schools that don't give homework

This school without grades or homework has a 98% college acceptance rate

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How’s that saying go again…too many cooks?

That’s what Diane Tavenner, co-founder and CEO of Summit Public Schools, discovered was happening in her own kitchen.

Tavenner and her husband initially had a great idea: have their teenage son, Rett, cook one of the family’s meals per week. This would give them a night off and help Rett gain a pretty important life skill.

But, being pretty good cooks themselves, they soon found themselves not so much guiding Rett through the cooking process as much as doing things for him.

“We forgot what it was to be a novice,” Tavenner says, “and so, he would ask a simple question, and next thing you know, one of us is in the kitchen doing it for him. And he’s sort of standing back and on the side, and we realize we just took over, we weren’t actually supporting. We were just doing it for him.”

Pulling back, they gave Rett tips, but let him take charge.

“I had to take the initiative,” Rett says.

Sure, there were burnt dishes and some undercooked dishes, but there was also the chance to learn how to learn; a chance to improve by building off his mistakes.

As the weeks progressed, Rett saw his skills develop. He returned to recipes he cooked in the past, and saw how his techniques had gotten better—  this family chore had turned into a real-world, edible aptitude test.

Tavenner, a former teacher, saw this “spoon-fed” approach to learning as being a problem not just in her family kitchen, but in the American educational system. 

So, she created Summit Public Schools, a charter school system with a new approach to education: students have numerous opportunities to improve their grade.

What they don’t have? Assigned homework.

A New Recipe 

It begins with the will to start something new.

“If we want to truly prepare our kids to have a chance to live their best life, we need to radically rethink the education we grew up with, and the message it’s sending,” Tavenner says. 

To keep it in the kitchen, think of the traditional public education system as handing students a recipe and the ingredients.

The message is: here’s what you need to know and if you’re successful, you’ll get an “A” on your first test. 

But in the real world, things aren’t so straight forward — so, Summit takes a different approach.

Students “have the ingredients, but we must learn how to make the recipe,” Rett, who was also a student at Summit, says. 

“People can help you along the way with learning the recipes, but ultimately you must take center stage. That is what self-directed learning is.”

At Summit, students are given the opportunity to change a grade over time if they show continuous improvement.

By allowing students to continue working on subjects to improve their grades, Summit builds in the chance to “fail forward” — to learn from your mistakes. (Like, say, making sure to grease a pan the next time you cook.)

Each student is mentored weekly by an assigned teacher. The mentors stay with students throughout their academic career, providing continued support and offering parents a constant point of contact. According to Tavenner, research has found that mentoring improves a student’s sense of belonging and success beyond grade school.

Those mentors help kids actively engage in their hands-on, project-based work. Through these projects, students may design a house to put principles of geometry to work, grow their own plants, or build a model rocket.  

“Project-based learning is real world learning,” Tavenner says. “Authentic learning. It’s the type of learning where kids are getting really hands-on. They’re asking big questions.”

In addition to its regular curriculum, Summit offers an eight week guided learning program where the students choose the field they’re interested in and get to ask the big questions they want to ask — a freedom not always found in the current public education system. 

The foundation of all of this is giving students agency and autonomy in their educational journey. 

“When you give kids responsibility, they become invested because they actually know that what they are doing means something and that it’s dependable and accountable and all of that leads to growth,” Rett says.

Finding the Ingredients

While attending Summit, Rett felt he had space to learn — the ability, and responsibility, to shape his learning in ways that best fit him. 

Learning how to learn was one of the central aspects of my learning environment.

That environment allowed him to explore one of his passions: history. In one class, Rett and his classmates were split into eight groups representing different countries on the eve of World War I. Each country had its needs, goals, and certain rules to follow, but the students had the freedom to interact among themselves. 

Pushing and pulling against each other made the events come alive: it stopped being just events and dates on a textbook page.

“I think I remember the causes and effects of World War I…far better than I would have if I were in a traditional environment,” he says.

Summit’s ten West Coast campuses have drawn plaudits from the tech industry, and earned her a seat on the board of trustees at the Carnegie Foundation for the Advancement of Teaching. The public charter schools are free to attend, with enrollments on a rolling basis. 

Summit’s approach to education may not work for every student — and Tavenner says that’s ok. She says asking whether an approach to learning can be applied across the board to all students isn’t the right question to be asking. 

“The question we should be asking ourselves is, ‘does what work? For whom? Under what circumstances?’” Tavenner says. 

“And the power of those three questions is actually asking about each individual student.”

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Alaska Tribes Appeal to International Body to Pause “Reckless” Canadian Mining

Trump proposes 3 debate nights with harris, after previously canceling 1 of them, activist: pay attention to the sudanese people and not the 2 warring parties, thousands in uk rally against fascism and islamophobia amid far right riots, should us public schools eliminate homework.

Excessive homework is creating stress, not learning, for many U.S. students.

When Finnish students enroll in school at age seven, they can expect to take three or four classes a day. There are frequent breaks, plus a daily 20-minute recess. What’s more, when school is dismissed, there’s rarely any work to be completed at home. Nonetheless, Finnish students consistently rank among the world’s highest achievers in reading, math and science.

Experts attribute this to the country’s low ( 5.8 percent ) poverty rate, extensive social welfare system, 12-to-1 student-teacher ratio, and classes that fully integrate special needs students into general education classrooms. They also note that the Finnish government values teachers and encourages staff to prioritize collaboration, network building and the sharing of best practices.

Contrast this with the United States. Throughout the country, many elementary schools have completely eliminated recess. Eighteen percent of students live in poverty and approximately 1.3 million of the nation’s 50.7 million public school students are homeless.

And then there’s homework, which is increasingly assigned to students as young as five. In fact, by high school, the average time teenagers spend on homework is now 3 hours and 58 minutes a night, up from 2 hours and 38 minutes — an increase of 51 percent — over the past several decades.

The reason for this, say pro-homework teachers and administrators, is to raise the scores of U.S. students on standardized tests.

It hasn’t worked. While progressive educators agree that testing is not the only, or even the best, marker of academic achievement, it is still startling that the U.S. ranks 21st in educational outcome among the 34 Organization for Economic Cooperation and Development (OECD) competing countries, while Finland comes in third .

For their part, the National Education Association and the National Parent Teacher Association support assigning 10 minutes of homework per grade. Under this policy, first graders would be given homework taking no more than 10 minutes a day, while 12 th graders would be given up to two hours of daily work.

But many schools have sidestepped these recommendations, with kindergarteners, first and second graders often getting 25-30 minutes of work per night. Among older students, researchers have noted that excessive homework assignments have led to an increase in stress-related headaches, exhaustion, sleep difficulties and stomach ailments. They also suggest that it contributes to alcohol and drug abuse.

Abolishing Homework

It doesn’t have to be this way.

A Duke University study found that homework does little to boost elementary school achievement, a finding that has led a smattering of K-6 schools in California , Florida, Illinois, New Jersey, New York, Massachusetts and Vermont to either eliminate homework completely or eliminate it during school breaks.

“Kids are terribly stressed about school, grades, peers, parental expectations and the known threats and ideation around climate change,” Nancy Romer, a longtime New York City activist and former psychology professor at Brooklyn College, told Truthout . “Many kids live in a state of impending doom.”

Add in other worries — about gun violence, racial bias, police brutality and sexual assault — and it is obvious that students of all ages have good reason to be fearful and anxious.

But can eliminating homework address even a small part of this anxiety-producing equation, increase academic achievement and lift morale?

The Upside to Homework

Jessie Winslow teaches sixth grade social studies at the Ephraim Curtis Middle School in Sudbury, Massachusetts, a wealthy community with a median household income of more than $170,000.

Winslow acknowledges that her students are coming into school with more anxiety and depression than previous academic cohorts. Nonetheless, she says she feels conflicted about the idea of skipping homework because she thinks that by middle school, students should be able to do some independent work at home. “Homework teaches time management and other coping skills,” she continues. “These kids are going to have situations that will cause them stress and they need to figure out how to handle it.”

Virginia Naughton, a grandmother in Brooklyn, New York, says she sees homework as the most direct way to know what’s going on in kids’ daily lives. “Homework is sort of a pulse, a starting point, to talk about classes, school friends and whatever else is going on,” she says.

Sid Kivanoski, a recently retired teacher at one of New York City’s highly competitive specialized high schools, is also a proponent of homework. He explains that because New York students have to pass Regents exams in English, math, science and social studies to earn a diploma, assigning homework ensures coverage of material that might appear on the exam, but that he was unable to address during class.

“I also gave homework to get them thinking about things that we’d talk about the next day, for example, why they thought the U.S. fought a war in Vietnam,” he says.

Barriers to Homework Completion

Still, Kivanoski knows that many of his students faced enormous challenges in completing their assignments. “I had one kid who would wake up at 2:00 a.m. to do homework because that was the only time it was quiet at home. Another went to the library on the way home every afternoon for the same reason. It was the sole place she could concentrate.”

Likewise, Chicago elementary school teacher Mariam Cosey sees the impact of poverty, hunger, and insecure or overcrowded housing in her classroom each and every day. “I always give my students a choice packet where they can choose which homework assignment they want to complete — word finds or word games, worksheets, or special projects — and it’s always due at the end of the week or on Monday, to give them the opportunity to get it done,” she begins. “Furthermore, I always make sure that there is something that every child has the ability to do.”

She does this despite mandates from the Chicago Board of Education dictating what should be taught and how much homework should be assigned for each grade level. In addition, Cosey offers incentives for her students to encourage assignment completion. The incentives help Cosey assess how a particular student is doing in a specific subject, and also give a window into her students’ home situations. “Kids can pick their prizes. When a child chooses gloves over candy, it tells me what’s going on in that child’s life. We love on these students, wash their faces, bring in clothes for them, and are compassionate. As teachers, we know that these kids need extra love and we give it to them.”

Homeless students face even greater hurdles when it comes to finishing their work. “There are so many barriers,” Barbara Duffield, executive director of SchoolHouse Connection , a Washington, D.C.-based advocacy organization that works to improve the educational achievement of homeless youth, told Truthout . Some are related to the living situation, with barriers like not having a quiet place to study or do homework, or no computer or internet access.

“But remember,” Duffield explains, “only 14.4 percent of students who are homeless are even staying in a shelter. Most are in hotels or motels, moving from couch to couch, or living on the streets. No matter where they’re staying, they may also be caring for their parents or younger siblings. Most are struggling to stay safe. They may be working 30 hours a week while going to school. The notion that homeless students have the time, space and consistency for good home study is seriously flawed.”

This is something that San Diego State University student Destiny Dickerson, the recipient of a SchoolHouse Connection scholarship (which grants post-secondary scholarships to students who’ve experienced homelessness), understands well. Six years ago, when Dickerson was in her first year of high school, her family was evicted from their three-bedroom home. For a short time, they lived with her grandmother, but severe overcrowding made this situation untenable and the family — four kids and two adults — ended up in a series of motels and hotels in and around Rancho Cucamonga, California.

“I would do as much homework as I could in school because there was no guarantee that we’d have WIFI at the hotel,” she explains. “In addition, all of my textbooks were stolen when someone broke into my mom’s car. My parents had told us to keep our homelessness quiet because it was embarrassing to admit that we’d lost our residence, so no one at school knew that I had no books. Some days I’d go to the library to do my homework and some hotels had a communal computer I could use, but sometimes I forgot about doing assignments because I was so focused on what was going on outside of class. I also missed assignments that were posted online since I did not have reliable access to a computer.”

Still, Dickerson maintained a B average throughout high school and reports that her teachers learned of her situation only after she won the SchoolHouse Connection scholarship. “They were shocked,” she says, “and the school cleared all the fees owed for the stolen textbooks and helped me pay for all the senior year activities.”

Dickerson considers herself lucky — she now has an affordable, stable, off-campus apartment, a laptop computer and consistent internet access — and expects to graduate with a degree in psychology in 2022.

Homework for Parents

Shomari Gallagher, a parent in Brooklyn, New York, says that while she appreciates that homework gives her a window into what her 10-year-old son is learning in school, it also often puts parents in the position of being teachers. “If the homework reinforces what they learned in school, fine,” she says. “But to have students struggle to learn something new without the benefit of a teacher’s instruction seems unfair. I sometimes look at my son’s math homework as if it’s a foreign language and have had to watch YouTube videos in order to help him. Homework is the only thing my son and I fight over. At the end of the school day he’s tired and gets frustrated.”

This set-up, Gallagher continues, also favors richer, better-educated parents who already grasp the subject matter, or have the time, research skills and English language proficiency to assist their kids. Moreover, she believes that homework serves an insidious function: “I think it trains kids to become adults who take work home from their jobs,” she says.

A Different Way

The debate over the efficacy of homework is not new. Nonetheless, the U.S. has a long way to go before consensus is reached.

Gin Langan, a mother and substitute teacher in Hayward, California, who is also an active member of the Bad Ass Teachers Association, is an outspoken critic of excessive homework. Nonetheless, she told Truthout that she is distressed by the lack of organizing on this issue.

