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More than two hours of homework may be counterproductive, research suggests.

A Stanford education researcher found that too much homework can negatively affect kids, especially their lives away from school, where family, friends and activities matter.   "Our findings on the effects of homework challenge the traditional assumption that homework is inherently good," wrote Denise Pope , a senior lecturer at the Stanford Graduate School of Education and a co-author of a study published in the Journal of Experimental Education .   The researchers used survey data to examine perceptions about homework, student well-being and behavioral engagement in a sample of 4,317 students from 10 high-performing high schools in upper-middle-class California communities. Along with the survey data, Pope and her colleagues used open-ended answers to explore the students' views on homework.   Median household income exceeded $90,000 in these communities, and 93 percent of the students went on to college, either two-year or four-year.   Students in these schools average about 3.1 hours of homework each night.   "The findings address how current homework practices in privileged, high-performing schools sustain students' advantage in competitive climates yet hinder learning, full engagement and well-being," Pope wrote.   Pope and her colleagues found that too much homework can diminish its effectiveness and even be counterproductive. They cite prior research indicating that homework benefits plateau at about two hours per night, and that 90 minutes to two and a half hours is optimal for high school.   Their study found that too much homework is associated with:   • Greater stress : 56 percent of the students considered homework a primary source of stress, according to the survey data. Forty-three percent viewed tests as a primary stressor, while 33 percent put the pressure to get good grades in that category. Less than 1 percent of the students said homework was not a stressor.   • Reductions in health : In their open-ended answers, many students said their homework load led to sleep deprivation and other health problems. The researchers asked students whether they experienced health issues such as headaches, exhaustion, sleep deprivation, weight loss and stomach problems.   • Less time for friends, family and extracurricular pursuits : Both the survey data and student responses indicate that spending too much time on homework meant that students were "not meeting their developmental needs or cultivating other critical life skills," according to the researchers. Students were more likely to drop activities, not see friends or family, and not pursue hobbies they enjoy.   A balancing act   The results offer empirical evidence that many students struggle to find balance between homework, extracurricular activities and social time, the researchers said. Many students felt forced or obligated to choose homework over developing other talents or skills.   Also, there was no relationship between the time spent on homework and how much the student enjoyed it. The research quoted students as saying they often do homework they see as "pointless" or "mindless" in order to keep their grades up.   "This kind of busy work, by its very nature, discourages learning and instead promotes doing homework simply to get points," said Pope, who is also a co-founder of Challenge Success , a nonprofit organization affiliated with the GSE that conducts research and works with schools and parents to improve students' educational experiences..   Pope said the research calls into question the value of assigning large amounts of homework in high-performing schools. Homework should not be simply assigned as a routine practice, she said.   "Rather, any homework assigned should have a purpose and benefit, and it should be designed to cultivate learning and development," wrote Pope.   High-performing paradox   In places where students attend high-performing schools, too much homework can reduce their time to foster skills in the area of personal responsibility, the researchers concluded. "Young people are spending more time alone," they wrote, "which means less time for family and fewer opportunities to engage in their communities."   Student perspectives   The researchers say that while their open-ended or "self-reporting" methodology to gauge student concerns about homework may have limitations – some might regard it as an opportunity for "typical adolescent complaining" – it was important to learn firsthand what the students believe.   The paper was co-authored by Mollie Galloway from Lewis and Clark College and Jerusha Conner from Villanova University.

Clifton B. Parker is a writer at the Stanford News Service .

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Does Homework Really Help Students Learn?

A conversation with a Wheelock researcher, a BU student, and a fourth-grade teacher

“Quality homework is engaging and relevant to kids’ lives,” says Wheelock’s Janine Bempechat. “It gives them autonomy and engages them in the community and with their families. In some subjects, like math, worksheets can be very helpful. It has to do with the value of practicing over and over.” Photo by iStock/Glenn Cook Photography

Do your homework.

If only it were that simple.

Educators have debated the merits of homework since the late 19th century. In recent years, amid concerns of some parents and teachers that children are being stressed out by too much homework, things have only gotten more fraught.

“Homework is complicated,” says developmental psychologist Janine Bempechat, a Wheelock College of Education & Human Development clinical professor. The author of the essay “ The Case for (Quality) Homework—Why It Improves Learning and How Parents Can Help ” in the winter 2019 issue of Education Next , Bempechat has studied how the debate about homework is influencing teacher preparation, parent and student beliefs about learning, and school policies.

She worries especially about socioeconomically disadvantaged students from low-performing schools who, according to research by Bempechat and others, get little or no homework.

BU Today  sat down with Bempechat and Erin Bruce (Wheelock’17,’18), a new fourth-grade teacher at a suburban Boston school, and future teacher freshman Emma Ardizzone (Wheelock) to talk about what quality homework looks like, how it can help children learn, and how schools can equip teachers to design it, evaluate it, and facilitate parents’ role in it.

BU Today: Parents and educators who are against homework in elementary school say there is no research definitively linking it to academic performance for kids in the early grades. You’ve said that they’re missing the point.

Bempechat : I think teachers assign homework in elementary school as a way to help kids develop skills they’ll need when they’re older—to begin to instill a sense of responsibility and to learn planning and organizational skills. That’s what I think is the greatest value of homework—in cultivating beliefs about learning and skills associated with academic success. If we greatly reduce or eliminate homework in elementary school, we deprive kids and parents of opportunities to instill these important learning habits and skills.

We do know that beginning in late middle school, and continuing through high school, there is a strong and positive correlation between homework completion and academic success.

That’s what I think is the greatest value of homework—in cultivating beliefs about learning and skills associated with academic success.

You talk about the importance of quality homework. What is that?

Quality homework is engaging and relevant to kids’ lives. It gives them autonomy and engages them in the community and with their families. In some subjects, like math, worksheets can be very helpful. It has to do with the value of practicing over and over.

What are your concerns about homework and low-income children?

The argument that some people make—that homework “punishes the poor” because lower-income parents may not be as well-equipped as affluent parents to help their children with homework—is very troubling to me. There are no parents who don’t care about their children’s learning. Parents don’t actually have to help with homework completion in order for kids to do well. They can help in other ways—by helping children organize a study space, providing snacks, being there as a support, helping children work in groups with siblings or friends.

Isn’t the discussion about getting rid of homework happening mostly in affluent communities?

Yes, and the stories we hear of kids being stressed out from too much homework—four or five hours of homework a night—are real. That’s problematic for physical and mental health and overall well-being. But the research shows that higher-income students get a lot more homework than lower-income kids.

Teachers may not have as high expectations for lower-income children. Schools should bear responsibility for providing supports for kids to be able to get their homework done—after-school clubs, community support, peer group support. It does kids a disservice when our expectations are lower for them.

The conversation around homework is to some extent a social class and social justice issue. If we eliminate homework for all children because affluent children have too much, we’re really doing a disservice to low-income children. They need the challenge, and every student can rise to the challenge with enough supports in place.

What did you learn by studying how education schools are preparing future teachers to handle homework?

My colleague, Margarita Jimenez-Silva, at the University of California, Davis, School of Education, and I interviewed faculty members at education schools, as well as supervising teachers, to find out how students are being prepared. And it seemed that they weren’t. There didn’t seem to be any readings on the research, or conversations on what high-quality homework is and how to design it.

Erin, what kind of training did you get in handling homework?

Bruce : I had phenomenal professors at Wheelock, but homework just didn’t come up. I did lots of student teaching. I’ve been in classrooms where the teachers didn’t assign any homework, and I’ve been in rooms where they assigned hours of homework a night. But I never even considered homework as something that was my decision. I just thought it was something I’d pull out of a book and it’d be done.

I started giving homework on the first night of school this year. My first assignment was to go home and draw a picture of the room where you do your homework. I want to know if it’s at a table and if there are chairs around it and if mom’s cooking dinner while you’re doing homework.

The second night I asked them to talk to a grown-up about how are you going to be able to get your homework done during the week. The kids really enjoyed it. There’s a running joke that I’m teaching life skills.

Friday nights, I read all my kids’ responses to me on their homework from the week and it’s wonderful. They pour their hearts out. It’s like we’re having a conversation on my couch Friday night.

It matters to know that the teacher cares about you and that what you think matters to the teacher. Homework is a vehicle to connect home and school…for parents to know teachers are welcoming to them and their families.

Bempechat : I can’t imagine that most new teachers would have the intuition Erin had in designing homework the way she did.

Ardizzone : Conversations with kids about homework, feeling you’re being listened to—that’s such a big part of wanting to do homework….I grew up in Westchester County. It was a pretty demanding school district. My junior year English teacher—I loved her—she would give us feedback, have meetings with all of us. She’d say, “If you have any questions, if you have anything you want to talk about, you can talk to me, here are my office hours.” It felt like she actually cared.

Bempechat : It matters to know that the teacher cares about you and that what you think matters to the teacher. Homework is a vehicle to connect home and school…for parents to know teachers are welcoming to them and their families.

Ardizzone : But can’t it lead to parents being overbearing and too involved in their children’s lives as students?

Bempechat : There’s good help and there’s bad help. The bad help is what you’re describing—when parents hover inappropriately, when they micromanage, when they see their children confused and struggling and tell them what to do.

Good help is when parents recognize there’s a struggle going on and instead ask informative questions: “Where do you think you went wrong?” They give hints, or pointers, rather than saying, “You missed this,” or “You didn’t read that.”

Bruce : I hope something comes of this. I hope BU or Wheelock can think of some way to make this a more pressing issue. As a first-year teacher, it was not something I even thought about on the first day of school—until a kid raised his hand and said, “Do we have homework?” It would have been wonderful if I’d had a plan from day one.

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Sara Rimer A journalist for more than three decades, Sara Rimer worked at the Miami Herald , Washington Post and, for 26 years, the New York Times , where she was the New England bureau chief, and a national reporter covering education, aging, immigration, and other social justice issues. Her stories on the death penalty’s inequities were nominated for a Pulitzer Prize and cited in the U.S. Supreme Court’s decision outlawing the execution of people with intellectual disabilities. Her journalism honors include Columbia University’s Meyer Berger award for in-depth human interest reporting. She holds a BA degree in American Studies from the University of Michigan. Profile

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There are 81 comments on Does Homework Really Help Students Learn?

