For many of us, we have grown up believing that more homework equates to more learning and rigor. We can perhaps recall spending countless hours studying textbooks, answering questions, and completing assignments. However, is this belief rooted in truth? Does research support the notion that an increase in the amount and time spent on homework leads to more learning?

This topic has been a subject of intense debate over the past five decades, with a plethora of research conducted to determine the effects of homework on learning, both positive and negative. Here’s what the research has revealed:

1. While there is a correlation between homework and increased student learning among secondary-aged students, there is no evidence of causation – that is, homework alone does not necessarily lead to more learning. This is because a multitude of factors come into play when a student is learning at home, including the quality of the assignment, feedback from the teacher, and the levels and types of support from parents, guardians, or siblings. As a result, it is difficult to determine the impact that homework has on a student’s academic success.1245
2. It is worth noting that the correlation between homework and learning in secondary aged students has been found to often follow a curvilinear pattern – resembling a bell curve. One source summarized the findings this way: “Pupils doing either very little or a great deal of homework tend to perform less well at school than those doing ‘moderate’ amounts of homework”3. In fact, a study revealed that when homework exceeded a total of 90 minutes for middle school students, test scores began to drop.4 
3. For primary (elementary) aged students, research has indicated that homework has only minimal benefits.245 Several studies found that students this age “don’t have the study skills to benefit fully from homework, so it may be a poor use of time.”4  However, what a lot of research has found that is beneficial for primary-aged students is engaging in independent reading for pleasure. When this is done at home, students tend to have more academic success in school.245 
4. The quality and purpose of the homework is more important than the amount of time being spent on homework145. 
5. Excessive amounts of homework have been proven to increase stress levels and can lead to physical health problems. In 2014, a Stanford study revealed that “students in high-achieving communities who spend too much time on homework experience more stress, physical health problems, a lack of balance and even alienation from society. More than two hours of homework a night may be counterproductive, according to the study.”1 Similarly, a 2013 study “found that high school students can experience serious mental and physical health problems, from higher stress levels to sleep deprivation, when assigned too much homework”4 

At BAIS, we believe in a holistic approach to education that takes into account the well-being of our students’ minds and hearts. While homework is an aspect of learning, we recognize the importance of providing purposeful and manageable amounts of homework to support our students’ mental and emotional health. With the advent of AI, such as ChatGPT, and other online resources, we are being challenged to find new ways to make sure homework is meaningful.

We do want to acknowledge that certain courses, such as Advanced Placement classes, may require more homework than others, but we are committed to striking a balance that ensures our students’ well-being and academic success. Ultimately, we aspire to cultivate critical and creative thinkers who are equipped to tackle life’s challenges with confidence and resilience.

Travis Julian
Director

Work Cited

1. Clifton B. Parker, Stanford research shows pitfalls of homework. (Stanford University, 2014) https://news.stanford.edu/2014/03/10/too-much-homework-031014/ 
2. Caroline Sharp, Wendy Keys, and Pauline Benefield. Homework: A Review of Recent Research. (National Foundation for Educational Research, 2001) p.15-20. https://www.nfer.ac.uk/publications/hwk01/hwk01.pdf 
3. Ibid. p. 20.
4. Youki Terada. THE RESEARCH IS IN: What’s the Right Amount of Homework?. (Edutopia, 2018) https://www.edutopia.org/article/whats-right-amount-homework/ 
5. Dr. Cathy Vatterott. What does the research say about homework? (The Education Hub, 2020). https://theeducationhub.org.nz/what-does-the-research-say-about-homework/ 

Lory Hough. Are You Down With or Done With Homework?. (Harvard Ed. Magazine, 2012). https://www.gse.harvard.edu/news/ed/12/01/are-you-down-or-done-homework