“Many people are under the impression that homework is something that has to be done,” she begins. I talk to people about this all the time, and I always stress the social inequities in education. I speak about how inappropriate and ineffective it is for homework to be given in lower grades, and how difficult it is for kids who don’t have a quiet place to work. I discuss why we need to shift away from a white middle-class paradigm. But many parents have bought the line that homework is necessary for their kids to be competitive and get into a good college.”

Even worse, she says, in locales like Fremont, California, the district has mandated that homework be given in every grade, K-12, five nights a week.

Nevertheless, Langan believes that fact-based conversations about reducing or eliminating homework are the best way to chip away at the conventional wisdom.

Thankfully, she has the Duke University study and other research to draw on.

A white paper composed by Challenge Success, a California-based educational advocacy group, is one such resource. The paper, “ Changing the Conversation about Homework from Quantity and Achievement to Quality and Engagement ,” offers concrete recommendations for schools, school administrators and parents.

Teachers, the paper concludes, should assign work that students can do on their own, without adult intervention. Moreover, it argues, this work should be doable — not too easy, not too hard, and not too time-consuming — to give the students a sense of accomplishment. Furthermore, the paper suggests that instructors give students a clear overview of the assignment before they leave for the day, and try to focus as many assignments as possible on tasks that can’t be completed at school.

For example, the paper suggests having students conduct interviews that will later be used to compile oral histories or require them to collect soil samples or other materials for a science experiment. Lastly, they caution against busy work, recommend quarterly “no homework nights” for middle school and high school students, and support the elimination of summer and vacation assignments.

As for parents, the paper reminds them that different kids have different study and learning styles — and that they should not elevate one modality over another. To wit: kids who like to get their work done in one sitting immediately after school ends are not inherently superior to kids who prefer taking breaks, working to music, or completing tasks late at night. They also remind parents not to overschedule their children, hover over them, or do the work for them.

But the gold standard may still be the model developed by Finnish educators. There, 15-year-olds spend an average of 2.8 hours a week outside of class doing homework and typically use their free time to play team sports, read, volunteer or socialize with family and friends.

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Why more and more teachers are joining the anti-homework movement

The word homework doesn’t just elicit groans from students. Many veteran educators aren’t fans of it either.

Barbara Tollison, a high school English teacher with nearly four decades in the classroom, stopped assigning homework five years ago. In lieu of writing papers, she asks her 10th graders in San Marcos, California, to read more books before bed.

“For the kids who understand the information, additional practice is unnecessary,” she told TODAY Parents . “The kids who need more support are going to go home and not do it right. It's just going to confuse them more. They don’t have the understanding and they need guidance.”

Tollison is part of a growing movement that believes learners can thrive academically without homework. According to Alfie Kohn, author of “ The Homework Myth ,” there’s never a good excuse for making kids work a second shift of academics in elementary and middle school.

“In high school, it’s a little more nuanced,” Kohn told TODAY Parents . “Some research has found a tiny correlation between doing more homework and doing better on standardized tests . But No. 1, standardized tests are a lousy measure of learning. No. 2, the correlation is small. And No. 3, it doesn’t prove a causal relationship. In other words, just because the same kids who get more homework do a little better on tests, doesn’t mean the homework made that happen.”

Kohn noted that “newer, better” studies are showing that the downside of homework is just as profound in 16-year-olds as it is in 8-year-olds, in terms of causing causing anxiety, a loss of interest in learning and family conflict.

Parents Is homework robbing your family of joy? You're not alone

“For my book, I interviewed high school teachers who completely stopped giving homework and there was no downside, it was all upside,” he shared.

“There just isn’t a good argument in favor of homework,” Kohn said.

Katie Sluiter, an 8th grade teacher in Michigan, couldn’t agree more. She believes that the bulk of instruction and support should happen in the classroom.

“What I realized early on in my career is that the kids who don’t need the practice are the only ones doing their homework,” Sluiter told TODAY Parents .

Sluiter added that homework is stressful and inequitable. Many children, especially those from lower-income families, have little chance of being successful with work being sent home.

“So many things are out of the student’s control, like the ability to have a quiet place to do homework,” Sluiter explained. “In my district, there are many parents that don’t speak any English, so they’re not going to be able to help with their child’s social studies homework. Some kids are responsible for watching their younger siblings after school.”

Parents Too much homework? Study shows elementary kids get 3 times more than they should

Sluiter also doesn’t want to add “an extra pile of stress” to already over-scheduled lives.

“Middle school is hard enough without worrying, ‘Did I get my conjunctions sheet done?’” she said. “It’s ridiculous. It’s just too much. We need to let them be kids."

Kohn, who has written 14 books on parenting and education, previously told TODAY that moms and dads should speak up on behalf of their children.

"If your child's teacher never assigns homework, take a moment to thank them for doing what's in your child's best interest — and for acknowledging that families, not schools, ought to decide what happens during family time," he said. "If your child is getting homework, organize a bunch of parents to meet with the teacher and administrators — not to ask, 'Why so much?' but, given that the research says it's all pain and no gain, to ask, 'Why is there any?'"

Related video:

Rachel Paula Abrahamson is a lifestyle reporter who writes for the parenting, health and shop verticals. Her bylines have appeared in The New York Times, Good Housekeeping, Redbook, and elsewhere. Rachel lives in the Boston area with her husband and their two daughters. Follow her on Instagram .

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Why I Think All Schools Should Abolish Homework

H ow long is your child’s workweek? Thirty hours? Forty? Would it surprise you to learn that some elementary school kids have workweeks comparable to adults’ schedules? For most children, mandatory homework assignments push their workweek far beyond the school day and deep into what any other laborers would consider overtime. Even without sports or music or other school-sponsored extracurriculars, the daily homework slog keeps many students on the clock as long as lawyers, teachers, medical residents, truck drivers and other overworked adults. Is it any wonder that,deprived of the labor protections that we provide adults, our kids are suffering an epidemic of disengagement, anxiety and depression ?

With my youngest child just months away from finishing high school, I’m remembering all the needless misery and missed opportunities all three of my kids suffered because of their endless assignments. When my daughters were in middle school, I would urge them into bed before midnight and then find them clandestinely studying under the covers with a flashlight. We cut back on their activities but still found ourselves stuck in a system on overdrive, returning home from hectic days at 6 p.m. only to face hours more of homework. Now, even as a senior with a moderate course load, my son, Zak, has spent many weekends studying, finding little time for the exercise and fresh air essential to his well-being. Week after week, and without any extracurriculars, Zak logs a lot more than the 40 hours adults traditionally work each week — and with no recognition from his “bosses” that it’s too much. I can’t count the number of shared evenings, weekend outings and dinners that our family has missed and will never get back.

How much after-school time should our schools really own?

In the midst of the madness last fall, Zak said to me, “I feel like I’m working towards my death. The constant demands on my time since 5th grade are just going to continue through graduation, into college, and then into my job. It’s like I’m on an endless treadmill with no time for living.”

My spirit crumbled along with his.

Like Zak, many people are now questioning the point of putting so much demand on children and teens that they become thinly stretched and overworked. Studies have long shown that there is no academic benefit to high school homework that consumes more than a modest number of hours each week. In a study of high schoolers conducted by the Organization for Economic Cooperation and Development (OECD), researchers concluded that “after around four hours of homework per week, the additional time invested in homework has a negligible impact on performance.”

In elementary school, where we often assign overtime even to the youngest children, studies have shown there’s no academic benefit to any amount of homework at all.

Our unquestioned acceptance of homework also flies in the face of all we know about human health, brain function and learning. Brain scientists know that rest and exercise are essential to good health and real learning . Even top adult professionals in specialized fields take care to limit their work to concentrated periods of focus. A landmark study of how humans develop expertise found that elite musicians, scientists and athletes do their most productive work only about four hours per day .

Yet we continue to overwork our children, depriving them of the chance to cultivate health and learn deeply, burdening them with an imbalance of sedentary, academic tasks. American high school students , in fact, do more homework each week than their peers in the average country in the OECD, a 2014 report found.

It’s time for an uprising.

Already, small rebellions are starting. High schools in Ridgewood, N.J. , and Fairfax County, Va., among others, have banned homework over school breaks. The entire second grade at Taylor Elementary School in Arlington, Va., abolished homework this academic year. Burton Valley Elementary School in Lafayette, Calif., has eliminated homework in grades K through 4. Henry West Laboratory School , a public K-8 school in Coral Gables, Fla., eliminated mandatory, graded homework for optional assignments. One Lexington, Mass., elementary school is piloting a homework-free year, replacing it with reading for pleasure.

More from TIME

Across the Atlantic, students in Spain launched a national strike against excessive assignments in November. And a second-grade teacher in Texas, made headlines this fall when she quit sending home extra work , instead urging families to “spend your evenings doing things that are proven to correlate with student success. Eat dinner as a family, read together, play outside and get your child to bed early.”

It is time that we call loudly for a clear and simple change: a workweek limit for children, counting time on the clock before and after the final bell. Why should schools extend their authority far beyond the boundaries of campus, dictating activities in our homes in the hours that belong to families? An all-out ban on after-school assignments would be optimal. Short of that, we can at least sensibly agree on a cap limiting kids to a 40-hour workweek — and fewer hours for younger children.

Resistance even to this reasonable limit will be rife. Mike Miller, an English teacher at Thomas Jefferson High School for Science and Technology in Alexandria, Va., found this out firsthand when he spearheaded a homework committee to rethink the usual approach. He had read the education research and found a forgotten policy on the county books limiting homework to two hours a night, total, including all classes. “I thought it would be a slam dunk” to put the two-hour cap firmly in place, Miller said.

But immediately, people started balking. “There was a lot of fear in the community,” Miller said. “It’s like jumping off a high dive with your kids’ future. If we reduce homework to two hours or less, is my kid really going to be okay?” In the end, the committee only agreed to a homework ban over school breaks.

Miller’s response is a great model for us all. He decided to limit assignments in his own class to 20 minutes a night (the most allowed for a student with six classes to hit the two-hour max). His students didn’t suddenly fail. Their test scores remained stable. And they started using their more breathable schedule to do more creative, thoughtful work.

That’s the way we will get to a sane work schedule for kids: by simultaneously pursuing changes big and small. Even as we collaboratively press for policy changes at the district or individual school level, all teachers can act now, as individuals, to ease the strain on overworked kids.

As parents and students, we can also organize to make homework the exception rather than the rule. We can insist that every family, teacher and student be allowed to opt out of assignments without penalty to make room for important activities, and we can seek changes that shift practice exercises and assignments into the actual school day.

We’ll know our work is done only when Zak and every other child can clock out, eat dinner, sleep well and stay healthy — the very things needed to engage and learn deeply. That’s the basic standard the law applies to working adults. Let’s do the same for our kids.

Vicki Abeles is the author of the bestseller Beyond Measure: Rescuing an Overscheduled, Overtested, Underestimated Generation, and director and producer of the documentaries “ Race to Nowhere ” and “ Beyond Measure. ”

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Why Some Schools Are Ditching Homework

A superintendent in Florida became a hero among kids when she recently proclaimed a new policy : No homework all year. (That sound you hear is a collective “ Yes! ”)

Heidi Maier, the superintendent of the 42,000-student Marion County public school district in Florida, decided on this change for the elementary grades due to—get this—science. A meta-analysis of research on the subject found that homework in elementary school does not contribute to academic achievement, and leads to only modest boosts for older students. So aside from occasional book reports and science fair projects, these younger kids won’t have to do any. Instead, they’ll be urged to read with their families for 20 minutes or more each night, and do other things. Maybe play outside? Build a robot? Write a story? Have a kitchen dance party? Listen to kid-friendly podcasts ? Learn how to be bored ?

As other schools across the country are adopting similar no-homework policies, not all parents are enthused. The New York Times reported that when a school in Manhattan’s Chelsea neighborhood banned mandatory traditional homework assignments for kids up to fourth grade, a “war broke out” among the parents. Some critics of the new policy called it “economically and racially insensitive,” believing that only families with time and money could provide their own enrichment activities, therefore widening the academic divide.

Still, one of the biggest complaints about homework has been that there’s just too damn much of it. A study published in The American Journal of Family Therapy found that students in early elementary school are getting three times the suggested amount of homework , emphasizing a correlation between a kid’s homework load and family stress. It’s a source of constant contention and dread. Kids are going to bed later . Parents are hardly equipped to help their kids with Common Core math , which can seem as foreign to an adult as advanced calculus. And teachers lament that with all the worksheets they have to grade, they have no time to prep lessons.

If you think your child has an excessive homework load, talk to his teacher . Face-to-face conversations are best, and be sure to share specific concerns (“Bradley often spends 30 minutes on each worksheet, and ends up crying”) and offer solutions (“Would it be possible for us to read as a family for 30 minutes a couple times a week instead?”). Also, be familiar with the the 10-minute rule , which is endorsed by the National PTA. The organization advises: “Homework that cannot be done without help is not good homework.”

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Student Opinion

Should We Get Rid of Homework?

Some educators are pushing to get rid of homework. Would that be a good thing?

By Jeremy Engle and Michael Gonchar

Do you like doing homework? Do you think it has benefited you educationally?

Has homework ever helped you practice a difficult skill — in math, for example — until you mastered it? Has it helped you learn new concepts in history or science? Has it helped to teach you life skills, such as independence and responsibility? Or, have you had a more negative experience with homework? Does it stress you out, numb your brain from busywork or actually make you fall behind in your classes?

