homework is a part of every student school life unfortunately

Does Homework Really Help Students Learn?

A conversation with a Wheelock researcher, a BU student, and a fourth-grade teacher

“Quality homework is engaging and relevant to kids’ lives,” says Wheelock’s Janine Bempechat. “It gives them autonomy and engages them in the community and with their families. In some subjects, like math, worksheets can be very helpful. It has to do with the value of practicing over and over.” Photo by iStock/Glenn Cook Photography

Do your homework.

If only it were that simple.

Educators have debated the merits of homework since the late 19th century. In recent years, amid concerns of some parents and teachers that children are being stressed out by too much homework, things have only gotten more fraught.

“Homework is complicated,” says developmental psychologist Janine Bempechat, a Wheelock College of Education & Human Development clinical professor. The author of the essay “ The Case for (Quality) Homework—Why It Improves Learning and How Parents Can Help ” in the winter 2019 issue of Education Next , Bempechat has studied how the debate about homework is influencing teacher preparation, parent and student beliefs about learning, and school policies.

She worries especially about socioeconomically disadvantaged students from low-performing schools who, according to research by Bempechat and others, get little or no homework.

BU Today  sat down with Bempechat and Erin Bruce (Wheelock’17,’18), a new fourth-grade teacher at a suburban Boston school, and future teacher freshman Emma Ardizzone (Wheelock) to talk about what quality homework looks like, how it can help children learn, and how schools can equip teachers to design it, evaluate it, and facilitate parents’ role in it.

BU Today: Parents and educators who are against homework in elementary school say there is no research definitively linking it to academic performance for kids in the early grades. You’ve said that they’re missing the point.

Bempechat : I think teachers assign homework in elementary school as a way to help kids develop skills they’ll need when they’re older—to begin to instill a sense of responsibility and to learn planning and organizational skills. That’s what I think is the greatest value of homework—in cultivating beliefs about learning and skills associated with academic success. If we greatly reduce or eliminate homework in elementary school, we deprive kids and parents of opportunities to instill these important learning habits and skills.

We do know that beginning in late middle school, and continuing through high school, there is a strong and positive correlation between homework completion and academic success.

That’s what I think is the greatest value of homework—in cultivating beliefs about learning and skills associated with academic success.

You talk about the importance of quality homework. What is that?

Quality homework is engaging and relevant to kids’ lives. It gives them autonomy and engages them in the community and with their families. In some subjects, like math, worksheets can be very helpful. It has to do with the value of practicing over and over.

What are your concerns about homework and low-income children?

The argument that some people make—that homework “punishes the poor” because lower-income parents may not be as well-equipped as affluent parents to help their children with homework—is very troubling to me. There are no parents who don’t care about their children’s learning. Parents don’t actually have to help with homework completion in order for kids to do well. They can help in other ways—by helping children organize a study space, providing snacks, being there as a support, helping children work in groups with siblings or friends.

Isn’t the discussion about getting rid of homework happening mostly in affluent communities?

Yes, and the stories we hear of kids being stressed out from too much homework—four or five hours of homework a night—are real. That’s problematic for physical and mental health and overall well-being. But the research shows that higher-income students get a lot more homework than lower-income kids.

Teachers may not have as high expectations for lower-income children. Schools should bear responsibility for providing supports for kids to be able to get their homework done—after-school clubs, community support, peer group support. It does kids a disservice when our expectations are lower for them.

The conversation around homework is to some extent a social class and social justice issue. If we eliminate homework for all children because affluent children have too much, we’re really doing a disservice to low-income children. They need the challenge, and every student can rise to the challenge with enough supports in place.

What did you learn by studying how education schools are preparing future teachers to handle homework?

My colleague, Margarita Jimenez-Silva, at the University of California, Davis, School of Education, and I interviewed faculty members at education schools, as well as supervising teachers, to find out how students are being prepared. And it seemed that they weren’t. There didn’t seem to be any readings on the research, or conversations on what high-quality homework is and how to design it.

Erin, what kind of training did you get in handling homework?

Bruce : I had phenomenal professors at Wheelock, but homework just didn’t come up. I did lots of student teaching. I’ve been in classrooms where the teachers didn’t assign any homework, and I’ve been in rooms where they assigned hours of homework a night. But I never even considered homework as something that was my decision. I just thought it was something I’d pull out of a book and it’d be done.

I started giving homework on the first night of school this year. My first assignment was to go home and draw a picture of the room where you do your homework. I want to know if it’s at a table and if there are chairs around it and if mom’s cooking dinner while you’re doing homework.

The second night I asked them to talk to a grown-up about how are you going to be able to get your homework done during the week. The kids really enjoyed it. There’s a running joke that I’m teaching life skills.

Friday nights, I read all my kids’ responses to me on their homework from the week and it’s wonderful. They pour their hearts out. It’s like we’re having a conversation on my couch Friday night.

It matters to know that the teacher cares about you and that what you think matters to the teacher. Homework is a vehicle to connect home and school…for parents to know teachers are welcoming to them and their families.

Bempechat : I can’t imagine that most new teachers would have the intuition Erin had in designing homework the way she did.

Ardizzone : Conversations with kids about homework, feeling you’re being listened to—that’s such a big part of wanting to do homework….I grew up in Westchester County. It was a pretty demanding school district. My junior year English teacher—I loved her—she would give us feedback, have meetings with all of us. She’d say, “If you have any questions, if you have anything you want to talk about, you can talk to me, here are my office hours.” It felt like she actually cared.

Bempechat : It matters to know that the teacher cares about you and that what you think matters to the teacher. Homework is a vehicle to connect home and school…for parents to know teachers are welcoming to them and their families.

Ardizzone : But can’t it lead to parents being overbearing and too involved in their children’s lives as students?

Bempechat : There’s good help and there’s bad help. The bad help is what you’re describing—when parents hover inappropriately, when they micromanage, when they see their children confused and struggling and tell them what to do.

Good help is when parents recognize there’s a struggle going on and instead ask informative questions: “Where do you think you went wrong?” They give hints, or pointers, rather than saying, “You missed this,” or “You didn’t read that.”

Bruce : I hope something comes of this. I hope BU or Wheelock can think of some way to make this a more pressing issue. As a first-year teacher, it was not something I even thought about on the first day of school—until a kid raised his hand and said, “Do we have homework?” It would have been wonderful if I’d had a plan from day one.

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Senior Contributing Editor

Sara Rimer A journalist for more than three decades, Sara Rimer worked at the Miami Herald , Washington Post and, for 26 years, the New York Times , where she was the New England bureau chief, and a national reporter covering education, aging, immigration, and other social justice issues. Her stories on the death penalty’s inequities were nominated for a Pulitzer Prize and cited in the U.S. Supreme Court’s decision outlawing the execution of people with intellectual disabilities. Her journalism honors include Columbia University’s Meyer Berger award for in-depth human interest reporting. She holds a BA degree in American Studies from the University of Michigan. Profile

She can be reached at [email protected] .

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There are 81 comments on Does Homework Really Help Students Learn?

Insightful! The values about homework in elementary schools are well aligned with my intuition as a parent.

when i finish my work i do my homework and i sometimes forget what to do because i did not get enough sleep

same omg it does not help me it is stressful and if I have it in more than one class I hate it.

Same I think my parent wants to help me but, she doesn’t care if I get bad grades so I just try my best and my grades are great.

I think that last question about Good help from parents is not know to all parents, we do as our parents did or how we best think it can be done, so maybe coaching parents or giving them resources on how to help with homework would be very beneficial for the parent on how to help and for the teacher to have consistency and improve homework results, and of course for the child. I do see how homework helps reaffirm the knowledge obtained in the classroom, I also have the ability to see progress and it is a time I share with my kids

The answer to the headline question is a no-brainer – a more pressing problem is why there is a difference in how students from different cultures succeed. Perfect example is the student population at BU – why is there a majority population of Asian students and only about 3% black students at BU? In fact at some universities there are law suits by Asians to stop discrimination and quotas against admitting Asian students because the real truth is that as a group they are demonstrating better qualifications for admittance, while at the same time there are quotas and reduced requirements for black students to boost their portion of the student population because as a group they do more poorly in meeting admissions standards – and it is not about the Benjamins. The real problem is that in our PC society no one has the gazuntas to explore this issue as it may reveal that all people are not created equal after all. Or is it just environmental cultural differences??????

I get you have a concern about the issue but that is not even what the point of this article is about. If you have an issue please take this to the site we have and only post your opinion about the actual topic

This is not at all what the article is talking about.

This literally has nothing to do with the article brought up. You should really take your opinions somewhere else before you speak about something that doesn’t make sense.

we have the same name

so they have the same name what of it?

lol you tell her

totally agree

What does that have to do with homework, that is not what the article talks about AT ALL.

Yes, I think homework plays an important role in the development of student life. Through homework, students have to face challenges on a daily basis and they try to solve them quickly.I am an intense online tutor at 24x7homeworkhelp and I give homework to my students at that level in which they handle it easily.

More than two-thirds of students said they used alcohol and drugs, primarily marijuana, to cope with stress.

You know what’s funny? I got this assignment to write an argument for homework about homework and this article was really helpful and understandable, and I also agree with this article’s point of view.

I also got the same task as you! I was looking for some good resources and I found this! I really found this article useful and easy to understand, just like you! ^^

i think that homework is the best thing that a child can have on the school because it help them with their thinking and memory.

I am a child myself and i think homework is a terrific pass time because i can’t play video games during the week. It also helps me set goals.

Homework is not harmful ,but it will if there is too much

I feel like, from a minors point of view that we shouldn’t get homework. Not only is the homework stressful, but it takes us away from relaxing and being social. For example, me and my friends was supposed to hang at the mall last week but we had to postpone it since we all had some sort of work to do. Our minds shouldn’t be focused on finishing an assignment that in realty, doesn’t matter. I completely understand that we should have homework. I have to write a paper on the unimportance of homework so thanks.

homework isn’t that bad

Are you a student? if not then i don’t really think you know how much and how severe todays homework really is

i am a student and i do not enjoy homework because i practice my sport 4 out of the five days we have school for 4 hours and that’s not even counting the commute time or the fact i still have to shower and eat dinner when i get home. its draining!

i totally agree with you. these people are such boomers

why just why

they do make a really good point, i think that there should be a limit though. hours and hours of homework can be really stressful, and the extra work isn’t making a difference to our learning, but i do believe homework should be optional and extra credit. that would make it for students to not have the leaning stress of a assignment and if you have a low grade you you can catch up.

Studies show that homework improves student achievement in terms of improved grades, test results, and the likelihood to attend college. Research published in the High School Journal indicates 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.” On both standardized tests and grades, students in classes that were assigned homework outperformed 69% of students who didn’t have homework. 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. 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.

So how are your measuring student achievement? That’s the real question. The argument that doing homework is simply a tool for teaching responsibility isn’t enough for me. We can teach responsibility in a number of ways. Also the poor argument that parents don’t need to help with homework, and that students can do it on their own, is wishful thinking at best. It completely ignores neurodiverse students. Students in poverty aren’t magically going to find a space to do homework, a friend’s or siblings to help them do it, and snacks to eat. I feel like the author of this piece has never set foot in a classroom of students.

THIS. This article is pathetic coming from a university. So intellectually dishonest, refusing to address the havoc of capitalism and poverty plays on academic success in life. How can they in one sentence use poor kids in an argument and never once address that poor children have access to damn near 0 of the resources affluent kids have? Draw me a picture and let’s talk about feelings lmao what a joke is that gonna put food in their belly so they can have the calories to burn in order to use their brain to study? What about quiet their 7 other siblings that they share a single bedroom with for hours? Is it gonna force the single mom to magically be at home and at work at the same time to cook food while you study and be there to throw an encouraging word?

Also the “parents don’t need to be a parent and be able to guide their kid at all academically they just need to exist in the next room” is wild. Its one thing if a parent straight up is not equipped but to say kids can just figured it out is…. wow coming from an educator What’s next the teacher doesn’t need to teach cause the kid can just follow the packet and figure it out?

Well then get a tutor right? Oh wait you are poor only affluent kids can afford a tutor for their hours of homework a day were they on average have none of the worries a poor child does. Does this address that poor children are more likely to also suffer abuse and mental illness? Like mentioned what about kids that can’t learn or comprehend the forced standardized way? Just let em fail? These children regularly are not in “special education”(some of those are a joke in their own and full of neglect and abuse) programs cause most aren’t even acknowledged as having disabilities or disorders.

But yes all and all those pesky poor kids just aren’t being worked hard enough lol pretty sure poor children’s existence just in childhood is more work, stress, and responsibility alone than an affluent child’s entire life cycle. Love they never once talked about the quality of education in the classroom being so bad between the poor and affluent it can qualify as segregation, just basically blamed poor people for being lazy, good job capitalism for failing us once again!

why the hell?

you should feel bad for saying this, this article can be helpful for people who has to write a essay about it

This is more of a political rant than it is about homework

I know a teacher who has told his students their homework is to find something they are interested in, pursue it and then come share what they learn. The student responses are quite compelling. One girl taught herself German so she could talk to her grandfather. One boy did a research project on Nelson Mandela because the teacher had mentioned him in class. Another boy, a both on the autism spectrum, fixed his family’s computer. The list goes on. This is fourth grade. I think students are highly motivated to learn, when we step aside and encourage them.

The whole point of homework is to give the students a chance to use the material that they have been presented with in class. If they never have the opportunity to use that information, and discover that it is actually useful, it will be in one ear and out the other. As a science teacher, it is critical that the students are challenged to use the material they have been presented with, which gives them the opportunity to actually think about it rather than regurgitate “facts”. Well designed homework forces the student to think conceptually, as opposed to regurgitation, which is never a pretty sight

Wonderful discussion. and yes, homework helps in learning and building skills in students.

not true it just causes kids to stress

Homework can be both beneficial and unuseful, if you will. There are students who are gifted in all subjects in school and ones with disabilities. Why should the students who are gifted get the lucky break, whereas the people who have disabilities suffer? The people who were born with this “gift” go through school with ease whereas people with disabilities struggle with the work given to them. I speak from experience because I am one of those students: the ones with disabilities. Homework doesn’t benefit “us”, it only tears us down and put us in an abyss of confusion and stress and hopelessness because we can’t learn as fast as others. Or we can’t handle the amount of work given whereas the gifted students go through it with ease. It just brings us down and makes us feel lost; because no mater what, it feels like we are destined to fail. It feels like we weren’t “cut out” for success.

homework does help

here is the thing though, if a child is shoved in the face with a whole ton of homework that isn’t really even considered homework it is assignments, it’s not helpful. the teacher should make homework more of a fun learning experience rather than something that is dreaded

This article was wonderful, I am going to ask my teachers about extra, or at all giving homework.

I agree. Especially when you have homework before an exam. Which is distasteful as you’ll need that time to study. It doesn’t make any sense, nor does us doing homework really matters as It’s just facts thrown at us.

Homework is too severe and is just too much for students, schools need to decrease the amount of homework. When teachers assign homework they forget that the students have other classes that give them the same amount of homework each day. Students need to work on social skills and life skills.

I disagree.

Beyond achievement, proponents of homework argue that it can have many other beneficial effects. They claim it can help students develop good study habits so they are ready to grow as their cognitive capacities mature. It can help students recognize that learning can occur at home as well as at school. Homework can foster independent learning and responsible character traits. And it can give parents an opportunity to see what’s going on at school and let them express positive attitudes toward achievement.

Homework is helpful because homework helps us by teaching us how to learn a specific topic.

As a student myself, I can say that I have almost never gotten the full 9 hours of recommended sleep time, because of homework. (Now I’m writing an essay on it in the middle of the night D=)

I am a 10 year old kid doing a report about “Is homework good or bad” for homework before i was going to do homework is bad but the sources from this site changed my mind!

Homeowkr is god for stusenrs

I agree with hunter because homework can be so stressful especially with this whole covid thing no one has time for homework and every one just wants to get back to there normal lives it is especially stressful when you go on a 2 week vaca 3 weeks into the new school year and and then less then a week after you come back from the vaca you are out for over a month because of covid and you have no way to get the assignment done and turned in

As great as homework is said to be in the is article, I feel like the viewpoint of the students was left out. Every where I go on the internet researching about this topic it almost always has interviews from teachers, professors, and the like. However isn’t that a little biased? Of course teachers are going to be for homework, they’re not the ones that have to stay up past midnight completing the homework from not just one class, but all of them. I just feel like this site is one-sided and you should include what the students of today think of spending four hours every night completing 6-8 classes worth of work.

Are we talking about homework or practice? Those are two very different things and can result in different outcomes.

Homework is a graded assignment. I do not know of research showing the benefits of graded assignments going home.

Practice; however, can be extremely beneficial, especially if there is some sort of feedback (not a grade but feedback). That feedback can come from the teacher, another student or even an automated grading program.

As a former band director, I assigned daily practice. I never once thought it would be appropriate for me to require the students to turn in a recording of their practice for me to grade. Instead, I had in-class assignments/assessments that were graded and directly related to the practice assigned.

I would really like to read articles on “homework” that truly distinguish between the two.

oof i feel bad good luck!

thank you guys for the artical because I have to finish an assingment. yes i did cite it but just thanks

thx for the article guys.

Homework is good

I think homework is helpful AND harmful. Sometimes u can’t get sleep bc of homework but it helps u practice for school too so idk.

I agree with this Article. And does anyone know when this was published. I would like to know.

It was published FEb 19, 2019.

Studies have shown that homework improved student achievement in terms of improved grades, test results, and the likelihood to attend college.

i think homework can help kids but at the same time not help kids

This article is so out of touch with majority of homes it would be laughable if it wasn’t so incredibly sad.

