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You are misinformed about research on homework. Even when you control for socioeconomic status homework has a large positive impact. [This is a nice review of m

You are misinformed about research on homework. Even when you control for socioeconomic status homework has a large positive impact. [This is a nice review of many papers](http://www.ascd.org/publications/educational-leadership/mar07/vol64/num06/The-Case-For-and-Against-Homework.aspx http://www.ascd.org/publications/educational-leadership/mar0...). The only place where homework is questionable is for very young children, like in kindergarten.

barry-cotter 7y ago
Gains from homework in primary school are derisory and not much better in middle school. Even in high school the gains are a quarter of a standard deviation. Not worth the enormous cost in time, sleep and stress. ——— Homework and attainment in primary schools https://onlinelibrary.wiley.com/doi/abs/10.1080/0141192990250304 https://onlinelibrary.wiley.com/doi/abs/10.1080/014119299025... The findings indicated that the highest test scores were achieved by those pupils who reported doing homework ‘once a month’ in each of the core subjects. Homework reported more frequently than ‘once a month’ was generally associated with lower attainment. Multilevel models that controlled for important variables did not lend support to the ‘more is better’ view of homework. Special Topic / The Case For and Against Homework http://www.ascd.org/publications/educational-leadership/mar07/vol64/num06/The-Case-For-and-Against-Homework.aspx http://www.ascd.org/publications/educational-leadership/mar0... Although teachers across the K–12 spectrum commonly assign homework, research has produced no clear-cut consensus on the benefits of homework at the early elementary grade levels. In his early meta-analysis, Cooper (1989a) reported the following effect sizes (p. 71): Grades 4–6: ES = .15 (Percentile gain = 6) Grades 7–9: ES = .31 (Percentile gain = 12) Grades 10–12: ES = .64 (Percentile gain = 24)
jacobolus 7y ago
The paper by Cooper cited positively in your link claims: > For elementary school students, the effect of homework on achievement is trivial, if it exists at all https://scholar.google.com/scholar?cluster=8675314309893207133 https://scholar.google.com/scholar?cluster=86753143098932071... Which is diametrically different from the “large positive impact” you described in your comment. Maybe by “very young children” you mean to include 5–10 year olds? (For what it’s worth, I don’t find Cooper’s arguments that arbitrary amounts of homework are beneficial for secondary students very convincing. But we should at least not mischaracterize the claims about primary students.)

barry-cotter 7y ago

Gains from homework in primary school are derisory and not much better in middle school. Even in high school the gains are a quarter of a standard deviation. Not worth the enormous cost in time, sleep and stress. ——— Homework and attainment in primary schools https://onlinelibrary.wiley.com/doi/abs/10.1080/0141192990250304 https://onlinelibrary.wiley.com/doi/abs/10.1080/014119299025... The findings indicated that the highest test scores were achieved by those pupils who reported doing homework ‘once a month’ in each of the core subjects. Homework reported more frequently than ‘once a month’ was generally associated with lower attainment. Multilevel models that controlled for important variables did not lend support to the ‘more is better’ view of homework. Special Topic / The Case For and Against Homework http://www.ascd.org/publications/educational-leadership/mar07/vol64/num06/The-Case-For-and-Against-Homework.aspx http://www.ascd.org/publications/educational-leadership/mar0... Although teachers across the K–12 spectrum commonly assign homework, research has produced no clear-cut consensus on the benefits of homework at the early elementary grade levels. In his early meta-analysis, Cooper (1989a) reported the following effect sizes (p. 71): Grades 4–6: ES = .15 (Percentile gain = 6) Grades 7–9: ES = .31 (Percentile gain = 12) Grades 10–12: ES = .64 (Percentile gain = 24)

jacobolus 7y ago

The paper by Cooper cited positively in your link claims: > For elementary school students, the effect of homework on achievement is trivial, if it exists at all https://scholar.google.com/scholar?cluster=8675314309893207133 https://scholar.google.com/scholar?cluster=86753143098932071... Which is diametrically different from the “large positive impact” you described in your comment. Maybe by “very young children” you mean to include 5–10 year olds? (For what it’s worth, I don’t find Cooper’s arguments that arbitrary amounts of homework are beneficial for secondary students very convincing. But we should at least not mischaracterize the claims about primary students.)