Should we get rid of homework?

In “ The Movement to End Homework Is Wrong, ” published in July, the Times Opinion writer Jay Caspian Kang argues that homework may be imperfect, but it still serves an important purpose in school. The essay begins:

Do students really need to do their homework? As a parent and a former teacher, I have been pondering this question for quite a long time. The teacher side of me can acknowledge that there were assignments I gave out to my students that probably had little to no academic value. But I also imagine that some of my students never would have done their basic reading if they hadn’t been trained to complete expected assignments, which would have made the task of teaching an English class nearly impossible. As a parent, I would rather my daughter not get stuck doing the sort of pointless homework I would occasionally assign, but I also think there’s a lot of value in saying, “Hey, a lot of work you’re going to end up doing in your life is pointless, so why not just get used to it?” I certainly am not the only person wondering about the value of homework. Recently, the sociologist Jessica McCrory Calarco and the mathematics education scholars Ilana Horn and Grace Chen published a paper, “ You Need to Be More Responsible: The Myth of Meritocracy and Teachers’ Accounts of Homework Inequalities .” They argued that while there’s some evidence that homework might help students learn, it also exacerbates inequalities and reinforces what they call the “meritocratic” narrative that says kids who do well in school do so because of “individual competence, effort and responsibility.” The authors believe this meritocratic narrative is a myth and that homework — math homework in particular — further entrenches the myth in the minds of teachers and their students. Calarco, Horn and Chen write, “Research has highlighted inequalities in students’ homework production and linked those inequalities to differences in students’ home lives and in the support students’ families can provide.”

Mr. Kang argues:

But there’s a defense of homework that doesn’t really have much to do with class mobility, equality or any sense of reinforcing the notion of meritocracy. It’s one that became quite clear to me when I was a teacher: Kids need to learn how to practice things. Homework, in many cases, is the only ritualized thing they have to do every day. Even if we could perfectly equalize opportunity in school and empower all students not to be encumbered by the weight of their socioeconomic status or ethnicity, I’m not sure what good it would do if the kids didn’t know how to do something relentlessly, over and over again, until they perfected it. Most teachers know that type of progress is very difficult to achieve inside the classroom, regardless of a student’s background, which is why, I imagine, Calarco, Horn and Chen found that most teachers weren’t thinking in a structural inequalities frame. Holistic ideas of education, in which learning is emphasized and students can explore concepts and ideas, are largely for the types of kids who don’t need to worry about class mobility. A defense of rote practice through homework might seem revanchist at this moment, but if we truly believe that schools should teach children lessons that fall outside the meritocracy, I can’t think of one that matters more than the simple satisfaction of mastering something that you were once bad at. That takes homework and the acknowledgment that sometimes a student can get a question wrong and, with proper instruction, eventually get it right.

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Why homework doesn't seem to boost learning--and how it could.

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Some schools are eliminating homework, citing research showing it doesn’t do much to boost achievement. But maybe teachers just need to assign a different kind of homework.

In 2016, a second-grade teacher in Texas delighted her students—and at least some of their parents—by announcing she would no longer assign homework. “Research has been unable to prove that homework improves student performance,” she explained.

The following year, the superintendent of a Florida school district serving 42,000 students eliminated homework for all elementary students and replaced it with twenty minutes of nightly reading, saying she was basing her decision on “solid research about what works best in improving academic achievement in students.”

Many other elementary schools seem to have quietly adopted similar policies. Critics have objected that even if homework doesn’t increase grades or test scores, it has other benefits, like fostering good study habits and providing parents with a window into what kids are doing in school.

Those arguments have merit, but why doesn’t homework boost academic achievement? The research cited by educators just doesn’t seem to make sense. If a child wants to learn to play the violin, it’s obvious she needs to practice at home between lessons (at least, it’s obvious to an adult). And psychologists have identified a range of strategies that help students learn, many of which seem ideally suited for homework assignments.

For example, there’s something called “ retrieval practice ,” which means trying to recall information you’ve already learned. The optimal time to engage in retrieval practice is not immediately after you’ve acquired information but after you’ve forgotten it a bit—like, perhaps, after school. A homework assignment could require students to answer questions about what was covered in class that day without consulting their notes. Research has found that retrieval practice and similar learning strategies are far more powerful than simply rereading or reviewing material.

One possible explanation for the general lack of a boost from homework is that few teachers know about this research. And most have gotten little training in how and why to assign homework. These are things that schools of education and teacher-prep programs typically don’t teach . So it’s quite possible that much of the homework teachers assign just isn’t particularly effective for many students.

Even if teachers do manage to assign effective homework, it may not show up on the measures of achievement used by researchers—for example, standardized reading test scores. Those tests are designed to measure general reading comprehension skills, not to assess how much students have learned in specific classes. Good homework assignments might have helped a student learn a lot about, say, Ancient Egypt. But if the reading passages on a test cover topics like life in the Arctic or the habits of the dormouse, that student’s test score may well not reflect what she’s learned.

The research relied on by those who oppose homework has actually found it has a modest positive effect at the middle and high school levels—just not in elementary school. But for the most part, the studies haven’t looked at whether it matters what kind of homework is assigned or whether there are different effects for different demographic student groups. Focusing on those distinctions could be illuminating.

A study that looked specifically at math homework , for example, found it boosted achievement more in elementary school than in middle school—just the opposite of the findings on homework in general. And while one study found that parental help with homework generally doesn’t boost students’ achievement—and can even have a negative effect— another concluded that economically disadvantaged students whose parents help with homework improve their performance significantly.

That seems to run counter to another frequent objection to homework, which is that it privileges kids who are already advantaged. Well-educated parents are better able to provide help, the argument goes, and it’s easier for affluent parents to provide a quiet space for kids to work in—along with a computer and internet access . While those things may be true, not assigning homework—or assigning ineffective homework—can end up privileging advantaged students even more.

Students from less educated families are most in need of the boost that effective homework can provide, because they’re less likely to acquire academic knowledge and vocabulary at home. And homework can provide a way for lower-income parents—who often don’t have time to volunteer in class or participate in parents’ organizations—to forge connections to their children’s schools. Rather than giving up on homework because of social inequities, schools could help parents support homework in ways that don’t depend on their own knowledge—for example, by recruiting others to help, as some low-income demographic groups have been able to do . Schools could also provide quiet study areas at the end of the day, and teachers could assign homework that doesn’t rely on technology.

Another argument against homework is that it causes students to feel overburdened and stressed.  While that may be true at schools serving affluent populations, students at low-performing ones often don’t get much homework at all—even in high school. One study found that lower-income ninth-graders “consistently described receiving minimal homework—perhaps one or two worksheets or textbook pages, the occasional project, and 30 minutes of reading per night.” And if they didn’t complete assignments, there were few consequences. I discovered this myself when trying to tutor students in writing at a high-poverty high school. After I expressed surprise that none of the kids I was working with had completed a brief writing assignment, a teacher told me, “Oh yeah—I should have told you. Our students don’t really do homework.”

If and when disadvantaged students get to college, their relative lack of study skills and good homework habits can present a serious handicap. After noticing that black and Hispanic students were failing her course in disproportionate numbers, a professor at the University of North Carolina decided to make some changes , including giving homework assignments that required students to quiz themselves without consulting their notes. Performance improved across the board, but especially for students of color and the disadvantaged. The gap between black and white students was cut in half, and the gaps between Hispanic and white students—along with that between first-generation college students and others—closed completely.

There’s no reason this kind of support should wait until students get to college. To be most effective—both in terms of instilling good study habits and building students’ knowledge—homework assignments that boost learning should start in elementary school.

Some argue that young children just need time to chill after a long day at school. But the “ten-minute rule”—recommended by homework researchers—would have first graders doing ten minutes of homework, second graders twenty minutes, and so on. That leaves plenty of time for chilling, and even brief assignments could have a significant impact if they were well-designed.

But a fundamental problem with homework at the elementary level has to do with the curriculum, which—partly because of standardized testing— has narrowed to reading and math. Social studies and science have been marginalized or eliminated, especially in schools where test scores are low. Students spend hours every week practicing supposed reading comprehension skills like “making inferences” or identifying “author’s purpose”—the kinds of skills that the tests try to measure—with little or no attention paid to content.

But as research has established, the most important component in reading comprehension is knowledge of the topic you’re reading about. Classroom time—or homework time—spent on illusory comprehension “skills” would be far better spent building knowledge of the very subjects schools have eliminated. Even if teachers try to take advantage of retrieval practice—say, by asking students to recall what they’ve learned that day about “making comparisons” or “sequence of events”—it won’t have much impact.

If we want to harness the potential power of homework—particularly for disadvantaged students—we’ll need to educate teachers about what kind of assignments actually work. But first, we’ll need to start teaching kids something substantive about the world, beginning as early as possible.

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

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

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

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

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

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

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

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

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

“Homework in primary school has an effect of around zero. In high school it’s larger. (…) Which is why we need to get it right. Not why we need to get rid of it. It’s one of those lower hanging fruit that we should be looking in our primary schools to say, ‘Is it really making a difference?’” — John Hattie , professor

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

7 Reasons Why Students Should Not Have Homework

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

1. Elevated Stress and Health Consequences

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

2. Inequitable Impact and Socioeconomic Disparities

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

3. Negative Impact on Family Dynamics

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

4. Consumption of Free Time

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

5. Challenges for Students with Learning Disabilities

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

6. Critique of Underlying Assumptions about Learning

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

Watch CBS News

Growing number of elementary schools now homework-free

September 26, 2016 / 12:24 PM EDT / CBS/AP

SOUTH BURLINGTON, Vt. - Guess what, kids? No homework. Really. All year.

A small but growing number of elementary schools and individual teachers are doing away with the after-school chore to allow kids more time to play, participate in activities, spend time with families, read and sleep.

Brandy Young, a second-grade teacher in Texas, recently shot to national attention by sending a note home with parents saying as much.

“[Students] work hard all day. When they go home they have other things they need to learn there,”  Young told CBS News . “I’m trying to develop their whole person; it’s not beneficial to go home and do pencil and paper work.”

There’s been pushback against homework from parents in recent years who say their children’s time is monopolized by other activities, said Steven Geis, president of the National Elementary School Principals’ Association.

At North Trail Elementary School, in Farmington, Minnesota, where he is principal, students do what he says is engaging homework.

Some schools and individual teachers are revising their homework policies to ensure that they are effective, he said.

At the Orchard School, a kindergarten-through-5th grade school in South Burlington, Vermont, the principal there said he’s seen more anxiety among students in the last decade. The school opted to do away with homework this school year, based in part on the book “The Homework Myth.”

“They’re just kids. They’re pretty young and they just put in a full day’s shift at work and so we just don’t believe in adding more to their day. We also feel that we are squashing their other passions and interest in learning,” Principal Mark Trifilio said.

Alfie Kohn, the outspoken education lecturer and author of the book, “The Homework Myth,” says homework is a case of all pain and no gain.

“The disadvantages of homework are clear to everyone: exhaustion, frustration, loss of time to pursue other interests and often diminution of interest in learning,” he said. “Homework may be the greatest extinguisher of curiosity ever invented.”

But Harris Cooper, a psychology and neuroscience professor at Duke University, who has been studying the effects of homework for 30 years, disagrees.

He thinks all school children should be doing homework, but the amount and type should vary depending on age and developmental levels.

Cooper led research that reviewed more than 60 studies on homework between 1987 and 2003 and found that homework had a positive effect on student achievement, but the positive correlation was much stronger for students in grades 7-12 than for those in elementary school.

He prescribes homework assignments that are short, simple and lead to success for elementary school kids, he said.

It teaches kids that they don’t just learn in the classroom and helps turn them into lifelong learners while improving their sense of independence, and time management and study skills, Cooper said.

“Homework is like medicine. If you take too little, it does nothing. If you take too much, it can kill you,” Cooper said. “You’ve got to get the dose right, and if you do, it can do wonders.”

A lot of the backlash is a reaction to some teachers assigning too much homework, he said.

A guideline for many schools is 10 minutes of homework per grade: so 10 minutes in 1st grade, 20 minutes in 2nd grade and so on.

“We definitely don’t say ‘no homework’ but we try to keep it reasonable,” said Cherie Stobie, principal at the K-8 Marion school in Marion, Montana.

“The main benefit is just having the additional time to practice later in the day because research shows that if students practice, you know they take a break after they’ve learned something and they practice it again later, it’s more likely to be retained,” she said.

Noelle M. Ellerson, of AASA: The School Superintendents Association, said there has been a small but growing number of schools or teachers revising homework policies or talking about it “whether it’s to do away with it or to shift to a policy where homework is the classwork they didn’t finish during the day or where the homework of the child is to read with their parents.”

At the Orchard School, the children’s daily home assignment now is to read books, get outside and play, eat dinner with family - including helping with setting and cleaning up - and get a good night’s sleep.

“It’s awesome,” 9-year-old Avery Cutroni said of the no-homework policy. She had dance and piano lessons after school recently, so said she had a busy schedule. Plus, she’s reading more on her own, her mother said.