Insightful! The values about homework in elementary schools are well aligned with my intuition as a parent.

when i finish my work i do my homework and i sometimes forget what to do because i did not get enough sleep

same omg it does not help me it is stressful and if I have it in more than one class I hate it.

Same I think my parent wants to help me but, she doesn’t care if I get bad grades so I just try my best and my grades are great.

I think that last question about Good help from parents is not know to all parents, we do as our parents did or how we best think it can be done, so maybe coaching parents or giving them resources on how to help with homework would be very beneficial for the parent on how to help and for the teacher to have consistency and improve homework results, and of course for the child. I do see how homework helps reaffirm the knowledge obtained in the classroom, I also have the ability to see progress and it is a time I share with my kids

The answer to the headline question is a no-brainer – a more pressing problem is why there is a difference in how students from different cultures succeed. Perfect example is the student population at BU – why is there a majority population of Asian students and only about 3% black students at BU? In fact at some universities there are law suits by Asians to stop discrimination and quotas against admitting Asian students because the real truth is that as a group they are demonstrating better qualifications for admittance, while at the same time there are quotas and reduced requirements for black students to boost their portion of the student population because as a group they do more poorly in meeting admissions standards – and it is not about the Benjamins. The real problem is that in our PC society no one has the gazuntas to explore this issue as it may reveal that all people are not created equal after all. Or is it just environmental cultural differences??????

I get you have a concern about the issue but that is not even what the point of this article is about. If you have an issue please take this to the site we have and only post your opinion about the actual topic

This is not at all what the article is talking about.

This literally has nothing to do with the article brought up. You should really take your opinions somewhere else before you speak about something that doesn’t make sense.

we have the same name

so they have the same name what of it?

lol you tell her

totally agree

What does that have to do with homework, that is not what the article talks about AT ALL.

Yes, I think homework plays an important role in the development of student life. Through homework, students have to face challenges on a daily basis and they try to solve them quickly.I am an intense online tutor at 24x7homeworkhelp and I give homework to my students at that level in which they handle it easily.

More than two-thirds of students said they used alcohol and drugs, primarily marijuana, to cope with stress.

You know what’s funny? I got this assignment to write an argument for homework about homework and this article was really helpful and understandable, and I also agree with this article’s point of view.

I also got the same task as you! I was looking for some good resources and I found this! I really found this article useful and easy to understand, just like you! ^^

i think that homework is the best thing that a child can have on the school because it help them with their thinking and memory.

I am a child myself and i think homework is a terrific pass time because i can’t play video games during the week. It also helps me set goals.

Homework is not harmful ,but it will if there is too much

I feel like, from a minors point of view that we shouldn’t get homework. Not only is the homework stressful, but it takes us away from relaxing and being social. For example, me and my friends was supposed to hang at the mall last week but we had to postpone it since we all had some sort of work to do. Our minds shouldn’t be focused on finishing an assignment that in realty, doesn’t matter. I completely understand that we should have homework. I have to write a paper on the unimportance of homework so thanks.

homework isn’t that bad

Are you a student? if not then i don’t really think you know how much and how severe todays homework really is

i am a student and i do not enjoy homework because i practice my sport 4 out of the five days we have school for 4 hours and that’s not even counting the commute time or the fact i still have to shower and eat dinner when i get home. its draining!

i totally agree with you. these people are such boomers

why just why

they do make a really good point, i think that there should be a limit though. hours and hours of homework can be really stressful, and the extra work isn’t making a difference to our learning, but i do believe homework should be optional and extra credit. that would make it for students to not have the leaning stress of a assignment and if you have a low grade you you can catch up.

Studies show that homework improves student achievement in terms of improved grades, test results, and the likelihood to attend college. Research published in the High School Journal indicates 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.” On both standardized tests and grades, students in classes that were assigned homework outperformed 69% of students who didn’t have homework. 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. 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.

So how are your measuring student achievement? That’s the real question. The argument that doing homework is simply a tool for teaching responsibility isn’t enough for me. We can teach responsibility in a number of ways. Also the poor argument that parents don’t need to help with homework, and that students can do it on their own, is wishful thinking at best. It completely ignores neurodiverse students. Students in poverty aren’t magically going to find a space to do homework, a friend’s or siblings to help them do it, and snacks to eat. I feel like the author of this piece has never set foot in a classroom of students.

THIS. This article is pathetic coming from a university. So intellectually dishonest, refusing to address the havoc of capitalism and poverty plays on academic success in life. How can they in one sentence use poor kids in an argument and never once address that poor children have access to damn near 0 of the resources affluent kids have? Draw me a picture and let’s talk about feelings lmao what a joke is that gonna put food in their belly so they can have the calories to burn in order to use their brain to study? What about quiet their 7 other siblings that they share a single bedroom with for hours? Is it gonna force the single mom to magically be at home and at work at the same time to cook food while you study and be there to throw an encouraging word?

Also the “parents don’t need to be a parent and be able to guide their kid at all academically they just need to exist in the next room” is wild. Its one thing if a parent straight up is not equipped but to say kids can just figured it out is…. wow coming from an educator What’s next the teacher doesn’t need to teach cause the kid can just follow the packet and figure it out?

Well then get a tutor right? Oh wait you are poor only affluent kids can afford a tutor for their hours of homework a day were they on average have none of the worries a poor child does. Does this address that poor children are more likely to also suffer abuse and mental illness? Like mentioned what about kids that can’t learn or comprehend the forced standardized way? Just let em fail? These children regularly are not in “special education”(some of those are a joke in their own and full of neglect and abuse) programs cause most aren’t even acknowledged as having disabilities or disorders.

But yes all and all those pesky poor kids just aren’t being worked hard enough lol pretty sure poor children’s existence just in childhood is more work, stress, and responsibility alone than an affluent child’s entire life cycle. Love they never once talked about the quality of education in the classroom being so bad between the poor and affluent it can qualify as segregation, just basically blamed poor people for being lazy, good job capitalism for failing us once again!

why the hell?

you should feel bad for saying this, this article can be helpful for people who has to write a essay about it

This is more of a political rant than it is about homework

I know a teacher who has told his students their homework is to find something they are interested in, pursue it and then come share what they learn. The student responses are quite compelling. One girl taught herself German so she could talk to her grandfather. One boy did a research project on Nelson Mandela because the teacher had mentioned him in class. Another boy, a both on the autism spectrum, fixed his family’s computer. The list goes on. This is fourth grade. I think students are highly motivated to learn, when we step aside and encourage them.

The whole point of homework is to give the students a chance to use the material that they have been presented with in class. If they never have the opportunity to use that information, and discover that it is actually useful, it will be in one ear and out the other. As a science teacher, it is critical that the students are challenged to use the material they have been presented with, which gives them the opportunity to actually think about it rather than regurgitate “facts”. Well designed homework forces the student to think conceptually, as opposed to regurgitation, which is never a pretty sight

Wonderful discussion. and yes, homework helps in learning and building skills in students.

not true it just causes kids to stress

Homework can be both beneficial and unuseful, if you will. There are students who are gifted in all subjects in school and ones with disabilities. Why should the students who are gifted get the lucky break, whereas the people who have disabilities suffer? The people who were born with this “gift” go through school with ease whereas people with disabilities struggle with the work given to them. I speak from experience because I am one of those students: the ones with disabilities. Homework doesn’t benefit “us”, it only tears us down and put us in an abyss of confusion and stress and hopelessness because we can’t learn as fast as others. Or we can’t handle the amount of work given whereas the gifted students go through it with ease. It just brings us down and makes us feel lost; because no mater what, it feels like we are destined to fail. It feels like we weren’t “cut out” for success.

homework does help

here is the thing though, if a child is shoved in the face with a whole ton of homework that isn’t really even considered homework it is assignments, it’s not helpful. the teacher should make homework more of a fun learning experience rather than something that is dreaded

This article was wonderful, I am going to ask my teachers about extra, or at all giving homework.

I agree. Especially when you have homework before an exam. Which is distasteful as you’ll need that time to study. It doesn’t make any sense, nor does us doing homework really matters as It’s just facts thrown at us.

Homework is too severe and is just too much for students, schools need to decrease the amount of homework. When teachers assign homework they forget that the students have other classes that give them the same amount of homework each day. Students need to work on social skills and life skills.

I disagree.

Beyond achievement, proponents of homework argue that it can have many other beneficial effects. They claim it can help students develop good study habits so they are ready to grow as their cognitive capacities mature. It can help students recognize that learning can occur at home as well as at school. Homework can foster independent learning and responsible character traits. And it can give parents an opportunity to see what’s going on at school and let them express positive attitudes toward achievement.

Homework is helpful because homework helps us by teaching us how to learn a specific topic.

As a student myself, I can say that I have almost never gotten the full 9 hours of recommended sleep time, because of homework. (Now I’m writing an essay on it in the middle of the night D=)

I am a 10 year old kid doing a report about “Is homework good or bad” for homework before i was going to do homework is bad but the sources from this site changed my mind!

Homeowkr is god for stusenrs

I agree with hunter because homework can be so stressful especially with this whole covid thing no one has time for homework and every one just wants to get back to there normal lives it is especially stressful when you go on a 2 week vaca 3 weeks into the new school year and and then less then a week after you come back from the vaca you are out for over a month because of covid and you have no way to get the assignment done and turned in

As great as homework is said to be in the is article, I feel like the viewpoint of the students was left out. Every where I go on the internet researching about this topic it almost always has interviews from teachers, professors, and the like. However isn’t that a little biased? Of course teachers are going to be for homework, they’re not the ones that have to stay up past midnight completing the homework from not just one class, but all of them. I just feel like this site is one-sided and you should include what the students of today think of spending four hours every night completing 6-8 classes worth of work.

Are we talking about homework or practice? Those are two very different things and can result in different outcomes.

Homework is a graded assignment. I do not know of research showing the benefits of graded assignments going home.

Practice; however, can be extremely beneficial, especially if there is some sort of feedback (not a grade but feedback). That feedback can come from the teacher, another student or even an automated grading program.

As a former band director, I assigned daily practice. I never once thought it would be appropriate for me to require the students to turn in a recording of their practice for me to grade. Instead, I had in-class assignments/assessments that were graded and directly related to the practice assigned.

