Written by Nathan Gartner
“There is no evidence that any amount of homework improves the academic performance of elementary students” (Shumaker, 2016), concluded Cooper after he completed his two meta-analyses of 180 studies of homework and its benefit. Research like Cooper’s suggests that some commonly held homework beliefs and traditions may be wrong. There are two beliefs about homework that are worth rethinking.
We should rethink the emphasis of homework in elementary grades.
Harris Cooper (2006) conducted two major meta-analyses, in 1989 and 2006. In 1989, Cooper split his studies into three different groupings. The first grouping focused on students who were given homework compared to students who were not given homework. The results came to show that of the 20 studies in the group, 14 produced evidence in favor of homework. Grade levels showed startling facts about achievement with homework. “High school students in a class doing homework out-performed 69% of the students in a no-homework class, as measured by standardized tests or grades. In junior high school, the average homework effect was half this magnitude. In elementary school, homework had no association with achievement gain” (Cooper, 2006, p.4).
A second grouping compared homework with in-class study. The positive effect was about half of what it was when compared to no homework, and grade level again had an effect. Elementary school students in this study actually proved to do better with the in-class study (Cooper, 2006, p.4).
One interesting theme appeared in Cooper’s research: the benefits of homework seemed to be related to grade level. In many studies high school homework was associated with the greatest achievement, middle school was lower than high school, and elementary showed little to no achievement gains. This led Cooper to state, “There is no evidence that any amount of homework improves the academic performance of elementary students” (Shumaker, 2016).
A study done by Brown University, Brandeis University, Rhode Island College, Dean College, the Children’s National Medical Center, and the New England Center for Pediatric Psychology showed that students in grades K-2 did on average 27 minutes of homework each night (Wallace, 2015). Instead of this time bringing academic achievement, the homework time could bring unneeded stress upon the family (Wallace, 2015). This homework can also bring negative attitudes on the child’s view of school (Shumaker, 2013). Despite evidence that homework in grades K-2 does not increase student achievement but brings added stress and negative feelings, the amount of homework given at these early ages is increasing.
We should rethink the belief that homework increases student learning.
Kohn (2006), author of Homework Myth, pointed out that the research done on the advantages of homework is flawed, and that homework actually does not improve learning. Learning is often confused with grades and standardized tests. Kohn wrote that Cooper’s positive correlations were between homework time and grades. Naturally, homework positively correlates with grades because homework is typically graded and assessed by how much homework is completed correctly. Cooper’s work does nothing to measure how much students actually learn.
Maltese, Tai, and Fan (2012) studied homework’s influence on grades and standardized tests and concluded that “time spent on homework and the final class grade found no substantive difference in grades between students who complete homework and those who do not.” They reinforced that homework does not lead to student achievement and suggested, “Our results hint that maybe homework is not being used as well as it could be” (Maltese, Tai & Fan, 2012).
Maltese, Tai, and Fan (2012) stated, “The results from this study imply that homework should be purposeful, and that the purpose must be understood by both the teacher and the students. In today’s current educational environment, with all the activities taking up children’s time in both school and out of school, the purpose of each homework assignment must be clear and targeted. With homework, more is not better.” The purpose of the homework should be to clearly advance student learning. It should not be busy work. Maltese, Tai, and Fan (2012) concluded with these two statements, “We’re not trying to say that all homework is bad. It’s expected that students are going to do homework. This is more of an argument that it should be quality over quantity,” and “If homework is going to be such an important component of learning in American schools, it should be used in some way that’s more beneficial. More thought needs to be given to this, rather than just repeating problems already done in class.”
In the end homework is not bad, but it can undermine student learning when used incorrectly. Homework is a part of school, but research indicates that teachers should make sure this tool is used correctly and produces student achievement.
Nathan Gartner (’13) is currently serving as 8th grade teacher at Mount Olive Lutheran School in Appleton, Wisconsin. He is also enrolled in MLC’s Master of Science in Education program with an emphasis in instruction.