“I think it gives kids a lot time for mental and physical rest which I think is super important,” said Heidi Cutroni, of the school’s elimination of homework. “I think it’s really good for parent-teacher-student relations in all directions and I think it just gives kids a chance to use their time for what their passionate and excited about.”

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Countries with Less Homework and Why More Countries Should Follow Them

Countries with less homework and why more countries should follow them: It may sound counter intuitive but studies are showing that less homework might be the right way to go in better learning. 

In an ideal world, students are entitled to an evening of some revision, rest and entertainment after a whole day of study. In many school systems, however, kids are assigned tons of assignments to handle in their free time in a bid to improve their grasp of themes and keep them occupied in books.

As much as the intentions are good, more homework only keeps children drowned in books and does little in achieving the latter. A testament to this, countries with fewer homework policies have better statistics of students that join campus and even lesser dropouts.

A testament to the benefits of fewer time commitment to homework, educational systems in powerhouses like Finland and USA have adopted the policies championing for least homework with the US recommending at most 10 minutes of assignment in any unit per night.

For proper insight, here is a list of countries that embrace the motion for least homework and reasons for other countries to emulate this move. For assistance on homework and clarity on concepts, engage experts on myHomework done , thus earning your student spurs and conceptualizing various classes better.

    1. Finland

On top of the list of countries giving less assignment is Finland. Apart from boasting of short school terms and extended holidays, the country limits the homework load to 2.8 hours total of homework per week.

Despite their educational system, Finland manages to rank among the top countries in math and science innovations and also with a smaller drop-out rate. Due to their approach on education, students feel a lesser burden imposed on them thus embracing learning.

Even better, Finland educational system discourages cramming of concepts and trains teachers to impart lessons to students in a matter that they all understand the information equally.

    2. South Korea

Like the former, South Korea limits its homework duration per week to a maximum of 2.9 hours. By reducing the burden on students, the country boasts of more educated persons per level of education and even lesser dropout rates.

Unlike other countries, South Korea majors on continuous assessments which excel at testing the understanding of students as opposed to daily homework.

     3. Japan

Among the leading countries in technology and science is Japan . Although it has the highest amount of hours for homework per week than its counterparts at 3.8 hours, the numbers are way low than the average.

Even better, the Japanese system of study trains students to gather information from social media platforms thus honing their research and creativity skills. By limiting the amounts of homework, students get to spend quality time with parents thus giving them a platform to instill morals and gain perspective for the upcoming classes.

Reasons why more countries should reduce the homework load on students

    1. By assigning more homework to students, the level of anxiety increases thus leading to low motivation in school work. As such, the productivity and attitude of kids towards education is lowered which in turn leads to more dropout rates and lesser grades.

    2. With alarming rates of obesity and immorality in kids, less homework creates more parent-kid time and allows kids to engage in more co-curricular activities. As such, parents get a chance to instill moral character in kids and also involve kids in sports and exercise.

    3. Time off books allows kids to relax their mind thus increasing the ability to grasp more concepts hence getting the most from every session.

Apart from denying students a change for co-curricular activities, students are also deprived of social time which in turn leads to less time for parents to instill morals in children and also spikes anxiety levels in kids.

Whether more homework is helpful or not is a debatable issue. However, the burden on students leads to daunting effects. Given that academic frontiers assign lesser homework; it shows the need for change in lesser ranking countries.

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• The Highlight

Nobody knows what the point of homework is

The homework wars are back.

by Jacob Sweet

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

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

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

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

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

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

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

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

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

There’s no consensus on whether homework works

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

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

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

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

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

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

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

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

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

Canceling homework might not do anything for the achievement gap

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

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

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

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

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

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

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

Not all homework is created equal

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

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

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

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

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

Cutting homework has to be part of a larger strategy

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

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

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

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

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

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

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

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Which Schools Have No Homework?

Parent q&a.

Select any title to view the full question and replies.

Any schools that hand out little to no homework?

Hi Parents!

I realize that this goes against most teaching philosophies, but does anyone know of any schools in Berkeley, Oakland or SF that give their students little to no homework in the evenings? Some of these schools that I’ve been touring just seem like overkill on what kids need to do at night.

Any advice would be much appreciated!

You don't mention what grade level you're looking at, and it does vary by elementary/middle/high school. At my child's public high school, there is a policy about no more than 20 min/night/class, except for AP or Honors classes. We've been happy with that, although most teachers are very inflexible about late assignments (they don't accept them). At our other child's private middle school, there is no stated policy and it varies by teacher and subject quite a bit, although they all say there's lots of flexibility for turning it in late.

If you're looking at K-3rd grade, I agree with your drift that there should be zero homework, with exceptions for bigger projects and/or nightly reading (as long as they make it not a chore). And I'm sure you can find schools that will explictly say that's their policy, just as I'm sure you will run across individual teachers who don't follow it.

My children are both at Rosa Parks Elementary in Berkeley and have, essentially, no homework. We/they are asked to read regularly, and occasionally have a project to work on for holidays or special occasions, but they don't have anything regularly. It's wonderful!

For elementary, Walden Center & School gives out very little homework, which is line with their teaching philosophy, as well as the most current research on homework's benefits & costs (i.e. all the other things children could be spending the time with, including play!). In 2nd grade, we get a small packet of worksheets to be done over the course of the week - but it's not a big deal if it doesn't get done. Occasionally there's a bit more - e.g. in preparation for science week (which includes a science fair) the kids get small assignments each week, but it's meant to provide scaffolding to allow them to think through the steps of their planned science experiment and complete the work & poster by the time science week rolls around.  Overall, we've been very happy with the project-based academics at Walden, and especially the way they're structured to connect with socioemotional learning & social justice. As an example, my 2nd grader's class as been doing a project on people with disabilities, and how our society succeds and fails in various ways to support people with disabilities. In social studies/english they've been learning about athletes with disabilities and reading/writing about different individuals. In science & math they're working on engineering spaces that are accessible to "clients" with varying disabilities & preferences - how would a house need to be designed to accomodate an electric wheelchair user who also has a dog? What sort of square footage is needed in the garage? How would charging facilities for the wheelchair need to be designed?, etc.). It's pretty fantastic how the teachers weave this type of learning into everything they're doing!

You didn't say how old your kid is, but if you're looking for a more balanced elementary school school experience I would thoroughly recommend the Waldorf model. Our kid is in first grade at Wildcat Canyon Community School in El Sobrante (near Richmond) and has absolutely 0 out of school responsibilities. I believe that in third grade kids start being expected to do instrument practice outside of school but nothing else. Having unstructured time to play, do chores, etc. is really important to the Waldorf model. Happy to talk more about the school if you're interested--feel free to PM me!

Berkeley Arts Magnet gives very little homework. I have a third grader and sixth grader who graduated last year. In K through 3rd, the homework is mainly just reading on your own or with a parent. There also is some math homework in 4th and 5th grades, but not a lot.

My sixth grader attends Black Pine Circle. There is homework most nights, but not more than an hour or so of work. They say the number of minutes of homework matches the grade times ten (60 minutes for sixth grade, 30 minutes for third grade, etc). My daughter is very happy there.

Berkwood Hedge has very little, at least in our child's experience. Most days he has none. 

I'll be interested to read the responses. I have heard of charter middle and high schools that do not have evening homework, rather the school runs an extra 1-2 hours in the afternoon for supervised independent study, but I don't which schools specifically.

In my experience as a student in the Berkeley Public Schools of the 1970s, I had pretty much no homework K-3, and then 4-6 were weekly writing journals and project-based homework. This seemed great at the time, but turned out to be a huge disservice when I got to 8th grade and school got really hard really fast (algebra and Shakespeare!) and I had no good study skills or homework habits. Most of the students who did well had older siblings so their parents knew from experience what to expect.

Homework, although it is a huge time-suck for many years, does teach more than the material itself. The components of learning time-management, organization, how to work independently as well as part of team projects, are critical life skills.

My child attends Urban Montessori, a charter school in Oakland (she's in second grade and started in TK during Covid). They don't have homework, even in the older grades (the oldest child there I know is in 5th grade and they have no homework, but they are allowed to take home work if they need to catch up -- but not many do). This does not go against most teaching philosophies as homework has not been found to be effective in the lower grades at least. We are very happy with her school and the Montessori system and I don't feel that her learning has been hindered because of no homework. In fact, the opposite. She's also able to participate in several extracurricular activities and play outdoors every day. 

My kids go to Crestmont School in Richmond/El Cerrito Hills. They don't have any homework until 4th grade when then have one weekly reading response page (very reasonable).

Mentoring Academy High School in Berkeley has a "no homework" policy. They also have a 9am starting time. The only drawback is the school day ends at 5pm (3pm on Fri).  Our son goes there and is very happy with it.  The "homework" assignments are handled in the afternoon (after tea time) with the staff present to assist.

Yes the day is long but once he is home the time is entirely his to game etc.

Archived Q&A and Reviews

Elementary schools with no homework?

Not sure these exist, particularly in the public school domain, but worth a shot: Wondering whether there are schools out there, either public or private, that do not give elementary school children homework. I don't mean the current trend of ''flipped classrooms,'' where homework is done in class and instruction at home (though I think this is a worthy innovation when kids are older), but rather where there is no work to be done outside of the classroom. With the intention that children are free to play and structure their own time outside of school as they wish. This seems rather utopian when I write it, but as this is the Bay Area, there has to be somewhere that adheres to this type of philosophy, right? Or, perhaps not in the Bay Area that people have heard of? It's that important to us that we would consider moving to find the right educational environment for our children. We currently live in Oakland. Thanks. educational utopian

If you are looking for a school with no homework, check out Sudbury schools. I don't know if there are any in the Bay Area but there is one in Denver. Www.alpinevalleyschool.com

Check out Beacon Day School: www.beaconday.org Oakland independent school, NO homework until 5th grade, year round school, terrific arts program. My children were very happy there until we moved to Berkeley and public school. They regularly debate whether they would trade summer vacation for no homework, but from an educational perspective, the no homework year round program is excellent for all kinds of learners. Happy former Beacon parent

I read that the private school, Hacienda in Pleasanton is year round and does not give homework. I dont recall every detail but I believe they go up to 8th grade. Good Luck! http://www.headsup.org/menuhu/campuses/haschool.html -Rose

No homework in elementary school is no utopia! The school you are looking for is Beacon Day School, a K-8 private school by the Oakland Embarcadero. It assigns no homework until 5th grade so that children are free to be with their families and/or pursue their hobbies after the regular school day is over. Also, the school is year-round so there are 40+ extra school days over which to stretch the curriculum. This allows the students to engage in academic practice, i.e., ''homework'', IN school and supervised, with immediate feedback from the teachers. Beacon Day School believes wholeheartedly that young children should be allowed to be creative and be given time for play and leisure, not to mention the arts. Beacon also offers a strong music, visual art and dance curriculum.

Our daughter loves Beacon. She has attended Beacon for the past 4 years, and we find that the developmental-progressive and wonderfully warm and diverse school culture has allowed her to thrive both academically and socio-emotionally. Please check out Beacon: www.beaconday.org. For further questions about our family's experience, please feel free to ask the moderator for my contact information. A happy Beacon Day School parent

Check out Beacon Day School in Oakland! No homework for kids in grades K through 4. Our daughter is in the third grade and we have been delighted with this very sensible policy. Beacon is a year-round school running on a trimester system, so kids get 225 days of school a year (50-60 more days than other schools). Take a look at Beacon's website for more information. Ann B

Hands-on, no-homework private/charter elementary?

We're looking at private and charter schools for our son entering kindergarten next fall. While I haven't entirely formed my philosophy about elementary school, I'm leaning towards hands-on, interactive, project-based schooling with no or very little homework. I like elements of Montessori and emergent curricula. Focus on non-cognitive/social skills is a must. Field trips, language, arts, science - yes! Sitting stuck at a desk all day doing worksheets - no! If it's a private school, lower tuition would definitely be a big plus. We will apply for financial aid, but doubt we would get enough to make it work once our younger son heads to elementary. I'm exploring schools on my own, but thought I would throw out this general question to see if any hidden gems emerge. Also, my husband is interested in Catholic school for the cost savings, but I can't imagine those meeting the criteria above. Please let me know your recommendations for private/Catholic and charter schools. North Oakland-Richmond area (I-80 corridor) preferred. Thank you! The search begins....