I would really like to read articles on “homework” that truly distinguish between the two.

oof i feel bad good luck!

thank you guys for the artical because I have to finish an assingment. yes i did cite it but just thanks

thx for the article guys.

Homework is good

I think homework is helpful AND harmful. Sometimes u can’t get sleep bc of homework but it helps u practice for school too so idk.

I agree with this Article. And does anyone know when this was published. I would like to know.

It was published FEb 19, 2019.

Studies have shown that homework improved student achievement in terms of improved grades, test results, and the likelihood to attend college.

i think homework can help kids but at the same time not help kids

This article is so out of touch with majority of homes it would be laughable if it wasn’t so incredibly sad.

There is no value to homework all it does is add stress to already stressed homes. Parents or adults magically having the time or energy to shepherd kids through homework is dome sort of 1950’s fantasy.

What lala land do these teachers live in?

Homework gives noting to the kid

Homework is Bad

homework is bad.

why do kids even have homework?

Comments are closed.

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Education scholar Denise Pope has found that too much homework has negative effects on student well-being and behavioral engagement. (Image credit: L.A. Cicero)

A Stanford researcher found that too much homework can negatively affect kids, especially their lives away from school, where family, friends and activities matter.

“Our findings on the effects of homework challenge the traditional assumption that homework is inherently good,” wrote Denise Pope , a senior lecturer at the Stanford Graduate School of Education and a co-author of a study published in the Journal of Experimental Education .

The researchers used survey data to examine perceptions about homework, student well-being and behavioral engagement in a sample of 4,317 students from 10 high-performing high schools in upper-middle-class California communities. Along with the survey data, Pope and her colleagues used open-ended answers to explore the students’ views on homework.

Median household income exceeded $90,000 in these communities, and 93 percent of the students went on to college, either two-year or four-year.

Students in these schools average about 3.1 hours of homework each night.

“The findings address how current homework practices in privileged, high-performing schools sustain students’ advantage in competitive climates yet hinder learning, full engagement and well-being,” Pope wrote.

Pope and her colleagues found that too much homework can diminish its effectiveness and even be counterproductive. They cite prior research indicating that homework benefits plateau at about two hours per night, and that 90 minutes to two and a half hours is optimal for high school.

Their study found that too much homework is associated with:

* Greater stress: 56 percent of the students considered homework a primary source of stress, according to the survey data. Forty-three percent viewed tests as a primary stressor, while 33 percent put the pressure to get good grades in that category. Less than 1 percent of the students said homework was not a stressor.

* Reductions in health: In their open-ended answers, many students said their homework load led to sleep deprivation and other health problems. The researchers asked students whether they experienced health issues such as headaches, exhaustion, sleep deprivation, weight loss and stomach problems.

* Less time for friends, family and extracurricular pursuits: Both the survey data and student responses indicate that spending too much time on homework meant that students were “not meeting their developmental needs or cultivating other critical life skills,” according to the researchers. Students were more likely to drop activities, not see friends or family, and not pursue hobbies they enjoy.

A balancing act

The results offer empirical evidence that many students struggle to find balance between homework, extracurricular activities and social time, the researchers said. Many students felt forced or obligated to choose homework over developing other talents or skills.

Also, there was no relationship between the time spent on homework and how much the student enjoyed it. The research quoted students as saying they often do homework they see as “pointless” or “mindless” in order to keep their grades up.

“This kind of busy work, by its very nature, discourages learning and instead promotes doing homework simply to get points,” Pope said.

She said the research calls into question the value of assigning large amounts of homework in high-performing schools. Homework should not be simply assigned as a routine practice, she said.

“Rather, any homework assigned should have a purpose and benefit, and it should be designed to cultivate learning and development,” wrote Pope.

High-performing paradox

In places where students attend high-performing schools, too much homework can reduce their time to foster skills in the area of personal responsibility, the researchers concluded. “Young people are spending more time alone,” they wrote, “which means less time for family and fewer opportunities to engage in their communities.”

Student perspectives

The researchers say that while their open-ended or “self-reporting” methodology to gauge student concerns about homework may have limitations – some might regard it as an opportunity for “typical adolescent complaining” – it was important to learn firsthand what the students believe.

The paper was co-authored by Mollie Galloway from Lewis and Clark College and Jerusha Conner from Villanova University.

Media Contacts

Denise Pope, Stanford Graduate School of Education: (650) 725-7412, [email protected] Clifton B. Parker, Stanford News Service: (650) 725-0224, [email protected]

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Spending Too Much Time on Homework Linked to Lower Test Scores

A new study suggests the benefits to homework peak at an hour a day. After that, test scores decline.

Samantha Larson

Polls show that American public high school teachers assign their students an average of 3.5 hours of homework a day . According to a  recent study from the University of Oviedo in Spain, that’s far too much.

While doing some homework does indeed lead to higher test performance, the researchers found the benefits to hitting the books peak at about an hour a day. In surveying the homework habits of 7,725 adolescents, this study suggests that for students who average more than 100 minutes a day on homework, test scores start to decline. The relationship between spending time on homework and scoring well on a test is not linear, but curved.

This study builds upon previous research that suggests spending too much time on homework leads to higher stress, health problems and even social alienation. Which, paradoxically, means the most studious of students are in fact engaging in behavior that is counterproductive to doing well in school. 

Because the adolescents surveyed in the new study were only tested once, the researchers point out that their results only indicate the correlation between test scores and homework, not necessarily causation. Co-author Javier Suarez-Alvarez thinks the most important findings have less to do with the  amount of homework than with how that homework is done.

From Education Week :

Students who did homework more frequently – i.e., every day – tended to do better on the test than those who did it less frequently, the researchers found. And even more important was how much help students received on their homework – those who did it on their own preformed better than those who had parental involvement. (The study controlled for factors such as gender and socioeconomic status.)

“Once individual effort and autonomous working is considered, the time spent [on homework] becomes irrelevant,” Suarez-Alvarez says. After they get their daily hour of homework in, maybe students should just throw the rest of it to the dog.  

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Samantha Larson | | READ MORE

Samantha Larson is a freelance writer who particularly likes to cover science, the environment, and adventure. For more of her work, visit SamanthaLarson.com

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Credit: August de Richelieu

Does homework still have value? A Johns Hopkins education expert weighs in

Joyce epstein, co-director of the center on school, family, and community partnerships, discusses why homework is essential, how to maximize its benefit to learners, and what the 'no-homework' approach gets wrong.

By Vicky Hallett

The necessity of homework has been a subject of debate since at least as far back as the 1890s, according to Joyce L. Epstein , co-director of the Center on School, Family, and Community Partnerships at Johns Hopkins University. "It's always been the case that parents, kids—and sometimes teachers, too—wonder if this is just busy work," Epstein says.

But after decades of researching how to improve schools, the professor in the Johns Hopkins School of Education remains certain that homework is essential—as long as the teachers have done their homework, too. The National Network of Partnership Schools , which she founded in 1995 to advise schools and districts on ways to improve comprehensive programs of family engagement, has developed hundreds of improved homework ideas through its Teachers Involve Parents in Schoolwork program. For an English class, a student might interview a parent on popular hairstyles from their youth and write about the differences between then and now. Or for science class, a family could identify forms of matter over the dinner table, labeling foods as liquids or solids. These innovative and interactive assignments not only reinforce concepts from the classroom but also foster creativity, spark discussions, and boost student motivation.

"We're not trying to eliminate homework procedures, but expand and enrich them," says Epstein, who is packing this research into a forthcoming book on the purposes and designs of homework. In the meantime, the Hub couldn't wait to ask her some questions:

What kind of homework training do teachers typically get?

Future teachers and administrators really have little formal training on how to design homework before they assign it. This means that most just repeat what their teachers did, or they follow textbook suggestions at the end of units. For example, future teachers are well prepared to teach reading and literacy skills at each grade level, and they continue to learn to improve their teaching of reading in ongoing in-service education. By contrast, most receive little or no training on the purposes and designs of homework in reading or other subjects. It is really important for future teachers to receive systematic training to understand that they have the power, opportunity, and obligation to design homework with a purpose.

Why do students need more interactive homework?

If homework assignments are always the same—10 math problems, six sentences with spelling words—homework can get boring and some kids just stop doing their assignments, especially in the middle and high school years. When we've asked teachers what's the best homework you've ever had or designed, invariably we hear examples of talking with a parent or grandparent or peer to share ideas. To be clear, parents should never be asked to "teach" seventh grade science or any other subject. Rather, teachers set up the homework assignments so that the student is in charge. It's always the student's homework. But a good activity can engage parents in a fun, collaborative way. Our data show that with "good" assignments, more kids finish their work, more kids interact with a family partner, and more parents say, "I learned what's happening in the curriculum." It all works around what the youngsters are learning.

Is family engagement really that important?

At Hopkins, I am part of the Center for Social Organization of Schools , a research center that studies how to improve many aspects of education to help all students do their best in school. One thing my colleagues and I realized was that we needed to look deeply into family and community engagement. There were so few references to this topic when we started that we had to build the field of study. When children go to school, their families "attend" with them whether a teacher can "see" the parents or not. So, family engagement is ever-present in the life of a school.

My daughter's elementary school doesn't assign homework until third grade. What's your take on "no homework" policies?

There are some parents, writers, and commentators who have argued against homework, especially for very young children. They suggest that children should have time to play after school. This, of course is true, but many kindergarten kids are excited to have homework like their older siblings. If they give homework, most teachers of young children make assignments very short—often following an informal rule of 10 minutes per grade level. "No homework" does not guarantee that all students will spend their free time in productive and imaginative play.

Some researchers and critics have consistently misinterpreted research findings. They have argued that homework should be assigned only at the high school level where data point to a strong connection of doing assignments with higher student achievement . However, as we discussed, some students stop doing homework. This leads, statistically, to results showing that doing homework or spending more minutes on homework is linked to higher student achievement. If slow or struggling students are not doing their assignments, they contribute to—or cause—this "result."

Teachers need to design homework that even struggling students want to do because it is interesting. Just about all students at any age level react positively to good assignments and will tell you so.

Did COVID change how schools and parents view homework?

