encourage them to get it done. 

That doesn’t mean financially privileged kids are guaranteed to benefit from hours of worksheets and essays. Literature supporting homework often suggests that it gives parents an opportunity to participate in the educational process as well as monitor a child’s progress and learning. Opponents, however, contest that parental involvement can actually hurt achievement. A 2014 research survey showed that help from parents who have forgotten the material (or who never really understood it) can actually harm a student’s ability to learn. 

The digital homework divide

Access to reliable high-speed internet also presents an unfortunate opportunity for inequity when it comes to at-home learning. Even with COVID-era initiatives expanding programs to provide broadband to underserved areas, millions of households still lack access to fast, reliable internet . 

As more homework assignments migrate to online environments instead of paper, those students without reliable home internet have to make other arrangements to complete their assignments in school or somewhere else outside the home. 

How do we make homework work?

Some experts suggest decoupling homework from students’ overall grades. A 2009 paper suggests that, while homework can be an effective tool for monitoring progress, assigning a grade can actually undercut the main purpose of the work by encouraging students to focus on their scores instead of mastering the material. The study recommends nuanced feedback instead of numbered grades to keep the emphasis on learning—which has the added benefit of minimizing consequences for kids with tougher at-home circumstances. 

Making homework more useful for kids may also come down to picking the right types of assignments. There’s a well-worn concept in psychology known as the spacing effect , which suggests it’s easier to learn material revisited several times in short bursts rather than during long study sessions. This supports the idea that shorter assignments can be more beneficial than heavy workloads.  Many homework opponents add that at-home assignments should appeal to a child’s innate curiosity. It’s easy to find anecdotal evidence from educators who have stopped assigning homework only to find that their students end up participating in more self-guided learning. As kids head back into physical school buildings, the homework debate will no doubt continue on. Hopefully, the research will go with it.

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Homework – Top 3 Pros and Cons

Pro/Con Arguments | Discussion Questions | Take Action | Sources | More Debates

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, but 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 due to concerns about keeping up with the Soviet Union’s technological advances during the Cold War . And, in 1986, the US government included homework as an educational quality boosting tool. [ 3 ] [ 45 ]

A 2014 study found kindergarteners to fifth graders averaged 2.9 hours of homework per week, sixth to eighth graders 3.2 hours per teacher, and ninth to twelfth graders 3.5 hours per teacher. A 2014-2019 study found that teens spent about an hour a day on homework. [ 4 ] [ 44 ]

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 remains of how effective homework is as an educational tool. [ 47 ]

Is Homework Beneficial?

Pro 1 Homework improves student achievement. Studies have shown that homework improved student achievement in terms of improved 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 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 ] Read More

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, co-founders 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 ] Read More

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 ] Read More

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 ] Read More

Con 2 Homework exacerbates the digital divide or homework gap. Kiara Taylor, 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 ] Read More

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 ] Read More

Discussion Questions

1. Is homework beneficial? Consider the study data, your personal experience, and other types of information. Explain your answer(s).

2. If homework were banned, what other educational strategies would help students learn classroom material? Explain your answer(s).

3. 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

1. Examine an argument in favor of quality homework assignments from Janine Bempechat.

2. Explore Oxford Learning’s infographic on the effects of homework on students.

3. Consider Joseph Lathan’s argument that homework promotes inequality .

4. 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.

5. Push for the position and policies you support by writing US national senators and representatives .

More School Debate Topics

Should K-12 Students Dissect Animals in Science Classrooms? – Proponents say dissecting real animals is a better learning experience. Opponents say the practice is bad for the environment.

Should Students Have to Wear School Uniforms? – Proponents say uniforms may increase student safety. Opponents say uniforms restrict expression.

Should Corporal Punishment Be Used in K-12 Schools? – Proponents say corporal punishment is an appropriate discipline. Opponents say it inflicts long-lasting physical and mental harm on students.

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Natalie Leppard Managing Editor [email protected]

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Education | Your kid’s right: Homework is pointless….

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Education | Your kid’s right: Homework is pointless. Here’s what you should be doing instead

We live, for the most part, fairly similar lives to our next-door neighbors. Both households have two working parents, two kids and an appreciation for the way California weather affords them unscripted, outdoor play year-round.

