France’s president, Francois Hollande, wants to ban homework because some children get more help from their parents than others. Is this The End of Homework? asks Louis Menand in The New Yorker.
It’s not true that homework is just “busywork, with no effect on academic achievement,” writes Menand.
According to the leading authority in the field, Harris Cooper, of Duke University, homework correlates positively—although the effect is not large—with success in school. Professor Cooper says that this is more true in middle school and high school than in primary school, since younger children get distracted more easily. He also thinks that there is such a thing as homework overload—he recommends no more than ten minutes per grade a night. But his conclusion that homework matters is based on a synthesis of forty years’ worth of research.
U.S. students aren’t doing more homework than they were in the 1940’s, according to researchers. A majority of students, including high-school seniors, spend less than an hour a day on homework during the school week.
Finland has the most successful educational system in the world, according to The Economist, writes Gill. “Students there are assigned virtually no homework; they don’t start school until age seven; and the school day is short.”
The No. 2 country is South Korea, “whose schools are notorious for their backbreaking rigidity.” South Korean kids don’t just do homework: 90 percent study with private tutors or go to cram schools.
Yet both systems are successful, and the reason is that Finnish schools are doing what Finns want them to do, which is to bring everyone up to the same level and instill a commitment to equality, and South Korean schools are doing what South Koreans want, which is to enable hard workers to get ahead.
Americans “want everyone to have an equal chance to become better-off than everyone else,” writes Menand.
Supporters of homework say that it’s a way of getting parents involved in their children’s education by bringing school into the home, and that has to be a good thing. But it’s also likely (contrary to President Hollande’s assumption) that the people most hostile to homework are affluent parents who want their children to spend their after-school time taking violin lessons and going to Tae Kwon Do classes—activities that are more enriching and (often) more fun than conjugating irregular verbs. Less affluent parents are likely to prefer more homework as a way of keeping their kids off the streets. If we provided after-school music lessons, museum trips, and cool sports programs to poor children, we could abolish homework in a French minute. No one would miss it.
Homework isn’t the root of all evil, but it’s often counter-productive, writes Peter DeWitt, an elementary school principal, in Ed Week.
If we really want students to be engaged with learning, we should allow them the autonomy to self-explore at home one their own and not give them death by ditto because it makes us feel better about the assignments we provide.
DeWitt quotes teacher Mark Barnes, who thinks homework “fails our students.” Assigning homework “is undermining effective 21st-century teaching and learning,” writes Barnes. “Most teachers link homework to grades so the students who don’t do homework don’t learn the material — mainly because not enough teaching is being done in class — and many would-be learners grow to hate school because they wind up with poor grades and, ultimately, feel like failures.”