Within 24 hours of the day school doors closed in March 2020, just about every school and district in the country figured out that teachers had to talk to and work with students' parents. This was not the same as homeschooling—teachers were still working hard to provide daily lessons. But if a child was learning at home in the living room, parents were more aware of what they were doing in school. One of the silver linings of COVID was that teachers reported that they gained a better understanding of their students' families. We collected wonderfully creative examples of activities from members of the National Network of Partnership Schools. I'm thinking of one art activity where every child talked with a parent about something that made their family unique. Then they drew their finding on a snowflake and returned it to share in class. In math, students talked with a parent about something the family liked so much that they could represent it 100 times. Conversations about schoolwork at home was the point.

How did you create so many homework activities via the Teachers Involve Parents in Schoolwork program?

We had several projects with educators to help them design interactive assignments, not just "do the next three examples on page 38." Teachers worked in teams to create TIPS activities, and then we turned their work into a standard TIPS format in math, reading/language arts, and science for grades K-8. Any teacher can use or adapt our prototypes to match their curricula.

Overall, we know that if future teachers and practicing educators were prepared to design homework assignments to meet specific purposes—including but not limited to interactive activities—more students would benefit from the important experience of doing their homework. And more parents would, indeed, be partners in education.

Posted in Voices+Opinion

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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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Study: Homework Doesn’t Mean Better Grades, But Maybe Better Standardized Test Scores

Robert H. Tai, associate professor of science education at UVA's Curry School of Education

The time students spend on math and science homework doesn’t necessarily mean better grades, but it could lead to better performance on standardized tests, a new study finds.

“When Is Homework Worth The Time?” was recently published by lead investigator Adam Maltese, assistant professor of science education at Indiana University, and co-authors 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. Maltese is a Curry alumnus, and Fan is a former Curry faculty member.

The authors examined survey and transcript data of more than 18,000 10th-grade students to uncover explanations for academic performance. The data focused on individual classes, examining student outcomes through the transcripts from two nationwide samples collected in 1990 and 2002 by the National Center for Education Statistics.

Contrary to much published research, a regression analysis of 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. But the analysis found a positive association between student performance on standardized tests and the time they spent on homework.

“Our results hint that maybe homework is not being used as well as it could be,” Maltese said.

Tai said that homework assignments cannot replace good teaching.

“I believe that this finding is the end result of a chain of unfortunate educational decisions, beginning with the content coverage requirements that push too much information into too little time to learn it in the classroom,” Tai said. “The overflow typically results in more homework assignments. However, students spending more time on something that is not easy to understand or needs to be explained by a teacher does not help these students learn and, in fact, may confuse them.

“The results from this study imply that homework should be purposeful,” he added, “and that the purpose must be understood by both the teacher and the students.”

The authors suggest that factors such as class participation and attendance may mitigate the association of homework to stronger grade performance. They also indicate the types of homework assignments typically given may work better toward standardized test preparation than for retaining knowledge of class material.

Maltese said the genesis for the study was a concern about whether a traditional and ubiquitous educational practice, such as homework, is associated with students achieving at a higher level in math and science. Many media reports about education compare U.S. students unfavorably to high-achieving math and science students from across the world. The 2007 documentary film “Two Million Minutes” compared two Indiana students to students in India and China, taking particular note of how much more time the Indian and Chinese students spent on studying or completing homework.

“We’re not trying to say that all homework is bad,” Maltese said. “It’s expected that students are going to do homework. This is more of an argument that it should be quality over quantity. So in math, rather than doing the same types of problems over and over again, maybe it should involve having students analyze new types of problems or data. In science, maybe the students should write concept summaries instead of just reading a chapter and answering the questions at the end.”

This issue is particularly relevant given that the time spent on homework reported by most students translates into the equivalent of 100 to 180 50-minute class periods of extra learning time each year.

The authors conclude that given current policy initiatives to improve science, technology, engineering and math, or STEM, education, more evaluation is needed about how to use homework time more effectively. They suggest more research be done on the form and function of homework assignments.

“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,” Tai said. “With homework, more is not better.”

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November 20, 2012

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School of education study: homework doesn’t improve course grades but could boost standardized test scores.

Thursday, November 15, 2012

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Educators should be thrilled by these numbers. Pleasing a majority of parents regarding homework and having equal numbers of dissenters shouting "too much!" and "too little!" is about as good as they can hope for.

But opinions cannot tell us whether homework works; only research can, which is why my colleagues and I have conducted a combined analysis of dozens of homework studies to examine whether homework is beneficial and what amount of homework is appropriate for our children.

The homework question is best answered by comparing students who are assigned homework with students assigned no homework but who are similar in other ways. The results of such studies suggest that homework can improve students' scores on the class tests that come at the end of a topic. Students assigned homework in 2nd grade did better on math, 3rd and 4th graders did better on English skills and vocabulary, 5th graders on social studies, 9th through 12th graders on American history, and 12th graders on Shakespeare.

Less authoritative are 12 studies that link the amount of homework to achievement, but control for lots of other factors that might influence this connection. These types of studies, often based on national samples of students, also find a positive link between time on homework and achievement.

Yet other studies simply correlate homework and achievement with no attempt to control for student differences. In 35 such studies, about 77 percent find the link between homework and achievement is positive. Most interesting, though, is these results suggest little or no relationship between homework and achievement for elementary school students.

Why might that be? Younger children have less developed study habits and are less able to tune out distractions at home. Studies also suggest that young students who are struggling in school take more time to complete homework assignments simply because these assignments are more difficult for them.

These recommendations are consistent with the conclusions reached by our analysis. Practice assignments do improve scores on class tests at all grade levels. A little amount of homework may help elementary school students build study habits. Homework for junior high students appears to reach the point of diminishing returns after about 90 minutes a night. For high school students, the positive line continues to climb until between 90 minutes and 2½ hours of homework a night, after which returns diminish.

Beyond achievement, proponents of homework argue that it can have many other beneficial effects. They claim it can help students develop good study habits so they are ready to grow as their cognitive capacities mature. It can help students recognize that learning can occur at home as well as at school. Homework can foster independent learning and responsible character traits. And it can give parents an opportunity to see what's going on at school and let them express positive attitudes toward achievement.

Opponents of homework counter that it can also have negative effects. They argue it can lead to boredom with schoolwork, since all activities remain interesting only for so long. Homework can deny students access to leisure activities that also teach important life skills. Parents can get too involved in homework -- pressuring their child and confusing him by using different instructional techniques than the teacher.

My feeling is that homework policies should prescribe amounts of homework consistent with the research evidence, but which also give individual schools and teachers some flexibility to take into account the unique needs and circumstances of their students and families. In general, teachers should avoid either extreme.

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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.

Heavier Homework Load Linked to Lower Math, Science Performance, Study Says

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The optimal amount of homework for 13-year-old students is about an hour a day, a study published earlier this month in the Journal of Educational Psychology suggests. And spending too much time on homework is linked to a decrease in academic performance.

Researchers from the University of Oviedo administered surveys to 7,725 Spanish secondary school students, asking about how many days per week they did homework, how much time they spent on it, how much effort they put in, and how much help they received. The students also took a test with 24 math and 24 science questions.

Students who did homework more frequently—i.e., every day—tended to do better on the test than those who did it less frequently, the researchers found. And even more important was how much help students received on their homework—those who did it on their own performed better than those who had parental involvement. (The study controlled for factors such as gender and socioeconomic status.)

The researchers also found that prior knowledge—measured by previous letter grades—was a better predictor of test performance than any homework factor.

Regarding the amount of time students spent on homework, the results were a bit more complicated.

Overall, students spent on average between one and two hours a day doing homework from all subjects.

Those who spent about 90 to 100 minutes a day on homework scored highest on the assessment—however, they didn’t outperform their peers who spent less time on homework by much. The researchers therefore determined that going from 70 minutes of homework a day to 90 minutes a day is not an efficient use of time. “That small gain requires two hours more homework per week, which is a large time investment for such small gains,” they wrote. “For that reason, assigning more than 70 minutes homework per day does not seem very efficient, as the expectation of improved results is very low.”

And after 90 to 100 minutes of homework, they found, test scores declined. The relationship between minutes of homework and test scores is not linear, but curved.

“The key is that the optimum time is about 60 or 70 minutes [of homework] a day,” Javier Suarez-Alvarez, co-lead researcher on the study, said in an interview.

The study does, of course, come with some caveats. As the researchers note, the results are not causal; they only show a correlation between homework and test scores. Also, the survey did not distinguish between math and science homework. Suarez-Alvarez said the study also brings up questions about how factors like “academic intelligence, self-concept, and self-esteem” play into academic performance.

Even so, the study offers some insights that middle school teachers may find helpful. “Our data indicate that it is not necessary to assign huge quantities of homework, but it is important that assignment is systematic and regular, with the aim of instilling work habits and promoting autonomous, self-directed learning,” the researchers write.

Or as Suarez-Alvarez put it, “Maybe it’s more important how they do the homework than how much.”

Chart: From “Adolescents’ Homework Performance in Mathematics and Science: Personal Factors and Teaching Practices,” Journal of Educational Psychology , March 16, 2015.

A version of this news article first appeared in the Curriculum Matters blog.

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Gray Matters: What role should homework play in learning?

Historical Background In the U.S., debates about the value of homework have been steady over the past century. In the beginning half of the 1900’s, homework was not nearly as common. Many school districts banned homework at the elementary and middle school levels in the belief that it only facilitated rote learning. That changed in the 1950’s when the Soviet Union launched Sputnik, creating the perception that the U.S. needed to increase the amount of students’ homework to be competitive in the space race. Over the next 50 years until the present, the popular view of homework switched every 15 years or so between support and condemnation. Today research has enhanced our understanding, but the debate continues.

Homework: What’s the Point? Numerous benefits are attributed to homework: better retention of factual knowledge, development of study habits, increased ability to manage time effectively, and heightened parental involvement. Evaluating exactly what of these benefits can be attributed to homework versus inherent differences in students or the quality of assignments presents obvious challenges. Further confounding research, homework often exacts costs in the form of increased stress and reduced sleep, which can negate potential benefits. Nonetheless, research to date provides guidance on homework’s role in achieving some of these goals.