There is no value to homework all it does is add stress to already stressed homes. Parents or adults magically having the time or energy to shepherd kids through homework is dome sort of 1950’s fantasy.

What lala land do these teachers live in?

Homework gives noting to the kid

Homework is Bad

homework is bad.

why do kids even have homework?

Comments are closed.

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Is Homework Bad for Kids in Elementary School?

As a teacher with a master’s in Education and over a decade of experience in the public education system, I’ve seen firsthand how the traditional model of assigning homework plays out in the lives of young students and their families.

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While the intent behind homework has often been to reinforce what was learned in class, the reality is that for elementary-aged children, homework can do more harm than good. This post will answer your question, “is homework bad for kids?” and discuss the negative impacts it can have on young children.

**Keep reading because I’ll share how you can OPT OUT of homework AND give you a simple copy and paste e-mail to let your child’s teacher know your plans respectfully .

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Historical Perspective on Homework

Homework wasn’t always an integral part of elementary education. In fact, it was originally seen as a way to promote discipline and work ethic in older students. 

Over time, this practice trickled down into elementary schools, where the rationale was that starting early would give younger children a head start. However, the expectations for homework have not evolved to reflect our growing understanding of child development .

Today, elementary school students as young as five or six are coming home with worksheets and assignments, and the assumption is that this will help them achieve better academic performance. 

But research studies show that for elementary school children, this assumption of homework being good for kids is simply not supported by evidence. The benefits of homework at this grade level are minimal, and the academic benefits are often negligible.

Say NO to Homework and Hello to Connection

So, you're looking to reduce homework stress while still helping your kids grow and learn?

I totally get it.The good news is, learning doesn't always have to look like schoolwork. In fact, some of the most valuable lessons come from play, creativity, and spending time together as a family. I’m an educator and a parent, and I know firsthand that the key is finding balance and making small, intentional changes that support your child’s growth while keeping things fun and easy for everyone.

Grab this Family Connections Activities Guide and my simple e-mail template to send a respectful note to your child's teacher letting them know you'll be opting out of homework this year.

Why do Teachers Assign Homework

Teachers often assign homework with the best intentions, aiming to reinforce concepts taught in class, build good study habits, and promote independent learning. 

Many educators believe that homework helps students practice skills, retain information, and prepare for future lessons.

It’s also seen as a way to teach responsibility and time management, as students must manage their workload outside the classroom. 

Additionally, homework can serve as a tool for teachers to gauge a student’s understanding of the material, helping them identify areas where further instruction might be needed.

However, homework assignments are often influenced by school policies or long-standing traditions, and teachers may feel obligated to assign them even when they recognize that the benefits might vary for different age groups, especially for younger students.

What the Research Says about Homework in Elementary School

According to research by education expert Harris Cooper, who conducted a comprehensive review of educational research , the benefits of homework for elementary students are virtually non-existent. 

Cooper’s findings suggest that while homework may have some positive impact for older students, particularly in high school, we do know there is no clear academic advantage for children in elementary school.

In fact, the average homework assignment at this age level does not significantly improve test scores or student achievement. What’s more concerning is the emotional and psychological toll excessive homework can take.

For young children who are still developing basic cognitive and social skills, being saddled with assignments after school can actually backfire. Instead of fostering a love of learning, it often creates frustration, resentment, and anxiety. 

I’ve watched bright, curious children become overwhelmed by the pressure of completing homework, losing the spark that makes them naturally want to learn.

Physical and Mental Health Consequences of Homework in Elementary School

Homework also cuts into time that could be spent on activities that are far more beneficial to a child’s overall well-being , such as physical activity or social time with family. 

When kids come home from school, they need time to unwind, play, and engage in after-school activities. Instead, they often end up sitting for long periods, working through assignments that may not even be meaningful to them. 

This sedentary time is especially problematic when you consider that many children already spend so much of their day sitting at desks.

In terms of mental health , homework can become a significant source of stress—not just for children, but for families as a whole. In many households, the nightly homework routine turns into a battleground, with parents and children feeling frustrated, exhausted, and disconnected. 

Physical symptoms of stress like stomach problems and sleep deprivation are not uncommon, and these can have lasting effects on a child’s well-being.

I’ve had parents tell me how much they dread homework time because it creates tension in their home, and as a teacher, that is heartbreaking to hear. 

Ultimately, young children need space to explore their world in ways that are developmentally appropriate. When homework eats into that time, it deprives them of opportunities to grow in areas that are just as important—if not more so—than academic achievement.

It’s time to rethink the purpose of homework for elementary students and consider what is truly best for their development.

Can Homework Cause Anxiety

Homework can often become a significant source of anxiety for children , especially when they feel overwhelmed by the pressure to complete assignments after an already long school day. 

Many young children struggle with balancing the demands of homework with their need for relaxation and play, leading to feelings of frustration and stress.

The fear of making mistakes, not meeting expectations, or not finishing on time can cause children to internalize a sense of failure or inadequacy, even at an early age.

This anxiety not only affects their academic performance but can also seep into their overall well-being, disrupting sleep, affecting their mood, and diminishing their natural enthusiasm for learning. 

Over time, the constant pressure of homework can turn what should be a joyful pursuit of knowledge into a source of dread, creating a negative association with school and learning.

Why Family Time Matters More Than Homework

One of the most critical lessons I’ve learned as both an educator and a parent is that family time often holds far more value for a child’s growth than any worksheet ever could. 

Elementary-aged children thrive on connection, play, and unstructured moments with the people they love most. Yet, for many families, the pressures of homework steal this precious time away, contributing to a lack of balance between school and family life.

When we prioritize homework over time together as a family, we miss out on some of the most powerful learning opportunities that childhood has to offer.

The Value of Family Time

Family time is where some of the most profound learning happens—learning that goes beyond academics and touches the heart of what it means to be human. It’s during these moments that children feel secure, loved, and understood. 

Whether it’s talking around the dinner table, playing a game together, or simply sharing a story before bed, these interactions build emotional resilience and strengthen family bonds.

Research supports this as well. Studies have shown that children who spend more time engaging with their familie s are more emotionally stable, perform better socially, and develop stronger cognitive abilities. 

Family time fosters the development of life skills that can’t be measured by a standardized test—skills like empathy, communication, problem-solving, and patience. These are the very qualities that help children grow into well-rounded, confident individuals.

When the evening is filled with homework, these opportunities for connection often disappear. Instead of discussing the day or laughing together, the focus shifts to checking off assignments. 

This often leads to a sense of disconnection and even resentment, particularly when children struggle with the work or feel pressure to meet academic expectations.

The Role of Play in Learning

Play is an essential part of learning , especially for young children. Through play, kids naturally explore their world, experiment with ideas, and develop critical thinking skills.

 In fact, many of the problem-solving skills that we hope to teach through homework can be acquired far more effectively through imaginative play, building projects, and outdoor exploration.

Play also promotes creativity and resilience—two traits that are fundamental to lifelong learning. When children are free to play, they learn to take risks, deal with failure, and try new approaches. 

These are lessons that are difficult to teach through structured assignments but come naturally through the unstructured, joyful moments of play.

In contrast, traditional homework often stifles creativity. Repetitive tasks like worksheets or rote memorization do little to encourage innovative thinking or curiosity. In fact, they can dampen a child’s enthusiasm for learning altogether. 

The real learning happens when kids are given the space to pursue their own interests, ask questions, and engage with the world around them.

Creating Meaningful Experiences

So, what should families do instead of focusing on homework? The answer is simple: create meaningful experiences together. These don’t have to be grand or elaborate. 

Sometimes the most impactful moments come from the simplest activities —cooking dinner together, going for a walk, or working on a puzzle as a family.

These shared experiences are the foundation of a child’s development. They teach life skills in a way that’s engaging and meaningful.

For example, cooking together can teach math through measuring ingredients, science through understanding how things cook, and even history and culture through trying new recipes. Going for a walk outside can spark conversations about nature, exercise, and mindfulness. 

These moments foster curiosity and help children develop a love of learning that extends beyond the classroom.

By prioritizing family time, we are giving our children something far more valuable than any homework assignment could offer. 

We are showing them that they are more than just students; they are individuals whose interests, emotions, and well-being matter. In these moments, we nurture their whole selves, not just their academic skills.

Alternatives to Homework for Elementary Children

If we want to move away from the traditional homework model, it’s important to have alternatives that nurture our children’s growth in ways that feel enriching and meaningful. 

The good news is that there are countless ways to encourage learning outside of homework , many of which tap into children’s natural curiosity and love for discovery.

These alternatives not only reinforce the skills children need but also give them the freedom to explore, create, and enjoy childhood.

Encouraging Independent Play and Exploration

One of the most powerful alternatives to homework is independent play . When children are given the space and time to play freely, they engage in a form of learning that is deeply personal and developmentally appropriate. 

Play allows them to test boundaries, experiment with ideas, and develop problem-solving skills—all without the constraints of structured assignments.

Independent play builds confidence and fosters a growth mindset , as children learn to navigate challenges on their own terms. 

Whether they’re building a fort out of couch cushions, creating a masterpiece with chalk on the driveway, or pretending to be explorers in their backyard, they’re learning how to think critically, solve problems, and stay resilient when things don’t go as planned.

Allowing children time for this kind of play gives them a chance to recharge from the structured demands of school and tap into their own creativity and imagination.

It also encourages them to become self-directed learners, which is an essential skill for their future academic and personal success.

Fostering a Love of Learning Outside the Classroom

Another alternative to homework is fostering a love of learning through everyday experiences.

We often think of learning as something that happens only in the classroom or through formal assignments, but in reality, children are constantly learning from the world around them.

Parents can support this by encouraging their children to explore their interests and ask questions. 

For example, if your child is fascinated by dinosaurs, take them to the library to find books on the subject or watch a documentary together.

If they’re curious about how things work, spend time tinkering with household objects or building simple machines together.

These activities teach valuable lessons and build knowledge in ways that are fun and engaging for children.

The goal is to create an environment where learning feels like a natural part of life rather than something that happens only when there’s a worksheet in front of them.

By pursuing their passions and engaging in hands-on learning experiences, children develop a deeper love for knowledge and a stronger sense of curiosity that will serve them well throughout their lives.

Prioritizing Social and Emotional Learning

Elementary-aged children are at a critical stage in their social and emotional development, and this is an area that deserves just as much attention as academic skills. 

Social and emotional learning (SEL) is about helping children develop self-awareness, manage their emotions, build empathy, and establish healthy relationships.

These are essential life skills that cannot be taught through traditional homework. Instead of worksheets, families can focus on activities that promote social and emotional learning.

This might include family discussions where children are encouraged to express their feelings and listen to others, cooperative games that emphasize teamwork and communication, or community service projects that build empathy and a sense of responsibility to others. 

These activities help children learn to navigate the social world with confidence and compassion.

They also teach children how to manage stress, resolve conflicts, and make thoughtful decisions—skills that are crucial for both their personal happiness and their future success.

What Parents Can Do to Advocate for Less Homework

As parents, we hold incredible power to influence the educational experiences of our children. If you believe that traditional homework doesn’t serve your child’s best interests , you’re not alone—and you don’t have to accept it as a given.

By advocating for a more balanced, thoughtful approach to learning, you can help shape a school environment that prioritizes well-being, curiosity, and real-world learning.

Here’s how you can start advocating for less homework and creating a home environment that supports learning without the pressure of assignments.

Can Parents Opt-Out of Homework

The idea that parents can opt out of homework is gaining traction as more families recognize that traditional assignments may not always serve their child’s best interests, especially in elementary school.

Some schools and teachers are open to this option, allowing parents to decide whether or not their child completes homework based on what works best for their family. Parents who opt out often do so to prioritize their child’s well-being, choosing to focus on unstructured play, family time, or personalized learning activities instead.

By opting out, parents take an active role in shaping their child’s education , advocating for a more balanced approach that nurtures both academic and personal growth.

However, it’s important for parents to communicate openly with teachers and schools about their decision, ensuring that everyone is aligned on supporting the child’s overall learning journey.

Communicating with Teachers and Schools

One of the most effective steps parents can take is to start a conversation with their child’s teacher. 

As a former teacher myself, I can tell you that most educators are open to feedback and genuinely want what’s best for their students. Often, teachers assign homework out of habit or due to school policies, not necessarily because they believe it’s the best method for every child.

Frame it as a partnership. 

Express your concerns in a respectful, constructive manner, and focus on your child’s well-being.

For example, you might say, “I’ve noticed that after a long day at school, my child seems exhausted and overwhelmed by homework. I’m wondering if there are ways we can work together to adjust the homework load or explore alternatives that are more beneficial for their development.”

Grab my Opt Out of Homework template here!

Be prepared to offer suggestions. 

Perhaps your child could engage in more hands-on learning at home , or the teacher could suggest activities that align with classroom content but don’t involve traditional homework.

You might also advocate for more reading time or projects that encourage creativity and independent thinking, rather than worksheets and busywork.

If your child’s school has a formal homework policy, it might be helpful to gather other like-minded parents and approach the administration collectively. 

Thankfully, many schools are rethinking their homework policies in light of recent years of research, and showing that there’s parent support for a change can help drive that discussion.

Creating a Home Environment That Supports Learning Without Homework

Even if homework is a part of your child’s school routine, you can create a home environment that balances those demands with opportunities for unstructured learning. One of the best ways to do this is by cultivating a home that encourages exploration, curiosity, and creativity .

Start by making learning a natural part of everyday life. Fill your home with books, art supplies , puzzles, building materials, and other resources that spark interest. 

Minimize toys that do the work for the child (toys should do no more than 10% of the work!), and create a space for play that is minimal and simple. Encourage your children to ask questions, explore their passions, and dive into projects that excite them.

The goal is to make learning feel less like a task and more like a natural extension of their curiosity.

Another key is to prioritize downtime. Make sure your children have time each day to unwind, play freely, and engage in activities that bring them joy. This could mean family game nights, outdoor play, or even just quiet time to read or daydream (remember, boredom is GOOD for kids!). 

When children have time to relax and recharge, they are better equipped to face the challenges of school and life with a positive attitude.

It’s also important to model a love of learning yourself. Let your children see you engaging in activities that involve discovery and growth—whether that’s reading a book, working on a hobby, or trying something new. 

When children see that learning doesn’t end when school is over, they are more likely to adopt that mindset themselves.

Finding a Balance That Works for Your Family

Ultimately, every family is different, and there’s no one-size-fits-all solution when it comes to homework (or anything for that matter!).

The key is finding a balance that works for your family’s unique needs and values. If you feel that your child’s homework load is affecting their well-being or family life, it’s okay to set boundaries.

You might choose to limit the hours of homework your child spends each evening, allowing them to stop after a certain point and focus on other activities.

Advocating for less homework doesn’t mean you’re against education—it means you’re for a more holistic approach to learning that respects your child’s developmental needs.

As parents, we have the right to prioritize what we believe is best for our children, even when it means challenging the status quo. 

By taking small steps, whether that’s having a conversation with a teacher or shifting the focus at home, you can help create a more balanced, enriching experience for your child—one that goes beyond the traditional homework model and nurtures their full potential.

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Homework is a part of school life

You should spend about 40 minutes on IELTS writing task 2.

Homework is a part of school life. Many people feel that giving homework daily to school children works well for them, while some feel it is an unnecessary burden on them. What do you think about it?

Give specific reason and explain them with examples from your own experience or knowledge.

You should write at least 250 words in IELTS writing task 2.

Question Overview

Topic  : homework Type  : opinion

Individuals who assert that homework is quite helpful among school kids consider many crucial facets. First of all, because homework is the significant part instruction in younger groups, it is going to cultivate a normal study habit inside them substantially. To make it clear, students are made to learn classes whatever they analyzed in their classroom daily and they never forget such matters in the long term. To describe, if they do assignments on a daily basis, of course doubts can readily be explained and it might help to comprehend each and every facet. Obviously, students may confront examinations without a lot of prep in addition to with no fear.

What’s more, free time could be utilized economically rather than playing games. Additionally, it provides insight among pupils about the significant feature of instruction in life. Because of this, they create a feeling of commitment and time management abilities from the tender age onwards. As a result, it would result in the growth of successful citizens.

But, there are many others who assert that homework causes harmful effects on kids. In any case, a number of them have a inclination to replicate from other kids since they’re not competent themselves and they wish to impress teachers too. Yet, I’m strongly inclined to favour the concept that the former announcement due to the immense advantages.

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Homework: How to Effectively Build the Learning Bridge

How has the global health crisis impacted the place that homework has in student learning and the school-home connection? Homework holds its place as a school tradition, expected by students and their parents as part of the experience of growing and learning. While there is ongoing debate about homework’s effectiveness, it is traditionally seen as a tool that strengthens academics by providing learning practice at home. John Hattie’s meta-analysis of relevant research on educational practices found that the overall effects of homework on learning are positive, and that the positive effect is highest for junior high and high school students but generally neutral for elementary students. In addition, there is variability depending on the type of homework as well as student demographics (Hattie, 2008).

Schools implementing the Responsive Classroom approach, whether in person or virtually, use homework to effectively build a learning bridge between home and school. When homework is used as a tool to build social, emotional, and academic learning beyond the school day, it takes on a different look and purpose than just more work to do at home. The goal of Responsive Classroom schools is to design homework that meets the basic needs of significance and belonging for every student by strengthening relationships, differentiating what success looks like for each child, and supporting students’ social, emotional, and academic learning.

Focus on Relationships

Homework that impedes relationships— either teacher-to-student, teacher-toparent, or student-to-parent—can potentially damage the home-school partnership. When educators examine the amount, type, and expectations of homework, they often start with the impact of homework on academic achievement. But when schools look beyond academic achievement and also include relationships, they will often rethink the look and purpose of homework.