Hi. I don't know about an elementary School that fits your interests. The East Bay School for Boys in Berkeley sounds like it would be an ideal School for your family, however, its a middle School (Grades 6-8). Perhaps you can contact them. I'm sure they would have insight into elementary schools with a similar philosophy/programming. They also host a speaker series called Boys 2 Men that hosts panelists from like minded Schools/programs. You could always get on their mailing list. Happy EBSB parent

Urban Montessori is the school you want then. A public charter school in Oakland, the school was founded on Montessori/Design Thinking philosophies. Hands on, project based with no homework is pretty much the exact model of the school. For more information visit http://www.urbanmontessori.org/about/our-mission UMCS parent

Why don't you take a look at Prospect Sierra ? There is an unbelievably good social and emotional program, and virtually no homework in K. Homework starts in first grade, but it takes my kid only ten minutes a night (at most) and he enjoys it. The academics are superb; and he is making art and friends to boot. They also have a very generous financial aid program. If your kid is a good fit, I'm sure they'll make it work. Happy PS Parent

Please consider Archway School in Oakland. My son started there last year in kindergarten and is now in first grade. It is a truly amazing school. It is small, intimate and wonderful. The teachers/staff are absolutely the heart and soul of the school. They are devoted, motivated, kind and loving. We came to Archway from a very well-known montessori-based school.....and Archway is light years better. Please call Michelle, Admissions Director, at (510) 547-4747. You need to do a tour and meet the teachers....you won't get a feel by driving by campus. The facility is irrelevant. The teachers are everything. Very happy mom

You should put Walden School on your list. It's a very small K-6 school established in 1958. It's near downtown Berkeley and it definitely qualifies as a ''hidden gem.'' The tuition is lower than average because of the light-weight administrative structure of the school, and scholarships are available, so there are many families at the school with modest means, especially young artsy families. Wealthy families are there too but I would say they are in the minority. The homework policy at Walden was described to me as ''gentle'' when we first visited - it was a priority of mine, too. This has turned out to be very accurate. But at the same time I have been impressed with the amount of knowledge and academic confidence that our son, now in the 6th grade, has acquired. The best part about Walden is the teachers. Unlike most other schools, Walden does not have a director or Head of School or principal -- the teachers collectively share in the decision making, so they really believe in the mission and are dedicated to a degree that I have not seen in any of the schools my 3 kids have attended, both public and private. Most are ''lifers.'' And by the way, the performing arts program at Walden is like none other in the Bay Area and has been a major factor in our child's growth. It's an incubator for local highschool-level theater groups. Walden is a school that really walks the walk -- what you get is way more than what you see. Walden isn't for everybody, but if it's right for your family, you'll be in paradise! GO

I want to recommend Crestmont Cooperative . It meets all your criteria with a special emphasis on hands-on learning, nature-oriented exploration, family involvement, social/identity development, and project-based curriculum. There are plenty of field trips and opportunities for children throughout K-5 to interact with each other, including a buddy exchange. The tuition is about half tha of many private schools, and you can even ''participate'' to get a further tuition deduction if you don't qualify for financial aid. It is a diverse, warm and friendly learning environment in the Richmond Hills. A Happy Parent and Child

I can highly recommend checking out Crestmont School on the Arlington in the Richmond View neighborhood! I have had 2 daughters go there (youngest is a current 5th grader) and the balance of field trips, language arts, reading, spanish, music, and PLAY time is fabulous. The teachers are creative, fun, and get the kids out into the world to explore and experience their community.

It is a parent owned co-op, so the community is very strong and involved, which means every child is seen and heard. For your husband concerns, the cost is 50% less than other private schools because of the co-op structure. We LOVE the Kindergarten teacher, who is so warm and caring and fun (we actually love ALL the teachers!!). A great way to enter elementary school.

One of the best parts of Crestmont is the ability to adapt to each child, and their learning needs. The homework for a 5th grader is less than 15 min a night, and then reading each day.. no pressures or 3 hour evenings of homework.

My other daughter, who graduated from Crestmont, is an 8th grader and is thriving educationally, as well as socially, and loves going to her school, which I credit Crestmont in helping give her the love of learning, and the environment to grow. scott

Hello, I think Walden Center & School in Berkeley may be a good match for your description. This is a small, arts-based, project-oriented school. There is a some homework but it's not excessive. My daughter in 2nd grade has one assignment each week, and my son in 4th grade has homework 2-3 times per week. As I recall, in kindergarten there may be homework such as: once a week, 'draw a picture of a story you're reading.' The teachers are thoughtful, engaged, and creative. Education is integrated between arts & academics. For example, in first grade my son's class had an Ancient Egypt segment that integrated history, visual arts, language, math, and even a dress-up event. The kids bring home so much art I have nowhere to put it all! The school has a strong music and drama program as well.

Also, Walden is cheaper than most private schools. To keep costs down, there is mandatory volunteer work - parents maintain the grounds, clean the school, handle administrative tasks and more. Many families get financial aid. You can find tuition and admissions info on the website, here: http://www.walden-school.net Good luck! Walden parent

The description of what you are looking for in a school fits very well with what our family has experienced at Berkwood Hedge . The biggest strength of this school is its teachers, every one of whom seems beautifully in tune with both individual children's development and the social and emotional needs of groups of children as they progress through elementary school. It is a place where both children and adults can bring their passions and interests into the curriculum. My third grader has come home recently discussing the impacts of plastic downcycling on what can be reasonably recycled, and he was the person who made sure our family watched the presidential debate so he could better understand the U.S. political process. But as important as those topics are, and as passionate as he has become about them, he was even more excited about creating Balobbyland, an imaginary world for centimeter tall creatures (and in so doing he became more fluent in multiplication and measurement). The teachers really ''get'' children, and this is evident in the excitement with which the kids take up challenging projects and ideas.

Art, music, and PE are treated as necessary and important parts of education rather than as extras, and my children love all of their specialist teachers (in addition to those three, there are also Spanish and environmental science specialists).

The social environment of the school is really sweet, both because the school is small and because of how the teachers work to support social development. My kindergartener comes home telling me about her third grade friends. The fact that a crew of third graders will happily play with the kindergarteners at recess (and teach them how to braid, do cartwheels, and a host of other things) is both surprising and heartwarming to me. There is a real sense that everyone at the school cares for everyone else.

You mentioned preferring no homework, and there is in fact some at Berkwood Hedge. But I'm a no homework supporter myself, but I don't find the limited homework inappropriate or overly time consuming. The teachers use homework judiciously, for specific purposes. Good luck in your school search! I hope you find a good match for your family as we have for ours. Happy BH Parent

Well, a charter school right in your target zone is NOCCS. However, over the past few years, it has shifted to an intensive homework/teach to the test school. Just a suggestion to ''do your homework'' so to speak (no pun intended) and go beyond the hype of various schools' advertised claims and find out what's really happening on the ground. Good luck! Educator

One school you will want to look into is Crestmont School in Richmond View. Our son graduated from Crestmont four years ago. After coming from a school that emphasized frequent and escalating test-taking, we were looking for a school that had instead a hands-on, experiential learning focus. We found that focus at Crestmont, where there were wonderful field trips, hands-on projects, and creativity incorporated into the daily learning. There was also a community focus at Crestmont, and the mixed-age classrooms (he was in the 2-3 class and then the 4-5 class in his 3 years at Crestmont), excellent teachers, parent involvement, small class size, and many community events really added to his (and our) experience at this school. As working parents, we were also very appreciative of the caring environment of the before/after school program. Crestmont Alum Family

We were in your position last year, searching for a Kindergarten for our son with many of the same qualities you're seeking. Archway School in Oakland has been a wonderful fit for our family and I hope you'll take a look at it.

Archway is an independent, progressive school with two campuses: K-4 in Oakland and 5-8 in Berkeley. Classes are small and multi-age with a maximum of 16 students, so there is no possibility of falling through the cracks. Archway is a warm, tight-knit community and our son is really thriving there. All the students know one another and the older kids look out for and mentor the younger ones. If you read the school's goals on their website www.archwayschool.org you'll see that one is to prepare students both academically and socially. Particularly at the K age, the school recognizes how crucial social-emotional development is and actively fosters it. Across all grades there are community building efforts, both at the school level, then at the surrounding community level, and of course, the larger world.

There is no homework in K and the homework for other grades seems very reasonable, with no busywork assigned. The ''h'' in Archway stands for ''hands-on learning'' and project-based learning is key to academics at the school. In my son's class there is plenty of opportunity to move around, both in the classroom and at recesses, plus there is scheduled PE time. In addition to the math, reading, writing, social studies, and science that are part of the K/1 curriculum, all students also have Spanish, music, and art classes. We've been very pleased with the enthusiasm and creativity of all the instructors at Archway. Our biggest problem is getting our son to leave school at the end of the day and reassuring him, when he wants to go to Archway on the weekends, that Monday will come soon enough.

Call(510)547-4747 to reserve your spot at the K-4 information meeting on Sat., Nov. 10, 10AM-12PM. Free childcare is provided. You can also sign up for a K-4 school tour (adults only) on many Thursdays, including Oct. 25, Nov. 1, 8, 29, Dec. 6, 13, and Jan. 10, 17, 24. Best of luck in your search. Happy at Archway

Wow, you could be describing Crestmont School ! My son is in 2nd grade at Crestmont, and I can tell you it has everything you are looking for. The curriculum is hands on and project based, fostering critical thinking and engagement. Class sizes are small, allowing teachers to work with different learning styles and not be forced into a ''one-size-fits-all'' approach. There are 1 to 2 field trips every month! There is no homework in K or 1st grade, and very little in the other grades. Art instruction is integrated into the curriculum, and there are Spanish classes, PE and music several times a week. There is also a learning specialist. There is a very high importance placed on social-emotional learning at Crestmont; the teachers create this curriculum together based on current research and proven practices. My son feels very safe and respected at Crestmont, and has displayed some impressive conflict resolution skills. Because Crestmont is a parent cooperative, the tuition is around half that of other independent private schools. There are coop responsibilities each family has to fulfill, but they are not onerous, and there is a real sense of community that develops from the coop structure. And, Crestmont is minutes off I-80 in the hills of Richmond. There are upcoming tours and information events; see our website (http://crestmontschool.org/). I hope you'll check out the school, I think you will love it! Crestmont parent

You mentioned that you weren't sure about the educational philosophy that most appeals to you. Given your interest in emergent curriculum and project-based schooling, you might want to explore progressive education. Reading Alfie Kohn's books / articles are a great place to start. Here is a wonderful list of his writings from his website:http://www.alfiekohn.org/books.htm.

There are a number of schools in the East Bay with a progressive education philosophy. We were similarly interested in a creative, engaged learning environment and ended up choosing Aurora School in Oakland off Broadway Terrace. Aurora is dedicated to progressive education, has multi-graded classrooms (K/1, 2/3, and 4/5 -- students loop with the same teacher for two years), fabulous specialist teachers (music, art, Spanish, movement, PE, woodshop, computers, library), an INCREDIBLE library (10,000 volumes -- the same size as or bigger than many large public elementary schools with five times the number of students and an amazing librarian who sat on the Newberry Medal committee two years ago), and a lovely community of families.

A few of the reasons Aurora appealed to us (and why we've been so happy with the school) include:

*Aurora's very strong emphasis on social and emotional development which is an integral part of the curriculum and culture of the school. Children learn who they are as individuals and as part of a community. They are supported in discovering what kind of learners they are and where their interests lie. There is also a conflict resolution process, and all the kids learn how to express their feelings and resolve conflicts. My son has felt so safe there and has such a beautiful sense of belonging.

*There is no rote learning, no teaching to the test, and no worksheets at Aurora. The curriculum is very creative, and children are actively engaged in student-centered, hands-on learning.

*No homework in kindergarten and first grade. Starting in second grade there is a weekly homework packet that takes a total of 30-90 minutes per week (depending on the week and the child). There is more homework in 4th and 5th grade, but it is fairly minimal, relevant, and the intention is to prepare students for middle school homework. I am not a fan of homework in general, and we haven't found it to be particularly burdensome at all (my son is now in 4th grade).

*12:1 max student:teacher ratio. Every classroom has two full-time teachers. This is a huge advantage in my opinion. So much of the time in younger grades is spent managing behavior (even if the kids aren't particularly unruly, they have to transition from one activity to the next, listen, focus, etc.). When you have two teachers, one can TEACH and the other can help children settle and/or manage any difficult behaviors without constantly interrupting the flow of the lesson.

*Multi-grade classrooms: this means your child stays with the same teachers for two years. This is wonderful for the child who becomes really well known by his teachers. They are able to cater to his learning style and give him support where he needs it and challenge him where he needs it.

*Aurora is a small school with a cozy, nurturing environment, but it also has a large enough social pool to allow for lots of connections and friendships among the kids. There are many opportunities for older children to mentor younger children, and many kids develop friendships across grade levels (the multiage classrooms help with this too!).

*Aurora's art, movement, music and Spanish programs are wonderful and fully integrated into the curriculum. For example, when the kindergartners are studying tress, they might sketch trees in their art class or use bark and leaves in creative ways, learn about different kinds of wood in woodshop, and learn songs and dances about trees in music and movement (Aurora has woodshop which is a much loved, wonderfully creative part of the curriculum and a huge favorite among the kids).

*There is a genuine culture of kindness among the children at Aurora. The older kids are so gentle and sweet with the little ones, and many younger children count older children among their friends. We love that aspect of the school.

The best way to know whether a school would be a good fit for your child and family is to visit. Aurora is having an open house on Thursday, November 8 from 7 pm to 9 pm, and tours are scheduled from November through January on Wednesday and Friday mornings. You can just come to the open house, or feel free to contact the admissions director Lisa Piccione at (510) 428-2606.