Research Examples How much homework should be assigned? Although not unanimous, multiple studies on the relationship between homework time and academic achievement have shown that it is not a linear relationship: more homework does not equal more learning. One study of 7,451 13- year-old students administered a test of science and mathematics in addition to a survey of effort spent on homework, homework time, homework frequency, and the general circumstances around how homework was done. Results: student academic gains were associated with homework time up to 1 hour a day, after which increased homework time was associated with worse performance. This result varies with students’ ages.

How does the influence of homework change in different grades? While empirical studies have not yet explicitly compared the role of homework in different ages, a review of the literature reveals clear trends. A meta-analysis of 4,400 studies up until 2003 found that homework time had different effects depending on the grade of students. Results: up to two hours of homework showed the most benefit for high school students, up to an hour of homework showed some benefit for middle school students, and almost no benefit was found among elementary school students.

What homework factors contribute to academic performance? Studies that focus on the circumstances in which students complete homework have found that autonomy and effort are more important predictors of performance than homework time alone. One study of 483 eighth-graders from 20 classes analyzed students’ grades and standardized test scores in mathematics in relation to survey responses on homework effort. Students responded once in November and once in May of the academic year. Results: academic gains in grades and test scores were positively correlated to homework effort. However, other studies suggest that since effort and autonomy are highly correlated with students’ prior achievement, it’s difficult to say if this is a trait of the homework or of a certain kind of student.

How can homework best facilitate learning? Practices from the “ How can I improve longterm learning ” edition of Gray Matters 01 should be implemented in homework design to facilitate learning. For instance, using homework to continue practice on material and skills learned in previous weeks uses distributed practice to improve recall. Homework that offers adequate practice of important skills also helps reinforce skills in a variety of contexts. A survey of school leaders around homework best practices found similar results: homework can facilitate engagement when it is an authentic, engaging extension of the class. Results: homework should be designed intentionally, with reference to most effective forms of practice.

Does the effect of homework change when instruction occurs at home and exercises are done in class? In this case, the question is essentially if homework facilitates learning when it is done as a part class rather than at home. One model that represents this circumstance is the flipped classroom. Case studies done with ninth to twelfth-graders across a variety of subjects showed that achievement increased after implementing a model where students watched videos at home and practiced learning in class. In these schools the percentage of students passing standardized exams increased by up to 12%. Empirical studies comparing in-class work and at home work have repeated research design flaws, however, they generally indicate that in-class exercises have a positive effect for older students. Results: the research is inconclusive, but generally indicates that flipped classroom approaches have positive net benefits for high school students.

How frequently should homework be assigned? The research on frequency is not conclusive, however most studies suggest that classes that receive homework frequently tend to do better on tests of achievement. One such study administered standardized mathematics examinations to 2,939 grade 7 and 8 students across 20 classes. In addition to the exam, students answered questions on frequency of homework and the average amount of time spent on homework each evening. Results: Classes that had more frequent homework assignments had overall higher averages on the achievement tests.

Does homework change students’ attitudes towards school? Studies comparing the attitudes of students who received homework with those who did not receive homework generally found no significant results across a variety of grade levels. One study compared three different models for assigning arithmetic homework to 342 third-graders across twelve classrooms: teachers assigned no homework, assigned homework as usual, and were required to assign a constant amount of homework every night. Students answered questions measuring their attitudes towards school, teacher, arithmetic, spelling, reading, and homework. Results: no significant differences were found between the attitudes of the different groups.

Conclusion The quality of homework and the students who complete it vary significantly, however the general research trends suggest that assigning homework does have benefits at the middle and upper school levels. Frequency of assignment and students’ autonomy in finishing homework were also correlated with student achievement. These results provide guidelines on the appropriate quantity of homework, but how best to incorporate homework content into an overall progression of students’ learning remains for teachers to judge.

“Adolescents’ Homework Performance in Mathematics and Science: Personal Factors and Teaching Practices” by Rubén FernándezAlonso, Javier Suárez-Álvarez, and José Muñiz, Journal of Educational Psychology , 2015, 107(4), 1075.

“Ask the Cognitive Scientist Allocating Student Study Time” by Daniel T. Willingham, American Educator , 2002, 26(2), 37-39.

“Does Homework Improve Academic Achievement? A Synthesis of Research, 1987–2003” by Harris Cooper, Jorgianne Civey Robinson, and Erika A. Patall, Review of Educational Research , 2006, 76(1), 1-62.

“Does Homework Improve Learning?” by Alfie Kohn, AlfieKohn.org, 2006. “Effects of Arithmetic Homework upon the Attitudes of Third Grade Pupils Toward Certain School-related Structure” by Norbert Maertens, School Science and Mathematics , 1968, 68(7), 657-662.

“Flipped Learning Model Dramatically Improves Course Pass Rate for At-Risk Students, Clintondale high School, MI: A Case Study” by Pearson Education, May, 2013.

“Flipped Learning Model Increases Student Engagement and Performance, Byron High School, MN: A Case Study” by Pearson Education, June, 2013.

“Homework. Research on Teaching Monograph Series, Homework Versus In-class Supervised Study” by Harris Cooper, 1989, 77- 89.

“If They’d Only Do Their Work!” by Linda Darling-Hammond and Olivia Ifill-Lynch, Educational Leadership, 2008, 63(5), 8-13.

“Research Trends: Why Homework Should Be Balanced” by Youki Terada, Edutopia, 2015, July 31.

“Synthesis of Research on Homework” by Harris Cooper, Educational leadership, 1989, 47(3), 85-91.

“The Homework–Achievement Relation Reconsidered: Differentiating Homework Time, Homework Frequency, and Homework Effort” by Ulrich Trautwein, Learning and Instruction, 2007, 17(3), 372-388.

Gray Matters is dedicated to providing research-based answers to questions commonly raised by faculty and within the education community. Gray Matters is published by the Tiger Works Research & Development group at Avenues.

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Too Much Homework = Lower Test Scores

A comprehensive review of academic performance around the world gives bad marks to excessive homework.

Teachers in Japan, the Czech Republic and Denmark assign relatively little homework, yet students there score well, researchers said this week.

"At the other end of the spectrum, countries with very low average scores -- Thailand, Greece, Iran -- have teachers who assign a great deal of homework," says Penn State researcher David Baker.

"American students appear to do as much homework as their peers overseas -- if not more -- but still only score around the international average," said co-researcher Gerald LeTendre.

Baker and LeTendre examined the Third International Study of Mathematics and Sciences (TIMSS), which in 1994 collected data from schools in 41 nations on performance in grades 4, 8 and 12. Additional similar data from 1999 was factored in.

The homework burden is especially problematic in poorer households, where parents may not have the time or inclination to provide an environment conducive to good study habits, the researchers conclude. In particular, drills designed to improve memorization may not be suited to many homes.

"An unintended consequence may be that those children who need extra work and drill the most are the ones least likely to get it," Baker said. "Increasing homework loads is likely to aggravate tensions within the family, thereby generating more inequality and eroding the quality of overall education."

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The findings are detailed in a new book, "National Differences, Global Similarities: World Culture and the Future of Schooling" (Stanford University Press).

In the early 1980s, U.S. teachers began assigning more homework, the researchers say. The shift was in response to mediocre performance in comparison to Japanese students. At the same time, the trend was going the other way in Japanese schools. The new study found U.S. math teachers assigned more than two hours of homework a week in 1994-95, while in Japan the figure was about one hour per week.

"Undue focus on homework as a national quick-fix, rather than a focus on issues of instructional quality and equity of access to opportunity to learn, may lead a country into wasted expenditures of time and energy," LeTendre says.

The homework burden might also affect performance among children of higher-income parents.

"Parents are extremely busy with work and household chores, not to mention chauffeuring young people to various extracurricular activities, athletic and otherwise," LeTendre said. "Parents might sometimes see exercises in drill and memorization as intrusions into family time."

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Robert is an independent health and science journalist and writer based in Phoenix, Arizona. He is a former editor-in-chief of Live Science with over 20 years of experience as a reporter and editor. He has worked on websites such as Space.com and Tom's Guide, and is a contributor on Medium , covering how we age and how to optimize the mind and body through time. He has a journalism degree from Humboldt State University in California.

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Think Again: Does "equitable" grading benefit students?

Recent years have seen a flurry of new grading policies that risk lowering academic standards in the name of equity. Newly popular practices include “minimum grading” policies, which prevent teachers from assigning students less than 50 percent credit; prohibitions on grade penalties for late work; and bans on grading homework and class participation. Such changes in grading practices, which accelerated during the pandemic, deserve greater scrutiny. Indeed, they risk removing both discretion from teachers and crucial incentives for students to study hard and cooperate with teachers and peers. Although some grading reforms may benefit students, those that water down expectations ultimately harm the students they are meant to help.

Download the brief here or read below.

Executive Summary

This policy brief challenges four key ideas that underpin “equity”-motivated trends in grading reforms.

Claim 1: “The existence of grade inflation has been exaggerated.”

Maybe historically, but not now. While standards for assessing student work have been falling steadily over time, the “grading for equity” era appears to have supercharged grade inflation.

Claim 2:  “Strict grading is harmful to students.”

False. To the contrary, lenient grading policies risk lowering expectations, and there is evidence that more lenient grading leads to less learning.

Claim 3.  “Traditional grading doesn’t communicate what students know and can do.”

False. If accompanied by clear expectations, a traditional summary grade can indeed communicate what students know and what they don’t.

Claim 4:   “Traditional grading perpetuates inequities.”

In some cases. Without efforts to increase transparency and reduce bias, traditional grading can perpetuate inequities.

The Bottom Line

The push for more “equitable” grading policies has exacerbated grade inflation and proffered little evidence of greater learning. Some aspects of traditional grading can indeed perpetuate inequities, but top-down policies that make grading more lenient are not the answer, especially as schools grapple with the academic and behavioral challenges of the postpandemic era.

Implications

1. Policymakers and educators should be wary of lowering standards through lenient grading policies . Those include “no-zero” mandates, bans on grading homework, and prohibitions on penalties for late work and cheating. Such policies tend to reduce expectations and accountability for students, hamstring teachers’ ability to manage their classrooms and motivate students, and confuse parents and other stakeholders who do not understand what grades have come to signify. All of this makes addressing recent learning loss even harder.