We are all busier than we want to be, but our neighbors have an extra, unnecessary hurdle that makes life more difficult.

Next door, the kids have homework. This involves 30 minutes of child-wrangling and patience-testing five days a week, pressure-cooking the little downtime they have together as a family.

Meanwhile, our family takes that time to enjoy our kids. No efficiency, no productivity, no agenda; just parents and children hanging out.

There’s been a lot of research and debate on the academic value of homework for school-aged children. The results, although somewhat mixed, generally conclude that homework provides no advantage for kids in elementary grades. As children get older, the potential benefits of homework grow, but less than you probably think.

Missing from the homework conversation is how no-homework policies benefit the whole family — parents and caregivers included.

School schedules and cultures were created for a different time, when moms were expected to be available to children during non-school hours. But today, the majority of families have either dual-working or single parents. Reconfiguring the education system to adapt to this current reality is a big project. We need to accommodate for the fact that nobody’s home to watch kids after school and during holiday breaks, or to spend four hours building a “Bridge to Terabithia” diorama on a Thursday afternoon.

The remedy to this would likely involve an overhaul of our paid leave and vacation policies, as well as modifications to our daily and yearly school schedules. This is not a quick fix.

Ending homework for elementary school-aged kids is, on the other hand, relatively easy. We just have to stop doing it.

We need to do less

Feeling overwhelmed is a defining trait of today’s parents and caregivers. We have too much to do, our kids have too much to do, and leisure and happiness are the prices we pay for it.

One recent survey of 2,000 parents commissioned by Crayola Experience found that more than half of parents feel they are too busy to enjoy the fun of parenting. A similar number told Pew Research Center they struggle to balance the responsibilities of home with the responsibilities of a family. We feel guilty, and we feel tired. We lack the energy to make it through the week, let alone figure out how to get ourselves out of this mess.

When every minute is accounted for, sometimes two or three times over, a reprieve from something as seemingly minor as homework can make a big difference.

“The time families have together is really short; it is much shorter than what people would like. And when you are together everyone is fried,” said Brigid Schulte, author of “ Overwhelmed: Work, Love, and Play When No One Has the Time ” and director of the Better Life Lab . “If you are stressed and cranky, and your kid has been in aftercare too long, and then you get home and have to force them to do their homework, it removes the sense that home is a supportive, loving place where you can connect.”

Schulte encourages parents and caregivers to resist homework. This might include fighting for no-homework policies at their children’s schools, and pushing back against unrealistic homework assignments. Reach out to a teacher and tell them why a particular assignment is burdensome or causing unnecessary stress and, if this is the case, why your child won’t be able to meet the teacher’s expectations, she suggested.

“The most important thing is to look for small wins right now,” she said, referring to the battle against busyness. Gaining roughly 30 minutes a night, or two-plus hours a week, has the potential to make a dramatic difference in family well-being, giving us an opportunity to remember why exactly we had children in the first place.

Teach your children, and yourself, to do less

It can feel scary to slow down. Rising income inequality has turned parenting into a competitive sport. It’s a winner-takes-all world and we want our kids to be the winners — unhappy, stressed-out winners.

There is so much out there telling your children they need to do more and be more, and that whatever they think is enough is most definitely not enough. This means that parents and caregivers provide what is likely kids’ only shot at learning about leisure and togetherness. The overwhelming message from decades of research has found these are the main ingredients to happiness and well-being.

Getting rid of homework is a relatively simple way to combat this high-stakes problem. It gives parents and caregivers the opportunity to teach their children these essential — albeit systematically ignored and undervalued — skills.

“Kids should have a chance to just be kids and do things they enjoy, particularly after spending six hours a day in school,” said Alfie Kohn, author of “ The Homework Myth: Why Our Kids Get Too Much of a Bad Thing .” “After all, we adults need time just to chill out; it’s absurd to insist that children must be engaged in constructive activities right up until their heads hit the pillow.”

This isn’t to say that the downtime has to be mindless. Kohn suggests that parents and caregivers can, with their kids, cook, play board games, read or watch TV and then discuss what they read or watched. (Ideally, it’s something parents would enjoy as well.) All of these activities require logic or analytical skills, and can help uncover kids’ passions, as well as areas in which they might be struggling and need additional help.

