The question of homework continues to be one of the most discussed in educational circles these days. The popular media have covered the topic extensively, including several books and articles by education specialist and author Alfie Cohn, along with the more recent The Case Against Homework by Nancy Kailish and Sara Bennett.

 

These works cite research that indicates homework has a limited or negligible effect on improving student learning. The issue has taken on an international flavor for years as well. Finland, whose educational model has been touted internationally, has given limited or no homework for many years, and other countries that perform quite well on standardized testing (including Denmark and the Czech Republic) have followed suit.

 

In the United States, the homework question has led to mixed reports. In some studies, an appropriate amount of homework does seem to help reinforce student learning, but of course the number of minutes deemed appropriate is open to debate. The general consensus I have heard indicates that more than two hours total a night leads to diminishing returns. There are other important factors to consider nationally.

 

A 2015 US News & World Report discovered that “homework is reinforcing the achievement gap between the rich and the poor,” indicating that homework effectiveness is linked to the disparity between those with access to quality education and those whose public school options are lacking; homework load is just another variable on a long list. Independent schools with resources like Colorado Academy are wrestling with the same issue. How much homework is appropriate?

 

What kind of homework reinforces student learning? How do teachers use homework as a means to engage kids beyond the classroom? This has led to quality conversations amongst administrators and faculty, and above all a more thoughtful and intentional approach to homework assignments is taking place.

 

The National Association of Independent Schools (NAIS) has taken up the topic both directly and indirectly. Their thorough research on student engagement includes questions on homework, for example. I recently learned that one NAIS institution, Polytechnic School in Pasadena, California, a high-performance K-12 school, is no longer giving homework to its lower school students. Feedback there has generally been positive. It will be interesting to track the short-term and long-term benefits (and losses) of such a plan, and I will be keeping my eyes and ears open to other developments in peer institutions.

 

One of the main drivers on the homework question is the interest in reducing student stress. We know that many students (and their families) are busier than ever, as their lives are filled with programmed activities such as club sports, music lessons or other worthwhile endeavors. Acknowledging the reality of these busy lives means again that we must be thoughtful and deliberate when considering the nature of homework. When we have offered no homework weekends at CA, we have received positive commentary from students and families who talk about being able to re-connect with each other and have some down time in the midst of a busy academic program. Our calendar allows us to offer these no homework zones periodically throughout the school year, and typically they are an opportunity for students to either catch up or decompress. The positive effect on reducing stress has been noticeable.

 

In CA’s Upper School, teachers have been talking quite a bit about homework in the past several years, and I have noticed an overall decrease in the total amount of homework assigned and a corresponding increase in the quality of the homework that is given. As a faculty, we are actively discussing the merits of homework in general and the specific kinds of homework we assign. We know not all homework is created equally. There is clear consensus that homework for homework’s sake is not an effective use of student time, nor does it correlate to better learning. Teacher time should be effectively spent as well, and collecting/grading piles of homework assignments is sometimes not worth the time and effort required. I believe there is a “sweet spot” in here somewhere where a challenging school like CA gives enough homework to ensure a high level of student learning and engagement while also being mindful of the realities of their lives. I welcome parent feedback in the ongoing conversations.