Effectively building this school-to-home connection starts by replacing homework that impedes relationships with homework that will enhance them. Examples for building these connections include ways for students to share about family traditions, cultural practices, and/or family adventures. Lauren Komanitsky, a special education teacher at Christa McAuliffe Middle School in Jackson, New Jersey, observes:

I’ve seen tremendous enthusiasm for homework and projects that involve family members and their family history. [Students] love to learn about ancestors, interesting facts and stories, and simply getting a deeper understanding of their background. It inspires pride in them and that’s important for their identity. Students also love to do surveys and interviews of their family members. I think anything designed to create good, meaningful conversation between students and their families is time well spent. Lauren Komanitsky (personal communication, February 7, 2021)

Schools that use homework to strengthen home-school relationships embed opportunities for students to develop belonging and significance. As students share the home connections with their classmates and teachers, the classroom community will develop a larger sense of belonging because students see connections among common experiences.

Build Success for Every Student

Classrooms are diverse communities. While teachers intentionally differentiate learning during the school day, providing homework that meets the individual and cultural needs of each student requires additional attention.

One strategy for success for every student is to provide choice. Komanitsky has seen this strategy work when she has had students reflect on what they need and then select homework to meet that need:

Having kids select specific problems from a group, select what part of an overall project they are choosing to focus on, etc. . . . helps with creating a sense of autonomy. When we can give kids a choice in their learning based on their own self-reflection, they learn what it feels like to be in control of the process and this leads to more success. Lauren Komanitsky (personal communication, February 7, 2021)

When homework is designed for success for each student, the bridge between home and school supports a higher level of success and engagement.

Include Practice of Social and Emotional Learning Skills

The first guiding principle of the Responsive Classroom approach states, “Teaching social and emotional skills is as important as teaching academic content.” Social and emotional learning (SEL) is embedded in academic learning throughout the school day. Teachers can create a bridge between home and school by suggesting opportunities for students to practice SEL skills at home and in their community. For example, parents can have their children practice speaking with confidence by having them “make a request, place an order, or thank customer service workers” (Wilson, 2014, p. 67).

In addition, homework may involve students having conversations with family members about their learning histories—the successes, struggles, and strategies t hey encountered when they were students at different levels. When family members share their learning histories, students discover the application of the SEL and academic competencies of perseverance, cooperation, and responsibility. As Komanitsky points out:

When we share how we overcame struggles in certain academic subjects, it encourages perseverance and resilience in our students. Having parents and kids discuss their personal strengths and weaknesses and how they compensate when necessary is also a really good conversation. Lauren Komanitsky (personal communication, February 7, 2021)

Homework that focuses on SEL competencies provides for the transfer of these vital skills to a variety of real-life situations, both at home and in the community.

When schools approach homework as an extension of the learning day and see it as a way to strengthen relationships—between teachers and parents, students and parents, and students and teachers—homework becomes a valuable part of the school experience for every child. Students’ needs for belonging and significance are met and strengthened when homework provides for individual success. And when educators view homework as a tool to strengthen academic, social, and emotional learning, it becomes a valuable piece of the learning puzzle for every student.

• Hattie, J. (2008). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
• Wilson, M. B. (2014). The language of learning: Teaching students core thinking, listening, and speaking skills. Center for Responsive Schools, Inc

Why homework matters

Homework is the perennial bogeyman of K–12 education. Any given year, you’ll find people arguing that students, especially those in elementary school, should have far less homework—or none at all . I have the opposite opinion. The longer I run schools—and it has now been more than sixteen years—the more convinced I am that homework is not only necessary, but a linchpin to effective K–12 education.

It is important to remember that kids only spend a fraction of their time in school. The learning that does or does not take place in the many hours outside of school has a monumental effect on children’s academic success and is a root cause of educational inequity.

The pandemic gave us a stark demonstration of this reality. Achievement gaps widened between affluent and low-income children not only because low-income students received less in-person or high-quality online instruction during the years of disrupted school, but also because children of college-educated and affluent parents were already less dependent on schools for learning. Affluent children are far more likely to have the privilege of tutors or other types of supplementary instruction, as well as a family culture of reading, and opportunities to travel, visit museums, and more. Homework is a powerful tool to help narrow these inequities, giving children from all backgrounds the opportunity to keep learning when they are not in school.

At Success Academy, the charter school network I founded and lead, we seek to develop students as lifelong learners who have the confidence and curiosity to pursue and build knowledge in all facets of their lives. Homework cultivates these mindsets and habits. Indeed, when teachers don’t assign homework, it reflects an unconscious conviction that kids can’t learn without adults. Kids internalize this message and come to believe they need their teacher to gain knowledge. In reality, they are more than capable of learning all sorts of things on their own. Discovering this fact can be both incredibly exciting and deeply empowering for them.

We also know that none of these benefits accrue when homework is mere busywork. Low-quality homework is likely what drives the mixed research evidence on the impact of homework on student achievement. It also sends the message to kids that doing it is simply an exercise in compliance and not worth their time. Homework must be challenging and purposeful for kids to recognize its value.

For this reason, at Success, we take great care with the design of our homework assignments, ensuring they are engaging and relevant to what takes place in class the next day. When done well, homework can be a form of the “flipped classroom”—a model developed by ed tech innovators to make large college lecture classes more engaging. In flipped classrooms, students learn everything they can on their own at home (in the original conception, via recorded lectures); class time builds on what they learned to address confusion and elevate their thinking to a more sophisticated level. It’s an approach that both respects kids’ capacity to learn independently, and assumes that out-of-class learning will drive the content and pace of the in-person lesson. 

Students always need a “why” for the things we ask them to do, and designing homework this way is motivating for them because it gives them that clear why. Class is engaging and interesting when they are prepared; when they aren’t, they won’t have the satisfaction of participating.

At this point, some teachers may be saying, “I can’t get my kids to hand in a worksheet, let alone rely on them to learn on their own.” And of course, effective use of homework in class relies on creating a strong system of accountability for getting kids to do it. This can be hard for teachers. It’s uncomfortable to lean into students’ lives outside of school, and many educators feel they don’t have that right. But getting over that discomfort is best for kids.

Educators should embrace setting an exacting norm for completing homework. This should include a schoolwide grading policy—at Success schools, missing and incomplete homework assignments receive a zero; students can get partial credit for work handed in late; and middle and high schoolers can revise their homework for a better grade—as well as consistently and explicitly noticing when kids are or are not prepared and offering praise and consequences. Enlisting parents’ help in this area is also highly effective. I guarantee they will be grateful to be kept informed of how well their children are meeting their responsibilities!

Ultimately, minimizing homework or getting rid of it entirely denies children autonomy and prevents them from discovering what they are capable of. As we work to repair the academic damage from the last two-plus years, I encourage educators to focus not on the quantity of homework, but instead on its quality—and on using it effectively in class. By doing so, they will accelerate kids’ engagement with school, and propel them as assured, autonomous learners and thinkers who can thrive in college and beyond.

Eva Moskowitz is the CEO of Success Academy Charter Schools .

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This post has been updated as of December 2017.

In another of our blog posts,  The Case Against Homework , we articulated several points of view against homework as standard practice for teachers. However, a variety of lessons, content-related and beyond, can be taught or reinforced through homework and are worth exploring. Read on!

Four ways homework aids students’ academic achievement

Homework provides an opportunity for parents to interact with and understand the content their students are learning so they can provide another means of academic support for students. Memphis Parent writer Glenda Faye Pryor-Johnson says that, “When your child does homework, you do homework,” and notes that this is an opportunity for parents to model good behavior for their children.

Pryor-Johnson also identifies four qualities children develop when they complete homework that can help them become high-achieving students:

• Responsibility
• Time management
• Perseverance
• Self-esteem

While these cannot be measured on standardized tests, perseverance has garnered a lot of attention as an essential skill for successful students. Regular accomplishments like finishing homework build self-esteem, which aids students’ mental and physical health. Responsibility and time management are highly desirable qualities that benefit students long after they graduate.

NYU and Duke professors refute the idea that homework is unrelated to student success

In response to the National School Board Association’s Center for Public Education’s findings that homework was not conclusively related to student success, historian and NYU professor Diane Ravitch contends that the study’s true discovery was that students who did not complete homework or who lacked the resources to do so suffered poor outcomes.

Ravitch believes the study’s data only supports the idea that those who complete homework benefit from homework. She also cites additional benefits of homework: when else would students be allowed to engage thoughtfully with a text or write a complete essay? Constraints on class time require that such activities are given as outside assignments.

5 studies support a significant relationship between homework completion and academic success

Duke University professor Harris Cooper supports Ravitch’s assessment, saying that, “Across five studies, the average student who did homework had a higher unit test score than the students not doing homework.” Dr. Cooper and his colleagues analyzed dozens of studies on whether homework is beneficial in a 2006 publication, “Does Homework Improve Academic Achievement? A Synthesis of Research, 1987–2003. ”

This analysis found 12 less-authoritative studies that link achievement to time spent on homework, but control for many other factors that could influence the outcome. Finally, the research team identified 35 studies that found a positive correlation between homework and achievement, but only after elementary school. Dr. Cooper concluded that younger students might be less capable of  benefiting from homework due to undeveloped study habits or other factors.

Recommended amount of homework varies by grade level

“Does Homework Improve Academic Achievement?” also identifies the amount homework that serves as a learning tool for students. While practice improves test scores at all grade levels, “Homework for junior high students appears to reach the point of diminishing returns after about 90 minutes a night. For high school students, the positive line continues to climb until between 90 minutes and 2.5 hours of homework a night, after which returns diminish.”

Dr. Cooper’s conclusion—homework is important, but discretion can and should be used when assigning it—addresses the valid concerns of homework critics. While the act of completing homework has benefits in terms of developing good habits in students, homework must prove useful for students so that they buy in to the process and complete their assignments. If students (or their parents) feel homework is a useless component of their learning, they will skip it—and miss out on the major benefits, content and otherwise, that homework has to offer.

Continue reading :  Ending the Homework Debate: Expert Advice on What Works

Monica Fuglei is a graduate of the University of Nebraska in Omaha and a current adjunct faculty member of Arapahoe Community College in Colorado, where she teaches composition and creative writing.

You may also like to read

• The Homework Debate: The Case Against Homework
• Ending the Homework Debate: Expert Advice on What Works
• Elementary Students and Homework: How Much Is Too Much?
• Advice on Creating Homework Policies
• How Teachers Can Impart the Benefits of Students Working in Groups
• Homework Helps High School Students Most — But it Must Be Purposeful

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What’s the Right Amount of Homework?

Decades of research show that homework has some benefits, especially for students in middle and high school—but there are risks to assigning too much.

Many teachers and parents believe that homework helps students build study skills and review concepts learned in class. Others see homework as disruptive and unnecessary, leading to burnout and turning kids off to school. Decades of research show that the issue is more nuanced and complex than most people think: Homework is beneficial, but only to a degree. Students in high school gain the most, while younger kids benefit much less.

The National PTA and the National Education Association support the “ 10-minute homework guideline ”—a nightly 10 minutes of homework per grade level. But many teachers and parents are quick to point out that what matters is the quality of the homework assigned and how well it meets students’ needs, not the amount of time spent on it.

The guideline doesn’t account for students who may need to spend more—or less—time on assignments. In class, teachers can make adjustments to support struggling students, but at home, an assignment that takes one student 30 minutes to complete may take another twice as much time—often for reasons beyond their control. And homework can widen the achievement gap, putting students from low-income households and students with learning disabilities at a disadvantage.

However, the 10-minute guideline is useful in setting a limit: When kids spend too much time on homework, there are real consequences to consider.

Small Benefits for Elementary Students

As young children begin school, the focus should be on cultivating a love of learning, and assigning too much homework can undermine that goal. And young students often don’t have the study skills to benefit fully from homework, so it may be a poor use of time (Cooper, 1989 ; Cooper et al., 2006 ; Marzano & Pickering, 2007 ). A more effective activity may be nightly reading, especially if parents are involved. The benefits of reading are clear: If students aren’t proficient readers by the end of third grade, they’re less likely to succeed academically and graduate from high school (Fiester, 2013 ).

For second-grade teacher Jacqueline Fiorentino, the minor benefits of homework did not outweigh the potential drawback of turning young children against school at an early age, so she experimented with dropping mandatory homework. “Something surprising happened: They started doing more work at home,” Fiorentino writes . “This inspiring group of 8-year-olds used their newfound free time to explore subjects and topics of interest to them.” She encouraged her students to read at home and offered optional homework to extend classroom lessons and help them review material.

Moderate Benefits for Middle School Students

As students mature and develop the study skills necessary to delve deeply into a topic—and to retain what they learn—they also benefit more from homework. Nightly assignments can help prepare them for scholarly work, and research shows that homework can have moderate benefits for middle school students (Cooper et al., 2006 ). Recent research also shows that online math homework, which can be designed to adapt to students’ levels of understanding, can significantly boost test scores (Roschelle et al., 2016 ).

There are risks to assigning too much, however: A 2015 study found that when middle school students were assigned more than 90 to 100 minutes of daily homework, their math and science test scores began to decline (Fernández-Alonso, Suárez-Álvarez, & Muñiz, 2015 ). Crossing that upper limit can drain student motivation and focus. The researchers recommend that “homework should present a certain level of challenge or difficulty, without being so challenging that it discourages effort.” Teachers should avoid low-effort, repetitive assignments, and assign homework “with the aim of instilling work habits and promoting autonomous, self-directed learning.”

In other words, it’s the quality of homework that matters, not the quantity. Brian Sztabnik, a veteran middle and high school English teacher, suggests that teachers take a step back and ask themselves these five questions :

• How long will it take to complete?
• Have all learners been considered?
• Will an assignment encourage future success?
• Will an assignment place material in a context the classroom cannot?
• Does an assignment offer support when a teacher is not there?

More Benefits for High School Students, but Risks as Well

By the time they reach high school, students should be well on their way to becoming independent learners, so homework does provide a boost to learning at this age, as long as it isn’t overwhelming (Cooper et al., 2006 ; Marzano & Pickering, 2007 ). When students spend too much time on homework—more than two hours each night—it takes up valuable time to rest and spend time with family and friends. A 2013 study found that high school students can experience serious mental and physical health problems, from higher stress levels to sleep deprivation, when assigned too much homework (Galloway, Conner, & Pope, 2013 ).

Homework in high school should always relate to the lesson and be doable without any assistance, and feedback should be clear and explicit.

Teachers should also keep in mind that not all students have equal opportunities to finish their homework at home, so incomplete homework may not be a true reflection of their learning—it may be more a result of issues they face outside of school. They may be hindered by issues such as lack of a quiet space at home, resources such as a computer or broadband connectivity, or parental support (OECD, 2014 ). In such cases, giving low homework scores may be unfair.

Since the quantities of time discussed here are totals, teachers in middle and high school should be aware of how much homework other teachers are assigning. It may seem reasonable to assign 30 minutes of daily homework, but across six subjects, that’s three hours—far above a reasonable amount even for a high school senior. Psychologist Maurice Elias sees this as a common mistake: Individual teachers create homework policies that in aggregate can overwhelm students. He suggests that teachers work together to develop a school-wide homework policy and make it a key topic of back-to-school night and the first parent-teacher conferences of the school year.

Parents Play a Key Role

Homework can be a powerful tool to help parents become more involved in their child’s learning (Walker et al., 2004 ). It can provide insights into a child’s strengths and interests, and can also encourage conversations about a child’s life at school. If a parent has positive attitudes toward homework, their children are more likely to share those same values, promoting academic success.

But it’s also possible for parents to be overbearing, putting too much emphasis on test scores or grades, which can be disruptive for children (Madjar, Shklar, & Moshe, 2015 ). Parents should avoid being overly intrusive or controlling—students report feeling less motivated to learn when they don’t have enough space and autonomy to do their homework (Orkin, May, & Wolf, 2017 ; Patall, Cooper, & Robinson, 2008 ; Silinskas & Kikas, 2017 ). So while homework can encourage parents to be more involved with their kids, it’s important to not make it a source of conflict.

Value of Homework in Student’s Life

Enhancing learning, responsibility, and time management skills.

Homework is a familiar term in every student’s life, and for many students, it is an essential part of their daily routine. It is an extension of classroom learning, where students are required to complete tasks and assignments outside of the school hours. However, there has been a long-standing debate on the value of homework in a student’s life. In this article, we will explore the importance of homework and its impact on a student’s learning and development.

One of the primary benefits of homework is that it provides an opportunity for students to review and practice what they have learned in the classroom. Homework helps students to consolidate their knowledge and skills and apply them to real-world problems. This is especially important in subjects such as mathematics and science, where practice is essential for mastery. Additionally, homework can help students to develop self-discipline and time-management skills, which are essential for success both in and out of the classroom.

Another significant advantage of homework is that it allows for individualized learning. Students who are struggling with a particular concept can use homework to seek extra help or clarification from their teachers. On the other hand, students who have mastered a concept can use homework to challenge themselves and push their learning further. This individualized approach to learning can help students to achieve their full potential and improve their academic performance.

Homework can also help students to develop essential life skills, such as problem-solving, critical thinking, and decision-making. By completing homework assignments, students are forced to think independently and creatively, which can be invaluable in their future careers and personal lives. Additionally, homework can help students to develop a sense of responsibility and accountability, as they are required to complete their work on time and to a high standard.

However, it is important to note that homework should not be overwhelming or excessive. Too much homework can have a negative impact on a student’s mental and physical health, leading to stress, anxiety, and fatigue. Therefore, it is crucial that teachers and parents work together to ensure that homework is manageable and appropriate for each student’s age and ability level.

We will also explore what a student’s life would look like without homework :

More Free Time

One of the most obvious benefits of eliminating homework is that students would have more free time to pursue other activities. Students would have more time to participate in sports, extracurricular activities, and hobbies that they are passionate about. This could lead to increased engagement and motivation, as well as improved mental health and well-being.