These activities can also help kids build the kind of skills we associate with homework, said Josh Cline, a public school teacher in Oakland, California. Perseverance and stamina, for example, are required to sit through a story and then discuss it, to complete a batch of brownies or play a game of checkers or chess. “It’s better to grow those skills doing things kids find interesting than forcing them to slog through worksheets,” he said. That said, if worksheets are your kid’s thing, Cline said to give them a shot — as long as it is clear they have a choice.

But ultimately, the best replacement for homework is, simply, a parent or caregiver’s attention.

“Spend time with them and see them as people. At school, they operate as a herd, and as hard as I try as a teacher, I can’t give them all the attention they deserve,” Cline said. “At home they should be seen as the unique, individual, interesting and brilliant people they are.”

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What To Do When Assignments Seem Pointless

by Gretchen | Oct 17, 2017 | Academic Coaching , blog , Procrastination | 0 comments

Do you ever struggle to follow through on an assignment because it feels pointless?

A client of mine was recently complaining about the pointlessness of his English class assignments, and you’d better believe this isn’t the first time a student has struggled to find his teacher’s assignments meaningful or relevant to his life.

I helped him explore whether it is true that his class is pointless, and at the end of the investigation, we came up with a fascinating way to make it pointFULL instead. Tune in to find out what we came up with.

Hey there, don’t have time for the full video? No worries, here’s a short summary:

My client a couple of days ago was complaining that the assignments in his English class felt pointless. He has been finding that the class feels like it’s moving slowly, and the “do now” assignments seemed meaningless. He said that he didn’t feel like he could respect the class, it just felt so meaningless and he noticed he was doing less and less of the work. Then we talked through it a bit and went through some strategies I have for investigating the things that we tell our selves and seeing if they are true or not, and one the things I had him really think about was ” is it really pointless?” Now we went through far too many layers for me to go over, but what we came to at the end of it all was a key question. I asked him, “what would give it a point for him?”

He said, “Oh, maybe with every question the teacher asks I could give a class analysis for it.” Class analysis, not like “school classes” but societal classes. Anyways, I said sure, why not? Maybe not in writing each time, but in his head, he could definitely be thinking about the questions from that point of view, that way it would feel to him more meaningful. So he’s going to be trying that this next week, and I’m super excited to see how it goes for him.

In the meantime, I want to walk you all through these 3 steps that he and I went through.

• You are the one responsible for the sense of meaning in your life. Not your teachers or parents. Sure it’s nice if they contribute to the meaning of your life, but you are the one who’s responsible for the meaning.
• Be clear on what ideas or activities will give you a sense of meaning. For my client, thinking about class and governments is interesting and thus thinking about questions or assignments in a sense of the effect of the subject matter in different classes gave it meaning. For me, I enjoy making artful creative notes. So as long as I can take fun notes, I can make any subject matter meaningful. It’s all about finding the ideas or activities that will give it meaning for you.
• And finally, talk about it with others. My client talked with me, and I love showing others my notes. By sharing it with others we can help keep our interest high.

I hope you all found this to be helpful, and if you want more tips on how to make school and homework less boring, please consider checking out my course, The Anti-Boring Approach .

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Is Homework Good or Bad for Students?

It's mostly good, especially for the sciences, but it also can be bad

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Homework isn't fun for students to do or for teachers to grade, so why do it? Here are some reasons why homework is good and why it's bad.

Why Homework Is Good

Here are 10 reasons why homework is good, especially for the sciences, such as chemistry:

