The Homework Dilemma: Part 1
My Opinion for What it’s Worth Teachers give homework — it’s part of what they do. I gave it when I was a teacher back when the earth was still cooling. Eventually I gave very little homework — mostly to encourage studying before tests, but sometimes not even then. Homework didn’t seem to work in the best interest of my students, and I thought I was using it incorrectly — based on what I now know, I was.
I stopped grading homework long ago. After all, it results in lots of zeroes and my students didn’t need those. Really, if an assessment is consistently producing zeroes, shouldn’t teachers wonder what about its usefulness? In those days we didn’t talk about formative and summative assessments. Assigned work was about grades.
I know it is popular to assume that students are being irresponsible when homework is not done, but teachers are supposed to be able to find what works. We are not supposed to call the student irresponsible, stupid, bad, lazy, etc. and move on — we find a way, not a way out. Sometimes we fail and the student fails, but we must commit ourselves to get better and adopt better methods rather than apply the “same old, same old” and expect students to adapt to us. Teachers are the experts — or should be — where teaching methods are concerned.
I never saw any real evidence that it made students more responsible, although some teachers continue to claim it is so. Research on homework is inconclusive. There certainly are no landmark studies that show unequivocally that homework is essential to teaching and learning, although there is some pretty good evidence that it is of little or no value for elementary students. There seems to be some benefit for high school students from homework, but it’s limited.
Let me be clear— I didn’t just ride into town on a turnip truck. I know the language of research. I understand correlation, meta-analysis, and z-scores. I have read the works of Harris Cooper, Robert Marzano, Thomas Guskey, and many others. I have a well-founded professional opinion on homework and I have a personal one.
What do the Polls Say about Homework?
Although parents often hold opinions on education that don’t necessarily reflect best practice, their opinions must be respected simply because schools educate their children. Regrettably, a clear understanding of what parents think about homework is hard to ascertain. My experience as a teacher and administrator has convinced me that parents generally support, or at least accept, various instructional methods — especially those applied the schools their children attend.
Surveys and polls produce a bewildering variation in results. A mumsnet.com survey from October 2008 had a reasonable sample of 1,036 respondents to the question “Are you happy with the amount of homework your child is required to complete?” Fifty-six percent responded, “Yes it's just about right,” while 27% said, “No they get too much.”
Mumsnet is a site for parents, and surveys offered by websites are generally not conducted with scientific controls for validity, but provide information of interest to a specific group at a specific time.
On the other hand, smartgirls, a website that attracts a wide age-range of young females conducted a survey concerning a number of school issues. The poll is over a decade old, but of the 484 respondents, 274 — about 57% — responded that they had too much homework. Interestingly, about 27% admitted to cheating on homework at least “sometimes.”
A November 18, 2011, Timeforkids poll was in close agreement with Smartgirls, with 57% claiming too much homework. Again, there are no controls to assure reliability.
Harrisinteractive displays the results from a poll from March 2008 that seems to have some scientific controls, although an exact description of the polling process is not described. The results show that 60% of the parents and 81% of the teachers agreed that the amount of homework given was “about right.” There is also close agreement on the “importance of doing homework.” Fifty-six percent of parents said doing homework is “very important,” compared with 50% of teachers.
Polls don’t give us much information about homework. They lack validity and depth.
The most important issues about homework concerns how educators apply what they know — or should know — about teaching and learning.
That will be the topic for Part Two.
I know it is popular to assume that students are being irresponsible when homework is not done, but teachers are supposed to be able to find what works. We are not supposed to call the student irresponsible, stupid, bad, lazy, etc. and move on — we find a way, not a way out. Sometimes we fail and the student fails, but we must commit ourselves to get better and adopt better methods rather than apply the “same old, same old” and expect students to adapt to us. Teachers are the experts — or should be — where teaching methods are concerned.
I never saw any real evidence that it made students more responsible, although some teachers continue to claim it is so. Research on homework is inconclusive. There certainly are no landmark studies that show unequivocally that homework is essential to teaching and learning, although there is some pretty good evidence that it is of little or no value for elementary students. There seems to be some benefit for high school students from homework, but it’s limited.
Let me be clear— I didn’t just ride into town on a turnip truck. I know the language of research. I understand correlation, meta-analysis, and z-scores. I have read the works of Harris Cooper, Robert Marzano, Thomas Guskey, and many others. I have a well-founded professional opinion on homework and I have a personal one.
What do the Polls Say about Homework?
Although parents often hold opinions on education that don’t necessarily reflect best practice, their opinions must be respected simply because schools educate their children. Regrettably, a clear understanding of what parents think about homework is hard to ascertain. My experience as a teacher and administrator has convinced me that parents generally support, or at least accept, various instructional methods — especially those applied the schools their children attend.
Surveys and polls produce a bewildering variation in results. A mumsnet.com survey from October 2008 had a reasonable sample of 1,036 respondents to the question “Are you happy with the amount of homework your child is required to complete?” Fifty-six percent responded, “Yes it's just about right,” while 27% said, “No they get too much.”
Mumsnet is a site for parents, and surveys offered by websites are generally not conducted with scientific controls for validity, but provide information of interest to a specific group at a specific time.
On the other hand, smartgirls, a website that attracts a wide age-range of young females conducted a survey concerning a number of school issues. The poll is over a decade old, but of the 484 respondents, 274 — about 57% — responded that they had too much homework. Interestingly, about 27% admitted to cheating on homework at least “sometimes.”
A November 18, 2011, Timeforkids poll was in close agreement with Smartgirls, with 57% claiming too much homework. Again, there are no controls to assure reliability.
Harrisinteractive displays the results from a poll from March 2008 that seems to have some scientific controls, although an exact description of the polling process is not described. The results show that 60% of the parents and 81% of the teachers agreed that the amount of homework given was “about right.” There is also close agreement on the “importance of doing homework.” Fifty-six percent of parents said doing homework is “very important,” compared with 50% of teachers.
Polls don’t give us much information about homework. They lack validity and depth.
The most important issues about homework concerns how educators apply what they know — or should know — about teaching and learning.
That will be the topic for Part Two.
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