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How Important Is Homework, And How Much Should Parents Help?
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A version of this post was originally published by Parenting Translator. Sign up for the newsletter and follow Parenting Translator on Instagram .
In recent years, homework has become a very hot topic . Many parents and educators have raised concerns about homework and questioned how effective it is in enhancing students’ learning. There are also concerns that students may be getting too much homework, which ultimately interferes with quality family time and opportunities for physical activity and play . Research suggests that these concerns may be valid. For example, one study reported that elementary school students, on average, are assigned three times the recommended amount of homework.
So what does the research say? What are the potential risks and benefits of homework, and how much is too much?
Academic benefits
First, research finds that homework is associated with higher scores on academic standardized tests for middle and high school students, but not elementary school students . A recent experimental study in Romania found some benefit for a small amount of writing homework in elementary students but not math homework. Yet, interestingly, this positive impact only occurred when students were given a moderate amount of homework (about 20 minutes on average).
Non-academic benefits
The goal of homework is not simply to improve academic skills. Research finds that homework may have some non-academic benefits, such as building responsibility , time management skills, and task persistence . Homework may also increase parents’ involvement in their children’s schooling. Yet, too much homework may also have some negative impacts on non-academic skills by reducing opportunities for free play , which is essential for the development of language, cognitive, self-regulation and social-emotional skills. Homework may also interfere with physical activity and too much homework is associated with an increased risk for being overweight . As with the research on academic benefits, this research also suggests that homework may be beneficial when it is minimal.
What is the “right” amount of homework?
Research suggests that homework should not exceed 1.5 to 2.5 hours per night for high school students and no more than one hour per night for middle school students. Homework for elementary school students should be minimal and assigned with the aim of building self-regulation and independent work skills. Any more than this and homework may no longer have a positive impact.
The National Education Association recommends 10 minutes of homework per grade and there is also some experimental evidence that backs this up.
Overall translation
Research finds that homework provides some academic benefit for middle and high school students but is less beneficial for elementary school students. Research suggests that homework should be none or minimal for elementary students, less than one hour per night for middle school students, and less than 1.5 to 2.5 hours for high school students.
What can parents do?
Research finds that parental help with homework is beneficial but that it matters more how the parent is helping rather than how often the parent is helping.
So how should parents help with homework, according to the research?
- Focus on providing general monitoring, guidance and encouragement, but allow children to generate answers on their own and complete their homework as independently as possible . Specifically, be present while they are completing homework to help them to understand the directions, be available to answer simple questions, or praise and acknowledge their effort and hard work. Research shows that allowing children more autonomy in completing homework may benefit their academic skills.
- Only provide help when your child asks for it and step away whenever possible. Research finds that too much parental involvement or intrusive and controlling involvement with homework is associated with worse academic performance .
- Help your children to create structure and develop some routines that help your child to independently complete their homework . Have a regular time and place for homework that is free from distractions and has all of the materials they need within arm’s reach. Help your child to create a checklist for homework tasks. Create rules for homework with your child. Help children to develop strategies for increasing their own self-motivation. For example, developing their own reward system or creating a homework schedule with breaks for fun activities. Research finds that providing this type of structure and responsiveness is related to improved academic skills.
- Set specific rules around homework. Research finds an association between parents setting rules around homework and academic performance.
- Help your child to view homework as an opportunity to learn and improve skills. Parents who view homework as a learning opportunity (that is, a “mastery orientation”) rather than something that they must get “right” or complete successfully to obtain a higher grade (that is, a “performance orientation”) are more likely to have children with the same attitudes.
- Encourage your child to persist in challenging assignments and emphasize difficult assignments as opportunities to grow . Research finds that this attitude is associated with student success. Research also indicates that more challenging homework is associated with enhanced academic performance.
- Stay calm and positive during homework. Research shows that mothers showing positive emotions while helping with homework may improve children’s motivation in homework.
- Praise your child’s hard work and effort during homework. This type of praise is likely to increase motivation. In addition, research finds that putting more effort into homework may be associated with enhanced development of conscientiousness in children.
- Communicate with your child and the teacher about any problems your child has with homework and the teacher’s learning goals. Research finds that open communication about homework is associated with increased academic performance.
Cara Goodwin, PhD, is a licensed psychologist, a mother of three and the founder of Parenting Translator , a nonprofit newsletter that turns scientific research into information that is accurate, relevant and useful for parents.
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 .