More Focus on In-Class Learning

Without homework, students would be able to focus more on the learning that takes place in the classroom. Teachers would have more time to cover material in class, and students would be able to ask questions and receive immediate feedback. This could lead to deeper understanding and retention of the material, as well as improved academic performance.

Reduced Stress

Homework can be a significant source of stress for many students. Eliminating homework would reduce the amount of stress that students experience, which could improve their overall well-being and mental health. Students would not have to worry about completing assignments on time, and they would not have to sacrifice sleep or other activities in order to complete homework.

Potential Learning Gaps

While eliminating homework may seem like a good idea on the surface, it could also lead to potential learning gaps. Without homework, students may not have the opportunity to reinforce and apply what they have learned in class. This could lead to lower retention of the material and reduced academic performance. Additionally, homework can help prepare students for college and the workforce, where independent learning and time management skills are essential.

In conclusion, homework plays a crucial role in a student’s learning and development. It provides an opportunity for students to review and practice what they have learned in the classroom, encourages individualized learning, and helps students to develop essential life skills. However, it is essential to strike a balance between the amount and difficulty of homework assigned, as too much homework can have a negative impact on a student’s well-being. Ultimately, homework should be seen as a valuable tool for learning and growth, but only when it is used appropriately and in moderation.

Mahesh Verma

I have been working for 10 years in software developing field. I have designed and developed applications using C#, SQL Server, Web API, AngularJS, Angular, React, Python etc. I love to do work with Python, Machine Learning and to learn all the new technologies also with the expertise to grasp new concepts quickly and utilize the same in a productive manner.

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How to Enjoy Homework

Last Updated: April 19, 2023

This article was co-authored by Emily Listmann, MA . Emily Listmann is a Private Tutor and Life Coach in Santa Cruz, California. In 2018, she founded Mindful & Well, a natural healing and wellness coaching service. She has worked as a Social Studies Teacher, Curriculum Coordinator, and an SAT Prep Teacher. She received her MA in Education from the Stanford Graduate School of Education in 2014. Emily also received her Wellness Coach Certificate from Cornell University and completed the Mindfulness Training by Mindful Schools. This article has been viewed 52,962 times.

Homework can often feel stressful and boring. Unfortunately, if you're in school it's a part of life. If you consistently dread doing homework, you should look into ways you can enjoy the task. This way, school will be more pleasant for you overall. You can start with subjects that interest you, give yourself breaks and rewards, and work on changing your mentality regarding homework in general.

Planning Homework Time

• It may help to take a few days to measure your natural ebb and flow of energy. You may find that, during late afternoon, you feel a sudden slump in energy. However, as it gets closer to the evening hours, you may suddenly have a boost in energy. Therefore, instead of doing homework after school, try to do your homework after dinner each night.
• You'll feel happier and more productive if you're studying during a time when you're experiencing a peak in energy. Homework will seem to go by faster, and you will not struggle as much to concentrate.

• You can alternate between subjects you like and dislike. This can help give you motivation while moving through subjects that bore you. For example, if you love science but hate history, do half of your science assignment, then half of your history one, and then return to science.

• Even small changes can make homework time more enjoyable. You could, for example, move your desk near the window. Natural light may lead to a more calming environment, and you can occasionally look up and enjoy the view.
• You can also think about studying outside the house. If you love hanging out at a local coffee shop, try doing your homework there. You can get a latte or a coffee as a treat as you move through your homework.

• You may have to experiment with different songs. Some songs may be distracting. If a song makes you want to get up and dance, for example, it may not the best to include on a homework playlist, as you will lose focus in your homework. Some people find that classical music is very helpful when studying.
• Not everyone can concentrate with music in the background. If you find music is making it harder for you to study, you may want to nix the playlists and focus on other means to enjoy your homework.

Giving Yourself Motivation

• Good examples of what to do during your breaks are taking walks, meditating, stretching, or getting yourself a snack.
• Many people find it's most effective to work in short spurts. You may want to plan to work in half hour to 45-minute intervals, for example, and then take a 5 to 10-minute break.
• Be careful with breaks, however. Make sure you time your breaks wisely so they don't end up running over. If you allow yourself a 10 minute Facebook break every 40 minutes, set a timer on your phone to make sure you do not end up procrastinating on social media for hours.

• Be careful who you include in a study group. While you want to be able to enjoy yourself, you also want to get work done. Choose people who are serious enough students that you won't end up distracted all night.
• Together as a group, you can brainstorm ways to have fun. For example, you can agree you'll do homework in silence for 40 minutes and then take a 15 minute break to chat.

• Be careful, however, not to do sloppy work. If you're trying to break a record, you may speed through your homework. Strive to work efficiently rather than quickly.
• Talk to your parents to see how the topic your studying may affect them in the present day.
• Be careful not to get distracted in this extra research or you’ll lose focus on your homework. Set a timer for yourself so you don’t spend too much time doing it.

Changing Your Mindset About Learning

• It can help to make a to-do list. Your studies are items you can check off the list, allowing you to relax and unwind. You'll also feel a sense of achievement with each item you check off your list.
• Stop and think about what you've accomplished when you finish your homework. Try to feel proud of yourself for getting your work done. You'll learn to work towards this sense of accomplishment in the future.

• If you dislike your writing assignments, pause and consider how good writing skills can help you get a job. If you dislike your computer class, try to keep in mind that basic computer skills will be important in college and the working world.

Expert Q&A

• If you have a friend who's a serious student, ask him or her for tips on how to make homework fun. Thanks Helpful 0 Not Helpful 0
• If you are reviewing for a test, review it for 15 minutes then give yourself a break. Go back to studying for 15 minutes and then take another break. This method can help you to process the information, which in the end should result in better results! Thanks Helpful 0 Not Helpful 0

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• ↑ https://www.oxford-royale.co.uk/articles/studying-fun.html

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Center for American Progress

Homework and Higher Standards

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How Homework Stacks Up to the Common Core

CAP analysis found that homework is generally aligned to Common Core State Standards, but additional policy changes would make it more valuable.

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Introduction and summary

For as long as homework has been a part of school life in the United States, so too has the debate over its value. In 1900, a prominent magazine published an article on the evils of homework titled, “A National Crime at the Feet of Parents.” 1 The author, Edward Bok, believed that homework or too much school learning outside the classroom deprived children of critical time to play or participate in other activities at home. The very next year, California, influenced by those concerns, enacted a statewide prohibition on homework for students under the age of 15. 2 In 1917, the state lifted the ban, which has often been the case as districts have continually swung back and forth on the issue. 3

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More than 100 years later, homework remains a contentious issue, and the debate over its value rages on, with scholars coming down on both sides of the argument. Homework skeptic Alfie Kohn has questioned the benefit of homework, arguing that its positive effects are mythical, and in fact, it can disrupt the family dynamic. 4 He questions why teachers continue to assign homework given its mixed research base. Taking the opposite view, researchers Robert Marzano and Debra Pickering have voiced their support for purposeful homework that reinforces learning outside of school hours but still leaves time for other activities. 5

In 1989, prominent homework scholar Harris Cooper published a meta-analysis of more than 100 studies on homework in a survey that found a correlation between homework and performance on standardized tests, but only for certain grade levels. According to Cooper’s research, for students in late-elementary grades through high-school, there was a link between homework and improved standardized test performance. However, there was no evidence of the same correlation for younger students. 6 Even without a connection to academic achievement, Cooper still recommended assigning homework to younger students because it helps “develop good study habits, foster positive attitudes toward school, and communicate to students the idea that learning takes work at home as well as school.” 7

Far from academia, parents—not surprisingly—are some of homework’s most ardent supporters and, also, its most vocal critics. For better or worse, many parents help or are involved in their child’s homework in some way. As a result, homework can shape family dynamics and weeknight schedules. If a child receives too much homework, or only busywork, it can cause stress within families and resentment among parents. 8 Some parents report spending hours each night helping their children. For instance, a 2013 article in The Atlantic detailed a writer’s attempt to complete his 13-year-old daughter’s homework for a week. The headline simply read: “My Daughter’s Homework Is Killing Me.” 9 The father reported falling asleep trying to thoughtfully complete homework, which took around three hours per night. 10 On the other hand, some parents appreciate the glimpse into their child’s daily instruction and value homework’s ability to build positive learning habits.

It is no surprise that the debate over homework often spills onto the pages of newspapers and magazines, with calls to abolish homework regularly appearing in the headlines. In 2017, the superintendent of Marion County Public Schools in Florida joined districts in Massachusetts and Vermont in announcing a homework ban. To justify his decision, he used research from the University of Tennessee that showed that homework does not improve student achievement. 11 Most recently, in December 2018, The Wall Street Journal published a piece that argued that districts were “Down With Homework”—banning it, placing time caps or limiting it to certain days, or no longer grading it—in order to give students more time to sleep, read, and spend time with family. 12

Given the controversy long surrounding the issue of homework, in late spring 2018, the Center for American Progress conducted an online survey investigating the quality of students’ homework. The survey sought to better understand the nature of homework as well as whether the homework assigned was aligned to rigorous academic standards. Based on the best knowledge of the authors, the CAP survey and this report represent the first-ever national study of homework rigor and alignment to the Common Core State Standards—rigorous academic standards developed in a state-led process in 2010, which are currently in place in 41 states and Washington, D.C. The CAP study adds to existing research on homework by focusing on the quality of assignments rather than the overall value of homework of any type. There are previous studies that considered parental involvement and the potential stress on parents related to homework, but the authors believe that this report represents the first national study of parent attitudes toward homework. 13

For the CAP study, the authors used the Amazon Mechanical Turk (MTurk) online survey tool to collect from parents their child’s actual homework assignments. Specifically, as part of the survey, the authors asked parents to submit a sample of their child’s most recent math or language arts homework assignment and have the child complete questions to gauge if the assignment was challenging, as well as how long it took to complete the assignment. In all, 372 parents responded to the survey, with CAP analyzing 187 homework assignments.

Admittedly, the methodological approach has limitations. For one, it’s a convenience sample, which means people were not selected randomly; and broadly speaking, the population on the MTurk site is younger and whiter than the U.S. population as a whole. However, research has shown that MTurk yields high-quality, nationally representative results, with data that are at least as reliable as those obtained via traditional methods. 14

In addition, the homework sample is not from a single classroom or school over the course of a year; rather, it is a snapshot of homework across many classrooms during the span of a few weeks in May 2018. The assumption is that looking at assignments from many classrooms over a short period of time helps to construct a composite picture of mathematics and language arts homework.

Moreover, the design of the CAP study has clear advantages. Many of the previous existing studies evaluated homework in a single district, whereas the CAP study draws from a national sample, and despite its limitations, the authors believe that the findings are robust and contribute significantly to the existing research on homework.

Three key findings from the CAP survey:

• Homework is largely aligned to the Common Core standards. The authors found that the homework submitted is mostly aligned to Common Core standards content. The alignment index that the authors used evaluated both topic and skill. As previously noted, the analysis is a snapshot of homework and, therefore, does not allow the authors to determine if homework over the course of a year covered all the topics represented in the standards.
• Homework is often focused on low-level skills in the Common Core standards, particularly in the earlier grades. While the authors’ analysis shows that there was significant alignment between Common Core and the topics represented in the homework studied, most of the assignments were fairly rote and often did not require students to demonstrate the full depth of knowledge required of the content standards. There was clear emphasis on procedural knowledge, and an even stronger emphasis on memorization and recall in language arts. Common Core content standards, on the other hand, require students to demonstrate deeper knowledge skills, such as the ability to analyze, conceptualize, or generate. 15
• Homework frequently fails to challenge students. Nearly half of the parents who responded to the CAP survey reported that homework is too easy for their child. In particular, parents of primary-grade children were most likely to agree or strongly agree that the homework assignment they submitted was too easy for their child.

Based on these key findings, CAP recommends that states, districts, and schools improve the quality of homework and increase opportunities for students to practice rigorous grade-level content at home. Specifically, the authors—drawing from this survey and other existing research on homework—recommend the following actions to improve the role of homework in education:

• Schools and districts should develop homework policies that emphasize strategic, rigorous homework. In many cases, the homework debate is limited and short-sighted. Currently, many arguments focus on whether or not students should have homework at all, and there are entire school districts that have simply banned homework. Instead of debating the merits of banning homework, reformers and practitioners should focus on improving the rigor and effectiveness of all instructional materials, including

Districts, schools, and teachers should ensure that the total amount of homework students receive does not exceed the 10-minute rule—that is to say, no more than 10 minutes of homework multiplied by the student’s grade level. 16 According to research, any more than that can be counterproductive. 17 Also, too much homework may be an unnecessary burden on families and parents. Homework should be engaging and aligned to Common Core standards, which allow students to develop deeper-level learning skills—such as analysis or conceptualization—that help them increase retention of content.

• Districts and schools should periodically audit homework to make sure it is challenging and aligned to standards. Rather than implementing homework bans, district policymakers and school principals should regularly review examples of homework assignments to ensure that it is aligned to grade-level standards and requires students to demonstrate conceptual learning. In instances where the district or school finds that homework assignments are not aligned or take too much or too little time to complete, they should help teachers improve homework assignments by recommending instructional materials that may make it easier for them to identify appropriate, grade-level homework assignments.
• Schools and districts should provide access to technology and other supports that can make it easier for students to complete rigorous schoolwork at home. Technology can also provide additional support or scaffolding at home, allowing more students to complete homework without help from adults or older siblings. For instance, programs such as the Khan Academy can give students rigorous homework that’s aligned to Common Core standards. 18 Unfortunately, many households across the nation still do not have adequate access to devices or internet at home. Schools and districts should consider options to ensure that all students can benefit from technology and broadband. Greater access to technology can help more students benefit from continual innovation and new tools. While most of these technologies are not yet research-based, and the use of devices may not be appropriate for younger children, incorporating new tools into homework may be a low-cost method to improve the quality of student learning.
• Curriculum reform and instructional redesign should focus on homework. There are many states and districts that are reforming curriculum or adopting different approaches to instruction, including personalized learning. Curriculum reform and personalized learning are tied to greater academic outcomes and an increase in motivation. Homework should also be a focus of these and other efforts; states and districts should consider how textbooks or other instructional materials can provide resources or examples to help teachers assign meaningful homework that will complement regular instruction.

The findings and recommendations of this study are discussed in detail below.

Homework must be rigorous and aligned to content standards

All homework is not created equal. The CAP study sought to evaluate homework quality—specifically, if homework is aligned to rigorous content standards. The authors believe that access to grade-level content at home will increase the positive impact of adopting more rigorous content standards, and they sought to examine if homework is aligned to the topics and skill level in the content standards.

The 10-minute rule

According to Harris Cooper, homework is a valuable tool, but there is such a thing as too much. In 2006, Cooper and his colleagues argued that spending a lot of time on homework can be counterproductive. He believes that research supports the 10-minute rule—that students should be able to complete their homework in no more than 10 minutes multiplied by their grade. For example, this would amount to 20 minutes for a second-grade student, 50 minutes for a fifth-grade student, and so on. 19

The Common Core, developed by the National Governors Association and the Council of Chief State School Officers, established a set of benchmarks for “what students should know and be able to do” in math and language arts by the end of the academic year in kindergarten through high school. 20 The math standards focus on fewer concepts but in more depth and ask students to develop different approaches to solve similar problems. In language arts, the standards moved students away from narrative-based assignments, instead concentrating on using evidence to build arguments and reading more nonfiction.

The Common Core is not silent in the cognitive demand needed to demonstrate mastery for each standard. 21 For example, a second grade math standard is “[s]olve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately.” For this standard, a second-grader has not mastered the standard if they are only able to identifying the name and value of every.

Remember, apply, integrate: Levels of cognitive demand or depth of knowledge

There are numerous frameworks to describe levels of cognitive skills. One of the most prominent of these models, Bloom’s taxonomy, identifies six categories of cognition. The original levels and terms were knowledge, comprehension, application, analysis, synthesis, and evaluation; however, these terms have changed slightly over time. 22 Learning does not necessarily follow a linear process, and certainly, all levels of cognitive demand are important. Yet these categories require individuals to demonstrate a different level of working knowledge of a topic. With the advent of standards-based reform, the role of cognitive skill—particularly in the area of assessment—has become a much more explicit component of curriculum materials.

Over the past two decades, cognitive science has shown that individuals of any age retain information longer when they demonstrate deeper learning and make their own meaning with the content—using skills such as the abilities to conjecture, generalize, prove, and more—as opposed to only committing ideas to memory or performing rote procedures, using skills such as the ability to memorize or recall.

In essence, Common Core created rigorous expectations to guide the instruction of students in all states that chose to adopt its standards. These standards aimed to increase college preparedness and make students more competitive in the workforce. Policymakers, advocates, and practitioners hoped that Common Core would create greater consistency in academic rigor across states. In addition, with the classroom and homework aligned to these standards, many anticipated that students would graduate from high school prepared for college or career. As of 2017, 41 states and the District of Columbia have adopted and are working to implement the standards, although many of these states have modified them slightly. 23

In this study, the authors evaluated homework to determine if it was aligned to Common Core standards in two ways: First, does it reflect grade-level content standards; second, does it require students to use skills similar to those required to demonstrate proficiency in a content area. This multitiered approach is critical to evaluating alignment between standards and instruction—in this case homework. Instruction must teach content and help students develop necessary levels of cognitive skill. Curricula for each grade should include instructional materials that are sequenced and rigorous, thus enabling students to develop an understanding of all content standards.