References
Maltese, A., Tai, R.H, Fan, X. (2012). When is homework worth the time? Evaluating the association between homework and achievement in high school science and math. The High School Journal. 96(1), 52-72. Summary retrieved from http://research.indiana.edu/2013/01/when-is-homework-worth-the-time/
Cooper, Harris, Robinson, Jorgianne Civey, Patall, Erika A. (2006). Does Homework Improve Academic Achievement? A Synthesis of Research, 1987-2003. Review of Educational Research, 76(1), 1-62. Retrieved from http://classtap.pbworks.com/f/Does+Homework+Improve+Achievement.pdf
Kohn, Alfie. (2006). The Homework Myth. Da Capo Press.
Shumaker, Heather. (2016). Here’s why I said no to homework for my elementary-aged kids. TODAY Parenting Team. Retrieved from http://community.today.com/parentingteam/post/heres-why-i-said-no-to-homework
Wallace, Kelly. (2015). Kids have three times too much homework, study finds; what’s the cost? CNN. Retrieved from http://www.cnn.com/2015/08/12/health/homework-elementary-school-study/
Your children were blessed by your guidance. Unfortunately, many fewer families see their role in their children’s education that way today, but they still expect the same learning results for their children. Today’s teacher has to find alternative strategies to help all their students succeed.
Our experience is only anecdotal, of course. When our children were in elementary school (WELS), we as parents were involved with their education. The teachers understood that “homework” meant that we would supervise, insruct, and correct. If it came home, it was ours! In so doing the children knew their responsibility, came freely for homework time, interacted with us, gained confidence, and consistently scored high(est) in class and testing. Then in high school and college and post graduate school, they knew how to prepare themselves. We did our job so they could do theirs. I hope it also made the teachers’ lives better, too!
Our faculty observed and toured a local Waldorf school last fall. It was very interesting to learn about their curriculum and homework practices. Very little work is done at home; most learning is done through long term projects and in-class learning. We did question as a faculty the quality of the math program, but that was from our viewpoint of standardized testing. We also toured a Reggio Emilia grade school last year and they did not start report cards until 6th or 7th grade, opting for portfolios and reports about the overall progress. I think this is more worth the time of both parents and teachers. However, in the culture of D.C. homework, and lots of it, is expected and requested, especially for the younger grades.
Since you mentioned report cards and grades, grades based upon worksheets and workbook pages communicate little about the students’ achievement in the subject area. Instead, such grades embody more about following directions, promptness, and compliance than knowledge of subject matter.
Very interesting topic. I also think about the time that teachers spend correcting this busy work in order to get grades in the report card. I feel that it is lost time that could be spent on helping students during the day or planning better lessons/assignments.
I love the phrase, “Learning is often confused with grades and standardized tests.” Learning is the acquisition of knowledge or skills through experience, study, or by being taught. Most involved in education still think education is only grades.
Homework can allow teachers and students to work closely together. Children can become closer to siblings and family who help them accomplish homework. Homework can also develop responsibility and punctuality. However, none of those help children acquire or master knowledge and skills.
I love the arguments you have made. Now, we must spread the word and help our schools and teachers and parents move into a new age of education!
Another great read on this topic is: The End of Homework: How Homework Disrupts Families, Overburdens Children, and Limits Learning by Etta Kralovec. We spent some time with our KMLHS faculty debating the value of homework and group work outside of the school walls.
Thanks for your work, here, and your thoughts shared! I also did a study for my grad work which clearly showed many of your same conclusions. The key element to this whole topic is giving work that leads to student learning on the topic you are studying (in other words NOT just busy work to keep kids busy and out of trouble). Too many times teachers assign work just to use it as a form of classroom discipline, which is when homework CAN be very useless, especially if it does not correlate with the lesson and if it does not engage the student to learn, think, and grow in whatever is being taught in a given class.