2. District leaders and state education agencies should support teachers in maintaining high expectations and holding the line on grade inflation. Educators need to know what high expectations look like. State and district leaders can present them with research on the connection between tough grading standards and student learning, as well as provide data about their grading standards relative to their peers. Individual schools or departments should often be allowed the flexibility to weigh the costs and benefits for themselves and to experiment with grading reforms—and individual teachers should have flexibility in adjusting deadlines or penalties based on student circumstances.  What districts and states should not do is mandate reforms that could force teachers to lower standards and expectations. Such mandates are doomed to fail because so much depends on implementation, stakeholder buy-in, and the ways that reforms interact with other local policies.

3. Take the best parts from both traditional and equity-oriented grading approaches . Many traditional practices have persisted for good reason, but a few equity-motivated grading reforms should be adopted more widely. Specifically, there are good reasons for policymakers and educators to consider eliminating most extra credit assignments and implementing rigorous grading rubrics. These specific reforms do not lower academic standards, but they can strengthen academics and combat bias.

In the 2000s and increasingly in the 2010s, the movement for “equitable” grading took root. Inspired by grading-reform gurus such as Ken O’Connor , Cornelius Minor , and Joe Feldman, a number of school districts—and at least one state —began implementing grading policies that explicitly or implicitly lowered expectations, including prohibiting teachers from assigning zeros (i.e., “ minimum grading ”), penalizing late work, and even marking down assignments on which students were caught cheating. Reformers have also argued for changing grading scales , which can have the effect of mechanically increasing students’ grades.

Then, in the face of widespread school shutdowns in the spring of 2020, districts scrambled to respond to students’ unprecedented needs. Amidst the context of racial reckoning, economic crisis, and a global pandemic, concerns about equity and mental health motivated many educators and policymakers to add on to or expand previous grading reforms, whether through pass/fail options , counting “needs improvement” as a final grade, prohibiting grade drops below prepandemic levels, or waiving standard graduation requirements .

The push to “give students grace” was understandable in that moment. Out-of-school inequities played a larger-than-ever role in students’ academic lives, with many students sharing devices with siblings, lacking quiet places to study, and struggling to access the internet to join class. Yet the return to traditional, in-person instruction did not bring a return to traditional grading policies. To the contrary, more districts than ever put into place grading policies that many district leaders believed were better for “equity,” or more precisely, leveling the playing field for disadvantaged students. Some of these policies—such as minimum grading (e.g., giving students no less than 50 percent of possible points) and prohibiting grading penalties for late work and even for cheating —make students’ grades rise automatically. Others seek alternatives to the traditional 0–100 scale, revising it to a 0–4 scale, for example, or to mastery grading (which is more qualitative than points based). Of course, not all equity grading reformers advocate all these practices, but these are all policies that, justified by a focus on equity, have gained substantial traction in recent years.

Such grading reforms were not birthed during Covid, but their increasing popularity and growing implementation by states and districts is new. Unfortunately, many of these policies lower academic standards and are likely to do long-term damage to the educational equity their advocates purport to advance.

“The existence of grade inflation has been exaggerated.” Maybe historically, but not now.

Concerns about whether grades accurately reflect student learning have been raised for decades. As far back as 1913, educational psychologist Guy Montrose Whipple questioned “the reliability of the marking system,” which he characterized as “an absolutely uncalibrated instrument.” Since then, grade inflation , by which teachers assign ever higher grades for the same level of academic work, has persisted.

Yet in the last few years, grade inflation has not only accelerated but has become normalized and pervasive, reframed as a core battleground in the struggle for greater educational equity (Table 1). Although not all reforms lead to more lenient grading, many do (Figure 1).

Table 1: Equity-oriented grading policies

Figure 1. Although traditional grading tends to be strict, a few grading reforms may result in even stricter practices.

Note: This figure represents the authors’ subjective evaluation of the extent to which grading policies are traditional and/or strict. The upper-left quadrant shows reforms that tend to make grading stricter, while the lower-left quadrant shows reforms that tend to make grading more lenient. The upper-right quadrant shows traditional policies that tend to make grading stricter, while the lower-right quadrant shows a traditional policy that tends to make grading more lenient. Bolded policies are those that may help combat bias, and italicized policies are those that may contribute to bias. Descriptions of policies or reforms based on these policies are included in Table 1.

Feldman, who regularly consults with school districts and whose 2018 book Grading for Equity has become a staple of teacher professional development , contends that his proposed grading reforms actually counteract grade inflation, “particularly for more privileged students,” because “ equitable grading no longer includes nonacademic, compliance-related, and subjectively interpreted behaviors. “ In discussing whether “classroom participation” should count, for example, Feldman worries that subjective grading practices will disproportionately inflate the grades of privileged students—who often benefit from advantages such as being more likely to encounter academic English at home.

Although this may be true in some cases, the claim that his recommended policies combat grade inflation ultimately confuses two aspects of grading: what should contribute to a course grade and how those activities should be assessed. After all, a teacher might grade class participation (the “what”), which Feldman claims may lead to grade inflation, but also use a rubric to do so strictly and fairly (the “how”). Meanwhile, another teacher might put more weight on an end-of-unit assessment (the “what”), which Feldman says will better capture a student’s mastery , but that assessment could be below grade level and scored based on subjective criteria (the “how”). 

In the case of “no-zero” policies and prohibitions on marking down students, there is little possibility of counteracting grade inflation because grades inflate automatically. As explained below, mechanical grade inflation can also result from switching grading scales, for example going from a 0–100 scale to a 0–4 scale, because the same work is automatically assigned a higher grade.

Although it is difficult to quantify the impact of these specific grading reforms on national grading standards, pandemic-era grade inflation is well-documented and persistent. For example, a 2023 report from ACT showed that “the rate of grade inflation increas[ed] substantially during” the pandemic years. Not only was the average 2021 ACT composite score the worst of any year they reported (going back to 2010), but the average GPA of ACT test takers in that year was the highest ever recorded at 3.4 on a 4-point scale. In late 2023, studies in both Washington State and North Carolina also confirmed enduring disparities between student grades and test scores.

Although researchers assured us a decade ago that the “sky was not falling” when it came to grade inflation, ever more students are now winding up in the highest GPA range. And as colleges have relaxed or completely removed standardized testing requirements for admission, grades are more important than ever. So while standards for assessing student work have been falling steadily over time, the “grading for equity” era appears to have supercharged grade inflation.  

“Strict grading harms students.” To the contrary, lenient grading leads to less learning.

The world of education is awash with rhetoric about the importance of holding “ high expectations ” for all students. What grading reformers have not understood is that high standards, rigorous grading, and student accountability are the incarnation of high expectations. Yet several of the core “equity grading” reforms—including not grading homework , allowing unlimited test retakes or assignment revisions, and prohibiting penalties for late work and cheating —weaken accountability for students. There’s ample research to support it , but the notion that students do better academically when they face some consequences—positive and negative—is common sense. Moreover, there is not an iota of hard evidence that reforms that make grading more lenient benefit students in the long run.

Rather, a growing literature on grading practices strongly suggests that students learn more when teachers hold them more strictly accountable for their performance in class. For example, a 2004 study by professors David Figlio and Maurice Lucas analyzed the academic performance of elementary school students based on their teachers’ grading practices. Those students assigned to teachers who graded more strictly—meaning that the teachers assigned relatively low grades to students while controlling for students’ test scores—went on to experience greater test-score growth in both reading and math. And in a similar 2020 study , American University’s Seth Gershenson found that high school students assigned to a tougher-grading teacher scored higher in math, both in that teacher’s class and in subsequent math courses, and that was true of all student subgroups.

The rationale behind rigorous teacher grading standards is straightforward: being exposed to a higher standard prompts many students to try harder, and this increased effort leads to more learning. In a study of college students, economist Phillip Babcock found that students who expected a “C” in their class studied about 50 percent more than students who expected an “A.”

Some promoters of more lenient grading encourage two practices that can contribute to grade inflation: the elimination of zeros for incomplete or missing work and the recalibration of numerical grading scales. Consider the adoption of the “0–4” grading scale as opposed to the traditional “0–100” grading scale. After the switch, students receive a 0, 1, 2, 3, or 4 (meant to correspond to an F, D, C, B, or A). As with no-zero policies, the negative effect of low grades is reduced, because traditionally half or more of the 100-point scale corresponds to an F, whereas just 20 percent of the 0-4 scale does. Although teachers in different contexts frequently use alternative grading scales, including check marks, “satisfactory/unsatisfactory,” and variations of 100-point scales and letter grades, switching from a 100-point scale to a 0-4 scale typically means assigning higher grades for the same work, which is the definition of grade inflation.

A 2023 working paper used data from North Carolina to examine the effects on student attendance and test performance when the state recalibrated its grading scale in 2014. The range for A’s expanded from 93–100 to 90–100, while the range for F’s shrank from 0–69 to 0–59. In the year of this recalibration, high-performing students were awarded even higher grades (unsurprisingly, since the grading scale had lowered the numerical threshold for earning top letter grades). What happened to initially low-performing students, however, should give grading reformers pause: their grades failed to rise, while their attendance actually declined. This troubling finding provides further evidence that grade inflation can exacerbate inequities.

This type of grade inflation could be thought of as “points-based leniency,” where students are disincentivized to work hard. But another aspect of student accountability hindered by equity grading is “time leniency,” where students are disincentivized to complete work in a timely manner. Grading reformers often argue against grading interim work, including formative assessments and homework, or insist that students should be offered nearly unlimited time to complete revisions. For example, Feldman earnestly argues, “Students must fix their errors and give it another try until they succeed, which means we have to offer them that next try.” Unfortunately, the effect of reducing expectations for on-time work is to encourage procrastination, and this leniency on time surely has negative consequences for learning as well. One recent study , conducted as part of a master’s thesis, showed that when late penalties were lifted for assignments in a high school chemistry course, homework completion dropped by more than one-third.

Lowering expectations is bad public policy, as it reduces learning and undermines the capacity of schools to help students succeed in the long run. Truly excessive academic pressure can be harmful to students, but international studies have indicated that moderate levels of stress can actually lead to greater student motivation and achievement. What’s more, affluent students often have built-in mechanisms that hold them accountable, such as involved parents , as well as other resume boosters to distinguish themselves, such as AP courses and extracurricular activities . It is the students facing disadvantage who disproportionately rely on schools for motivation and credentials that can distinguish them academically. So-called “equity grading,” when it leads to more lenient grading, will often harm these students the most.