Like you, we were looking for an elementary education for our children that would expose them to all the highlights of the youngest years of learning: a focus on core elements of science and math, an immersion in art, an introduction to music and the foreign languages, AND we wanted it all tied together in a community that would surround and envelop my son with a smart mix of warmth, encouragement and the teaching of real-world decision-making skills. We found that, and have been for six years at Crestmont School on the Arlington Ave. in the Richmond Hills/El Cerrito boarder. Though we considered homeschooling, what changed my mind was the breadth of focus at Crestmont: the abundance of fieldtrips, the chance to study and play outdoors in a multivenue learning environment, the focus on the fact that different children learn differently and the ability to tailor teaching methods based on that principle. There's also a strong focus on taking care of one another and genuinely welcoming those around us, no matter how different they may be. Last week was anti-bullying day, and every child wore bright orange to show that not only are they against bullying, but more importantly, they can recognize what it is and take a stand against it. Crestmont is a parent teacher co-op, so there's a real hand-in-hand aspect to building the right kind of environment together. It's been a hidden gem. Shhhh! Susie A

I highly recommend The Berkeley School (formerly Berkeley Montessori School) in Berkeley. Our son is in 3rd grade and has been at TBS since Kindergarten and we absolutely love it. The teachers, administrators and community of families at this school are incredible. There is a lot of emphasis on reading and writing in the early years as well as hands-on experiences for science and math. There is virtually no homework, tests or sitting behind desks in the first few years. What we appreciate the most is that they teach the kids how to learn and why learning is empowering and important. To do this they give the kids the freedom and personalized guidance to build on their gifts and confront their challenges.The school is located on University Avenue just a few blocks from I-80. Check out the website (http://www.theberkeleyschool.org/) for more information. -Arash Sara

In addition to the many wonderful schools mentioned last week, you should pay a visit to The Berkeley School (formerly Berkeley Montessori School). We interviewed many of the schools that were recommended, and were impressed by the thoughtfulness and dedication of each one, but TBS stood out for its deeply pragmatic pedagogy (not the last time you'll hear that word...), its continued investment in its teaching staff, and the integrity of its administration. Mitch Bostian (head of school) and Zaq Roberts (K-5 division head) are each your favorite English teacher, ever, now having moved into administrative roles to bring their experience and amazing talents to bear on the entire school. TBS is both well-funded and well-managed enough to offer significant financial aid to support an economic diversity of families. To us, it felt like home. See if it feels the same to you. A TBS Family

I highly encourage you to check out Montessori Family School . It has both a Preschool (in Berkeley) and a K-8 campus (in El Cerrito). Both of our children started in the preschool and are now in elementary school. We didn't start our search looking for a Montessori school, but feel so lucky to have found it. The Montessori philosophy has all of the elements you mention Cb and through that, our children have grown in so many dimensions that I couldn't have anticipated. Check out the video on the home page: www.montessorifamily.com to see how MFS puts Montessori into action. It is really a wonderful spot. Highly Recommend MFS

Seeking schools that have no homework, or much less

We're looking for elementary, possibly middle, & possibly high schools that do not have homework or much less than the standard school. I've heard Beacon Day School doesn't have any for the K-5 years. Are there any others? Is it possible that any public schools follow that policy? How about middle school or even high school?

I keep reading more articles about the growing realization that homework does not make that much of a difference in how kids learn and test on various school subjects. As a parent of an elementary school child, I can see the benefits of learning time management, but frankly, the homework seems overly redundant and more like busy work. I'm also really feeling like homework takes away from the experiences outside of academics that really help to shape us as well rounded, critical thinkers.

Would love to hear of any schools that parents have found recognize that and have worked out a curriculum for that. DONE with homework

Check out The Renaissance School if you want a school that gives no homework. It's a pre-school through middle school Montessori school located in the Dimond District in Oakland. We too were appalled at the amount of homework even Kindergarteners get in many schools, both public and private, and have felt that The Renaissance School is refreshing in its approach to education. The Renaissance School has a wonderful program, including strong foreign language, music, and art. The elementary kids start their day at 8am with a half an hour of singing. The regular school day ends at 3:30pm for the elem kids, but they can stay as late as 6pm either continuing to work on things from earlier in the day, or engaging in many addition interesting activities. The only thing the elementary children are required to do outside of school is regular reading which we think is a good thing. TRS Parent

I assume that many have viewed the excellent film ''Race to Nowhere'' as it raises the issue of overworked kids. I'd recommend it to anyone who shares your concerns about saturating a young student's time. I am a college professor (15 years teaching) and I have seen in the past ten years freshmen students' capacity for reflection and unstructured problem-solving diminish severely and alarmingly. And, I think much of this problem is due to incredibly structured formative years -- homework, grades, and too many after school classes/activities at the expense of ''free'' time. I will be looking at the posts regarding your question about middle and high schools because I have the same concerns as you.

My own child attends Crestmont School (El Cerrito/Richmond hills). It is a K-5 Cooperative and supports the idea that kids and their families do interesting and educational things during free time. The cooperative nature of the school means parents are engaged in the education of their children and work with the teachers on all aspects of the school. Homework is limited in scope, it increases slightly by grade level to gently introduce the concept of organizing one's time and meeting deadlines as preparation for middle school. But the work is often given in a weekly packet (not daily) and is more creative than the worksheets that I see friends' children doing nightly for public school. My third grader is able to adjust his homework around other activities and he has time to play and relax after school. He actually has time to engage all of the educational toys and books that we have amassed over the years and that he works on self-initiated creative projects -- plus a little homework -- tells me that balance is there for him. My third grader chooses to film and edit his own movies, composes music, reads books, and builds ridiculously complicated Lego structures --all after school because he has time to do it. Crestmont honors the spirit of childhood encouraging fantasy, play, and imagination which I think allows each child's spirit to flourish in his or her young years and beyond. Crestmont has no formal grades nor tests and assessment is performed in written narratives, progress matrices, and parent-teacher meetings. If there are doubts about this style of education, Crestmont can show that our kids have historically done very well when they have matriculated to traditional academic settings in private or public middle schools. If you are interested in K-5, you can find more info about Crestmont at crestmontschool.org Parent at Crestmont

I'm glad you also asked about public schools, for there definitely are some that are actively moving away from having tons of homework. We have a 4th grader at a BUSD school in which the admin and teachers have made a school-wide commitment toward reducing homework for all the kids. Of course the actual homework will be somewhat dependent on the teacher, but I know that it's discussed, encouraged and facilitated at our school. Our son, for example, has reading to do and music he should practice daily, but other than that, he has about 15 minutes a day of something from a weekly packet. Occasionally he'll have a short math review page as well. He has plenty of time to play and relax after school and on weekends, which is absolutely essential for his mental health. [ours as well] Ask the principals/directors of the schools you tour, and ask about the policies per grade, and even if teachers have some leeway in what they assign. You may find out more specifically if a school has a ''no homework'' policy or actually just a ''minimal homework'' policy. Good luck! -happy BUSD parent

You should definitely take a look at The Berkeley School . I share your views on homework, and you will find that the teachers and administrators at TBS feel the same way. There is basically no homework prior to 4th grade, and very manageable amounts for 4th through 8th grades. More importantly, the homework that is sent home is always thoughtful, and builds on something being done during the school day/week rather than just being busy work. Our Head of School thinks that kids' homework should actually be ''the work of the home,'' as he calls it -- kids helping out, being with family, recharging their batteries. I am happy to talk to you personally about our experience at The Berkeley School if you would like. j.s

The Montessori Family School (MFS), 7075 Cutting Blvd., El Cerrito, 510-236-8802, has a very reasonable approach to homework. There is very little outside work in the early grades and it increases in a way that is manageable. I have relatives who attend public school in Berkeley and the West Contra Costa School Districts and the amount of homework they have from even kindergarten is very excessive. It really cuts into family time during the week when things are busy anyway. I was so happy to learn about MFS's policy of not piling on the homework so that students can enjoy their families and participate in activities that are educational within the context of family activities. I am relieved to know that we will not be robbed of family time while my child is a student at MFS. Give them a call and learn more. The school is great. Happy parent

I want to recommend Walden School in Berkeley as a school with a ''gentle'' homework policy. I am not sure what happens in K-3 at Walden because we have just started this year for the 4th grade. But homework in 4th grade is MUCH more reasonable and also MUCH more thoughtful than what we have experienced in public school or other private schools. There is reading a book of his choice every night, as in other schools. There is a weekly project due on Weds. customized to tie into instruction for the week. Example this week is writing about pros/cons of California's aqueduct system. Then there is one short nightly assignment which alternates between math and language arts that takes an inattentive, distracted kid 30-45 min., for example a couple pages in the math workbook. There is no busy work, no brainless discouraging stuff, none of the xeroxed sheets we'd grown used to in the past. Sometimes homework still doesn't get done, and the Walden teachers will sit with my son the next day to work on it. They also check his assignment book every day, adding notes as needed. I really like the way they do things at Walden. G.

Looking for schools with no homework policy

I'm encouraged that there are now discussions taking place about homework for grade school children. My daughter will be entering kindergarten in 2 years, and I am now researching schools, both public and private. Ideally, I would like her to be in a progressive school that does not assign homework for children until 6th grade. I know that Beacon Day School has such a policy, and I am wondering about others. Please share your knowledge of various schools' policies on homework, and at what grade assignment of homework begins. Thank you! Looking for recommendations

This is a very timely question. There was an essay by Peggy Orenstein in yesterday's New York Times magazine about finding an East Bay school for her child that does not give homework in kindergarten - see ''Kindergarten Cram'' http://www.nytimes.com/2009/05/03/magazine/03wwln-lede-t.html?ref=magazine

I asked this question when I was looking at kindergartens three years ago, because I have already been through the homework nightmare with two older kids and was anxious to avoid it for as long as possible. At that time, Head Royce didn't give homework till 2nd or 3rd grade, and St. Paul's until 2nd. I'm sure there must be others as well (and you already know about Beacon.)

But if you don't want your 4 or 5 year old to have homework, then you probably are not going to like public school. My friends with kids in Berkeley and Oakland public schools have all been dealing with homework since the get-go. And there are some school districts that are even crazier. We have friends in the San Ramon school district whose kindergarter proudly showed us her homework, which was to write a story about what she did over the weekend and illustrate it. This was in the fall, at the beginning of the year! She did a lovely job, obviously a bright and talented child. But I was trying to picture my own son dealing with this assignment -- he could barely write his name legibly in kindergarten and couldn't compose a sentence until halfway through the 2nd grade. How would a kid like mine feel about daily pressure to do something he is not developmentally able to do? I imagine it would be very stressful and defeating.

My son is now in 2nd grade at St. Paul's, which we chose partly because of their homework policy, although it turned out that halfway through first grade, the kids began to get homework ''to prepare them for 2nd grade''. Argh. The homework assignments are modest, and expected to take only 15 or 20 minutes, but my child is not exactly Mr. Speedy when it comes to math and spelling, and who wants to come home from ''work'' anyway and do more work? Many days, resistance and procrastination can easily stretch a 15-minute task out to hours, often extending the school day well into dinner time. This is not fair to my kid or to our family life! I honestly don't see the point of homework until 4th grade at least.

I hope others on the list have suggestions for you about schools that are more enlightened about homework. Tired Mom

Ah, homework. Yeah, we hate it too, kind of.

As far as the policies in different schools go, our own public school experience has been that it largely depends on the teacher. Our school [a small BUSD school] sends home a sheet at the beginning of the year letting parents know what's expected and why, and honestly, I was surprised that it wasn't more. [I was told to expect a lot and, for my 2nd grader, it states 10 - 25 minutes].

In Kindergarten, my son had no homework to speak of, while the other class had a little packet of coloring that was due at the end of the week. First grade was the worst for us. While the other class had one or two [very easy] worksheets, my son's class had a [thoughtfully done] note of instructions, which required him to actually write stuff himself instead of just filling in worksheet blanks. For a kid who hates writing, it was the worst. This year, he has one or two worksheets [still only M-Th] which take him minutes to do. While I think they demand way less imagination than last year, they're also way easier. And, like last year, he's expected to spend some time reading.

The idea of homework - letting us know what they're up to in class, and developing habits that will take a kid into later school years - is OK with me. However, I'd like more clear flexibility and communication between parents and teachers about it. In first grade, for example, when my son had such a hard time due to his ''blank page'' anxiety, I wish the teacher had made it clear earlier on that we could help with the parts that were structurally difficult for our kids. It took us a long time to figure out that we, his parents, could turn his blank page into kind of a worksheet, which wasn't then so intimidating for him.

And about the time expectations - of course that's going to end up different for every child. My kid would take hours last year just fighting the process. Once he began it, the work itself didn't take long. We learned not to sweat it too much. His teachers seem to care more about it this year, although a lot of kids in our class still don't do it. One last note: at our school, the afterschool program has a guided 'academic hour' [after an hour of enrichment] during which the separate grades read and work on homework. When my son goes, he almost always finishes his work, with no complaints. -j

My experience at Berkeley Montessori has been no homework until 4th grade, and not a ton of it then. Even better, when my kids were in first through third grades the teachers would talk to them about ''homework'' being the work you do at home, and encourage the kids to talk about the kinds of things they did at home as contributing members of their family. Setting the table, making their beds, helping with dishes, emptying the waste baskets...kids all had different things that they did that varied with their ages and their families, but I really liked how talking about it this way both set an expectation about kids helping out and honored their contributions. Ann

Like you, we don't feel that homework is helpful to our young kids. Happily, we have found a school that doesn't assign homework until 4th grade (and then not very much), and de-emphasizes testing and grades, while emphasizing individualized learning. The school is Berkeley Montessori School , which has a campus for 3- and 4-year-olds and another for K-8. Their website is http://www.bmsonline.org/. A happy BMS family that enjoys our homework-free evenings together

Planning is one of the keys to success in college.