• Doing homework teaches you how to learn on your own and work independently. You'll learn how to use resources such as texts, libraries, and the internet. No matter how well you thought you understood the material in class, there will be times when you'll get stuck doing homework. When you face the challenge, you learn how to get help, how to deal with frustration, and how to persevere.
• Homework helps you learn beyond the scope of the class. Example problems from teachers and textbooks show you how to do an assignment. The acid test is seeing whether you truly understand the material and can do the work on your own. In science classes, homework problems are critically important. You see concepts in a whole new light, so you'll know how equations work in general, not just how they work for a particular example. In chemistry, physics, and math, homework is truly important and not just busywork.
• It shows you what the teacher thinks is important to learn, so you'll have a better idea of what to expect on a quiz or test .
• It's often a significant part of your grade . If you don't do it, it could cost you , no matter how well you do on exams.
• Homework is a good opportunity to connect parents, classmates, and siblings with your education. The better your support network, the more likely you are to succeed in class.
• Homework, however tedious it might be, teaches responsibility and accountability. For some classes, homework is an essential part of learning the subject matter.
• Homework nips procrastination in the bud. One reason teachers give homework and attach a big part of your grade to it is to motivate you to keep up. If you fall behind, you could fail.
• How will you get all your work done before class? Homework teaches you time management and how to prioritize tasks.
• Homework reinforces the concepts taught in class. The more you work with them, the more likely you are to learn them. 
• Homework can help boost self-esteem . Or, if it's not going well, it helps you identify problems before they get out of control.

Sometimes Homework Is Bad

So, homework is good because it can boost your grades , help you learn the material, and prepare you for tests. It's not always beneficial, however. Sometimes homework hurts more than it helps. Here are five ways homework can be bad:

• You need a break from a subject so you don't burn out or lose interest. Taking a break helps you learn.
• Too much homework can lead to copying and cheating.
• Homework that is pointless busywork can lead to a negative impression of a subject (not to mention a teacher).
• It takes time away from families, friends, jobs, and other ways to spend your time.
• Homework can hurt your grades. It forces you to make time management decisions, sometimes putting you in a no-win situation. Do you take the time to do the homework or spend it studying concepts or doing work for another subject? If you don't have the time for the homework, you could hurt your grades even if you ace the tests and understand the subject.
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Education | Your kid’s right: Homework is pointless. Here’s…

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Education | trump heads to convention as authorities investigate motive, security in assassination attempt, education | your kid’s right: homework is pointless. here’s what you should be doing instead.

We live, for the most part, fairly similar lives to our next-door neighbors. Both households have two working parents, two kids and an appreciation for the way California weather affords them unscripted, outdoor play year-round.

We are all busier than we want to be, but our neighbors have an extra, unnecessary hurdle that makes life more difficult.

Next door, the kids have homework. This involves 30 minutes of child-wrangling and patience-testing five days a week, pressure-cooking the little downtime they have together as a family.

Meanwhile, our family takes that time to enjoy our kids. No efficiency, no productivity, no agenda; just parents and children hanging out.

There’s been a lot of research and debate on the academic value of homework for school-aged children. The results, although somewhat mixed, generally conclude that homework provides no advantage for kids in elementary grades. As children get older, the potential benefits of homework grow, but less than you probably think.

Missing from the homework conversation is how no-homework policies benefit the whole family — parents and caregivers included.

School schedules and cultures were created for a different time, when moms were expected to be available to children during non-school hours. But today, the majority of families have either dual-working or single parents. Reconfiguring the education system to adapt to this current reality is a big project. We need to accommodate for the fact that nobody’s home to watch kids after school and during holiday breaks, or to spend four hours building a “Bridge to Terabithia” diorama on a Thursday afternoon.

The remedy to this would likely involve an overhaul of our paid leave and vacation policies, as well as modifications to our daily and yearly school schedules. This is not a quick fix.

Ending homework for elementary school-aged kids is, on the other hand, relatively easy. We just have to stop doing it.

We need to do less

Feeling overwhelmed is a defining trait of today’s parents and caregivers. We have too much to do, our kids have too much to do, and leisure and happiness are the prices we pay for it.

One recent survey of 2,000 parents commissioned by Crayola Experience found that more than half of parents feel they are too busy to enjoy the fun of parenting. A similar number told Pew Research Center they struggle to balance the responsibilities of home with the responsibilities of a family. We feel guilty, and we feel tired. We lack the energy to make it through the week, let alone figure out how to get ourselves out of this mess.

When every minute is accounted for, sometimes two or three times over, a reprieve from something as seemingly minor as homework can make a big difference.

“The time families have together is really short; it is much shorter than what people would like. And when you are together everyone is fried,” said Brigid Schulte, author of “ Overwhelmed: Work, Love, and Play When No One Has the Time ” and director of the Better Life Lab . “If you are stressed and cranky, and your kid has been in aftercare too long, and then you get home and have to force them to do their homework, it removes the sense that home is a supportive, loving place where you can connect.”