1. | Tom Loveless, “Homework in America: Part II of the 2014 Brown Center Report of American Education,” brookings.edu, Mar. 18, 2014 | |
2. | Edward Bok, “A National Crime at the Feet of American Parents,” , Jan. 1900 | |
3. | Tim Walker, “The Great Homework Debate: What’s Getting Lost in the Hype,” neatoday.org, Sep. 23, 2015 | |
4. | University of Phoenix College of Education, “Homework Anxiety: Survey Reveals How Much Homework K-12 Students Are Assigned and Why Teachers Deem It Beneficial,” phoenix.edu, Feb. 24, 2014 | |
5. | Organization for Economic Cooperation and Development (OECD), “PISA in Focus No. 46: Does Homework Perpetuate Inequities in Education?,” oecd.org, Dec. 2014 | |
6. | Adam V. Maltese, Robert H. Tai, and Xitao Fan, “When is Homework Worth the Time?: Evaluating the Association between Homework and Achievement in High School Science and Math,” , 2012 | |
7. | Harris Cooper, Jorgianne Civey Robinson, and Erika A. Patall, “Does Homework Improve Academic Achievement? A Synthesis of Researcher, 1987-2003,” , 2006 | |
8. | Gökhan Bas, Cihad Sentürk, and Fatih Mehmet Cigerci, “Homework and Academic Achievement: A Meta-Analytic Review of Research,” , 2017 | |
9. | Huiyong Fan, Jianzhong Xu, Zhihui Cai, Jinbo He, and Xitao Fan, “Homework and Students’ Achievement in Math and Science: A 30-Year Meta-Analysis, 1986-2015,” , 2017 | |
10. | Charlene Marie Kalenkoski and Sabrina Wulff Pabilonia, “Does High School Homework Increase Academic Achievement?,” iza.og, Apr. 2014 | |
11. | Ron Kurtus, “Purpose of Homework,” school-for-champions.com, July 8, 2012 | |
12. | Harris Cooper, “Yes, Teachers Should Give Homework – The Benefits Are Many,” newsobserver.com, Sep. 2, 2016 | |
13. | Tammi A. Minke, “Types of Homework and Their Effect on Student Achievement,” repository.stcloudstate.edu, 2017 | |
14. | LakkshyaEducation.com, “How Does Homework Help Students: Suggestions From Experts,” LakkshyaEducation.com (accessed Aug. 29, 2018) | |
15. | University of Montreal, “Do Kids Benefit from Homework?,” teaching.monster.com (accessed Aug. 30, 2018) | |
16. | Glenda Faye Pryor-Johnson, “Why Homework Is Actually Good for Kids,” memphisparent.com, Feb. 1, 2012 | |
17. | Joan M. Shepard, “Developing Responsibility for Completing and Handing in Daily Homework Assignments for Students in Grades Three, Four, and Five,” eric.ed.gov, 1999 | |
18. | Darshanand Ramdass and Barry J. Zimmerman, “Developing Self-Regulation Skills: The Important Role of Homework,” , 2011 | |
19. | US Department of Education, “Let’s Do Homework!,” ed.gov (accessed Aug. 29, 2018) | |
20. | Loretta Waldman, “Sociologist Upends Notions about Parental Help with Homework,” phys.org, Apr. 12, 2014 | |
21. | Frances L. Van Voorhis, “Reflecting on the Homework Ritual: Assignments and Designs,” , June 2010 | |
22. | Roel J. F. J. Aries and Sofie J. Cabus, “Parental Homework Involvement Improves Test Scores? A Review of the Literature,” , June 2015 | |
23. | Jamie Ballard, “40% of People Say Elementary School Students Have Too Much Homework,” yougov.com, July 31, 2018 | |
24. | Stanford University, “Stanford Survey of Adolescent School Experiences Report: Mira Costa High School, Winter 2017,” stanford.edu, 2017 | |
25. | Cathy Vatterott, “Rethinking Homework: Best Practices That Support Diverse Needs,” ascd.org, 2009 | |
26. | End the Race, “Homework: You Can Make a Difference,” racetonowhere.com (accessed Aug. 24, 2018) | |
27. | Elissa Strauss, “Opinion: Your Kid Is Right, Homework Is Pointless. Here’s What You Should Do Instead.,” cnn.com, Jan. 28, 2020 | |
28. | Jeanne Fratello, “Survey: Homework Is Biggest Source of Stress for Mira Costa Students,” digmb.com, Dec. 15, 2017 | |
29. | Clifton B. Parker, “Stanford Research Shows Pitfalls of Homework,” stanford.edu, Mar. 10, 2014 | |
30. | AdCouncil, “Cheating Is a Personal Foul: Academic Cheating Background,” glass-castle.com (accessed Aug. 16, 2018) | |
31. | Jeffrey R. Young, “High-Tech Cheating Abounds, and Professors Bear Some Blame,” chronicle.com, Mar. 28, 2010 | |
32. | Robin McClure, “Do You Do Your Child’s Homework?,” verywellfamily.com, Mar. 14, 2018 | |
33. | Robert M. Pressman, David B. Sugarman, Melissa L. Nemon, Jennifer, Desjarlais, Judith A. Owens, and Allison Schettini-Evans, “Homework and Family Stress: With Consideration of Parents’ Self Confidence, Educational Level, and Cultural Background,” , 2015 | |