Prosperous countries that allocate less homework to students

Reflecting old days in school, and one cannot forget the dramas with homework assignments that we did every evening after all day in school learning. We could struggle with sleep and homework on the study table. During playtime, school days were excellent, and we longed never to end, but when it came to homework, the school was not so excited and fun. However, there are countries out there who offer students less or no homework, and they are successful. Yes, you heard me right, successful and offered fewer homework assignments. Is the offering of less homework, the secret to success? What are their homework solutions ? In this article, we explore the countries that provide less homework and are thriving.

On top of the list of successful countries that offer less homework and is Finland. Finland is a European country that prides itself on offering 2.8 hours of assignments per week, long holiday vacations, and short school days. Besides, Finnish children are not obligated to begin school before they are seven years of age that sounds weird, child staying at home until the age of seven. Despite all these, the Finnish education system equips her students with requisite skills and knowledge, and they come at the top of matters examinations globally. For example, in science and mathematics knowledge, Finnish students rank sixth in the entire world. According to Finnish people, their education system works on absolute trust. Instead of overloading students with homework assignments at home, parents have faith that teachers will provide their children with the required education while they are in school. However, studies have proven that homework translates to better results, but the Finnish education system is proofing otherwise.

South Korea

Similar to Finland, South Korea allocate their students an average of 2.9 hours of assignments per week. Despite South Korea allocating relatively less homework per week, South Korea is positioned two in the entire world in their reading knowledge. South Korean schools had no structure until the last few years when South Koreans restructured their education system, and it became a significant part of their country’s development. South Korean restructured education system seeks to provide education to everyone regardless of his or her background. Though South Korean students rank at the top globally and enjoy fewer homework assignments, many questions linger as to whether they are successful. Instead of South Korean schools allocating more homework assignments to students, they pay close attention to constant testing and always pressure students.

The Japanese education system is the most unique, globally. Instead of teachers utilizing their knowledge to impart knowledge and skills to students, they teach them how to use internet resources to find answers to their problems. On average Japanese schools, offer her students 3.8 hours of assignments per week. Japanese students do not engage in brainwork. Instead, schools throughout the country do not hire janitors. Students themselves keep their buildings tidy and clean. Therefore, while schools in Japan do not overload students with homework, they prepare for other skills they will require to succeed in life.

Homework is a topic that draws varied opinions amongst people. Others believe that homework is the best strategy for students to learn, while others believe that students should learn everything in school without homework assignments. Finally, the successful countries that offer less homework have demonstrated that it is possible to succeed without giving students extra work after school.

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Homework – Top 3 Pros and Cons

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

From dioramas to book reports, from algebraic word problems to research projects, whether students should be given homework, as well as the type and amount of homework, has been debated for over a century. [ 1 ]

While we are unsure who invented homework, we do know that the word “homework” dates back to ancient Rome. Pliny the Younger asked his followers to practice their speeches at home. Memorization exercises as homework continued through the Middle Ages and Enlightenment by monks and other scholars. [ 45 ]

In the 19th century, German students of the Volksschulen or “People’s Schools” were given assignments to complete outside of the school day. This concept of homework quickly spread across Europe and was brought to the United States by Horace Mann , who encountered the idea in Prussia. [ 45 ]

In the early 1900s, progressive education theorists, championed by the magazine Ladies’ Home Journal , decried homework’s negative impact on children’s physical and mental health, leading California to ban homework for students under 15 from 1901 until 1917. In the 1930s, homework was portrayed as child labor, which was newly illegal, but the prevailing argument was that kids needed time to do household chores. [ 1 ] [ 2 ] [ 45 ] [ 46 ]

Public opinion swayed again in favor of homework in the 1950s due to concerns about keeping up with the Soviet Union’s technological advances during the Cold War . And, in 1986, the US government included homework as an educational quality boosting tool. [ 3 ] [ 45 ]

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

Beginning in 2020, the COVID-19 pandemic complicated the very idea of homework as students were schooling remotely and many were doing all school work from home. Washington Post journalist Valerie Strauss asked, “Does homework work when kids are learning all day at home?” While students were mostly back in school buildings in fall 2021, the question remains of how effective homework is as an educational tool. [ 47 ]

Is Homework Beneficial?

Pro 1 Homework improves student achievement. Studies have shown that homework improved student achievement in terms of improved grades, test results, and the likelihood to attend college. Research published in the High School Journal indicated that students who spent between 31 and 90 minutes each day on homework “scored about 40 points higher on the SAT-Mathematics subtest than their peers, who reported spending no time on homework each day, on average.” [ 6 ] Students in classes that were assigned homework outperformed 69% of students who didn’t have homework on both standardized tests and grades. A majority of studies on homework’s impact – 64% in one meta-study and 72% in another – showed that take-home assignments were effective at improving academic achievement. [ 7 ] [ 8 ] Research by the Institute for the Study of Labor (IZA) concluded that increased homework led to better GPAs and higher probability of college attendance for high school boys. In fact, boys who attended college did more than three hours of additional homework per week in high school. [ 10 ] Read More

Pro 2 Homework helps to reinforce classroom learning, while developing good study habits and life skills. Students typically retain only 50% of the information teachers provide in class, and they need to apply that information in order to truly learn it. Abby Freireich and Brian Platzer, co-founders of Teachers Who Tutor NYC, explained, “at-home assignments help students learn the material taught in class. Students require independent practice to internalize new concepts… [And] these assignments can provide valuable data for teachers about how well students understand the curriculum.” [ 11 ] [ 49 ] Elementary school students who were taught “strategies to organize and complete homework,” such as prioritizing homework activities, collecting study materials, note-taking, and following directions, showed increased grades and more positive comments on report cards. [ 17 ] Research by the City University of New York noted that “students who engage in self-regulatory processes while completing homework,” such as goal-setting, time management, and remaining focused, “are generally more motivated and are higher achievers than those who do not use these processes.” [ 18 ] Homework also helps students develop key skills that they’ll use throughout their lives: accountability, autonomy, discipline, time management, self-direction, critical thinking, and independent problem-solving. Freireich and Platzer noted that “homework helps students acquire the skills needed to plan, organize, and complete their work.” [ 12 ] [ 13 ] [ 14 ] [ 15 ] [ 49 ] Read More

Pro 3 Homework allows parents to be involved with children’s learning. Thanks to take-home assignments, parents are able to track what their children are learning at school as well as their academic strengths and weaknesses. [ 12 ] Data from a nationwide sample of elementary school students show that parental involvement in homework can improve class performance, especially among economically disadvantaged African-American and Hispanic students. [ 20 ] Research from Johns Hopkins University found that an interactive homework process known as TIPS (Teachers Involve Parents in Schoolwork) improves student achievement: “Students in the TIPS group earned significantly higher report card grades after 18 weeks (1 TIPS assignment per week) than did non-TIPS students.” [ 21 ] Homework can also help clue parents in to the existence of any learning disabilities their children may have, allowing them to get help and adjust learning strategies as needed. Duke University Professor Harris Cooper noted, “Two parents once told me they refused to believe their child had a learning disability until homework revealed it to them.” [ 12 ] Read More

Con 1 Too much homework can be harmful. A poll of California high school students found that 59% thought they had too much homework. 82% of respondents said that they were “often or always stressed by schoolwork.” High-achieving high school students said too much homework leads to sleep deprivation and other health problems such as headaches, exhaustion, weight loss, and stomach problems. [ 24 ] [ 28 ] [ 29 ] Alfie Kohn, an education and parenting expert, said, “Kids should have a chance to just be kids… it’s absurd to insist that children must be engaged in constructive activities right up until their heads hit the pillow.” [ 27 ] Emmy Kang, a mental health counselor, explained, “More than half of students say that homework is their primary source of stress, and we know what stress can do on our bodies.” [ 48 ] Excessive homework can also lead to cheating: 90% of middle school students and 67% of high school students admit to copying someone else’s homework, and 43% of college students engaged in “unauthorized collaboration” on out-of-class assignments. Even parents take shortcuts on homework: 43% of those surveyed admitted to having completed a child’s assignment for them. [ 30 ] [ 31 ] [ 32 ] Read More

Con 2 Homework exacerbates the digital divide or homework gap. Kiara Taylor, financial expert, defined the digital divide as “the gap between demographics and regions that have access to modern information and communications technology and those that don’t. Though the term now encompasses the technical and financial ability to utilize available technology—along with access (or a lack of access) to the Internet—the gap it refers to is constantly shifting with the development of technology.” For students, this is often called the homework gap. [ 50 ] [ 51 ] 30% (about 15 to 16 million) public school students either did not have an adequate internet connection or an appropriate device, or both, for distance learning. Completing homework for these students is more complicated (having to find a safe place with an internet connection, or borrowing a laptop, for example) or impossible. [ 51 ] A Hispanic Heritage Foundation study found that 96.5% of students across the country needed to use the internet for homework, and nearly half reported they were sometimes unable to complete their homework due to lack of access to the internet or a computer, which often resulted in lower grades. [ 37 ] [ 38 ] One study concluded that homework increases social inequality because it “potentially serves as a mechanism to further advantage those students who already experience some privilege in the school system while further disadvantaging those who may already be in a marginalized position.” [ 39 ] Read More

Con 3 Homework does not help younger students, and may not help high school students. We’ve known for a while that homework does not help elementary students. A 2006 study found that “homework had no association with achievement gains” when measured by standardized tests results or grades. [ 7 ] Fourth grade students who did no homework got roughly the same score on the National Assessment of Educational Progress (NAEP) math exam as those who did 30 minutes of homework a night. Students who did 45 minutes or more of homework a night actually did worse. [ 41 ] Temple University professor Kathryn Hirsh-Pasek said that homework is not the most effective tool for young learners to apply new information: “They’re learning way more important skills when they’re not doing their homework.” [ 42 ] In fact, homework may not be helpful at the high school level either. Alfie Kohn, author of The Homework Myth, stated, “I interviewed high school teachers who completely stopped giving homework and there was no downside, it was all upside.” He explains, “just because the same kids who get more homework do a little better on tests, doesn’t mean the homework made that happen.” [ 52 ] Read More

Discussion Questions

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

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

3. How has homework been helpful to you personally? How has homework been unhelpful to you personally? Make carefully considered lists for both sides.

Take Action

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

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

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

4. Consider how you felt about the issue before reading this article. After reading the pros and cons on this topic, has your thinking changed? If so, how? List two to three ways. If your thoughts have not changed, list two to three ways your better understanding of the “other side of the issue” now helps you better argue your position.

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

More School Debate Topics

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

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

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

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No Tests, No Homework! Here's How Finland Has Emerged As A Global Example Of Quality, Inclusive Education

Others/world,  15 may 2022 3:40 am gmt, editor : shiva chaudhary  | .

Shiva Chaudhary

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Student-oriented approach to education in finland has been recognised as the most well-developed educational system in the world and ranks third in education worldwide..

"A quality education grants us the ability to fight the war on ignorance and poverty," - Charles Rangel

The uniqueness of the Finnish education model is encapsulated in its values of neither giving homework to students every day nor conducting regular tests and exams. Instead, it is listening to what the kids want and treating them as independent thinkers of society.

In Finland, the aim is to let students be happy and respect themselves and others.

Goodbye Standardised Exams

There is absolutely no program of nationwide standard testing, such as in India or the U.S, where those exams are the decisive points of one's admission to higher education like Board Examinations or Common Entrance Tests.

In an event organised by Shiksha Sanskriti Utthan Nyas, RSS Chief Mohan Bhagwat remarked, "It is because they teach their children to face life struggles and not score in an examination," reported The Print .

Students in Finland are graded based on individual performance and evaluation criteria decided by their teachers themselves. Overall progress is tracked by their government's Ministry of Education, where they sample groups of students across schools in Finland.

Value-Based Education

They are primarily focused on making school a safe and equal space as children learn from the environment.

All Finland schools have offered since the 1980s free school meals, access to healthcare, a focus on mental health through psychological counselling for everyone and guidance sessions for each student to understand their wants and needs.

Education in Finland is not about marks or ranks but about creating an atmosphere of social equality, harmony and happiness for the students to ease learning experiences.

Most of the students spend half an hour at home after school to work on their studies. They mostly get everything done in the duration of the school timings as they only have a few classes every day. They are given several 15 -20 minutes breaks to eat, do recreational activities, relax, and do other work. There is no regiment in school or a rigid timetable, thus, causing less stress as given in the World Economic Forum .

Everyone Is Equal - Cooperate, Not Compete

The schools do not put pressure on ranking students, schools, or competitions, and they believe that a real winner doesn't compete; they help others come up to their level to make everyone on par.

Even though individualism is promoted during evaluation based on every student's needs, collectivity and fostering cooperation among students and teachers are deemed crucial.

While most schools worldwide believe in Charles Darwin's survival of the fittest, Finland follows the opposite but still comes out at the top.

Student-Oriented Model

The school teachers believe in a simple thumb rule; students are children who need to be happy when they attend school to learn and give their best. Focus is put upon teaching students to be critical thinkers of what they know, engage in society, and decide for themselves what they want.