Schulte encourages parents and caregivers to resist homework. This might include fighting for no-homework policies at their children’s schools, and pushing back against unrealistic homework assignments. Reach out to a teacher and tell them why a particular assignment is burdensome or causing unnecessary stress and, if this is the case, why your child won’t be able to meet the teacher’s expectations, she suggested.

“The most important thing is to look for small wins right now,” she said, referring to the battle against busyness. Gaining roughly 30 minutes a night, or two-plus hours a week, has the potential to make a dramatic difference in family well-being, giving us an opportunity to remember why exactly we had children in the first place.

Teach your children, and yourself, to do less

It can feel scary to slow down. Rising income inequality has turned parenting into a competitive sport. It’s a winner-takes-all world and we want our kids to be the winners — unhappy, stressed-out winners.

There is so much out there telling your children they need to do more and be more, and that whatever they think is enough is most definitely not enough. This means that parents and caregivers provide what is likely kids’ only shot at learning about leisure and togetherness. The overwhelming message from decades of research has found these are the main ingredients to happiness and well-being.

Getting rid of homework is a relatively simple way to combat this high-stakes problem. It gives parents and caregivers the opportunity to teach their children these essential — albeit systematically ignored and undervalued — skills.

“Kids should have a chance to just be kids and do things they enjoy, particularly after spending six hours a day in school,” said Alfie Kohn, author of “ The Homework Myth: Why Our Kids Get Too Much of a Bad Thing .” “After all, we adults need time just to chill out; it’s absurd to insist that children must be engaged in constructive activities right up until their heads hit the pillow.”

This isn’t to say that the downtime has to be mindless. Kohn suggests that parents and caregivers can, with their kids, cook, play board games, read or watch TV and then discuss what they read or watched. (Ideally, it’s something parents would enjoy as well.) All of these activities require logic or analytical skills, and can help uncover kids’ passions, as well as areas in which they might be struggling and need additional help.

These activities can also help kids build the kind of skills we associate with homework, said Josh Cline, a public school teacher in Oakland, California. Perseverance and stamina, for example, are required to sit through a story and then discuss it, to complete a batch of brownies or play a game of checkers or chess. “It’s better to grow those skills doing things kids find interesting than forcing them to slog through worksheets,” he said. That said, if worksheets are your kid’s thing, Cline said to give them a shot — as long as it is clear they have a choice.

But ultimately, the best replacement for homework is, simply, a parent or caregiver’s attention.

“Spend time with them and see them as people. At school, they operate as a herd, and as hard as I try as a teacher, I can’t give them all the attention they deserve,” Cline said. “At home they should be seen as the unique, individual, interesting and brilliant people they are.”

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Is college worth it? Poll finds only 36% of Americans have confidence in higher education

FILE - Students walk on the campus of Boston College, Monday, April 29, 2024, in Boston. Americans are increasingly skeptical about the value and cost of college, with most saying they feel the U.S. higher education system is headed in the “wrong direction,” according to a new poll. (AP Photo/Charles Krupa, File)

FILE - Students walk down Jayhawk Boulevard, the main street through the main University of Kansas campus, Friday, April 12, 2024, in Lawrence, Kan. Americans are increasingly skeptical about the value and cost of college, with most saying they feel the U.S. higher education system is headed in the “wrong direction,” according to a new poll. (AP Photo/John Hanna, File)

FILE - Students cross the campus of Dartmouth College, March 5, 2024, in Hanover, N.H. Americans are increasingly skeptical about the value and cost of college, with most saying they feel the U.S. higher education system is headed in the “wrong direction,” according to a new poll. (AP Photo/Robert F. Bukaty, File)

FILE - In this May 13, 2018, file photo, new graduates walk into the High Point Solutions Stadium before the start of the Rutgers University graduation ceremony in Piscataway Township, N.J. Americans are increasingly skeptical about the value and cost of college, with most saying they feel the U.S. higher education system is headed in the “wrong direction,” according to a new poll. (AP Photo/Seth Wenig, File)

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Americans are increasingly skeptical about the value and cost of college, with most saying they feel the U.S. higher education system is headed in the “wrong direction,” according to a new poll.