In spring 2018, the Center for American Progress used Amazon Mechanical Turk (MTurk) to administer a survey. MTurk is a crowdsourcing marketplace managed by Amazon; it allows organizations to virtually administer surveys for a diverse sample. 24 The CAP survey asked parents to submit a sample of their child’s most recent math or language arts homework assignment and complete a few questions to gauge if the assignment was challenging, as well as how long it took for the student to complete the assignment. A total of 372 parents responded to the survey, and CAP analyzed 187 homework assignments.

Of the 372 parents who participated in the survey, 202, or about 54 percent of respondents, submitted samples of their child’s homework assignment. The researchers dropped a total of 15 homework submissions from analysis either because the subject matter was not math or language arts—but rather, science, music, or social studies—or because the authors could not examine the specific content, for example, in cases where parents only provided a copy of the cover of a textbook. Of the remaining homework samples submitted, 72 percent (134 samples) focused on mathematics content, while the remaining 28 percent (53 samples) represented language arts content.

Of the 372 responding parents, 234—or 63 percent—were female, and 126—or 37 percent—were male. Forty-eight percent of parents responding to the survey were under the age of 34, while almost 90 percent of respondents were under the age of 45. There was an unequal distribution of parents representing elementary and secondary grade levels. Seventy-one percent of the total sample were parents with students in primary (K-2) and elementary (3-5) grades. (See Methodology section below)

Based on the analysis, the authors’ drew the following conclusions:

Homework is largely aligned to Common Core standards, especially the topics in the standards

The authors found that the submitted homework, for the most part, was aligned to Common Core standards content or within the so-called “good” range based on content expert evaluations. As described in the Methodology, the authors used an alignment index that does not require a homework assignment to exactly mirror the content standards—both topic and skill level—for evaluators to note that it is within a good range. For context, the study’s alignment index has a range of 0.00 to 1.00, where 0.00 indicates no content in common whatsoever between the two descriptions—perfect misalignment—and 1.00 indicates complete agreement between the two descriptions—perfect alignment. Generally speaking, what one might call “good” alignment for instruction tends to range on the alignment index between 0.4 and 0.6, with a measure of 0.5 serving as a median indicator of good alignment.

The analysis is a snapshot of homework and, therefore, does not allow the authors to determine if homework over the course of a year covered all required standards. In other words, it is difficult to say how many of the standards for a given grade are covered across a full school year, simply because of the limited sample of assignments.

The alignment index evaluates both topic and skill, but there was particular alignment in topic areas. For instance, there was a strong emphasis in the topic areas of number sense and operations for primary math homework. When combined with the third-most emphasized topic, measurement, these three areas accounted for more than 90 percent of primary mathematics homework content. The actual math content standards for the primary grades also placed heavy emphasis on the topic areas of number sense, operations, and measurement—though they accounted for only about 80 percent of primary math content.

In general, across all age groups, math homework was more closely aligned to content standards—both topic and skill level—than language arts. The alignment results for middle school math were particularly strong, at 0.56, based on 27 homework samples. The stronger alignment among math homework samples may be in part due to the fact that there were more math assignments in the sample than language arts assignments. Larger samples offer more opportunities to show alignment. As a result, smaller samples may underestimate alignment.

The table below presents the alignment indices, which were calculated using the homework samples collected for each grade band.

Homework is often focused on low-level skills in the standards, particularly in younger grades

While the authors’ analysis shows that there was significant alignment in the topic of standards and homework assignments, most of the homework did not require students to demonstrate the full depth of knowledge required of content standards. The analysis uncovered an emphasis on procedural knowledge, with an even stronger emphasis on memorization and recall in language arts. Content standards, on the other hand, require students to demonstrate deeper-knowledge skills, such as the ability to analyze, conceptualize, or generate.

Of five performance expectation categories across math and language arts that the authors used to measure alignment between standards and homework, there was a disproportionate emphasis on skills that require a lower level of knowledge or understanding. In grades K-2, for instance, the content standards emphasize the performance expectations of “procedures,” or computation, and “demonstrate,” or understanding, but the homework samples submitted primarily emphasized the procedures level of performance expectation. Similarly, homework for grades three through five focused almost entirely on the performance expectation of procedures, rather than standards that emphasized both procedures and demonstrate. 25

As seen with the middle school grades, high school math standards—despite a continued emphasis on procedures—show increased emphasis on the more challenging performance expectations of “demonstrate understanding” and “conjecture, generalize, prove.” Interestingly, this shift toward more challenging performance expectations is most visible for the topic areas of geometric concepts and functions, in both the standards and the homework samples submitted by parents of high school students.

Parents report that homework frequently does not challenge students

Nearly half of parents that participated in the survey reported that homework does not challenge their child. In particular, parents of primary-grade children were most likely to agree or strongly agree that the homework assignment they submitted was too easy for their child—58 percent for language arts and 55 percent for math.

Parents’ opinions about homework difficulty varied between mathematics and language arts assignments. Forty-eight percent of parents who submitted a mathematics assignment and 44 percent of parents who submitted a language arts assignment reported that it was too easy for their child. There was some variance across grade spans as well. As noted above, parents of primary-grade children were most likely to find the homework assignments too easy for their child. Meanwhile, parents that submitted high school math homework were also more likely to agree or strongly agree that the assignments were too easy, with 50 percent agreeing or strongly agreeing and only 33 percent disagreeing or strongly disagreeing with the statement. While there were clear trends in parent opinions, it is important to acknowledge that the sample size for each subset was small.

The comments of surveyed parents echoed this finding. One parent noted that “most homework that they are assigned seems like nothing more than busy work.” Another parent said: “The homework is not strong enough to build conceptual knowledge. It assumes that the child already has that knowledge.” Meanwhile, another parent commented: “Homework is way oversimplified and they don’t seem to spend much time on it. It’s a bit sad that English and math don’t seem to require what they used to. I remember much longer and harder worksheets to complete when I was a child.” 26

Weak homework samples

Within the sample of homework assignments, there were some that fell short of rigorous. For instance, one assignment listed 24 pairs of numbers—three and nine, 24 and 21, and so on—and asked the student to circle the smaller number in order to build numbers sense. While homework can be critical when establishing foundational knowledge, repetitive activities such as this often fail to engage students and, instead, overemphasize rote learning. Asking a student to list or name a number of a lesser value, for instance, would make this assignment more interactive.

A second example from kindergarten asked a student to create an uppercase and lowercase letter “f” by filling in dots with paint. The parent who submitted it highlighted the limited utility of the assignment, emphasizing that it does not hold students to high expectations. What’s more, the homework only gave the student two opportunities to practice writing the letter, both in a nonauthentic way. Indeed, the assignment focused more on filling in circles than it did constructing letters. While this task might help build a kindergartener’s hand-eye coordination, it does little to support language arts.

Exemplary homework samples

While many of the assignments submitted focused on procedures and, for math, computation, it is worth acknowledging some of the more exemplary types of homework included in the samples. These offer examples of how homework can challenge students, engage rigorous cognitive processes, and demonstrate that content standards at all levels—not just middle and high school—can support challenging homework that pushes students to think critically.

For example, one math homework assignment asked a student to identify which individuals possessed each of four groups of shapes based on the following description:

Ally, Bob, Carl, and Dana each have a set of shapes.

• Bob has no triangles.
• The number of rectangles that Dana has is the same as the number of triangles that Carl has.

This example is interesting on two counts. First, the assignment goes beyond procedure, requiring the student to analyze the various sets of shapes in order to determine which set belongs to which individual. It is also interesting insofar as it demonstrates a common real-world situation: There is usually more than one way to solve a problem, and sometimes, there is more than one correct answer.

Similarly, another example asked a student to determine actions that would help students beautify the school. The header of the assignment read, “Make a Decision: Keep Our School Beautiful!” The assignment had various boxes, each with a question above, such as, “Should we recycle?” or “Should we make art?” The assignment asked the student to “(1) think about each choice, (2) consider how each choice would affect them and others in the school community, (3) write their ideas in boxes below.” In doing so, it required primary students to analyze and generate ideas—both of which are skills that promote deeper learning.

Recommendations

Homework offers a valuable window into the curricula, assessment practices, and instructional preferences of teachers. It provides insight into classroom learning as well as the types of knowledge and skills the teacher believes will reinforce that instruction at home.

This analysis shows that the content and value of homework varies. While most homework within the sample was aligned to content standards, there is still a significant need to increase the rigor of homework and create opportunities for students to use higher-order skills.

Overall, schools and districts should pay more attention to homework as a reform lever. A growing body of research shows that homework is connected to learning outcomes, and as a result, schools and districts should ensure that policies help teachers provide meaningful assignments. 27 Based on this survey and the existing research on homework quality, the authors identified recommendations that can help increase the quality of homework:

Schools and districts should develop homework policies that emphasize strategic, rigorous homework

In many cases, the current debate over homework is short-sighted. Many arguments focus on whether or not students should have homework. There are entire school districts that have simply banned homework altogether. However, the debate should move beyond the merit of homework. Research shows that homework is linked to better performance on standardized assessments, especially in higher grades. 28 Many homework scholars also believe that a reasonable homework load can help develop important work habits. 29 Therefore, instead of eliminating homework outright, schools, districts, and advocates should focus on improving its rigor and effectiveness. As discussed throughout, homework should be an extension of instruction during the school day. Accordingly, policymakers and schools must make changes to homework that are in concert with curriculum reform.

Like all instruction, homework should be aligned to states’ rigorous content standards and should engage students in order to promote deeper learning and retention. To do this, homework should ask students to use higher-order skills, such as the ability to analyze or evaluate.

However, schools and districts, rather than simply assigning longer, more complicated assignments to make homework seem more challenging, should make strategic shifts. Homework assignments should be thought-provoking. But there is a such thing as too much homework. Districts and schools should ensure that teachers follow the research-supported 10-minute rule. 30 Also, teachers, schools, and districts should consider resources to set all students up for success when faced with more rigorous home assignments; homework should never be a burden or source of stress for families and parents.

Districts and schools should audit homework to make sure it is challenging and aligned to standards

Rather than implementing homework bans, district policymakers and schools should regularly review homework samples to ensure that they are aligned to grade-level standards, are engaging, require students to demonstrate higher-order skills, and adhere to the 10-minute rule. The audit should review multiple homework assignments from each classroom and consider how much time children are receiving from all subject areas, when appropriate. The district or school should ask for ongoing feedback from students, parents, and guardians in order to collect a comprehensive representation of the learning experience at home.

In instances where the district or school principal finds that homework assignments are not aligned to grade-level standards or take too much or too little time to complete, they should help the school or teachers improve them by recommending instructional materials that may make it easier for teachers to identify appropriate, grade-level homework assignments. In addition, if parents or students identify challenges to complete assignments at home, the district or school should identify solutions to ensure that all students have access to the resources and support they need to complete homework.

Schools and districts should provide access to technology and other supports that make it easier for students to complete homework

Technology can go a long way to improve homework and provide additional support or scaffolding at home. For instance, programs such as the Khan Academy—which provides short lessons through YouTube videos and practice exercises—can give students rigorous homework that is aligned to the Common Core standards. Unfortunately, many households across the nation still do not have adequate access to devices or internet at home. A 2017 ACT survey found that 14 percent of students only have access to one technology device at home. 31 Moreover, federal data from 2013 found that about 40 percent of households with school-age children do not have access to broadband. 32 It is likely that the percentage has decreased with time, but internet access remains a significant problem.

Schools and districts should adopt programs to ensure that all students can benefit from technology and broadband. For instance, Salton City, California, installed a Wi-Fi router in a school bus. Every night, the bus parks near a neighborhood with low internet connectivity, serving as a hot spot for students. 33

Moreover, greater access to technology can help more students benefit from new innovative resources. While most of these technologies are not yet research-based, and the use of devices may not be appropriate for younger children, incorporating new tools into homework may be a low-cost option to improve the quality of student learning. For instance, ASSISTments is a free web-based tool that provides immediate feedback as students complete homework or classwork. It has been proven to raise student outcomes. 34 Other online resources can complement classroom learning as well. There are various organizations that offer students free lessons in the form of YouTube videos, while also providing supplementary practice exercises and materials for educators. LearnZillion, for example, provides its users with high-quality lessons that are aligned to the Common Core standards. 35

Curriculum reform and instruction design should focus on homework

There are many states and districts that are engaging in curriculum reform. Many of these recent reform efforts show promise. In an analysis of the curricula and instructional materials used by the nation’s 30 largest school districts, the Center for American Progress found that approximately one-third of materials adopted or recommended by these districts were highly rated and met expectations for alignment. 36

Homework should be a focus of curriculum reform, and states and districts should consider how textbooks or other instructional materials can provide resources or examples to help teachers assign meaningful homework that will complement regular classroom instruction.

Personalized learning—which tailors instruction and learning environments to meet each student’s individual interests and needs—is also gaining traction as a way to increase declining engagement in schools and increase student motivation. 37 These ideas are also relevant to homework quality. A 2010 study found that when students were offered a choice of homework assignment, they were more motivated to do the work, reported greater competence in the assignments, and performed better on unit tests, compared with peers that did not have choice in homework. 38 The study also suggested that offering students a choice improved the rate of completion of assignments. 39 Districts and schools should help implement more student-centered approaches to all instruction—in the classroom and at home.

When it comes to change management, experts often advise to look for low-hanging fruit—the simplest and easiest fixes. 40 In education, homework reform is low-hanging fruit. Research shows that quality homework and increasing student achievement are positively correlated; and yet, the authors’ analysis shows that some schools may not be taking advantage of a valuable opportunity to support student achievement. Instead of mirroring the cognitive demand in rigorous content standards, homework assigned to students is often weak or rote. But it does not have to be this way. More rigorous, insightful homework is out there. Policymakers and schools need to move beyond the debate of whether or not to assign work outside of school hours and do their own due diligence—or, put another way, their own homework—before assigning homework to students in this nation’s schools.

Methodology

As mentioned above, the authors used the Amazon Mechanical Turk (MTurk) online survey tool to collect from parents their child’s actual homework assignments. Specifically, as part of the survey, the authors asked parents to submit a sample of their child’s most recent math or language arts homework assignment and have the child complete questions to gauge if the assignment was challenging, as well as how long it took to complete the assignment. In all, 372 parents responded to the survey, with CAP analyzing 187 homework assignments. The submissions of samples were analyzed by a group of analysts under the supervision of John L. Smithson, researcher emeritus at the University of Wisconsin-Madison.

Measuring alignment

The homework samples were reviewed by two teams of content analysts—one for mathematics and one for language arts—who were asked to describe the academic content represented by the submitted homework, as well as the performance expectation. Each team consisted of three analysts who possessed the relevant content expertise and experience in methodology used to gather the descriptive data.

The teams used a taxonomy-based methodology that was developed by education researchers Andrew Porter and John Smithson during Porter’s tenure as director of the Wisconsin Center for Education Research at the University of Wisconsin-Madison. 41 Researchers both nationally and internationally have subsequently used this approach to content description for decades in order to examine issues of alignment as well as to support program evaluation and inform school improvement efforts.

The U.S. Department of Education also recognizes the validity of this approach. Specifically, the Education Department completes a peer review of states’ annual assessment program’s alignment to state academic content standards. 42 The Porter/Smithson approach is one of a handful of alignment methodologies that has been determined to meet these federal requirements. 43

The Porter/Smithson approach is unique because it defines instructional content as a two-dimensional construct consisting of topic and cognitive demand, or skill. This approach to describing cognitive skill is similar to Bloom’s, which the authors have described above. It has five categories: recall, process, analyze, integrate, and conceptual understanding. The Porter/Smithson approach is the most stringent of alignment indicators, as it looks at both topic and cognitive demand; it is also possibly the most challenging to interpret because the final alignment score considers two dimensions.

The alignment index has a range of 0.00 to 1.00, where 0.00 indicates no content in common whatsoever between the two descriptions—perfect misalignment—and 1.00 indicates complete agreement between the two descriptions—perfect alignment. A measure of 1.00 is exceedingly unlikely, requiring perfect agreement across every cell that makes up the content description. In practice, this is only seen when comparing a document to itself. For instance, very high alignment measures—more than 0.70—have been noted when comparing different test forms used for a particular grade-level state assessment; but those are instances where high alignment is desired. In terms of instructional alignment—in other words, how well instruction is aligned to the standards—a measure of 1.00 is not the goal. For this reason, the authors did not expect any analysis of homework alignment, no matter how well designed, to have a measure of or close to 1.00.

Generally speaking, what one might call “good” alignment for instruction tends to range between 0.4 and 0.6 on the alignment index, with a measure of 0.5 serving as a median indicator of good alignment. The description of the content standards represents the goal of instructional practice—the destination, not the journey. As such, it does not indicate the best path for achieving those goals. The 0.5 indicator measure represents a middle road where teachers are balancing the expectations of the content standards with the immediate learning needs of their students.

Limitations

The authors acknowledge that the analysis has shortcomings. The sample was relatively small and does not directly mirror the national population of parents of elementary and secondary school students. As such, the sample does not necessarily reflect the views or homework experiences of the larger U.S. population.

Limited sample size

The current study analyzes a snapshot of homework across many classrooms, rather than homework from a single classroom or school. The assumption is that looking at individual homework assignments across many classrooms will help to construct a composite picture of mathematics and language arts homework that will be somewhat reflective of the picture one would get from following many classrooms for many days. If the sample is large enough with a wide enough geographical spread, that assumption serves researchers well enough.

For the current study, however, the number of homework samples available for each grade band were, in some cases, quite small—as low as five assignments each for middle and high school language arts. The largest sample sizes were for primary and elementary math, with 47 and 41 homework assignments collected, respectively. However, even 47 is a fairly small sample size for drawing inferences about a full year of homework.