“Traditional grading doesn’t communicate what students know and can do.” False.

Advocates of grading reform argue that traditional grading obscures how students are actually performing in a class. First, they critique typical “ omnibus ” or “ hodgepodge ” weighted grading systems, wherein teachers calculate students’ scores in various categories—such as homework, tests, projects, and participation—and then weigh them to calculate an overall grade. Homework might be worth 10 percent of the final grade, tests worth 40 percent, and so on. As a result, a student who turns in all her homework and has average test scores may earn a final grade similar to that of a peer who missed some homework but earned superior test scores. Such a grading system, Feldman warns , “conceals critical information about students and leads to decisions that harm [students].” Parents and educators could over- or underestimate students’ level of content mastery, for instance, depending on how participation grades impact their averages.

Thus, some reformers call for grades to reflect only student mastery. If effort and behavior must be scored, the reasoning goes, those grades ought to be assigned separately, as has been policy for Boston Public Schools since 2023.

In fact, this practice is misguided. Modern online grade books already present students’ scores within different categories and provide parents access so that they can see, for instance, how their child performed on tests versus on homework. Most importantly, all final grades are—by definition—a summary of performance. Even if a school uses mastery grading, in which scores are based exclusively on demonstrated mastery of specific content or skills, the final overall grade will still reflect students’ mastery of the various categories of content being assessed. What’s more, having a single summary metric for communicating information can be helpful for a number of audiences: college admissions officers, for example, may not have the capacity to examine individual grades on five different categories for every single high school course.

Reformers’ greatest source of concern when it comes to grades and communication is that traditional grading partly reflects student behavior. That is, score penalties for behaviors like tardiness, cheating, and incomplete work produce grades that do not communicate information exclusively about students’ understanding of course content. A student who turns in an excellent paper late may, for example, receive the same grade as a student who turns in a decent paper on time.

Yet to many stakeholders, that is a desirable feature of grading, not a bug. After all, success in both college and career depends not only on academic abilities but also on soft skills (sometimes called “noncognitive” or “social and emotional” skills) that enable students to follow instructions, persevere, and cooperate with their peers. Down the line, college students receive serious consequences for cheating, including course failure, probation, and even expulsion. Employees cannot consistently submit late work or skip assignments without consequences. Ability and behavior go hand in hand in determining success, which is probably why course grade point average has historically been such a powerful predictor of later success.

Just as grade inflation diminishes standards and expectations, it also distorts signals about student performance. Whether about points or timelines, when grading is stricter, it can help educators identify students who need the most support, academic or otherwise. That is, regardless of whether students are struggling with content or with timely work submission, lower grades flag for teachers and administrators the students most in need of intervention; indeed, research confirms that GPA is a reliable predictor of dropping out . Being able to accurately identify at-risk students can therefore boost the effectiveness of preventative intervention programs.

Likewise, parents need to know when their children are falling behind. Between 2018–19 (the last prepandemic school year) and 2021–22 (the first postpandemic “in-person” year for most students), the average student lost about five months of learning in both reading and math, according to state tests. Yet, according to TNTP, most students “ earned the same grade—or better—in 2022 as they did in 2019 .” Putting the same trend into different terms, another study revealed that although under half of students are performing below grade level, almost 90 percent of parents believe their children are performing at or above grade level and two-thirds of parents rely on report cards as a primary indicator of their children’s academic progress. In the long term, stricter grading can also help guide students into best-fit college and career pursuits. That’s because grade inflation can lead students and parents to overestimate students’ knowledge and skills in a certain field; these false signals can contribute to poor choices of college major or career path.

When colleges cannot distinguish among applicants using measures like GPA, they make admissions decisions based on less objective and less equitable measures , such as extracurricular participation and teacher recommendations, which may communicate very little about students’ actual academic performance.

“Traditional grading perpetuates inequities.” In some cases.

Though many grading reforms result in lowered standards and expectations for students, that does not mean that all changes to traditional grading practices are inherently undesirable. Indeed, some reforms do not make grading more lenient, and others may hold students accountable even more effectively (see the upper-left quadrant of Figure 1, above).

First, grading reformers are right to call attention to the inequities perpetuated by teacher bias in grading. Biases around race , ethnicity , prior academic performance , physical attractiveness , student weight , and teacher perception of student organization and attendance can all affect grading decisions. As Feldman observes, it’s unfortunately not a realistic solution just to “ stop our implicit biases ,” which are deeply ingrained in individuals and our society.

Such biases are not just about outright prejudice. Classrooms often operate under an unspoken code. What constitutes successful “participation,” for instance? And even if that definition is clear, does it advantage students of certain personalities or language skills? What makes an essay a “B” paper, rather than an “A”-level exemplar or a still-passing “C” submission? Without clearly articulated answers to such questions, many students may face disadvantage, including those whose families have less experience in the U.S. education system and those who do not speak English fluently. A lack of transparency can thus be both discriminatory and an obstacle to learning.

That is why reforms that increase transparency around expectations and grading can be beneficial. Research confirms that scoring rubrics can reduce the effects of bias . Rubrics explicitly delineate the categories on which an assignment will be assessed; one category to be evaluated on an argumentative essay, for example, would be the thesis statement. The rubric should also lay out the criteria to earn a particular score in each category: an A-level thesis is clear, persuasive, and accurately synthesizes the paper’s argument; a B-level thesis is clear, persuasive, and partially synthesizes the paper’s argument; and so on, for each possible score and for each category.

As such, rubrics allow teachers to convey to students in advance of an assignment what the expectations are, as well as help teachers grade fairly and consistently, and they show students after the fact how they can improve (and where they have already been successful!). They can also help promote “interrater reliability,” so that teachers across the hall from each other aren’t assigning different grades for the same caliber of work. For a class discussion, for instance, a rubric can include categories such as the number of times a student participated and whether she cited class readings to support a claim, offered new ideas to the discussion, asked questions, or replied to a classmate’s remarks. In this way, rubrics establish clear expectations and a relatively objective—not to mention efficient—means of scoring students. A student’s discussion grade, therefore, really can reflect and communicate to others their mastery of discussion skills.

Other equity-centered reforms that deserve much greater attention are blind scoring (anonymized grading) and asking teachers to grade the work of students assigned to other teachers. If teachers do not know the identity of students, biased grading practices are less likely to seep through. Technology makes such approaches easier than ever, as grading platforms like Canvas offer anonymous grading options for teachers.

When it comes to what gets graded, equity-minded reformers get it right on some counts. Educators must be conscious of disparities in access to technology and quiet work spaces outside of school, and homework should not require parents’ help . However, inflexible no-homework policies throw the baby out with the bathwater; quality homework can offer important opportunities for independent practice, foster positive attitudes toward learning, and boost academic achievement . A truly equitable approach could also involve creating quiet spaces and times for students to complete homework within their school building.

As for what should not get graded, there are indeed good reasons to believe that extra credit should be eliminated in most cases. Although it is occasionally used as a way for advanced learners to attempt work that goes beyond the scope of the course, extra credit often involves assigning points for optional activities that only loosely pertain to the course, abetting not only grade inflation but miscommunication of students’ abilities and behavior. Instead, students who deserve an opportunity to earn more credit should have the opportunity to reattempt the assignments already given.

Grading reformers are also right to point out that grading “behaviors” can sometimes disadvantage the most marginalized students, communicating their personal obstacles more than their knowledge and skills. Late submissions may happen, for example, because a student is overwhelmed by family responsibilities, lacks a quiet space for homework, or is experiencing homelessness. But the top-down elimination of the expectation that students do their work on time is the opposite of equity. Instead, teachers should be able to exercise discretion over extensions, retakes, and the like—to provide each student with what is appropriate and needed.

As with monetary inflation, the point of combatting grade inflation is not to return to a golden age when a dollar could purchase a bushel of apples or an A was only assigned for truly remarkable academic achievement. The important thing is to hold the line. While the traditional 0–100 grading scale does not by itself uphold high expectations and academic rigor, adopting a more lenient grading scale is guaranteed not to do so. In the North Carolina study, for instance, the reform was simply to lower the numerical thresholds to obtain better letter grades, which in turn lowered standards and expectations. But there is no inherent reason that mastery grading or scales other than 0–100 cannot maintain or even enhance both rigor and transparency, when implemented conscientiously .

Above all else, grading reforms should not be mandated from the state or district down to classrooms. Individual schools, departments, and teachers should have the discretion to implement their own grading policies, depending on their school contexts and students’ needs. Equally important, administrators need to provide examples of and supports for rigorous and transparent evaluation of student work so that teachers can hold the line on grades.

Policy Implications

1. Policymakers and educators should be wary of lowering standards through lenient grading policies. Those include “no-zero” mandates, bans on grading homework, and prohibitions on penalties for late work and cheating. Such policies tend to reduce expectations and accountability for students, hamstring teachers’ ability to manage their classrooms and to motivate students, and confuse parents and other stakeholders who do not understand what grades have come to signify. All of this makes addressing recent learning loss even harder.

2. District leaders and state education agencies should support teachers in maintaining high expectations and holding the line on grade inflation.  Educators need to know what high expectations look like. State and district leaders can present them with research on the connection between tough grading standards and student learning, as well as provide data about their grading standards relative to their peers. Individual schools or departments should often be allowed the flexibility to weigh the costs and benefits for themselves and to experiment with grading reforms—and individual teachers should have flexibility in adjusting deadlines or penalties based on student circumstances. What districts and states should not do is mandate reforms that could force teachers to lower standards and expectations. Such mandates are doomed to fail because so much depends on implementation, stakeholder buy-in, and the ways that reforms interact with other local policies.

3. Take the best parts from both traditional and equity-oriented grading approaches. Many traditional practices have persisted for good reason, but a few equity-motivated grading reforms should be adopted more widely. Specifically, there are good reasons for policymakers and educators to consider eliminating most extra-credit assignments and implementing rigorous rubrics. These specific reforms do not lower academic standards, but they can strengthen academics and combat bias.