Overall, only 36% of adults say they have a “great deal” or “quite a lot” of confidence in higher education, according to the report released Monday by Gallup and the Lumina Foundation. That confidence level has declined steadily from 57% in 2015.

Some of the same opinions have been reflected in declining enrollment as colleges contend with the effects of the student debt crisis , concerns about the high cost of tuition and political debates over how they teach about race and other topics.

The dimming view of whether college is worth the time and money cuts across all demographics — including gender, age, political affiliation. Among Republicans, the number of respondents with high confidence in higher education has dropped 36 percentage points over the last decade — far more than it dropped for Democrats or independents.

“It’s so expensive, and I don’t think colleges are teaching people what they need to get a job,” says Randy Hill, 59, a registered Republican in Connecticut and a driver for a car service. His nephew plans to do a welding apprenticeship after graduating high school. “You graduate out of college, you’re up to eyeballs in debt, you can’t get a job, then you can’t pay it off. What’s the point?”

The June 2024 survey’s overall finding — that 36% of adults feel strong confidence in higher education — is unchanged from the year before. But what concerns researchers is shifting opinion on the bottom end, with fewer Americans saying they have “some” confidence and more reporting “very little” and “none.” This year’s findings show almost as many people have little or no confidence, 32%, as those with high confidence.

Experts say that fewer college graduates could worsen labor shortages in fields from health care to information technology. For those who forgo college, it often means lower lifetime earnings — 75% less compared with those who get bachelor’s degrees, according to Georgetown University’s Center on Education and the Workforce. And during an economic downturn, those without degrees are more likely to lose jobs.

“It is sad to see that confidence hasn’t grown at all,” says Courtney Brown, vice president at Lumina, an education nonprofit focused on increasing the numbers of students who seek education beyond high school. “What’s shocking to me is that the people who have low or no confidence is actually increasing.”

This year’s survey added new, detailed questions in an effort to understand why confidence is shrinking.

Almost one-third of respondents say college is “too expensive,” while 24% feel students are not being properly educated or taught what they need to succeed.

The survey did not specifically touch on the protests this year against the war in Gaza that divided many college campuses, but political views weighed heavily on the findings. Respondents voiced concerns about indoctrination, political bias and that colleges today are too liberal. Among the respondents who lack confidence, 41% cite political agendas as a reason.

Among other findings:

More than two-thirds, or 67%, of respondents say college is headed in the “wrong direction,” compared with just 31% who feel it’s going in the right direction.

Generally when people express confidence in higher education, they are thinking of four-year institutions, according to Gallup. But the survey found that more people have confidence in two-year institutions. Forty-nine percent of adults say they have “a great deal” or “quite a lot” of confidence in two-year programs, compared with 33% of Americans who feel that way about four-year colleges.

California college student Kristen Freeman understands why.

“It’s about saving money. That’s why I went to a two-year. It’s more bang for your buck,” says Freeman, 22, a sociology major at Diablo Valley Community College with plans to transfer to San Jose State University for the final two years of college.

Freeman understands the concerns about indoctrination and whether college prepares students for life and work but also feels the only way to change structural problems is from the inside. “I am learning about the world around me and developing useful skills in critical thinking,” Freeman says. “I think higher education can give students the spark to want to change the system.”

The Associated Press’ education coverage receives financial support from multiple private foundations. AP is solely responsible for all content. Find AP’s standards for working with philanthropies, a list of supporters and funded coverage areas at AP.org .

Charita Goshay: Aging is just one factor in determining fitness for the Oval Office

In 1964, a psychiatry magazine published an informal poll of more than 12,000 psychiatrists in which the vast majority of respondents suggested that presidential candidate Sen. Barry Goldwater was mentally unstable.

None of them had personally examined Goldwater, basing their diagnoses on their own politics and prejudices toward the outspoken ultraconservative Republican.

As a result, in 1973, the American Psychiatric Association adapted the "Goldwater Rule." It states: “ [I]t is unethical for a psychiatrist to offer a professional opinion unless he or she has conducted an examination and has been granted proper authorization for such a statement."

