Everyone knows the story of “Goldilocks and the Three Bears.” Goldilocks wandered through the bears’ home, finding things that were too hot, too cold or just right. This Goldilocks debate has persisted over several decades in regard to homework standards. Parents and educators have argued that students are given too much or too little and are still looking for the “just right” amount.
One of the most relevant and prominent studies on the impact of homework was conducted by Cooper, Robinson & Patall (2006). In short, the analysis of several studies found a positive and statistically significant correlation between homework and achievement. However, the details of the study indicate a strong correlation between homework and achievement for students in grades 7-12 and a weaker relationship for students in grades K-6.
One of the most widely agreed upon formulas for time spent on homework involves the “10-minute rule” (Cooper, 2007). Starting in first grade, total time spent on homework should take no more than 10 minutes per grade level. Of course, this rule should be adapted according to individual differences. Although some argue for no homework for young students altogether, many believe that homework is still important.
“[H]omework for young children [can] help them develop good study habits, foster positive attitudes toward school, and communicate to students the idea that learning takes work at home as well as at school” (Cooper, 1989, p. 90). On the other hand, too much or inappropriately assigned homework can be counterproductive and diminish motivation. Further, the stress caused by homework can cause emotional and physical fatigue and interfere with social development by preventing students from participation in extracurricular and recreational activities (Cooper, 2007).
Schools and educators are tasked with using the research surrounding homework and their knowledge of individual student needs to assign quality homework. In addition to assigning an appropriate amount of homework, teachers at Currey Ingram make the following considerations (Marzano & Pickering, 2007):
- Assign homework that matters. The purpose of homework should be considered, with the ultimate goal being to practice a skill, build background knowledge, or extend learning beyond the school day. In elementary grades, assignments should encourage positive attitudes, study habits and character (i.e., work ethic), and reinforce simple skills learned in class (Cooper, 2007). Teachers at Currey Ingram carefully consider what they want a child to gain from a particular assignment. For example, students may be practicing a skill that can be done independently but not fluently. Or, a child may be assigned homework to build motivation towards a particularly difficult task (i.e., a math game to practice math facts).
- Ensure an appropriate level of difficulty. We want our students to be able to perform the assignment with a high success rate. In other words, it is not helpful for a child to practice a skill in the wrong way; this instills bad habits. However, it is also important to balance the ease of an assignment with an appropriate level of challenge, enough for the assignment to remain interesting.
- Respect the supporting role of parents. Homework, for many parents, is the lifeline connecting the parent to the school day happenings. We do not expect our parents to teach their child a new skill. Rather, the parent should observe, encourage and coach. If a parent is having to reteach a skill, the teacher needs to know so instruction can be adapted. In fact, Patall, Cooper & Robinson (2008) found that students did worse when parents were controlling and failed to provide enough space and autonomy.
The students at Currey Ingram work hard each day. The low student-teacher ratio results in students being engaged more frequently than may occur in a classroom of a larger size. In addition, students with learning differences have to work so hard each day to access the curriculum that they are often “tapped out” by homework time. Next week’s article will focus on alternative learning activities that can take place at home.
References:
- Cooper, H. (1989). Synthesis of research on homework. Educational Leadership, 47(3), 85–91.
- Cooper, H. (2007). The battle over homework (3rd ed.). Thousand Oaks, CA: Corwin Press.
- Cooper, H., Robinson, J.C., & Patall, E.A. (2006). Does homework improve academic achievement? A synthesis of research 1987-2003. Review of Educational Research, 76 (1), 1 - 62.
- Marzano, R. J. & Pickering, D.J. (2007). The case for and against homework. Educational Leadership, 64(6), 74-79.
- Patall, E. A., Cooper, H., & Robinson, J. C. (2008). Parent involvement in homework: A research synthesis. Review of Educational Research, 78(4), 1039-1101.