34. | Heather Koball and Yang Jiang, “Basic Facts about Low-Income Children,” nccp.org, Jan. 2018 | |
35. | Meagan McGovern, “Homework Is for Rich Kids,” huffingtonpost.com, Sep. 2, 2016 | |
36. | H. Richard Milner IV, “Not All Students Have Access to Homework Help,” nytimes.com, Nov. 13, 2014 | |
37. | Claire McLaughlin, “The Homework Gap: The ‘Cruelest Part of the Digital Divide’,” neatoday.org, Apr. 20, 2016 | |
38. | Doug Levin, “This Evening’s Homework Requires the Use of the Internet,” edtechstrategies.com, May 1, 2015 | |
39. | Amy Lutz and Lakshmi Jayaram, “Getting the Homework Done: Social Class and Parents’ Relationship to Homework,” , June 2015 | |
40. | Sandra L. Hofferth and John F. Sandberg, “How American Children Spend Their Time,” psc.isr.umich.edu, Apr. 17, 2000 | |
41. | Alfie Kohn, “Does Homework Improve Learning?,” alfiekohn.org, 2006 | |
42. | Patrick A. Coleman, “Elementary School Homework Probably Isn’t Good for Kids,” fatherly.com, Feb. 8, 2018 | |
43. | Valerie Strauss, “Why This Superintendent Is Banning Homework – and Asking Kids to Read Instead,” washingtonpost.com, July 17, 2017 | |
44. | Pew Research Center, “The Way U.S. Teens Spend Their Time Is Changing, but Differences between Boys and Girls Persist,” pewresearch.org, Feb. 20, 2019 | |
45. | ThroughEducation, “The History of Homework: Why Was It Invented and Who Was behind It?,” , Feb. 14, 2020 | |
46. | History, “Why Homework Was Banned,” (accessed Feb. 24, 2022) | |
47. | Valerie Strauss, “Does Homework Work When Kids Are Learning All Day at Home?,” , Sep. 2, 2020 | |
48. | Sara M Moniuszko, “Is It Time to Get Rid of Homework? Mental Health Experts Weigh In,” , Aug. 17, 2021 | |
49. | Abby Freireich and Brian Platzer, “The Worsening Homework Problem,” , Apr. 13, 2021 | |
50. | Kiara Taylor, “Digital Divide,” , Feb. 12, 2022 | |
51. | Marguerite Reardon, “The Digital Divide Has Left Millions of School Kids Behind,” , May 5, 2021 | |
52. | Rachel Paula Abrahamson, “Why More and More Teachers Are Joining the Anti-Homework Movement,” , Sep. 10, 2021 |
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- Our Mission
What’s the Right Amount of Homework?
Decades of research show that homework has some benefits, especially for students in middle and high school—but there are risks to assigning too much.
Many teachers and parents believe that homework helps students build study skills and review concepts learned in class. Others see homework as disruptive and unnecessary, leading to burnout and turning kids off to school. Decades of research show that the issue is more nuanced and complex than most people think: Homework is beneficial, but only to a degree. Students in high school gain the most, while younger kids benefit much less.
The National PTA and the National Education Association support the “ 10-minute homework guideline ”—a nightly 10 minutes of homework per grade level. But many teachers and parents are quick to point out that what matters is the quality of the homework assigned and how well it meets students’ needs, not the amount of time spent on it.
The guideline doesn’t account for students who may need to spend more—or less—time on assignments. In class, teachers can make adjustments to support struggling students, but at home, an assignment that takes one student 30 minutes to complete may take another twice as much time—often for reasons beyond their control. And homework can widen the achievement gap, putting students from low-income households and students with learning disabilities at a disadvantage.
However, the 10-minute guideline is useful in setting a limit: When kids spend too much time on homework, there are real consequences to consider.
Small Benefits for Elementary Students
As young children begin school, the focus should be on cultivating a love of learning, and assigning too much homework can undermine that goal. And young students often don’t have the study skills to benefit fully from homework, so it may be a poor use of time (Cooper, 1989 ; Cooper et al., 2006 ; Marzano & Pickering, 2007 ). A more effective activity may be nightly reading, especially if parents are involved. The benefits of reading are clear: If students aren’t proficient readers by the end of third grade, they’re less likely to succeed academically and graduate from high school (Fiester, 2013 ).