President Joe Biden's abysmal performance during his debate last month against former President Donald Trump has triggered a tsunami of armchair neurologists clamoring for the 81-year-old to give up his reelection bid.

Mark Twain knew what he was talking about when he wrote, "History doesn't repeat itself, but it sure does rhyme."

People who make a lot of money as experts, consultants and TV pundits have called for Biden to be one-and-done, yet demanded no such thing of 81-year-old Sen. Mitch McConnell after he publicly froze in mid-thought like "Olaf," not once, but twice.

Instead, he's being allowed to retire on his own terms.

When money talks, integrity walks: Mike DeWine and Jon Husted sold their political ambitions to FirstEnergy

There also has been no chorus of calls for Trump to drop out, though one Yale University psychiatry professor lost her job in 2020 for violating the Goldwater Rule. The media, however, is under no such restriction. Trump's nonstop grifting, his willful and dismissive ignorance of the "plodding matters of governance" as the historian Ted Widmer describes it; the nonsensical rambling, and the glomming onto the accomplishments of his late uncle, an M.I.T. professor, are being treated as clickbait rather than red blinking lights.

According to fact-checkers, Trump told more than 35 lies during the 45-minute debate, which probably isn't even a personal best. That the 78-year-old has been impeached twice, found liable for sexual assault, and convicted of 34 felonies should be reason enough for voters to run screaming, but his innate ability to make himself the hero and victim of every story is unlike anyone else's in American politics.

It's resulted in some Americans betraying their own faith and principles for a faux conservative who ascribes to neither; whose only belief is in self-aggrandizement.

Biden, meanwhile, has had the fewest number of press conferences of any modern president, a strategy that in hindsight, has done much more harm than good.

It takes immeasurable audacity to think you can be the president of the United States, which is exactly how presidents get into trouble. The Bay of Pigs, Vietnam, Watergate, the Contras, Iraq, the COVID-19 pandemic, Jan. 6, the botched withdrawal from Afghanistan and the ongoing border crisis all have been a direct result of presidential hubris.

Biden's advisers have issued a plethora of excuses for his dismal debate, on par with "Major Biden ate his homework." Son Hunter has entered the fray as an ad hoc adviser, though his past antics doubtlessly have contributed to his father's aging and stress.

The truth is, no matter how young-at-heart we might feel, aging is a reality; as real as Newton's Law of Gravity.

It is the very essence of nature that at some point, old growth must make way for new life.

It's one reason why this moment has struck such a nerve. We're a culture that has always feared death, which is where aging inevitably leads. It's a big reason why we dye, snip, nip, tuck, diet and chug blue pills by the fistful. We don't want to surrender our moment in the sun for fear of being rendered useless or, worse, becoming invisible.

It's why we're currently confronted with a choice between two candidates, both of whom, to borrow from poet Dylan Thomas, are raging, raging against the dying of the light.

Last week, the New York Times, with whom Biden has been feuding, broke a story that a Parkinson's disease specialist visited the Biden White House eight times. Turns out he not only serves Biden, but also more than 1,000 White House personnel. The administration was seeking his expertise before Biden signed the National Plan to End Parkinson's Act.

No one should be surprised if it's later learned that the Times got rope-a-doped, but at this point, Biden will have to lift a car over his head while snacking on kryptonite.

When it comes to the hardest job in the world, stamina, mental acuity and endurance are non-negotiables.

But so are basic decency and character.

Better to stutter and forget your train of thought than to lie when the truth would do just as well.

Better to uphold the Constitution than to call for suspending parts of it you deem inconvenient.

Better to be forgetful than vengeful.

Better to be flawed than to pretend you're not.

Everyone's sell-by date is different. Warren Buffet still makes millions, and Nancy Pelosi is still a boss. The late Shimon Peres was the president of Israel when he was 90.

Because of the endlessly demanding nature of the American presidency, both candidates should be willing to be re-examined by an independent team of neurologists, but we all know their campaigns would never permit such a thing because they can't control the outcome.

But at least then we'd have the truth.

Charita M. Goshay is a Canton Repository staff writer and member of the editorial board. Reach her at 330-580-8313 or [email protected]. On Twitter: @cgoshayREP