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About the Report

This report was made possible through the generous support of the Thomas B. Fordham Foundation. We are grateful to Tim Daly, CEO of EdNavigator, and Sarah Ruth Morris, doctoral candidate at the University of Arkansas, for their feedback on a draft. We also extend our gratitude to Pamela Tatz for copyediting. At Fordham, we would like to thank Meredith Coffey and Adam Tyner for authoring the report; Amber Northern, David Griffith, Daniel Buck, Chester E. Finn, Jr., and Michael J. Petrilli for reviewing drafts; Victoria McDougald for her role in dissemination; and Stephanie Distler for developing the report’s cover and coordinating production.

Meredith Coffey, a senior research associate at the Thomas B. Fordham Institute, is a graduate student in education policy at Johns Hopkins University. Originally from Miami, Florida, Meredith holds a BA in comparative literature & literary theory from the University of Pennsylvania, a PhD in English literature from the University of Texas at Austin, and an MS in education from Hunter College. Before coming to Fordham…

Adam Tyner is national research director at the Thomas B. Fordham Institute, where he develops, executes, and manages new research projects. Prior to joining Fordham, Dr. Tyner served as senior quantitative analyst at  Hanover Research , where he executed data analysis projects and worked with school districts and other education stakeholders to…

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Here’s What the Research Says About Screen Time and School-Aged Kids

Kecia Ray is a globally recognized leader in education and a transformation coach. She leads K20Connect, an educational consulting network.

If you are like most Americans, a typical evening with your family means that everyone is tethered to a digital device of some sort. Some might be watching Netflix. Others might be strategizing in an online game, and still others may be using a school-issued device to do homework or research.

This is not uncommon. Screen time is on the rise worldwide, according to a recent study published in  JAMA Pediatrics , which reviewed the screen habits of about 30,000 children aged 3 to 18 between Jan. 1, 2020, and March 5, 2022. The study revealed that since the pandemic,  screen time among children has gone up 52 percent  globally.

Click the banner  to learn more about digital devices in the classroom when you sign up as an Insider.

Educational Screen Time Offers the Most Benefits

I’ve spent many years in the education field as a senior district administrator, professor, researcher and adviser, and I’ve reviewed screen time research from those in the fields of sociology, medicine and education. Although each field of study looks at different aspects of the issue, all have determined that excessive screen time can be damaging, especially to young viewers.

Researchers in Australia studying 4,013 children identified  several categories of screen time  — social, educational, passive, interactive and other — in a 2019 paper. According to the study, the type of screen time determines whether it has a positive or negative impact.

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Researchers found that  educational screen time provides the most benefit , showing positive effects on children’s persistence and educational outcomes while also having no significant impact on health. Interactive screen time, which includes time spent  playing video games , showed positive educational outcomes but was associated with poorer health.

Passive screen time — perhaps one of the more favored for anyone who likes to watch hours of streamed TV shows — is the least healthy form of screen time.

Excessive Screen Time Might Limit School Success

A longitudinal  study published in 2020  looked at cognitive and emotional functioning in children over time, between age 4 and 8, measured against their daily screen time. The study found excessive screen time led to emotional dysregulation and negatively affected mathematics and literacy in school-age students.

In 2021, Denise Scairpon published a  dissertation on screen time  among 4- and 5-year-old children and its effect on their social and emotional development as well as their sleep. The most significant finding: Excessive use of digital devices may cause children to suffer from irreversible damage to their developing brains and limit their ability for school success.

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Help Students Use Screens Responsibly

Too much of anything can be harmful, and screen time is no exception. Each of the studies shared here indicates the need for responsible screen use among children.

While educational screen time has the most positive impact of all types of screen time studied, educators must balance the benefits with the drawbacks.

Educators and parents can work together to promote responsible use of technology. Schools that promote  digital literacy for K–12 students  can introduce them early to responsible technology use. Adults also can model responsible screen time recommendations.

Both the  American Academy of Pediatrics  and the  World Health Organization  recommend screen time limits by age.

Both organizations recommend that children age 6 through 10 use no more than 1.5 hours of total screen time each day. The organizations also note that the maximum recommended screen time for everyone, independent of age, is two hours.

As parents and teachers, we must also refrain from too much screen time and explore other opportunities for engagement and learning beyond our screens. Balance and mindfulness are words we often hear in the context of self-care, but they are relevant when considering the amount of time we allow children to spend in front of screens.

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Who won the Biden-Trump debate? Biden's freeze draws age concerns

WASHINGTON – Presidential debates are always about expectations. And Thursday’s verbal sparring match between President Joe Biden and former President Donald Trump was no exception.  

The stakes were highest for Biden who, at age 81, was already battling perceptions he is too elderly for a second term. Meanwhile, Trump, 78, was facing concerns from moderate and swing voters about his at times bombastic style.  

The biggest moment of the night came early, when Biden froze for several seconds while answering a question about the economy. 

That – and all of the many other gaffes of the evening − will be replayed on cable news shows and shared thousands of times on social media for weeks to come. But how will it influence the 2024 election?  

Here’s a breakdown of who came out on top and who fell short in the immediate aftermath.  

Trump showed more energy than Biden  

Experts USA TODAY spoke with said they saw sharp differences in the stamina of the two candidates on stage Thursday night, and they said Biden’s low-energy demeanor could hurt him for months to come.  

In one of the most defining moments of the debate, Biden took a prolonged pause and froze while answering a question about the economy. After stuttering, the president continued, but began talking about COVID-19 and Medicare. 

Even some of Biden's Democratic supporters felt his freeze on stage and his somewhat wooden performance tipped the scales in Trump's favor.

Trump sought to highlight Biden’s slower responses, at one point saying, “I really don't know what he said at the end of this, and I don't think he knows what he said, either."

Thomas Whalen, a presidential historian and professor at Boston University, said Biden was “looking his age,” while Trump was “more controlled and sticking to his talking points.” 

Aaron Kall, director of Debate for the University of Michigan Debate Program, suggested Biden’s pauses “could spur endless news cycles about (his) age and fitness to serve another term in office.” 

New debate format aimed to decrease chaos

If seeing Trump and Biden on stage together again didn’t provide enough deja vu, their matchup also marked the first time since 1960 that a presidential debate was held without a live audience . The last time was when John F. Kennedy and Richard Nixon clashed.

The format was designed to eliminate immediate reactions to candidates’ remarks. Aaron Kall, director of debate for the University of Michigan, suggested it forced genuine responses rather than scripted statements from the candidates. 

Rather than rely on audience energy, Trump and Biden had to “trust their guts and instincts and previous debate experiences,” Kall said. 

The  use of muted microphones in the debate also nearly eliminated the type of candidate crosstalk that has plagued past debates, including most recently during the GOP primary. 

Georgia voters are central focus  

Trump and Biden weren’t the only ones in the spotlight Thursday night. All-important Georgia voters were, too. 

The location of the debate at CNN’s studios in Atlanta underscored Georgia’s role as crucial swing state in the election and served as a reminder that the candidate's messages − and bickering − will echo far beyond the stage. 

Biden won Georgia by just under 12,000 votes in 2020. But recent polling this year has shown Trump with a slight edge over his competitor in the key battleground territory. 

And the side-by-side comparison of the two candidates Thursday could very well sway the minds of undecided voters in the state. It was one of few opportunities the public will have to hear from the two men directly and judge for themselves who is the better pick for the country. 

Not to mention that the location gave both candidates an opportunity to campaign around the Atlanta suburbs. Trump called in to a local barbershop on Wednesday to talk with a group his campaign called the Black American Business Leaders Barbershop Roundtable. And Biden’s campaign said the president planned to attend watch parties across the city after the debate to talk with voters.  

Also of significance: The debate occurred only a few miles from the jail where Trump was booked last year on charges related to claims that he conspired to overturn the 2020 election.  

A major money boost for Democrats and Republicans  

Both major parties are expected to raise big dollars off Thursday’s affair. Similarly well-watched events have brought in the green for the two candidates.  

Biden’s campaign said he raised $10 million in the 24 hours after the State of the Union address. After Trump’s felony conviction in his New York hush money trial, his campaign said it raised $34.8 million in small-dollar donations.  

And both groups we’re leaning into their fundraising.  

Hours before the debate began, Biden’s team sent out a message telling supporters that he was “counting on” them to donate at least $30.  

“Tens of thousands of new supporters stepped up following my debates against Trump in 2020. And tonight, can’t be any different,” the message said.  

The Democratic Party of Georgia also hosted a watch party charging $24 per advance ticket. Former Georgia Sen. Kelly Loeffler was similarly hosting a high-dollar event for Trump the night of the debate.  

Biden’s campaign said it had its best grassroots fundraising hours of the entire campaign leading up to the debate. 

False claims abound

Ashley Koning, director of the Rutgers Eagleton Center for Public Interest Polling, argued that “facts and truth” were the biggest losers of the night.  

Both Trump and Biden made false comments throughout the debate that largely went unchecked by the moderators.  

Trump repeated claims that the Jan. 6, 2021, attack on the U.S. Capitol was former House Speaker Nancy Pelosi’s fault. Trump claimed he offered Pelosi “10,000 soldiers” to stop the attack. Pelosi’s office has said, however, that she never received such an officer and that she wouldn’t have had the power to refuse either way.  

The former real estate mogul also claimed the U.S. southern border is the most dangerous place in the world. There is no evidence to suggest this.  

Biden also made incorrect claims. At one point, he claimed he was “the only president this century ... that doesn’t have any troops dying anywhere in the world.”  

In 2021, during Biden’s presidency, 13 U.S. service members were killed in a suicide bombing attack in Afghanistan as thousands tried to flee the Taliban’s takeover of the country. 

RFK and third-party candidates absent from the conversation  

Noticeably absent from the CNN stage? Robert F. Kennedy Jr .  

Kennedy didn’t meet the qualifications for the debate, which required candidates to appear on a “sufficient number of state ballots to reach the 270 electoral vote thresholds to win the presidency” and receive at least 15% in four qualifying national polls, according to CNN.  

In a three-way matchup with Biden and Trump, Kennedy receives 10.7% of the vote, according to a Real Clear Politics average of polling .  

Kennedy counterprogrammed the prime-time debate by answering the same questions as Biden and Trump live on a social media stream and on his website. But he remained largely out of sight for most voters on a night that centered on the two major party candidates.