New study finds homework doesn’t improve grades
Here at Superprof, we’ve been keeping a close eye on the rising debate surrounding the topic of homework and how beneficial the practice really is to learning outcomes. In November we blogged about French President Hollande’s astonishing announcement that he was moving to ban homework as part of large-scale reforms to the Gallic schools system.
Did you know that not a single academic study has ever been able to prove a positive correlation between academic success and homework? Me neither. Now, a new study reported on in the Huffington Post adds weight to the growing pile evidence that says homework has little or no effect on academic success. Conducted by Adam Maltese (Assistant Professor of Science Education at Indiana University) Robert H. Tai, (Associate Professor of Science Education at the University of Virginia’s Curry School of Education, and Xitao Fan, (Dean of Education at the University of Macau), the latest study surveyed more than 18,000 high-school maths and science students to investigate the relationship between homework academic performance – specifically whether more time spent on homework affects overall grades. Thousands of students were asked one question ‘How much time do you spend on homework?’ and though a “very modest” correlation between the amount of homework students said they did and their scores on standardised tests was found, there was no relationship whatsoever between time spent on homework and course grades, and furthermore “no substantive difference in grades between students who complete homework and those who do not.” Co-author Robert Tai said: “In today’s current educational environment, with all the activities taking up children’s time both in school and out of school, the purpose of each homework assignment must be clear and targeted.” “With homework, more is not better.” So if homework is seemingly a waste of time, perhaps Hollande is on to something. Incorporating homework back into the classroom where learning outcomes are best could work to improve grades, though I guess only time will tell. If the responses to the study question are to be believed it would mean 100 – 180 50-minute class periods of extra learning time a year could be brought back into the classroom, leaving our kids to explore other interests and develop in other ways after school.
Why Homework Doesn’t Seem To Boost Learning–And How It Could
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.