Selection bias

The respondents that participated in this study were a reasonably diverse group in terms of age, gender, and ethnicity, but there are notable differences between the makeup of the parents represented in the study and the makeup of parents of school-age children more generally. Respondents were predominantly female, with women making up almost two-thirds—63 percent—of the sample. They also tended to be parents of younger school-age children, with 71 percent of the respondents reporting on children from the bottom half of the K-12 system—grades K-5. Finally, in terms of race and ethnicity, the sample overrepresented Asian American families and underrepresented African American families. These groups comprised 14 percent and 8 percent of respondents, respectively, compared with national averages of 6 percent and 12 percent.

Because the sample does not well reflect the population of parents of elementary and secondary students, the authors considered possible selection biases that may help to explain the differences in sample and overall population and that may have affected certain members of the population more than others.

For instance, the authors administered the survey using MTurk, which may have skewed the sample. In general, the population on the site is younger and whiter than the U.S. population as a whole. However, research has shown that MTurk yields high-quality, nationally representative results, with data that are at least as reliable as those obtained via traditional methods. 44 The researchers also targeted California and Texas in order to increase the diversity of the sample.

In addition, accessibility could have led to selection bias. Despite broad internet access in 2018, there remain families in low-income locales where internet access is not readily available for parents. It is also possible that older parents are less likely to be as active on the internet as younger parents, further contributing to selection bias.

About the authors

Ulrich Boser is a senior fellow at the Center for American Progress. He is also the founder and CEO of The Learning Agency.

Meg Benner is a senior consultant at the Center.

John Smithson is the researcher emeritus at the University of Wisconsin-Madison.

Acknowledgements

The authors would like to thank Sarah Shapiro, a former research assistant at the Center for American Progress, for her support developing the survey. They also appreciate the valuable feedback of Catherine Brown, senior fellow for Education Policy at the Center for American Progress; Tom Loveless, senior fellow at the Brookings Institution; Lisette Partelow, director of K-12 Special Initiatives at the Center; and Scott Sargrad, vice president of K-12 Education Policy at the Center.

Conflicts of interest

The author, Ulrich Boser, has a financial relationship with the creators of the online homework tool ASSISTments.

• Tom Loveless, “How Well Are American Students Learning?” (Washington: Brown Center on Education Policy , 2014), available at https://www.brookings.edu/wp-content/uploads/2016/06/2014-Brown-Center-Report_FINAL-4.pdf .
• Seema Mehta, “Some schools are cutting back on hoomework,” Los Angeles Times , March 22, 2009, available at http://articles.latimes.com/2009/mar/22/local/me-homework22 .
• Alfie Kohn, “Rethinking Homework,” Principal , January/February 2007, available at https://www.alfiekohn.org/article/rethinking-homework/ .
• Robert J. Marzano and Debra J. Pickering, “The Case For and Against Homework,” Educational Leadership 64 (6) (2007): 74–79, available at http://www.ascd.org/publications/educational-leadership/mar07/vol64/num06/The-Case-For-and-Against-Homework.aspx .
• Michael Winerip, “Homework Bound,” The New York Times , January 3, 1999, available at https://www.nytimes.com/1999/01/03/education/homework-bound.html .
• Marzano and Pickering, “The Case For and Against Homework.”
• Brian P. Gill and Seven L. Schlossman, “Villain or Savior? The American Discourse on Homework, 1850-2003,” Theory Into Practice 43 (3) (2004): 174–181, available at http://www.history.cmu.edu/docs/schlossman/Villiain-or-Savior.pdf .
• Karl Taro Greenfeld, “My Daughter’s Homework Is Killing Me,” The Atlantic , October 2013, available at https://www.theatlantic.com/magazine/archive/2013/10/my-daughters-homework-is-killing-me/309514/ .
• Fox News, “Florida students in Marion County will no longer be assigned homework, superintendent says,” July 13, 2017, available at https://www.foxnews.com/us/florida-students-in-marion-county-will-no-longer-be-assigned-homework-superintendent-says ; Kate Edwards, “East Tennessee schools consider ‘no homework policy’,” WJHL, September 13, 2016, available at https://www.wjhl.com/news/east-tennessee-schools-consider-no-homework-policy/871720275 .
• Tawnell D. Hobbs, “Down With Homework, Say U.S. School Districts,” The Wall Street Journal, December 12, 2018, available at https://www.wsj.com/articles/no-homework-its-the-new-thing-in-u-s-schools-11544610600 .
• Marzano and Pickering, “The Case For and Against Homework”; Gill and Schlossman, “Villain or savior?”.
• Matthew J. C. Crump, John V. McDonnell, and Todd M. Gureckis, “Evaluating Amazon’s Mechanical Turk as a Tool for Experimental Behavioral Research,” PLOS ONE 8 (3) (2013): 1–18, available at https://journals.plos.org/plosone/article/file?id=10.1371/journal.pone.0057410&type=printable .
• Common Core requires students to demonstrate conceptual understanding of topics and use the information to analyze and make their own meaning. The abilities to analyze, conceptualize, and generate denote higher-order cognitive skills. The authors describe hierarchies of cognitive skills later in the report. Many of the standards use these verbs to describe what is expected. Common Core State Standards Initiative, “About the Standards,” available at http://www.corestandards.org/about-the-standards/ (last accessed January 2019).
• Robert J. Marzano and Debra J. Pickering, “The Case For and Against Homework.”
• Khan Academy, “Common Core,” available at https://www.khanacademy.org/commoncore (last accessed February 2019).
• Common Core State Standards Initiative, “What are educational standards?”, available at http://www.corestandards.org/faq/what-are-educational-standards/ (last accessed January 2019).
• William G. Huitt, “Bloom et al.’s Taxonomy of the Cognitive Domain” (Valdosta, GA: Valdosta State University, 2011), available at http://www.edpsycinteractive.org/topics/cognition/bloom.pdf .
• Solomon Friedberg and others, “The State of State Standards Post-Common Core” (Washington: Thomas B. Fordham Institute, 2018), available at http://edex.s3-us-west-2.amazonaws.com/publication/pdfs/(08.22)%20The%20State%20of%20State%20Standards%20Post-Common%20Core.pdf .
• Amazon Mechanical Turk, “Home,” available at https://www.mturk.com/ (last accessed January 2019).
• Common Core State Standards Initiative, “Read the Standards,” available at http://www.corestandards.org/read-the-standards/ (last accessed February 2019).
• Center for American Progress survey administered on Amazon Mechanical Turk, May 2018, full survey results on file with the authors.
• Lauraine Genota, “‘Homework Gap’ Hits Minority, Impoverished Students Hardest, Survey Finds,” Education Week , September 19, 2018, available at https://blogs.edweek.org/edweek/DigitalEducation/2018/09/homework_gap_education_equity_ACT_survey.html .
• John B. Horrigan, “The numbers behind the broadband ‘homework gap’,” Pew Research Center, April 20, 2015, available at http://www.pewresearch.org/fact-tank/2015/04/20/the-numbers-behind-the-broadband-homework-gap/ .
• Nichole Dobo, “What to do for kids with no internet at home? How about parking a wifi-enabled school bus near their trailer park?”, The Hechinger Report , December 23, 2014, available at https://hechingerreport.org/kids-no-internet-home-parking-wifi-enabled-school-bus-near-trailer-park/ .
• Alison Duffy, “Study Shows WPI-developed Math Homework Tool Closes the Learning Gap,” Worcester Polytechnic Institute, October 24, 2016, available at https://www.wpi.edu/news/study-shows-wpi-developed-math-homework-tool-closes-learning-gap .
• Sean Cavanagh, “LearnZillion Going After District Curriculum Business, Aims to Compete With Big Publishers,” EdWeek Market Brief, June 6, 2018, available at https://marketbrief.edweek.org/marketplace-k-12/learnzillion-going-district-curriculum-business-aims-compete-big-publishers/ .
• Lisette Partelow and Sarah Shapiro, “Curriculum Reform in the Nation’s Largest School Districts” (Washington: Center for American Progress, 2018), available at https://americanprogress.org/wp-content/uploads/sites/2/2018/08/DistrictCurricula-report3.pdf .
• TNTP, “The Opportunity Myth” (New York: 2018), available at https://tntp.org/assets/documents/TNTP_The-Opportunity-Myth_Web.pdf ; Gallup, “Gallup Student Poll: Measure What Matters Most for Student Success,” available at https://www.gallup.com/education/233537/gallup-student-poll.aspx?utm_source=link_newsv9&utm_campaign=item_211028&utm_medium=copy&_ga=2.248421390.86741706.1543204564-175832835.1543204564 (last accessed January 2019).
• Erika A. Patall, Harris Cooper, and Susan R. Wynn, “The Effectiveness and Relative Importance of Choice in the Classroom,” Journal of Educational Psychology , 102 (4) (2010): 896–915, available at https://www.immagic.com/eLibrary/ARCHIVES/GENERAL/JOURNALS/E101100P.pdf .
• Jeremy Eden and Terri Long, “Forget the strategic transformation, going after the low-hanging fruit reaps more rewards,” The Globe and Mail, June 24, 2014, available at https://www.theglobeandmail.com/report-on-business/careers/management/bagging-simple-cheap-ideas/article19311957/ .
• U.S. Department of Education, “A State’s Guide to the U.S. Department of Education’s Assessment Peer Review Process” (Washington: 2018), available at https://www2.ed.gov/admins/lead/account/saa/assessmentpeerreview.pdf .
• Ellen Forte, “Evaluating Alignment in Large-Scale Standards-Based Assessment Systems” (Washington: Council of Chief State School Officers, 2017) available at https://ccsso.org/sites/default/files/2018-07/TILSA%20Evaluating%20Alignment%20in%20Large-Scale%20Standards-Based%20Assessment%20Systems.pdf .
• Kevin J. Mullinix and others, “The Generalizability of Survey Experiments,” Journal of Experimental Political Science 2 (2) (2015): 109–138, available at https://www.cambridge.org/core/journals/journal-of-experimental-political-science/article/generalizability-of-survey-experiments/72D4E3DB90569AD7F2D469E9DF3A94CB .

The positions of American Progress, and our policy experts, are independent, and the findings and conclusions presented are those of American Progress alone. A full list of supporters is available here . American Progress would like to acknowledge the many generous supporters who make our work possible.

Ulrich Boser

Former Senior Fellow

Senior Consultant

John Smithson

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June 07, 2017

Ielts writing task 2: 'homework' essay plan.

Some people believe that school children should not be given homework by their teachers, whereas others argue that homework plays an important role in the education of children. Discuss both of these views and give your own opinion.

Here's a 13-sentence essay plan for the question above:

Introduction 1. Introduce the topic (e.g. People have different views about…) 2. Give a general answer, mentioning both sides and your opinion

One view (arguments against homework) 3. Topic (e.g. People disagree with homework for several reasons) 4. Firstly: homework does not improve educational outcomes 5. Example: achievements of countries like Finland 6. Secondly: school day is long enough, children are tired 7. Finally: play time is equally beneficial for development

Opposite view / my view (some homework is necessary) 8. Topic (e.g. In spite of the above arguments, I support the view that…) 9. Explain: encourage independent learning, problem solving 10. Explain: apply knowledge learnt in the classroom 11. Example: maths exercises to consolidate ability to... 12. Result: prepares people to work alone as adults

Conclusion 13. Repeat / summarise your answer

People have different views about homework as many persons want to have homework of youngsters as a part of their study, but some others contend that minors should not be allowed for study at home. I completely believe that all study must be complete at school and certainly no further homework at home.

Posted by: sujit | June 07, 2017 at 11:04

It is said by numbers of people that minors should not have homework as a part of their study. However, some others think that it is imperative for youngsters to have homework as to their syllabus. People have different views about homework as many persons want to have homework of youngsters as a part of their study, but some others contend that minors should not be allowed for study at home. I completely believe that all study must be complete at school but certainly, some part of extra homework should remain for home. People disagree as to homework of children at home because ofa variety of reason. Firstly, they think that it may have detrimental effect while minors want some relax time when they are at home. Take for instance, in Finland, children are free from any kind of homework rather than they are allowed to play and involvedd in extracurricular activities during their class time. Secondly, school teachers are not taught much as they provide plenty of homework which is merely a burden that leads to the loss of healthy physique. Thirdly, children do not get enough time for outdoor play due to study pressure at home. Finally, proper physical and mental growth only can be possible through let them free from any work or routine home study. Despite the above argument, I support the views that, some homework that children can perform, and are must need work which requires revision. For example, regarding the mathematical study, needs more and more practice so that it can be absorbed easily. A few minutes study of a particular subject what they have learned from class may increase their understanding of concerning subject. If they study homework at home, their self-confidence will be increased and presumably, they perform well during their class. This approach educates the minors how to work lonely, and however help them to make a self-dependable individual.

In conclusion, deliberate homework is unnecessary, and it’s triggered to a bad impact on children but judicious homework which is practical and influenced by positive means regarding children’s mental and physical health.

Posted by: sujit | June 07, 2017 at 13:37

An essay built on "Simon style" writing. Hopefully, everybody comment on my process. People have different views with regard to the question of whether or not children should be given homework. While some assume that it would be necessary for school children to get homework, I believe that children should be able to study without doing homework. On the one hand, homework assignments are good opportunities to practise a wide variety of subjects. These subjects provide children with the large extent of knowledge which are useful to explain interesting natural phenomena such as rainbow, lightning and so forth. Furthermore, the aim of homework is to train children to become thorough, hard-working people in the future. As a result of improving personalities and skills, a few of these children now become good-qualified doctors. Finally, their parents feel happy and proud of them because they consider the responsibility of learning above all. On the other hand, the main reason why I believe that children should be free from homework is that learning at school is time-consuming enough. Instead of taking more time to do homework, it is worth their while in order to socialize with their friends, live with their family and enjoy their hobbies as much as possible. For example, active boys devote themselves to really interesting and unbelievable ideas becoming reality and changing the entire world afterwards. In terms of science, there is more to being successful scientists than working exercises hard. Moreover, children spend great time to appreciate the love which their parents give. In conclusion, although it might seem important for children to do homework, I personally prefer studying without homework so that children have time to feel other great things in this world.

Posted by: Phong | June 07, 2017 at 14:08

People have different opinions about children's homework should be given by teachers or not. I think homework for children is a good way to review their study, but the drawback is they do not have enough time to enjoy themselves at their early age. In my opinion, children should have more time to explore the world not just spend their time on homework. There are several advantages for children who given homework from their teachers. Firstly, doing homework it is an important way to review their daily study from school. Such as homework is read an article link to their daily course because the article will give many examples to explain the idea or opinion what they learned, it is a good way to help them to understand the knowledge from the course. Secondly, for the particular course, such as mathematics homework can give them a chance to practice the method which they learned at class. On the other hand, there are some drawbacks from homework, children's after school time occupied by homework; they do not have extra or spare time to play games such as outdoor activities, and they do not have enough time to develop their hobbies or interests, for example, instrument and drawings. Children spend their most of time at home after class to finish their homework just repeat knowledge they already know; they could lose their chance and time to build their life-skills from house work such as clean their study room and arrange book storage by themselves. In conclusion, children should give less homework from teachers, in that case, they can have more time spend on what they interest and explore the world from their perspective.

Posted by: Andrew | June 07, 2017 at 15:11

Hi Simon How I have to answer this question

The number of overweight children in developed countries is increasing.so.e people think this is due to problems such as regrowing number offset food outlets. Others believe that parents are to blame for not looking after their children's health. To what extent do you agree with these views?

Any one Pls reply How I have to answer this question? Discuss both views or agree disagree format I have to use?

Posted by: joe | June 07, 2017 at 16:00

Sir,could you Pls discuss the above mentioned type question. I haven't seen this type of question because it has asked to what extent agree with these views, so whether I have to discuss about both views or else I have to support one view point? Confused about this question, Pls clear my query Thanks in advance sir

Posted by: joe | June 07, 2017 at 16:25

Homeworks are essential to support for students'studying process. Some people argue that we should ignore the appreance of homeworks but others refuse to confirm the importance of this exercise at home. I am of the opinion to support for the later view.

People disagree for several reasons. Firstly, homeworks do not improve educational outcomes. Let's take Finland as an example. It is undeniable that without homeworks and a comprehesive programmes are set up, students feel happy and be satisfied with their seats at school. Secondly, as the reason taht the school day is long so students are tired. Scientists have shown that the play time is equally beneficial for development of children.

In spite of above arguments, I am of the idea that homework is necessary. In the first place, homework encourages independent learning, especially enhancing problem solving skill. thansk to doing and expanding exercises, students have the chance to apply knowledge learnt in class, which assists to consolidate the knowledge background. For example maths is just theory if students do not take time practicing and training their skills by doing exercise in textbook. As the result, the process of studying and reviewing by doing and repeating the tasks on workbook, students have the base to learn to work alone as adults.

to put it into nutshell, the imporatance of homework is well seen thansk to the constant practice of students. This process and traning help students have grown foundation to continue thier studying and development.

Posted by: Thuy | June 07, 2017 at 16:50

Incorrect: large extent of knowledge which are useful to explain interesting natural phenomena such as rainbow, lightning and so forth Correct: large extent of knowledge which is useful to explain interesting natural phenomena such as rainbow, lightning and so forth. Incorrect: without homeworks and a comprehesive programmes Correct: without homework and comprehensive programs Incorrect: feel happy and be satisfied with their seats Correct: feel happy and are satisfied with their seats Incorrect: As the result, Correct: As a result,

Posted by: sujit | June 07, 2017 at 22:52

Dear Mr.Simon I'm a begginer. Hope your advice! Thank you <3 People have differents views about children's assignments after school. Some people think students should be given homework by their teachers while others supposed that is not required. I would argue that children should be provided homework. On the one hand, there are several reasons why people disagree with homework.The first reason is homework does not improve children's education outcomes. Scholar may not have an excellent result thanks to homework assignments. For example, according to OECD, Finnish students have the least amount of homework in the world even no testing. However, Finland education still stay on the top of the whole world. Additionally, children seem feel out of energy after school hours. They need time for relax such as play sports, games, listening music or spending time with their friends, their families. It is essential for children's health as well as for their passion.