For second-grade teacher Jacqueline Fiorentino, the minor benefits of homework did not outweigh the potential drawback of turning young children against school at an early age, so she experimented with dropping mandatory homework. “Something surprising happened: They started doing more work at home,” Fiorentino writes . “This inspiring group of 8-year-olds used their newfound free time to explore subjects and topics of interest to them.” She encouraged her students to read at home and offered optional homework to extend classroom lessons and help them review material.
Moderate Benefits for Middle School Students
As students mature and develop the study skills necessary to delve deeply into a topic—and to retain what they learn—they also benefit more from homework. Nightly assignments can help prepare them for scholarly work, and research shows that homework can have moderate benefits for middle school students (Cooper et al., 2006 ). Recent research also shows that online math homework, which can be designed to adapt to students’ levels of understanding, can significantly boost test scores (Roschelle et al., 2016 ).
There are risks to assigning too much, however: A 2015 study found that when middle school students were assigned more than 90 to 100 minutes of daily homework, their math and science test scores began to decline (Fernández-Alonso, Suárez-Álvarez, & Muñiz, 2015 ). Crossing that upper limit can drain student motivation and focus. The researchers recommend that “homework should present a certain level of challenge or difficulty, without being so challenging that it discourages effort.” Teachers should avoid low-effort, repetitive assignments, and assign homework “with the aim of instilling work habits and promoting autonomous, self-directed learning.”
In other words, it’s the quality of homework that matters, not the quantity. Brian Sztabnik, a veteran middle and high school English teacher, suggests that teachers take a step back and ask themselves these five questions :
- How long will it take to complete?
- Have all learners been considered?
- Will an assignment encourage future success?
- Will an assignment place material in a context the classroom cannot?
- Does an assignment offer support when a teacher is not there?
More Benefits for High School Students, but Risks as Well
By the time they reach high school, students should be well on their way to becoming independent learners, so homework does provide a boost to learning at this age, as long as it isn’t overwhelming (Cooper et al., 2006 ; Marzano & Pickering, 2007 ). When students spend too much time on homework—more than two hours each night—it takes up valuable time to rest and spend time with family and friends. A 2013 study found that high school students can experience serious mental and physical health problems, from higher stress levels to sleep deprivation, when assigned too much homework (Galloway, Conner, & Pope, 2013 ).
Homework in high school should always relate to the lesson and be doable without any assistance, and feedback should be clear and explicit.
Teachers should also keep in mind that not all students have equal opportunities to finish their homework at home, so incomplete homework may not be a true reflection of their learning—it may be more a result of issues they face outside of school. They may be hindered by issues such as lack of a quiet space at home, resources such as a computer or broadband connectivity, or parental support (OECD, 2014 ). In such cases, giving low homework scores may be unfair.
Since the quantities of time discussed here are totals, teachers in middle and high school should be aware of how much homework other teachers are assigning. It may seem reasonable to assign 30 minutes of daily homework, but across six subjects, that’s three hours—far above a reasonable amount even for a high school senior. Psychologist Maurice Elias sees this as a common mistake: Individual teachers create homework policies that in aggregate can overwhelm students. He suggests that teachers work together to develop a school-wide homework policy and make it a key topic of back-to-school night and the first parent-teacher conferences of the school year.
Parents Play a Key Role
Homework can be a powerful tool to help parents become more involved in their child’s learning (Walker et al., 2004 ). It can provide insights into a child’s strengths and interests, and can also encourage conversations about a child’s life at school. If a parent has positive attitudes toward homework, their children are more likely to share those same values, promoting academic success.
But it’s also possible for parents to be overbearing, putting too much emphasis on test scores or grades, which can be disruptive for children (Madjar, Shklar, & Moshe, 2015 ). Parents should avoid being overly intrusive or controlling—students report feeling less motivated to learn when they don’t have enough space and autonomy to do their homework (Orkin, May, & Wolf, 2017 ; Patall, Cooper, & Robinson, 2008 ; Silinskas & Kikas, 2017 ). So while homework can encourage parents to be more involved with their kids, it’s important to not make it a source of conflict.
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Many of our exceptional educators have a Master’s degree or a PhD, too. In small class sizes – with a teacher-student ratio of one to eight – they will use their expertise to get to know how your child learns best, as well as tailoring learning to their passions, strengths, and ambitions for the future. This includes nurturing your child’s personal growth, as well as making sure they achieve academically.
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ANYTHING IS POSSIBLE AT ISM
At ISM, your child will embrace learning beyond the classroom. Whatever their passion, we offer meaningful activities, exciting adventures, and a myriad of clubs that will nurture their curiosity, creativity, and talents.
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Krylatskoe Campus: + 7 (499) 922 44 00 Rosinka Campus: + 7 (499) 922 44 05
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Krylatskoe Campus Krylatskaya Ulitsa 12 Krylatskoe Moscow 121552 Rosinka Campus Building 41 IRC Rosinka Krasnogorsky region Moscow rural 143442
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Moscow is a city in Latah county, Idaho
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- Moscow District 2,333 students | MOSCOW, ID Grades PK, K-12 | 8 schools
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Students engage with authentic experiences, so our school values hands on learning. Here, students are making apple cider while learning lessons in both math and science.
