LEAven Blog

As teachers, we’ve all wrestled with questions about homework. How much should we assign? What types of assignments are most effective? Does homework truly enhance learning? Should spelling lists, independent reading, and memory work count as homework? Should it be graded? And in today’s digital world, how does AI influence the work students complete outside the classroom?

Recent research offers fresh perspectives on these long-standing questions, providing insights that can help shape our approach to homework in K–12 education.

Value of Homework

The purpose and definition of homework are as complicated and varied as the teachers who assign it and the students who complete it. For this discussion, homework will be defined as “any task assigned by schoolteachers intended for students to carry out during non-school hours” (Cooper et al., 2006, p. 1). According to Cooper (2003; 2007) and Cooper and Valentine (2001), homework not only positively affects a student’s academic achievement, but also promotes organizational skills, work ethic, and positive character traits. There is also a movement where schools are promoting a “no homework policy” due to the stress that homework can place on family dynamics and impact after-school schedules. Rather than debating whether homework is inherently “good” or “bad,” researchers are now exploring more nuanced questions:

• How does homework vary in effectiveness across different grade levels?
• What role does the quality of assignments play in student learning?
• How does homework impact student well-being and family dynamics?

3 Key Findings

1. Time matters. Both the National Education Association (NEA) and the National Parent Teacher Association (PTA) support the 10-Minute Rule: 10 minutes per grade level per night. Exceeding this time limit may not yield additional academic benefits and could instead increase anxiety and decrease a student’s well-being. Unfortunately, elementary students are often assigned triple the amount of recommended homework per day (Wallace, 2015).

Research indicates that homework correlates with higher scores on standardized tests for middle and high school students, but not for elementary school students (Cooper et al., 2006; Muhlenbruck et al., 1999).  In fact, there is limited evidence supporting homework’s benefits for elementary students outside of reading and basic skills practice.   Consequently, neither the NEA nor the PTA endorse homework for kindergarten students.

• Content matters. The type of homework assigned is more crucial than the amount. Assignments that promote active engagement and critical thinking have stronger positive effects than traditional worksheet-based or textbook-driven homework.

For example, rather than having students answer end-of-chapter questions on the water cycle, consider an inquiry-based approach: students create a simple at-home water cycle model, document observations through sketches and notes, and connect their findings to real-world water issues in their community. This type of homework minimizes AI reliance while fostering deeper learning.

• Environment matters. Homework impacts students and their families by placing demands on their limited time and resources. Stress and anxiety increase when assignments exceed recommended time limits, are unclear, require significant parental involvement, or lack meaningful purpose. As teachers, we cannot anticipate or control family dynamics, but we can be mindful of the quantity and type of homework we assign. Providing support, such as instructional math videos, can help ensure students have the resources they need to succeed.

What can we do as teachers?

Be mindful and intentional. Can the homework assigned be completed independently? Is there room for student choice and creativity? Does the assignment have a real-world application?

Survey the situation. Check with students and parents about the actual amount of time that students are spending on homework. Is the student on-task or distracted by noise, electronic devices, or friends and family members nearby when working on homework? Have a conversation about the in-class work habits of the child. Does this student spend less time working in class and then have additional work outside of class? Is it possible to coordinate with other teachers to prevent homework overload? Is everything assigned for homework valuable and/or necessary? Can you have flexibility for students with different learning speeds? There are so many variables that can have an impact that it is important to drill down to find out what is really impacting the situation.

Provide timely feedback. Homework is work for us, too, and grading can be overwhelming. However, timely feedback enhances its educational value. Consider peer review sessions or self-assessment opportunities to reduce grading burdens while ensuring students receive constructive feedback. Regular feedback not only informs instruction but also helps to academically grow a student.

Moving Forward

As educators, it’s important to consider our homework practices and the changing world. Are we assigning meaningful work that reinforces learning? Are we mindful of students’ time and well-being? And as technology—including AI—continues to change how students engage with assignments, how should our expectations adapt?

While the homework debate will continue to wage, current research provides clear guidance: homework can be an effective educational tool when it’s grade-level appropriate, purposeful, and mindful of student well-being. As educators, we must be intentional in balancing both academic achievement with the overall development of our students.

Works Consulted

Chin, J., Lin, H., Chen, C. (2022). Homework and learning achievements: How much homework is enough? Educational Studies. 48(3), 408-423.

Cooper, H. (2003). Homework for all in moderation. Association for Supervision and Curriculum Development. 58(7), 34-38.

Cooper, H. (2007). The battle over homework: Common ground for administrators, teachers, and parents. Corwin Press.

Cooper, H., Robinson, J. C., & Patall, E. A. (2006). Does homework improve academic achievement? A synthesis of research, 1987–2003. Review of educational research, 76(1), 1-62.

Dorin Dolean, D. & Lervag, A. (2022). Variations of homework amount assigned in elementary school can impact academic achievement. The Journal of Experimental Education, 90(2), 280-296.

Li, J. & Ding, Y. (2024). Influence of parental structure and chaos on homework anxiety in elementary school students: The mediating role of homework motivation. Frontiers in Psychology. 15, 1-9.

Muhlenbruck, L., Cooper, H., Nye, B., & Lindsay, J. J. (1999). Homework and achievement: Explaining the different strengths of relation at the elementary and secondary school levels. Social Psychology of Education, 3(4), 295-317.

Wallace, K. (2015, August 12). Kids have three times too much homework, study finds; what’s the cost? CNN. https://www.cnn.com/2015/08/12/health/homework-elementary-school-study/