However, I believe students should be given homework because of some reasons. Firstly, homework is the good way for children encourage their independent learning. By this way, students can re-learn what had been taught at school, and may be find a better solution to improve their abilities. Not only that, but homework also help them apply knowledge into real life. Therefore, children can be more independently, and work alone as adults.

In conclusion, I think school masters should given students homework.

Posted by: hai anh | June 08, 2017 at 03:44

SIMON CAN YOU CHECK IT PLEASE People have different views regarding whether students should have their homework at home or not. In my opinion, homework should be compulsory for every student but it should be in limits. (31)

There are various reasons why students should need to do homework. Firstly, its beneficial for students because whenever they missed any lecture material then they can easily recover that information by doing their homework or learning at home. Secondly, students can learn many life skills by doing their homework which will assist them later in life such as, time management,problem solving, meeting deadlines and doing things by alone. Finally, homework also help them to achieving rewarding marks in the examination.(81)

In spite of above arguments, there are some people who don't want that their children's have to do homework. The most obvious cause of this is that, they think that their children's always have to do lots of study in the classroom, so there is no need to give them a homework at home. Furthermore, they think that students should utilize their spare time by enjoying or playing with friends, which will help them in refresh their mind and also increase their creative think power instead of just doing homework. For example, in Finland, students don't have to do homework and also have a short classes time and as a result of these their students got a effective marks in the exams and their education system is also at top in world. (132)

In conclusion, it seems to me that teachers should give homework to school pupils but make it easy to do for everyone. (22)

Posted by: Jagpreet Singh | June 08, 2017 at 05:13

People have different views whether children who attend school should be given homework or not. While i agree that homework can be stressful,i disagree that school children should not receive homework. There are several reason for which some parents think that homework is bad for their children. Firstly, homework can be stressful in some cases. Usually school children are given a lot of homework to do by their teachers, and they also have to prepare for multiple subjects. Furthermore, there is the matter of the deadline, which can add even more pressure on the already stressed child. Secondly, children could use more free time for resting and doing other activities. Class hours are already long, and children usually get home tiered after a school day, so instead of having homework to do they could rest or relax by playing sports or games. Despite the above arguments i believe that homework is an important part of children development and education. Homework develops the sense of responsibility in children as they grow up by getting the used with a daily routine. It also helps them to develop skills necessary in adult life like planning and doing research. For example, when children are faced with homework they need to plan their time in order to finish the task they've been given, and do some research in order to resolve them. They also have to apply the things they learned in class, and indirect that helps them memorize the thing they studied. In conclusion, even though i accept that there are some disadvantages in children receiving homework, i strongly believe that homework is necessary for school children.

Posted by: Gabriel | June 08, 2017 at 07:49

Dear Sujit, Thank you so much for your help. I wondered if I can do anything to return your review?

Posted by: Phong | June 08, 2017 at 16:17

Hi, I had academic test and I’m planning to have general test. I’m familiar with both, and I know the difference in writing tasks. My question is: 1. If someone who had score 6.5 in academic writing, can be considerated for 7.5 general writing. I mean capable to get higher higher score. For example, like if you are having intermediate course your essay mark based on the level of your study and for same essay you will get less mark if you are having advance course.

Posted by: sandra | June 08, 2017 at 18:26

Dear Simon/SJM/Others,

Please find my essay below. I am waiting for your valuable comments/feedback.

People have different views with regards to the question of whether school pupils should have to do homework. Although there are good arguments in favor of children do not need homework, I personally believe that some homework is necessary for the education. There are various reasons why people disagree with homework. Firstly, they may assert that homework does not improve educational outcomes like knowledge, skills, attitude, and values that school children will need to be successful in work, family and community. For example, in most educationally successful countries in the world like Finland, pupils are assigned very little homework. Secondly, it is unfair to expect students to come home and work for another few hours after seven-eight hours of lessons in classroom. Finally, time spend for extracurricular activities like reading, playing sports or musical instruments, helping with cooking and shopping with family members is equally beneficial for development. In spite of these arguments, I support the view that it has great advantages for pupils by doing homework. Homework encourages independent learning and improves problem solving skills as they have to complete homework on their own. As well as, it bridges the gaps of learnings at school and reinforces work done in classroom by practicing and applying what they learnt in lessons. For example, practicing math exercises consolidate the skills like creativity and problem solving. As a result, enhancement gain through homework prepare people to work independently as adults. In conclusion, while there are some reasons to argue that homework does not play an important role in educational development, I completely agree that homework is still vital in school education.

Posted by: Jeff | June 09, 2017 at 09:28

I am preparing for the general IELTS. I did not find much information about general task 2 on your website. I am wondering if the task 2 writing is the same for both academic and general.

Posted by: Liam | June 11, 2017 at 00:17

Homework has long been an approach implemented by most educational organisations. However, there are debates concerning whether young students should be assigned homework or not. Personally, I believe that giving homework would be essential for children. People disagree with homework for several reasons. Firstly, opponents believe that homework does not always effectively improve educational outcomes. Achievements of countries such as Finland would be a specific example proving that it is unnecessary requiring pupils to do their homework. Secondly, children are often exhausted after school because official study is relatively time-consuming. Finally, it is argued that instead of giving student with loaded homework, students should be given time to play at home since it is equally important for their development.

In spite of the above argument, I support the view that school children should necessarily have homework. Supporters of this views believe that doing homework would help young student to acquire critical skills such as independent learning and problem solving. Moreover, students are able to apply knowledge learnt in the classroom when solving exercises and thus homework helps them to memorise lesson longer. For example, in order to answer math exercises, students would need to consolidate ability to deduce logically and concentrate. as a result, home exercises prepare people essential skills and knowledge for their future career paths.

In conclusion, while many people have different opinions in terms of assigning student homework, my view is that student should be given home exercises.

Posted by: Sang | June 11, 2017 at 04:22

People have different views about whether teachers should give homework to their students. While homework seems unnecessary to some people, I believe that certain amount of homework would be beneficial for children education. People disagree with the idea of giving homework for several reasons. Firstly, doing homework does not improve educational outcomes according to some research. In other words, learning academic subjects during school time can fully support students to understand and cover their key subject areas. Achievements of countries like Finland could be seen as a good example. Secondly, school is just as demanding as a full time job, and children are too tired to do extra studies after school. Teachers should not therefore expect students to do homework. Whenever they have free time, children should be encouraged to simply enjoy with their friends or doing their hobbies. In spite of the above arguments, I believe that some extent of homework is necessary for students, and that would be helpful for their future as adults. Homework can offer children a variety of skills and abilities. The main advantage of practising homework is that it encourages them to study independently and solve problems by themselves. Moreover, they would be able to put the theoretical knowledge learnt in the classroom to practice at home. For example, if children are working out maths exercises on their own, this will help building confidence in problem solving. In this way, school children will be better prepared to become competent adults for their future. In conclusion, although doing extra school lessons at home does not seem essential to other people, I would support some degree of homework to enable our children to learn independently. (279 words)

Posted by: Skl | June 13, 2017 at 16:09

Hi Simon, please have a look on this essay

People have different views about the effectiveness of homework in children’s educational developments. While some may argue that this is a waste of time and ineffectiveness, I tend to believe that homework do more good than harm. There are a variety of reasons why some people argue against giving more home exercises to school pupils. Firstly, homework does not improve or enhance children’s performance at school. Many institutions have seen no apparent changes as regard to educational outcomes. Taking Finland achievements in education as an example, it is true that this nation is applying no homework programme, the secret behind the success of Finland's school system, which makes them become the most prestigious choice of studying overseas. Secondly, school-time nowadays is extremely long-lasting, which sometimes lead to fatigue, poor performance and even bad behaviour at school. Finally, leisure time and hanging out with school peers is equally as beneficial for students’ development as the time spending in classes. Despite of the arguments mentioned above, I would argue that a specific amount of homework is obviously essential. The main reason is that children can develop and progress entirely at their own pace while solving and handling with schoolwork given to them. This can also be beneficial in terms of applying important knowledge and skills taught in morning lessons. For example, maths definitely encourages school students to improve solving problem ability which can be employed later in the adult life. Having such vital skills on school leavers’ CV can definitely impress many university admission officers or business employers. In conclusion, while there are some disadvantages of doing a large exercise at home, it is my firm belief that children can benefit better and fully develop when solving these home tasks. (288 words)

Posted by: DarrenMai | June 16, 2017 at 04:27

can anyone comment on my writing please??? Thanks a lot!!! just want to know if i'm doing it right or wrong.

Some people think that all teenagers should be required to do unpaid work in their free time to help the local community. They believe this would benefit both the individual teenager and society as a whole. Do you agree or disagree?

It is argued that other people think it is a necessity for all teenage individual to participate in doing unpaid work during their downtime. Although, it could be an advantage in the part of teenagers and society, I believe that they should not be pushed to do any community service unless they wanted to.

It is true that doing community service could add up to life experience of teenagers because they will be able to meet different kinds of people. However, these young individuals should not be forced to work during their free time because their extra time is the only time they have to enjoy themselves and the company of their family and friends. Teachers in their school already bombarded them with plenty of homeworks and projects, so they also need time to relax and regain their energy. A recent study in my university shows that almost 95% of highscool students would spent their free time going to malls with their friends because it relieves them from stress.

Moreover, in any community there is a group of elected officers, where people living in that place could approach them whenever they have any concerns about the neighborhood. Also, these officers are being paid by the government, that is why teenagers should not be required to do any services in the community for free unless they wanted to wholeheartedly because it is only a free service after all. Doing something you do not like will not benefit anyone or anything at all due to lack of passion and devotion. In my place for example, teens and other young adults where given a responsiblity in the cleanliness of the surroundings but they minimally done the work because of their hectic schedule at school.

In conclusion, teenagers have so much to accomplish everyday and people in the society should not demand them from spending their free time doing unpaid work in the community, even if it could benefit both parties.

Posted by: Kadzie Guillergan | June 20, 2017 at 18:00

Here is my essay!

Some People are certain that school youngsters should not provided with homework by their educators, however I am of the opinion that homework given to children by their tutors plays a fundamental part in the child's educational development.

Firstly, homework provides an environment for the youngsters to build their mental stamina, since they will be excepted to work independently. This will allow build their self independence character as they engage the homework themselves. Secondly, homework provides an effective feedback tool for the tutors. Tutors will be able to objectively evaluate the level of understanding of their pupils and understand the area the children need improvement. for example, it will help the educators to know the children that need more time for Maths or other subjects. Lastly, It keep the children engaged and are being able to revisit what was taught in school that same day. This will further help them to understand better and assimilate strongly.

On the other hand, giving youngsters homework by their educators may lead to diminishing returns on the part of the children. For instance, after a long day at school, the teenagers need to rest especially after taking extra-moral classes. Secondly, there are a lot of distractions at home ranging from television programs and siblings engage in one form of fun game or the other, these distractions most time do not create a healthy environment for the children to engage in effective homework, thus leading to waste of time. In conclusion, in as much as there are drawbacks to giving homework to children by tutors for reasons such as distractions at home and mental saturation due to excess workload, however, homework plays a key role in the educational development of the children such as building mental dexterity, providing effective feedback, and nurturing self reliance in the children. I am of the opinion that homework plays a crucial part in the children educational development.

Posted by: Cyril | July 12, 2017 at 14:30

Some People are certain that school youngsters should not be provided with homework by their educators, however I am of the opinion that homework given to children by their tutors plays a fundamental part in the child's educational development.

Firstly, homework provides an environment for the youngsters to build their mental stamina, since they will be expected to work independently. This will allow build their self-independence character as they engage the homework themselves. Secondly, homework provides an effective feedback tool for the tutors. Tutors will be able to objectively evaluate the level of understanding of their pupils and understand the area the children need improvement. For example, it will help the educators to know the children that need more time for Maths or other subjects. Lastly, it keeps the children engaged and are being able to revisit what was taught in school that same day. This will further help them to understand better and assimilate strongly.

On the other hand, giving youngsters homework by their educators may lead to diminishing returns on the part of the children. For instance, after a long day at school, the teenagers need to rest especially after taking extra-moral classes. Secondly, there are a lot of distractions at home ranging from television programs and siblings engage in one form of fun game or the other, these distractions most time do not create a healthy environment for the children to engage in effective homework, thus leading to waste of time.

In conclusion, in as much as there are drawbacks to giving homework to children by tutors for reasons such as distractions at home and mental saturation due to excess workload, however, homework plays a key role in the educational development of the children such as building mental dexterity, providing effective feedback, and nurturing self-reliance in the children. I am of the opinion that homework plays a crucial part in the children educational development.

Posted by: Cyril | July 12, 2017 at 14:32

Sir simon,I have a doubt.This question asks about a single topic 'Homework' .What if the question asks 2 topic ? For example tv or radio is the best way to get news?How to answer this kind of questions? Should we discuss both adv and disadv of tv and radio in each paragraphs?

Posted by: Jils | July 14, 2017 at 18:23

Hello Simon,

I have found your 13 sentences essay very easy. I am trying to write every essay in same manner but I have heard from somewhere that minimum 15 sentences should be there in essay and if not then bands will be deducted. Is it true or not?

Posted by: Himauli Patel | August 03, 2017 at 20:07

Where did you hear that crazy advice? Please ignore it!

Posted by: Simon | August 08, 2017 at 13:17

School homework is given in most of the schools. But the question is whether it should be given or not. In my opinion,the homework plays a genuine role in nurturing one's capabilities. I believe that it would help in various ways by sharing some examples. But as some people have view that homework should not be given as the child wouldn't be able to use his inbuilt abilities. He just stuck to the point which teacher would ask him for. Secondly, some other believe that it is tiring for children , after day long learning sessions in school, to come and do tiresome homework. Lastly, others consider it a heavy job that their children won't able to have enough leisure time for extracurricular activities. In spite of that i support the view. Supremely, it helps the children to mange their study time. and also how to adjust with their sleeping hour and activities. Moreover, it makes one responsible in character building. So he would be able to become a helpful addition to family and society. Last but not the least, homework appears to be a good practice task. It is a kind of revision which they learnt in morning. In isolation one would be able to learn more and better without interruption. In addition , as some tasks need practice. Homework is a suitable and convenient way to apply knowledge. So there is a clear advantage of having homework. Thus concluding paragraph, having homework would increase the innate thinking and helps in polishing and career building. Thus, it is highly recommended.

Posted by: Emma | September 23, 2017 at 21:17

Sir Simon, kindly score the band to the above paragraph. As. I am going to have a test in next month.

Posted by: Emma | September 23, 2017 at 21:29

Dear Simon,

I'm curious that why there are three opinions in paragraph 2 which argue for the opposite opinions, while there is only one topic in paragraph 3,with 2 explanations , an explanation and a conclusion followed by.

Are these sentences all supports for one opinion?

If yes,Why don't we use the same structure as the second paragraph? is it fixed?

thanks and regards! Nikiea

Posted by: Nikiea Kiemann | October 17, 2017 at 06:53

People have different views about whether teachers should give students homework. While some people believe that it is important for children’s growth, others argue that it is not necessary for children to have homework in their education. Personally, I believe that some homework is essential.

On one hand, people disagree with homework for several reasons. Firstly, people believe that homework does not improve educational outcomes. For example, children in Finland have no homework while their achievements of education is still impressive. Secondly, students spend really long time staying in school and learning things which makes them very tired. So It is much more important and effective for them to have a good rest and refresh themselves instead of doing homework. Finally, it has been proven that play time is equally beneficial for development especially for the primary students.

On the other hand, in spite of the above arguments, I support the view that some homework is necessary. Obviously, it encourages the behaviour of independent learning and problem solving. In additional, students could apply knowledge learned in the classroom in real field. For example, they could consolidate ability of calculation and logical thinking by doing math exercises. As a result, these pupils are more easily to get used to the competitive workforce while they are prepared to work alone as adults since they are young.

In conclusion, I agree that certain homework is needed which could stimulate children’s growth and help them to better prepare for their adult life.

Posted by: zonghao | March 06, 2018 at 04:05

Practice makes the human being better. Most of the masses argue that teenagers should not be given homework regularly,whilst other people suggest that they must get home work everyday in order to be successful in Educational Institute .I will discuss both the point of views related homework in upcoming paragraphs To comments with , if children do not homework everyday then they can be weak in their study and cannot obtain the higher achievements in their field. If in their study will be gapped. So, they will be able to catch again the speed of their educationl field . Even though , the learners should be work small but simple in the regular basis being a discipline. therefore, if children do homework everyday so it will be added in the habit. Moreover, teenager should not be given study regarding work regularly because they feel bored. Along with this , learners cannot be concentrated on their goals easily because they cannot be enjoy their life in the comfort way. Although, if people always do work on their study field so they are not available for developing and other skills which are indispensable in their life. Thus, they should enjoy their life. In conclusion , according to me , children should be balanced in their life as well as they should be provided their time for another skills so that they can be spread their personality.

Posted by: Rajdeep | August 30, 2018 at 12:14

The comments to this entry are closed.

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IELTS Writing Task 2

You should spend about 40 minutes on this task.

Homework is a part of school life. Many people feel that giving homework daily to school children works well for them, while some feel it is an unnecessary burden on them. What do you think about it? Give reasons for your answer and include any relevant examples from your own knowledge or experience.

Write at least 250 words.

😩 Feeling stuck? View sample answers below ⬇️ or get another random Task 2 topic.

🤩 Sample answers

Model essay #1:, homework is a part of school life. many people feel that giving homework daily to school children works well for them, while some feel it is an unnecessary burden on them. what do you think about it.