Students learn 21st century skills from the time they enter Kindergarten. Collaboration, communication, and critical thinking are essential elements of our curriculum. Here students engage in a group coding activity.
Learning is about more than just reading and writing...it is about giving back to our community. This activity collected food for the local food pantry.
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UPCOMING EVENTS
Sep 18 2024 Early Dismissal Act 80 Day - 11 am Secondary/12:15 pm Elementary Schools all day
Sep 12 2024 Board of Education Regular Meeting 7 : 00 PM - 9 : 00 PM North Pocono High School Auditorium
Sep 12 2024 MEC - Picture Day all day
Sep 9 2024 Board of Education Work Session 7 : 00 PM - 9 : 00 PM North Pocono Intermeidate School Library
Sep 2 2024 Labor Day - School Closed all day
Is Homework Good for Kids?
Research suggests that homework may be most beneficial when it is minimal..
Updated October 3, 2023 | Reviewed by Devon Frye
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- Research finds that homework can academically benefit middle and high schoolers, but not elementary students.
- There are non-academic benefits to homework, but too much work may interfere with other areas of development.
- Research suggests students should be given about 10 minutes of homework per grade level.
- Parents can help with homework by encouraging a growth mindset and supporting their child's autonomy.
In recent years, homework has become a very hot topic. Many parents and educators have raised concerns about homework and questioned how effective it is in enhancing students’ learning. There are also concerns that students may simply be getting too much homework, which ultimately interferes with quality family time and opportunities for physical activity and play.
Research suggests that these concerns may be valid. For example, one study reported that elementary school students, on average, are assigned three times the recommended amount of homework.
What does the research say? What are the potential risks and benefits of homework, and how much is “too much”?
Academic vs. Non-Academic Benefits
First, research finds that homework is associated with higher scores on academic standardized tests for middle and high school students, but not elementary school students . A recent experimental study in Romania found some benefits for a small amount of writing homework in elementary students but not math homework. Yet, interestingly, this positive impact only occurred when students were given a moderate amount of homework (about 20 minutes on average).
Yet the goal of homework is not simply to improve academic skills. Research finds that homework may have some non-academic benefits, such as building responsibility , time management skills, and task persistence . Homework may also increase parents’ involvement in their children’s schooling.
Yet too much homework may also have some negative impacts on non-academic skills by reducing opportunities for free play , which is essential for the development of language, cognitive, self-regulation , and social-emotional skills. Homework may also interfere with physical activity ; indeed, too much homework is associated with an increased risk of being overweight . As with the research on academic benefits, this research also suggests that homework may be beneficial when it is minimal.
What is the “Right” Amount of Homework?
Research suggests that homework should not exceed 1.5 to 2.5 hours per night for high school students and no more than 1 hour per night for middle school students. Homework for elementary school students should be minimal and assigned with the aim of building self-regulation and independent work skills. Any more than this and homework may no longer have a positive impact.
The National Education Association recommends 10 minutes of homework per grade and there is also some experimental evidence that backs this up.
What Can Parents Do?
Research finds that parental help with homework is beneficial but that it matters more how the parent is helping rather than how often the parent is helping.
So how should parents help with homework (according to the research)?
- Focus on providing general monitoring, guidance, and encouragement, but allow children to complete their homework as independently as possible. Research shows that allowing children more autonomy in completing homework may benefit their academic skills.
- Only provide help when your child asks for it and step away whenever possible. Research finds that too much parental involvement or intrusive and controlling involvement with homework is associated with worse academic performance .
- Help your children to create structure and develop some routines that help your child to independently complete their homework. Research finds that providing this type of structure and responsiveness is related to improved academic skills.
- Set specific rules around homework. Research finds an association between parents setting rules around homework and academic performance.
- Help your child to view homework as an opportunity to learn and improve skills. Parents who view homework as a learning opportunity (that is, a “mastery orientation”) rather than something that they must get “right” or complete successfully to obtain a higher grade (that is, a “performance orientation”) are more likely to have children with the same attitudes.
- Encourage your child to persist in challenging assignments and emphasize difficult assignments as opportunities to grow. Research finds that this attitude is associated with student success. Research also indicates that more challenging homework is associated with enhanced academic performance.
- Stay calm and positive during homework. Research shows that mothers’ showing positive emotions while helping with homework may improve children’s motivation in homework.
- Praise your child’s hard work and effort during homework. This type of praise is likely to increase motivation. In addition, research finds that putting more effort into homework may be associated with enhanced development of conscientiousness in children.