In various schools, playgrounds are created by children's input as the architect talks to the children about what they want or what they feel like playing before setting up the playground.

Compared To The Indian Education Model

Firstly, Finnish children enrol in schools at the age of six rather than in India, where the school age is usually three or four years old. Their childhood is free from constricting education or forced work, and they are given free rein over how they socialise and participate in society.

Secondly, all schools in Finland are free of tuition fees as there are no private schools. Thus, education is not treated as a business. Even tuition outside schools is not allowed or needed, leaving no scope for commodifying education, unlike in India, where multiple coaching centres and private schools require exorbitant fees.

Thirdly, the school hours in Finland do not start early morning at 6 am, or 7 am as done in India. Finland schools begin from 9.30 am as research in World Economic Forum has indicated that schools starting at an early age is detrimental to their health and maturation. The school ends by mostly 2 pm.

Lastly, there is no homework or surprise test given to students in Finland. Teachers believe that the time wasted on assignments can be used to perform hobbies, art, sports, or cooking. This can teach life lessons and have a therapeutic stress-relieving effect on children. Indian schools tend to give a lot of homework to prove their commitment to studying and constantly revise what they learn in school.

Delhi Govt's Focus On Education

The Delhi model of education transformed under the Aam Aadmi Party's (AAP) tenure in the capital. In line with the Finnish model, Delhi government schools have adopted 'Happiness Classes' to ensure students' mental wellness through courses on mindfulness, problem-solving, social and emotional relationships, etc., from 1st to 8th classes.

Delhi government also introduced 'Entrepreneurial Mindset Classes' in 2019 to instil business and critical thinking skills among students of 9th to 12th classes. The practical approach in this class is indicated in the 'Business Blasters', a competition started by the Delhi government to encourage students to come up with start-up ideas and students were provided with ₹1000. Approximately 51,000 students participated in the first edition of the competition, according to Citizen Matters .

Through these endeavours, India is steadily investing in creating human resources that can get employment and generate employment for themselves.

India is at its demographic dividend stage; more than half of its population is within the working-age group of 14 to 60 years. Education is an essential factor in utilising this considerable advantage to grow economically and socially. Finland's education model is how India can strive closer to its goal and progress as a nation.

Also Read: Connaissance! Delhi Board of School Education Pens MoU To Add French In Government Schools

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Schools that don't give homework. Give own homework related activities at home?

Our kids' school which is Montessori doesn't give homework. It seems it's normal after speaking with other parents who have their kids in other alternative schools.

I started giving some homework to my kids (2 times per week) who are almost 6 and 8. I print out activity sheets from the internet to serve as extra practice for reading, writing and math. I do so because:

a. Reinforce learning and practice at home of what they learned at school.

b. I think it's important for kids to practice early on about sitting down and focusing on something/anything. Especially with paper and pencil.

b. To get kids used to different test formats (ex. multiple choice, matching ...) since it doesn't exist in Montessori but it does in the real world.

Happy to hear if any other parents have similar experiences (ex. your kids' school doesn't give homework) and ideas (ex. giving your own homework to your kids).

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To solve teacher shortages, schools turn to custodians, bus drivers and aides

MORGAN CITY, La. – Jenna Gros jangles as she walks the halls of Wyandotte Elementary School in St Mary’s Parish, Louisiana. The dozens of keys she carries while she sweeps, sprays, shelves and sorts make a loud sound, and when children hear her coming, they call out, “Miss Jenna!”

Gros is head custodian at Wyandotte, in this small town in southern Louisiana. She’s also a teacher in training. 

In August 2020, she signed up for a new program designed to provide people working in school settings the chance to turn their job into an undergraduate degree in education at a low cost. There’s untapped potential among people who work­­ in schools right now, as classroom aides, lunchroom workers, after-school staff and more, the thinking goes, and helping them become teachers could ease the shortage that’s dire in some districts around the country, particularly in rural areas like this one. ­­­­

In 2 ½ years, the teacher training program, run by nonprofit Reach University, has grown from 50 applicants to about 1,000, with most coming from rural areas of Louisiana, Arkansas, Alabama and California. The “apprenticeship degree” model costs students $75 dollars a month. The rest of the funding comes from Pell Grants and philanthropic donations. The classes, which are online, are taught by award-winning teachers, and districts must agree to have students work in the classroom for 15 hours a week as part of their training.

“ We have overlooked a talent pool to our detriment,” said Joe Ross, president of the online Reach University. “These people have heart and they have the grit and they have the intelligence. There's a piece of paper standing in the way.” 

Efforts to recruit teacher candidates from the local community date back to the 1990s, but programs have “exploded” in number over the past five years, said Danielle Edwards, assistant professor of educational leadership, policy and workforce development at Old Dominion University in Virginia. Some of these “grow your own” programs, like Reach’s, recruit school employees who don’t have college degrees or degrees in education, while others focus on retired professionals, military veterans , college students , and even K-12 students , with some starting as young as middle school .

“‘Grow your ow­­n’ has really caught on fire,” said Edwards, in part, because of research showing that about 85% of teachers teach within 40 miles of where they grew up. But while these programs are increasingly popular, she says it isn’t clear what the teacher outcomes are in terms of effectiveness or retention.

Nationwide, there are at least 36,500 teacher vacancies, along with approximately 163,000 positions held by underqualified teachers, according to estimates by Tuan Nguyen, an associate professor of education at Kansas State University. At Wyandotte, Principal Celeste Pipes has three uncertified teachers out of 26.

Showing up to school was hard amid COVID Why aren’t kids (or teachers) returning to class?

“We are pulling people literally off the streets to fill spots in a classroom,” she said. Parishes surrounding hers, which is 85 miles west of New Orleans, pay more than the starting salary of $46,000 she can offer; some even cover the cost of health insurance. 

Reach University: Eliminating choice between jobs, degrees

Data suggests not having qualified teachers can worsen student achievement and increase costs for districts. An unstable workforce also affects the school culture, said Pipes: “Once we have people here that are years and years and years in, we know how things are run.”

As Gros walks the hallways, she stops to swat a fly for a scared child, ties a first grader’s shoelaces and asks a third about math homework. Her colleagues had long noticed her calm, encouraging manner, and so, when a teacher’s aide at Wyandotte heard about Reach, she urged Gros to sign up with her. ­­

Gros grew up in this town – her father worked as a mechanic in the oil rigs – and always wanted to be a teacher. But with three children and a salary of $22,000 a year, she couldn’t afford to do so. The low cost and logistics of Reach’s program suddenly made it possible: Her district agreed to her spending 15 hours of her work week in the classroom, mentoring or tutoring students. She takes her online classes at night or on weekends.

Employees are also in the retirement system, meaning the years they’ve already worked count toward their pension. For Gros, who has worked for 18 years in her school system, that was an important consideration, she said.

Pipes said people like Gros understand the vibe of this rural community – the importance of family, the focus on church and the love of hunting. And people with community roots are also less likely to leave, said Chandler Smith, the superintendent of West Baton Rouge Parish School System, a few hours’ drive away.

His district is the second-highest paying in the state but still struggles to attract and retain teachers: It saw a 15% teacher turnover rate last year. Now, it has 29 teacher candidates through Reach.

In West Baton Rouge Parish, Jackie Noble is walking back into the Brusly Elementary school building at 6:45 p.m. She’d finished her workday as a teacher’s aide around 3:30 p.m., then babysat her granddaughter for a few hours, spent time with her husband, and picked up a McDonald’s order of chicken nuggets, a large coffee and a Coke to get her through her evening classes. Some Reach classes go until 11 p.m.

Noble was a bus driver in this area for five years, but she longed to be a teacher. When she mustered the courage to research options for joining the profession, she learned it would cost somewhere between $5,000 to $15,000 a year over at least four years. “I wasn't even financially able to pay for my transcript because it was going to cost me almost $100,” she said.

When Noble heard about Reach and the monthly tuition of $75 a month, she said, “My mouth hit the floor.”

Ross, of Reach University, said he often hears some variation of: “I had to choose between a job and a degree.”

“What if we eliminate the question?” he said. “Let's turn jobs into degrees.”

Focus on school employees without degrees

Brusly Elementary is quiet as Noble settles down in a classroom. She moves her food strategically off-camera and ensures she has multiple devices logged in: her phone, laptop and desktop. Sometimes the internet here is spotty, and she doesn’t want to take any chances.

It’s the night of the final class of her course, “Children with Special Needs: History and Practice.” Her 24 classmates smile and wave as they log on from different states. They’ve been taking turns presenting on disabilities such as dyslexia, brain injuries and deafness; Noble gave hers, on assistive technologies for children with physical disabilities, last week.

Reach began in 2006 as a certification program for entry-level teachers who had a degree but still needed a credential. It then expanded to offer credentials to teachers who wanted to move into administration as well as graduate degrees in teaching and leadership. In 2020, Reach University started a program focused on school employees without a degree. 

Kim Eckert, a former Louisiana teacher of the year and Reach’s dean, says she was drawn to the program because as a high school teacher for students with disabilities, she saw how little opportunity there was for classroom aides in her school to boost their skills. She started monthly workshops specifically for them.  

In growing the Reach program, Eckert drew from her teacher-of-the-year class, hiring people who understood the realities of classroom management and could model what it’s like to be a great teacher. She shied away from those who haven’t proven themselves in the classroom, even if they have degrees from top universities. “Everybody thinks they can be a teacher because they've had a teacher,” she said, but that’s not true.

The 15 hours a week of “in-class training,” which can include observing a teacher, tutoring students, or helping write lessons, is designed to allow students to test out what they’re learning almost immediately, without having to wait months or years to put their studies into practice. Michelle Cottrell Williams, a Reach administrator and Virginia’s 2018 teacher of the year, recalls discussing an exercise in class about Disney’s portrayal of historical events versus reality. One of her students, a classroom aide, shared it with the fifth graders she was working with the next day.

Noble says she’ll carry lessons about managing students from the bus to her classroom. She was responsible for up to 70 students while driving 45 mph – so 20 in a classroom seems doable, she said.

When Ashlee met Evelyn: This high-performing first-generation student needed more help

She can’t wait to have her own classroom where she is responsible for everything. “Being with the students approximately eight hours a day, you make a very, very larger impression on their lives,” she said.

Hoping the numbers work themselves out

In May, Reach graduated its first class of teachers, a group of 13 students from Louisiana who had prior credits. The organization’s first full cohort will walk across the stage in spring 2024.

There are promising signs. Nationwide, about half of teacher candidates pass their state’s teaching licensure exam; more than 60% of the 13 Reach graduates did. All of them had a job waiting for them, not only in their local community but in the building where they’d been working.

But Roddy Theobald, deputy director of the National Center for Analysis of Longitudinal Data in Education Research and researcher at the American Institutes for Research, says far more research is needed on “grow your own” programs. “There's very, very little empirical evidence about the effectiveness of these pathways,” he said.

One of the challenges is that the programs rarely target the specific needs of schools, he said. Some states have staffing shortages only in specific areas, like teaching disabled students, STEM, or elementary ed. “Sometimes they result in even more teachers with the right credentials to teach courses that the state doesn't actually need,” he said.

Edwards, one of the first researchers to study “grow your own” programs, is investigating whether teachers who complete them are effective in the classroom and stay employed in the field long term, as well as how diverse these educators are and whether they actually end up in hard-to-staff schools.

“States are investing millions of dollars into this strategy, and we don't know anything about its effectiveness,” she said. “We could be putting all this money into something that may or may not work.”  

Ross, of Reach University, says his group plans to research whether its new teachers are effective and stay in their jobs. In terms of meeting schools’ specific labor needs, Reach has agreements with other organizations such as TNTP (formerly The New Teacher Project) and the University of West Alabama to help people take higher-level courses in hard-to-fill specialties such as high school math. But while Reach staff look at information on teacher vacancies before partnering with a school district, they don’t focus on matching the district’s exact staffing needs said Ross: “Our hope is the numbers work themselves out.”

In Louisiana, Ross said he believes the organization could put a serious dent in the teacher vacancy numbers statewide. Some 84% of all parishes have signed on for Reach trainees, he said, and 650 teachers-in-training are enrolled. That amounts to more than a quarter of the teacher vacancy numbers statewide, 2,500.

“We're getting pretty close to being a material contribution to the solution in that state,” he said.

His group is also looking to partner with states, including Louisiana, to use Department of Labor money for teacher apprenticeships. At least 16 states have such program s. Under a Labor Department rule last year , teacher apprenticeships can now access millions in federal job-training funds , and Reach is in talks to use some of that money, which Ross says would allow it to make the programs free to students and rely less on philanthropy. 

Doubling her salary

A straight-A student since her first semester, head custodian Gros expects to graduate without any debt in May 2024. She expects to teach at this same elementary school. At that point, her salary will almost double.

She said she loves how a teacher can shape a child’s future for the better. “That’s what a teacher is – a nurturer trying to provide them with the resources that they are going to need for later on in life.

"I think I can be that person,” she said. She pauses. “I know I can.”

This story about grow your own programs was produced by  The Hechinger Report , a nonprofit, independent news organization focused on inequality and innovation in education.

Sign up for the  Hechinger newsletter .