Homework is a common part of school life, and it can be a topic of debate. Some people believe that giving homework to school children every day is beneficial, while others argue that it is an unnecessary burden. In my opinion, homework can be beneficial, but it should be limited and tailored to the individual needs of the students.

Firstly, homework can reinforce what students have learned in class. For example, if students are learning about fractions in math class, homework assignments that require them to practice solving fraction problems can help solidify their understanding. However, excessive homework can lead to stress and burnout for students, especially when they have multiple assignments from different subjects to complete in a single evening.

Furthermore, homework can help students develop important skills such as time management and independent learning. For instance, when students are given a project to complete at home, they have the opportunity to plan their time, conduct research, and work on the project independently. On the other hand, if students are overwhelmed with too much homework, they may not have time to engage in extracurricular activities or spend quality time with their families.

In conclusion, while homework can have its benefits, it is essential to strike a balance. Teachers should consider the individual needs and abilities of their students when assigning homework, and schools should have policies in place to prevent excessive workload. Ultimately, the goal should be to provide meaningful and manageable homework that supports students' learning without overwhelming them.

Model Essay #2:

Homework has been a traditional part of school life, but its effectiveness and impact are subjects of debate. While some people believe that giving daily homework to school children is beneficial, I strongly feel that it can be an unnecessary burden on them.

To begin with, children already spend a significant amount of time in school, and adding more work at home can lead to burnout and stress. For example, after a full day of classes, children need time to relax, play, and spend quality time with their families. Excessive homework can take away these essential moments and negatively impact their overall well-being.

Additionally, some students may not have the necessary support at home to complete their homework. For instance, students from disadvantaged backgrounds may not have access to resources such as textbooks, computers, or a quiet study space. This can create inequality and put these students at a disadvantage compared to their peers who have better support at home.

Moreover, research has shown that excessive homework may not necessarily lead to better academic outcomes. In fact, it can lead to frustration and disengagement from learning. Students may start to view homework as a chore rather than an opportunity to reinforce their learning, which can have a detrimental effect on their motivation and attitude towards education.

In conclusion, while some homework can be beneficial, it is crucial to consider the potential negative impacts of overloading students with daily assignments. Schools and educators should prioritize the well-being of students and ensure that homework is meaningful, manageable, and inclusive of all students, regardless of their background or support systems at home.

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IELTS Writing Task 2: Giving Homework Daily to School Children Works Well

Updated On Dec 28, 2023

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Numerous test-takers have difficulty with the essay writing component of the IELTS Writing module. Therefore, it is essential to develop your essay writing skills effectively before taking the IELTS.

The  IELTS Writing Task 2  is a crucial part of both the General Training and Academic versions of the IELTS exam. It assesses your ability to write a well-structured and cohesive essay in response to a given topic.

In this task, you will be presented with an Opinion Essay  prompt, where you are presented with a statement or opinion, and you are asked to either agree or disagree with it.

To effectively prepare for the IELTS Writing Task 2, it is highly recommended to practice with a variety of sample essays. IELTSMaterial.com offers a comprehensive collection of  IELTS writing task 2 practice tests , that can help you hone your essay writing skills and achieve a high score in the exam.

You should spend about 40 minutes on this task.

Homework is a part of school life. Many people feel that giving homework daily to school children works well for them, while some feel it is an unnecessary burden on them. What do you think about it?

Give reasons for your answer and support your arguments with examples and relevant evidence.

You should write at least 250 words.

Structure Breakdown

Band 7 Sample Answer for IELTS Writing Task 2 Question: Giving Homework Daily to School Children Works Well

Introduction

Homework is a crucial part of school, with different views on its benefits and drawbacks. Some say daily homework is good, while others think it’s too much for students. In this essay, I’ll discuss both sides. Personally, I believe it’s vital to find a balance—recognizing the good aspects of homework without harming students’ well-being.

Body Paragraph 1

One of the primary arguments supporting daily homework is its role in reinforcing classroom learning. Homework serves as a valuable tool to enable students to practice and apply the concepts taught in class. Supporters say doing homework not only improves understanding but also teaches responsibility and discipline. For instance, when students work on math problems or essays at home, they learn to solve problems independently and motivate themselves.

Body Paragraph 2

Critics say too much homework can cause stress and harm students’ well-being. The pressure to finish assignments can lead to burnout, making learning less effective. Additionally, not all students have the same resources and support at home, creating inequalities in their ability to complete homework. Therefore, it’s important to make sure homework is reasonable in terms of quantity and complexity, so it doesn’t unnecessarily strain students.

In conclusion, the homework debate highlights the importance of finding a balance. While homework can reinforce learning and build essential skills, it shouldn’t overwhelm students. Hence, achieving balance will ensure a positive educational experience, where homework benefits are gained without compromising student well-being. Overall, I believe that homework should serve a purpose, encouraging a healthy balance between work and life that fosters success beyond the classroom. (262 words)

Band 7 Vocabulary

• Meaning: Extremely important or necessary.
• Example: Time management is crucial for success in any project.
• Meaning: Disadvantages or negative aspects.
• Example: The new policy has benefits but also has some drawbacks that need to be considered.
• Meaning: Essential; of great importance.
• Example: Communication is vital in building strong relationships.

Reinforcing:

• Meaning: Strengthening or supporting.
• Example: Positive feedback from colleagues can be reinforcing for one’s self-esteem.

Discipline:

• Meaning: Self-control and orderly behavior.
• Example: Athletes need discipline to maintain a rigorous training schedule.
• Meaning: Physical or mental collapse caused by overwork or stress.
• Example: The demanding job led to burnout, and the employee needed a break.

Inequalities:

• Meaning: Differences or disparities.
• Example: Gender inequalities persist in certain workplaces despite efforts for equality.

Reasonable:

• Meaning: Fair and sensible; not excessive.
• Example: It’s important to have a reasonable budget to manage expenses effectively.

Compromising:

• Meaning: Damaging or jeopardizing.
• Example: Ignoring safety guidelines is compromising the well-being of the workers.
• Meaning: Promotes or encourages the development of.
• Example: A supportive environment fosters creativity among team members.

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Band 8 Sample Answer for IELTS Writing Task 2 Question: Giving Homework Daily to School Children Works Well

Introduction:

Homework, a constant companion from childhood, plays a vital role in a student’s growth. While some emphasize its positive impact on academic development, others express worries about potential drawbacks. This essay delves into both viewpoints, ultimately supporting the idea of a well-balanced and coordinated approach to homework.

Body Paragraph 1:

On the one hand, it is claimed that homework reinforces concepts learned in school and provides opportunities for independent practice. By applying knowledge at home, students gain a deeper understanding of subjects. Homework also keeps parents informed about children’s learning and helps teachers evaluate progress. Moreover, it is argued that homework teaches crucial life skills like time management, self-motivation and responsibility. When students diligently complete assignments, they learn to manage their workload, meet deadlines and take ownership of learning.

Body Paragraph 2:

However, some people believe that excessive homework can negatively impact children’s wellbeing. Too much homework leaves little free time for play, family time or extracurricular activities important for development. It can also induce unhealthy stress and anxiety. While homework certainly reinforces learning, I believe balance is imperative. Moderate, well-designed daily homework can enhance learning without overwhelming students. Educators must tailor homework policies to benefit students holistically, not just academically. With balance, homework’s advantages can be harnessed without sacrificing personal growth.

Conclusion:

In my opinion, homework, when carefully planned and managed, allows students to further their knowledge independently while developing important life skills. However, excessive amounts of homework undermine students’ wellbeing. Hence, balance is key so homework enriches learning without overwhelming children. (254 words)

Band 8 Vocabulary

Reinforces:

• Meaning: Strengthens or supports.
• Example: Regular exercise reinforces physical health.
• Meaning: Extending far down or inwards.
• Example: Engaging in discussions with peers provides a deeper understanding of topics.
• Meaning: Assess or judge the quality or significance.
• Example: Employers evaluate job applicants based on their skills and qualifications.
• Example: Communication is crucial for building strong relationships.

Diligently (adverb):

• Meaning: Carefully and thoroughly.
• Example: Employees who work diligently often excel in their roles.
• Meaning: More than is necessary or normal.
• Example: Consuming excessive sugar can negatively impact health.
• Meaning: Considering a person or thing as a whole.
• Example: Holistic approaches to healthcare consider physical and mental well-being.

Imperative:

• Meaning: Crucial; of vital importance.
• Example: Time management is imperative for meeting deadlines.
• Meaning: Utilized or controlled.
• Example: Renewable energy sources can be harnessed to power homes.
• Meaning: Weaken or compromise.
• Example: Lack of trust can undermine the effectiveness of a team.

Practice & Prepare with IELTS Writing Task 2 Sample Questions and Answers

Band 9 Sample Answer for IELTS Writing Task 2 Question: Giving Homework Daily to School Children Works Well

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Homework is a key part of a student’s education, with differing views on its value. Some students see it as helpful, promoting good study habits, while others think it’s not very useful. In this essay, I’ll support the positive aspects of homework, recognizing its drawbacks but highlighting its varied impact on students and society.

One primary argument in favor of homework is its role in cultivating regular study habits and aiding in knowledge retention. Daily assignments encourage students to revisit and apply class lessons, contributing to a deeper understanding of the material. Moreover, completing homework routinely correlates with improved exam performance, showcasing its positive impact on academic outcomes. For instance, consistent engagement with assignments facilitates an easier recall of information, reducing anxiety during exams.

However, some argue that homework can negatively impact children, limiting their free time and possibly creating a negative attitude toward learning. There’s also concern that students may copy peers instead of truly understanding the material, which could hinder real comprehension. Despite these worries, the benefits of homework are seen as more significant. Apart from academic improvements, homework provides a positive way for students to use their free time and teaches them responsibility.

In conclusion, I believe that despite concerns about homework, its benefits are significant for individuals and society. It improves academic performance and teaches essential life skills, fostering overall development and future success. While acknowledging the drawbacks of too much homework, a balanced approach ensures its positive impact. Homework becomes a valuable tool when used thoughtfully, enhancing the educational experience. (263 words)

Band 9 Vocabulary

Cultivating:

• Meaning: Promoting the growth or development of something.
• Example: Reading regularly helps in cultivating a love for literature.
• Meaning: The act of remembering or retaining information.
• Example: Regular revision aids in the retention of knowledge.

Correlates:

• Meaning: To have a mutual relationship or connection.
• Example: Exercise often correlates with improved physical health.

Showcasing:

• Meaning: Displaying or presenting something prominently.
• Example: The exhibition is showcasing various works of art.

Engagement:

• Meaning: Active participation or involvement.
• Example: The students’ engagement in class discussions was evident.
• Meaning: To remember or bring back to mind.
• Example: Mnemonic devices can help in the recall of information.
• Meaning: To create difficulties or obstacles.
• Example: Lack of preparation can hinder success in exams.

Significant:

• Meaning: Important, noteworthy, or having meaning.
• Example: The research findings were significant for medical advancements.
• Meaning: Promoting the development or growth of something.
• Example: A supportive environment fosters creativity among students.

Judiciously:

• Meaning: Using good judgment or careful consideration.
• Example: It’s essential to allocate resources judiciously for optimal results.

Connectors Used in the Sample Answers of Giving Homework Daily to School Children Works Well 

Connectors , also known as connectives or transition words, are words or phrases that link ideas or parts of a sentence or paragraph together. Here are some of the connectors used in the above sample answers:

• In my opinion
• in this essay
• for instance
• additionally
• In conclusion

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Is Homework Necessary for Student Success?

Readers argue both sides, citing Finland, the value of repetition, education inequity and more.

To the Editor:

Re “ The Movement to End Homework Is Wrong ,” by Jay Caspian Kang (Sunday Opinion, July 31):

Finland proves that you don’t need homework for education success. Students there have hardly any homework, and it has one of the top education systems in the world. In America, there is ample time for students to do in class what is now assigned as homework.

Whether a student attends an expensive private school, an underserved public school or something in between, being burdened with hours of additional work to do after school unnecessarily robs them of time for play, introspection, creative thinking, relaxation and intellectual growth.

Mr. Kang regards the demonstration of diligence and personal responsibility as an important raison d’être of homework. He sees schools as places where students can distinguish themselves and pursue upward mobility. But ranking students on homework production favors students with quiet places to go home to, good Wi-Fi, and access to tutors and parents who can provide help. In other words, it favors students of higher socioeconomic status.

It follows that making homework an important part of a student’s evaluation perpetuates both educational inequalities and the myth of meritocracy. A first step toward improving our educational system is indeed the abolition of homework.

Dorshka Wylie Washington The writer is an assistant professor of mathematics at the University of the District of Columbia.

Homework’s value is unclear for younger students. But by high school and college, homework is absolutely essential for any student who wishes to excel. There simply isn’t time to digest Dostoyevsky if you only ever read him in class.

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Homework: Facts and Fiction

• Living reference work entry
• First Online: 09 November 2021
• Cite this living reference work entry

• Rubén Fernández-Alonso 4 , 5 &
• José Muñiz 6  

Part of the book series: Springer International Handbooks of Education ((SIHE))

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4 Citations

Homework is a universal student practice. Despite this universality, the role that homework plays in student academic performance is complex and open to various interpretations. This chapter reviews the current available evidence about the relationships between homework and achievement. We begin by examining the differences between countries and follow that by reviewing the influence of variables related to student homework behavior, teaching practices around assigning homework, and the role of the family in helping with homework. The results indicate that the relationship between time spent on homework and school results is curvilinear, and the best results are seen to be associated with moderate amounts of daily homework. With regard to student homework behavior, there is abundant evidence indicating that the “how” is much more important than the “how much.” Commitment and effort, the emotions prompted by the task, and autonomous working are three key aspects in predicting academic achievement. Effective teaching practice around homework is determined by setting it daily and systematic review. Although family involvement in the educational process is desirable, in the case of homework, direct help has doubtful effects on student achievement.

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Extending a model of homework: a multilevel analysis with Chinese middle school students

Understanding the Quality of Effective Homework

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Fernández-Alonso, R., Muñiz, J. (2021). Homework: Facts and Fiction. In: Nilsen, T., Stancel-Piątak, A., Gustafsson, JE. (eds) International Handbook of Comparative Large-Scale Studies in Education. Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-030-38298-8_40-1

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Ielts essay # 1070 - giving homework daily to school children works well, ielts writing task 2/ ielts essay:, many people feel that giving homework daily to school children works well for them, while others feel that it is an unnecessary burden on them., discuss both views and give your opinion., same or almost similar essay topic:, some people believe that children should not be given homework by their teachers at school, whereas others argue that homework plays an important role in the education of children., discuss both of these views and give your opinion..

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IELTS ideas 02: Homework

Những đề IELTS Writing về chủ đề Homework có thể gặp:

Some people believe that children should not be given homework every day, while others believe that they must get homework every day in order to be successful at school. Discuss both views and give your opinion

Some people believe that school children should not be given homework by their teachers, whereas others argue that homework plays an important role in the education of children. Discuss both of these views and give your own opinion.

Homework is a part of school life. Many people feel that giving homework daily to school children works well for them, while some feel it is an unnecessary burden on them. What do you think about it?

BENEFITS OF HOMEWORK

Homework teaches students the importance of planning, time management,  staying organized, and taking action. Homework teaches students how to set priorities. Homework helps teachers determine how well the lessons are being understood by their students. Homework teaches students how to problem solve. Homework gives student another opportunity to review class material and parents can see what is being learned in school. Homework teaches students that they may have to do things—even if they don’t want to.

1. It encourages the discipline of practice. Repeating the same problems over and over can be boring and difficult, but it also reinforces the practice of discipline. To get better at a skill, repetition is often necessary. You get better with each repetition. By having homework completed every night, especially with a difficult subject, the concepts become easier to understand. That gives the student an advantage later on in life when seeking a vocational career.

2. It teaches time management skills. Homework goes beyond completing a task. It forces children (and parents, to some extent) to develop time management skills. Schedules must be organized to ensure that all tasks can be completed during the day. This creates independent thinking and develops problem-solving skills. It encourages research skills. It also puts parents and children into a position where positive decision-making skills must be developed.

3. Homework creates a communication network. Teachers rarely see into the family lives of their students. Parents rarely see the classroom lives of their children. Homework is a bridge that opens lines of communication between the school, the teacher, and the parent. This allows everyone to get to know one another better. It helps teachers understand the needs of their students better.

DRAWBACKS OF HOMEWORK

1. Children benefit from playing. Being in a classroom can be a good thing, but so can being on a playground. With too much homework, a child doesn’t have enough time to play and that can impact their learning and social development. Low levels of play are associated with lower academic achievement levels, lower safety awareness, less character development, and lower overall health.

2. School is already a full-time job for kids . An elementary school day might start at 9:00am and end at 3:20pm. That’s more than 6 hours of work that kids as young as 5 are putting into their education every day. Add in the extra-curricular activities that schools encourage, such as sports, musicals, and after-school programming and a student can easily reach 8 hours of education in the average day. Then add homework on top of that? It is asking a lot for any child, but especially young children, to complete extra homework.

3. There is no evidence that homework creates improvements. Survey after survey has found that the only thing that homework does is create a negative attitude toward schooling and education in general. Homework is not associated with a higher level of academic achievement on a national scale. It may help some students who struggle with certain subjects, if they have access to a knowledgeable tutor or parent, but on a community level, there is no evidence that shows improvements are gained.

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=> 1. Unfortunately ~ không may/thật không may 2. disapprove : không chấp thuận, tán thành 3. unfair : không công bằng 4. anxious : lo lắng 5. impossible : không thể 6. disobedience : không vâng lời/không tuân theo 7. beneficial : có lợi 8. disorganised : vô tổ chức 9. incomplete : không đầy đủ, chưa hoàn thiện 10. inadequate : không đủ

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