- Communicate with your child and the teacher about any problems your child has with homework and the teacher’s learning goals. Research finds that open communication about homework is associated with increased academic performance.
Cara Goodwin, Ph.D., is a licensed clinical psychologist who specializes in translating scientific research into information that is useful, accurate, and relevant for parents.
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At least 19 children, 2 adults killed in Texas elementary school shooting
UVALDE, Texas — At least 19 children and two teachers were killed Tuesday when a gunman opened fire in a Texas elementary school, according to the Texas Department of Public Safety.
The suspected shooter, who might have had a handgun and a rifle, was also killed when law enforcement confronted him at Robb Elementary School in Uvalde, about 83 miles west of San Antonio, Gov. Greg Abbott said at a news conference.
“It is believed that he abandoned his vehicle, then entered into the Robb Elementary School in Uvalde with a handgun, and he may have also had a rifle,” Abbott said.
“He shot and killed, horrifically and incomprehensibly, 14 students and killed a teacher,” the governor said before additional deaths were confirmed.
The Texas Department of Public Safety said later that 19 children and two teachers were killed, in addition to the suspected shooter.
Multiple survivors — the exact number was not released — were being treated at regional hospitals.
It was yet another mass shooting targeting children and educators at an American school campus.
Tuesday’s attack recalls the deadly shootings at Columbine High School in Littleton, Colorado, in 1999; Marjory Stoneman Douglas High School in Parkland, Florida, in 2018; and Santa Fe High School in Santa Fe, Texas, later in 2018.
It might have particular resonance for those shaken by the Dec. 14, 2012, attack at Sandy Hook Elementary School in Newtown, Connecticut, when a 20-year-old man killed 20 children and six adults.
Suspect acted alone, may have shot his grandmother
Lt. Chris Olivarez of the Texas Department of Public Safety said the suspect shot his grandmother, who was hospitalized in critical condition, before he drove toward the school.
After he apparently crashed nearby, he went to the campus and opened fire, Olivarez said in a news conference at the scene.
“He started shooting every single person that was in front of him,” the lieutenant said.
The Texas Department of Public safety said the shooter was wearing body armor and carried a rifle.
The attack was reported as a mass casualty incident shortly after 11:30 a.m., authorities said.
The suspected shooter was identified as Salvador Rolando Ramos, 18, multiple senior law enforcement sources said.
“The investigation is leading to tell us the suspect did act alone during this heinous crime,” Pete Arredondo, the chief of police for the Uvalde Consolidated Independent School District, said at a news conference.
State Sen. Roland Gutierrez, a Democrat, said the shooter purchased two semiautomatic rifles on his 18th birthday at an Uvalde-area gun store. It was not clear whether either of those weapons was used in the attack.
FBI agents and U.S. Customs and Border Protection personnel were assisting local law enforcement with the investigation into the suspect’s motives and background, authorities said. The Bureau of Alcohol, Tobacco, Firearms and Explosives also responded to assist.
Teacher identified among victims, families still wait for answers
Meanwhile, families of the deceased were being notified, the governor said.
At least six victims had been publicly identified by family members.
Third grade student Annabell Guadalupe Rodriguez, 10; and fourth graders Uziyah Garcia; Xavier Lopez, 10; and Amerie Jo Garza, 9; were among the 19 students killed, relatives confirmed to news outlets.
Family members also identified the two teachers as Eva Mireles , a 17-year educator who taught fourth grade, and Irma Garcia, who taught at the school for 23 years.
Related: Fourth grade teacher among those killed in Texas elementary school shooting
“I’m furious that these shootings continue. These children are innocent. Rifles should not be easily available to all,” Mireles’ aunt, Lydia Martinez Delgado, told KSAT-TV of San Antonio.
Amid the chaos, parents were searching for children they had not heard from. One mother, Maria Garcia, was near the school questioning a law enforcement officer early in the afternoon because she was still looking for her 10-year-old daughter.
Her voice quivered as she tried to get answers to her string of questions, suggesting maybe her daughter was hiding in fields nearby.
Rosa Arizmendia and Roland Arizmendia’s daughter was safe, they said, because they had picked her up early after an awards ceremony at the school. But they did not know where their niece was.
They had seen her when they picked up their daughter, and Roland Arizmendia said he yelled out, “Hi, mija!” to her. But he had not heard news of her since the shooting, and their whole family was searching for her.
“It’s like a horror movie,” Rosa Arizmendia said. “If it’s not our kid, someone we know. It’s our neighbors.”
Outside SSGT Willie De Leon Civic Center, family and friends were sitting on concrete blocks.
A man walked out from the and center shared news with one of the waiting groups; some broke into sobs and others walked away. One woman got in her car and let out screams.
