Posted Date: 07/24/2020
Yet there are many parents who feel that from early on, children need to do homework if they are to succeed in an increasingly competitive academic culture. School administrators and policy makers have also weighed in, proposing various policies on homework.
So, does homework help or hinder kids?
For the last 10 years, my colleagues and I have been investigating international patterns in homework using databases like the Trends in Mathematics and Science Study (TIMSS). If we step back from the heated debates about homework and look at how homework is used around the world, we find the highest homework loads are associated with countries that have lower incomes and higher social inequality.
Let’s first look at the global trends on homework.
Undoubtedly, homework is a global phenomenon; students from all 59 countries that participated in the 2007 Trends in Math and Science Study (TIMSS) reported getting homework. Worldwide, only less than 7% of fourth graders said they did no homework.
TIMSS is one of the few data sets that allow us to compare many nations on how much homework is given (and done). And the data show extreme variation.
For example, in some nations, like Algeria, Kuwait and Morocco, more than one in five fourth graders reported high levels of homework. In Japan, less than 3% of students indicated they did more than four hours of homework on a normal school night.
TIMSS data can also help to dispel some common stereotypes. For instance, in East Asia, Hong Kong, Taiwan and Japan – countries that had the top rankings on TIMSS average math achievement – reported rates of heavy homework that were below the international mean.
In the Netherlands, nearly one out of five fourth graders reported doing no homework on an average school night, even though Dutch fourth graders put their country in the top 10 in terms of average math scores in 2007.
Going by TIMSS data, the US is neither “A Nation at Rest” as some have claimed, nor a nation straining under excessive homework load. Fourth and eighth grade US students fall in the middle of the 59 countries in the TIMSS data set, although only 12% of US fourth graders reported high math homework loads compared to an international average of 21%.
So, is homework related to high academic success?
At a national level, the answer is clearly no. Worldwide, homework is not associated with high national levels of academic achievement.
But, the TIMSS can’t be used to determine if homework is actually helping or hurting academic performance overall, it can help us see how much homework students are doing, and what conditions are associated with higher national levels of homework.
We have typically found that the highest homework loads are associated with countries that have lower incomes and higher levels of social inequality – not hallmarks that most countries would want to emulate.
TIMSS data also show us how even elementary school kids are being burdened with large amounts of homework.
Almost 10% of fourth graders worldwide (one in 10 children) reported spending multiple hours on homework each night. Globally, one in five fourth graders report 30 minutes or more of homework in math three to four times a week.
These reports of large homework loads should worry parents, teachers and policymakers alike.
What constitutes excessive amounts of homework varies by age, and may also be affected by cultural or family expectations. Young adolescents in middle school, or teenagers in high school, can study for longer duration than elementary school children.
But for elementary school students, even 30 minutes of homework a night, if combined with other sources of academic stress, can have a negative impact. Researchers in China have linked homework of two or more hours per night with sleep disruption.
Even though some cultures may normalize long periods of studying for elementary age children, there is no evidence to support that this level of homework has clear academic benefits. Also, when parents and children conflict over homework, and strong negative emotions are created, homework can actually have a negative association with academic achievement.
Administrators and policymakers have not been reluctant to wade into the debates on homework and to formulate policies. France’s president, Francois Hollande, even proposed that homework be banned because it may have inegaliatarian effects.
However, “zero-tolerance” homework policies for schools, or nations, are likely to create as many problems as they solve because of the wide variation of homework effects. Contrary to what Hollande said, research suggests that homework is not a likely source of social class differences in academic achievement.
Homework, in fact, is an important component of education for students in the middle and upper grades of schooling.
Policymakers and researchers should look more closely at the connection between poverty, inequality and higher levels of homework. Rather than seeing homework as a “solution,” policymakers should question what facets of their educational system might impel students, teachers and parents to increase homework loads.
At the classroom level, in setting homework, teachers need to communicate with their peers and with parents to assure that the homework assigned overall for a grade is not burdensome, and that it is indeed having a positive effect.
Perhaps, teachers can opt for a more individualized approach to homework. If teachers are careful in selecting their assignments – weighing the student’s age, family situation and need for skill development – then homework can be tailored in ways that improve the chance of maximum positive impact for any given student.
I strongly suspect that when teachers face conditions such as pressure to meet arbitrary achievement goals, lack of planning time or little autonomy over curriculum, homework becomes an easy option to make up what could not be covered in class.
Whatever the reason, the fact is a significant percentage of elementary school children around the world are struggling with large homework loads. That alone could have long-term negative consequences for their academic success.