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 a

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.)