Exasperated Biden addresses nation
Addressing the nation from the White House on Tuesday night, President Joe Biden seemed crestfallen and exasperated.
He asked when America as a collective would stand up and support limits on powerful weapons and buyers with ill intent after yet another school shooting claimed the lives of “beautiful, innocent second, third, fourth graders.”
Related: Watch NBA coach Steve Kerr’s emotional press conference following Texas shooting
The president, who lost a young daughter, Naomi, in a car crash and an adult son, Beau, to a brain tumor, said he knows the pain of the parents in Uvalde whose children will never return home. “May God bless the loss of innocent life on this sad day,” he said.
On Tuesday evening, Biden ordered flags to be flown at half-staff at federal buildings and military posts through Saturday.
Victims flood hospitals; injured include officers
Uvalde Memorial Hospital received 14 patients, 11 of whom were described as children ages 8 to 10, CEO Tom Nordwick said Tuesday evening.
Four patients have been released. Two, described only as a male and a female, were dead on arrival, Nordwick said.
Brooke Army Medical Center at Joint Base San Antonio-Fort Sam Houston said it was treating two adult victims who were in critical condition.
University Health, based in San Antonio, said in a tweet that it was treating four patients: a 10-year-old girl and a 66-year-old woman who were in critical condition, a 9-year-old girl in fair condition and a 10-year-old girl in good condition.
Two officers were struck when they apparently exchanged gunfire with the shooter and had injuries not thought to be life-threatening, Abbott said.
On- and off-duty Border Patrol agents were among the law enforcement officials who responded. At least one agent was wounded in the exchange of gunfire, according to the Department of Homeland Security.
“Risking their own lives, these Border Patrol Agents and other officers put themselves between the shooter and children on the scene to draw the shooter’s attention away from potential victims and save lives,” Marsha Espinosa, DHS’s assistant secretary for public affairs, said in a tweet .
The agents also helped transfer students to their families and provide medical support, she said.
The community of Uvalde
Uvalde Consolidated Independent School District Superintendent Hal Harrell said the shooting was a tragic and senseless event.
“My heart was broken today,” he said at a news conference Tuesday evening, his voice shaking. “We’re a small community, and we’ll need your prayers to get through this.”
The school year, which was scheduled to end Thursday, is over, he said.
Uvalde, incorporated in 1888 as a ranch and crossroads town, has a population of 8,921, according to the census.
The school serves second through fourth grades in a city that is nearly half non-English speaking, according to the U.S. Census Bureau.
According to district data, almost 90% of Robb Elementary School’s 574 students are Latino , while almost 9% are white.
About 87% of the students are considered economically disadvantaged.
The shooting occurred after new FBI statistics released Monday showed active shooter incidents in 2021 surged by more than 50% from 2020 and by nearly 97% from 2017.
Suzanne Gamboa reported from Uvalde, Texas; Dennis Romero from California; and Minyvonne Burke from New York.
This story first appeared on NBCNews.com .
Elisha Fieldstadt is a breaking news reporter for NBC News.
COMMENTS
As the oldest established school in Moscow, Russell Elementary School pairs a tradition of educational excellence that began in 1889 with the educational practices and tools of the 21st century to prepare students for a promising future. In addition to top-notch general classroom experiences, Russell offers specialist programs including Special ...
Too much, however, is harmful. And homework has a greater positive effect on students in secondary school (grades 7-12) than those in elementary. "Every child should be doing homework, but the ...
Charter schools are free public schools that are relieved from many of the rules and regulations governing traditional district schools. This freedom allows charters to map their own path to innovation and it is hoped, educational quality. In return for this operational freedom, charter schools enter into performance agreements with an ...
Research finds that homework provides some academic benefit for middle and high school students but is less beneficial for elementary school students. Research suggests that homework should be none or minimal for elementary students, less than one hour per night for middle school students, and less than 1.5 to 2.5 hours for high school students.
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]
The National PTA and the National Education Association support the " 10-minute homework guideline "—a nightly 10 minutes of homework per grade level. But many teachers and parents are quick to point out that what matters is the quality of the homework assigned and how well it meets students' needs, not the amount of time spent on it.
Dress Code Information. LMES School Events Calendar. Show All. Calendar Parent Portal Homework Directions. LaGrange-Moscow Elementary School serves grades PK-5 and is part of Fayette County Public Schools in Tennessee.
We are one of the only schools in Moscow to offer this rigorous all-through British education, which is adapted to our international context. Used by more than 30,000 schools worldwide, our curriculum is also respected by the world's top universities and employers. 2 to 5 years old.
At Russell Elementary School, educators, parents, and community members work together to create learning experiences for the students that prepare them for life-long learning in the real world. As the oldest established school in Moscow, Idaho, Russell Elementary School pairs a tradition of educational excellence that began in 1889 with the ...
