Education is susceptible to fads and fashions, and public attitudes about homework are a case in point. In a recent workshop for parents and teachers [2], Harris M. Cooper, a researcher on homework policies and practices and author of The Battle over Homework [1], described the cycle of support and opposition to homework over the past 70 years in the United States. In his synthesis of the research on homework, Harris found both positive and negative effects of homework. The goal for schools and parents, Cooper said, should be to emphasize the positive effects of homework and reduce its negative effects.

The potential positive effects of homework include the following:

* better retention of factual knowledge

* increased understanding

* curriculum enrichment

* better study habits and skills

* greater self-direction

* greater self-discipline

* better time organization

* more independent problem solving

* greater parental appreciation of and involvement in schools

The potential negative effects of homework include the following:

* satiation -- requiring students to devote too much time to a subject, more than what is needed -- which may cause them to lose interest in academic material

* increased physical and emotional fatigue

* denial of access to leisure time and community activities

* cheating (There is greater opportunity for students to cheat on homework -- for example, through copying from other students, through having a tutor provide help beyond tutoring, or through taking completed assignments off of the Internet.)

* parental interference that may exert an unhealthy amount of pressure on students to complete assignments and perform well, and that may sometimes employ confusing instructional techniques

Homework is a cost-effective instructional technique, Cooper said, but the purpose of homework should vary by grade. There is almost no relationship between time spent on homework and achievement in the elementary grades, said Cooper, yet the amount of time spent on homework does appear to influence achievement at the junior and senior high school levels.

What Is the Right Amount of Homework?

As a general rule, Cooper suggests 10 minutes of homework per night for each grade level: 10 minutes in first grade, 20 minutes in second grade, and so on. These amounts can be adjusted upward if assignments consist mostly of reading or if students come from families with strong educational orientations.

Parents play an important role in helping their children reap the greatest benefits from homework. Parents can help by providing the necessary structure and supports. These include a quiet place to study away from distractions such as the television, the telephone, or computer games. Parents can also provide clear guidelines about when homework is to be completed (e.g., before watching a favorite television show). Cooper encourages parents to foster autonomy in their children by allowing them to do their homework independently as often as possible. When children struggle to complete assignments, however, Cooper encourages parents to take a more active role in helping children complete homework assignments.

What Is the Best Approach When Parents Feel That a Teacher Is Giving Excessive Amounts of Homework?

Cooper suggests that parents emphasize the parent-school team aspect when contacting a teacher with concerns about homework. Let the teacher know what steps have been taken at home to help with homework: "We've tried this and this at home, and our child is still not getting through all the homework at night. What do you suggest we do?" Cooper encourages individual schools and/or school districts to adopt a policy on homework practices. The policy should include guidelines on the amounts and frequency of homework and the extent and type of parental help with homework that is appropriate. If a policy does not exist, parents can offer to work with others to develop a policy designed to maximize the benefits of homework.

For more information

Helping Your Child with Homework
http://www.ed.gov/pubs/parents/Homework/index.html

Is Your House Ready for Homework?
http://npin.org/pnews/2001/pnew901/feat901.html

Five Homework Strategies for Teaching Students with Disabilities
http://npin.org/library/2001/n00567/n00567.html

Homework: What Does the Research Say?
http://npin.org/pnews/1997/pnewn97/pnewn97e.html

Sources

[1] Cooper, Harris B. (2001). The battle over homework: Common ground for administrators, teachers, and parents. Thousand Oaks, CA: Corwin. (ERIC Document No. ED455561)

[2] Cooper, Harris B. (2002, October 10). The pros and cons of homework: A workshop for parents and teachers [Workshop]. Champaign, Illinois.

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