Top Rated Schools in This City. These are some of the top-rated public schools in Moscow based on a variety of measures, including academic performance and equity. Find out more about GreatSchools ratings . Elementary. High. 9 /10. A.B. Mc Donald Elementary School. 3.3. ( 7 Reviews) | Public, PK, K-5 | 378 students.
A.B. McDonald Elementary School; J. Russell Elementary School; Lena Whitmore Elementary School; Moscow High School; Moscow Middle School; Paradise Creek Regional High School; West Park Elementary School
THE PRIDE OF THE NORTH! Our school district is a welcoming, high-performing, and thriving district with approximately 2130 amazing, unique, and special students who attend one of our three elementary schools, middle school, high school, or regional non-traditional high school. Centered on the boundary of the fertile, productive agricultural ...
We are committed to providing a safe, affordable, and enriching environment for children in our care. Please contact David Pierce-Garnett, program director, with any questions you may have via at [email protected] or by phone at (208) 892-3998. Adventure Club Mission Statement. Providing a supervised environment that promotes the intellectual ...
Early Dismissal Act 80 Day - 11 am Secondary/12:15 pm Elementary Schools. all day. Sep 12 2024. Board of Education Regular Meeting. 7: 00 PM - 9: 00 PM. North Pocono High School Auditorium. Sep 12 2024. MEC - Picture Day. all day. Sep 9 2024. Board of Education Work Session. 7: 00 PM - 9: 00 PM. North Pocono Intermeidate School Library. Sep 2 2024.
A.B. McDonald Elementary School / Meet the Staff. Mrs. Kim Mikolajczyk. Principal. Email: [email protected]. Kim Mikolajczyk, principal of McDonald school loves the students, families and staff she works with each day. She earned a Bachelor's Degree from University of Idaho, her Master's Degree from Eastern Washington University and her ...
Professor Emerita, University of Idaho. Leslie has served on the MCS Board of Directors since 2011 and as its chair since 2012. Her daughter Rose attended MCS from kindergarten through 8th grade. Leslie has also represented charter schools on the Idaho School Boards Association Executive Board. If you've seen Leslie around town, she was ...
Homework for elementary school students should be minimal and assigned with the aim of building self-regulation and independent work skills. Any more than this and homework may no longer have a ...
1884 - First public school (built on present playground) 1888 - First public school was added on to. 1901 - Irving School (built on hill) 1912 - Playground (Russell) burned down. 1926 - Irving School was razed. 1926 - Present Russell School was built. 1928 - An addition was built. 1946 - Another addition was built.
A.B. McDonald Elementary School; J. Russell Elementary School; Lena Whitmore Elementary School; Moscow High School; Moscow Middle School; Paradise Creek Regional High School; West Park Elementary School
Welcome to West Park Elementary! West Park Elementary is a safe and structured educational environment where students, parents, and staff are nurtured and respected while learning together in a caring community. Through the use of balanced, proven practices and strategies, all students experience academic and social success in a mastery-based ...
Citizenship. Leadership. Scholarship. Stewardship. LaGrange-Moscow Elementary School serves grades PK-5 and is part of Fayette County Public Schools in Tennessee.
In a group randomized trial of 45 elementary schools, a whole-child health and wellness curriculum introduced as a regular part of the educational programming was compared to education as usual over 2 years with a 2-year follow-up. The curriculum focused on integrating multiple SEL skills—mindfulness, compassion, and physical awareness—with the intent to advantage developmental patterns ...
Shelia Davis Computer - Teacher Assistant. Sidney Walls Fourth Grade Teacher. Theodis Lester Custodian. Tireka Hobson Occupational Therapist. Wendy Boone Kindergarten Teacher. William Moffatt PE Teacher. 901-877-6854. LaGrange-Moscow Elementary 15655 Highway 57, Moscow, TN 38057 Phone: (901) 877-6854 Fax: (901) 877-3165. Imag21ne.
Law enforcement personnel stand outside Robb Elementary School following a shooting on May 24, 2022, in Uvalde, Texas. Dario Lopez-Mills / AP The community of Uvalde.
View all Teach Away jobs - Dubai jobs - Elementary School Teacher jobs in Dubai; Salary Search: Elementary Homeroom Teacher - Dubai Schools Al Barsha salaries in Dubai; English Faculty. Career Launcher. Dubai. Participate in departmental and school meetings, and contribute to school-wide activities and events.
LaGrange-Moscow Elementary15655 Highway 57, Moscow, TN 38057Phone: (901) 877-6854Fax: (901) 877-3165. Imag21ne. Fayette County Public Schools does not discriminate on the basis of race, color, religion, national origin, sex, disability, genetics or age. Powered by Edlio.