Will homework in elementary school result in greater student achievement? Many elementary teachers now assign homework because they believe their district requires it and because the demand to stay competitive is so great.
Yet parents are reporting tired, frustrated children and homework scenes that include defiance, crying, screaming and table kicking.
As parents and teachers of elementary school students, we must make educational decisions for our children based upon research — not unfounded beliefs.
Most research shows no correlation between homework and student achievement and finds homework for primary grades inappropriate and counterproductive (LaConte, Ronald T.; 1981), (Goldstein, A; 1960), (Palardy, J. Michael; 1988).
The claim that early homework will develop strong study habits is not substantiated by research. Meanwhile, a recent Rand Corp. analysis of student test scores from the past 10 years concluded the greatest achievement gains were the result of smaller class size, greater access to pre-kindergarten programs and more spending on teacher resources.
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The research team of Gerald LeTendre and David Baker, Penn State, found no positive correlation between amounts of homework assigned and academic achievement. They analyzed data from the Third International Study of Mathematics and Sciences and discovered that countries such as Japan, the Czech Republic and Denmark, with high academic achievement, assign little homework.
Thailand, Greece, Iran and other countries with low achievement assign lots of homework. In "National Differences, Global Similarities: World Culture and the Future of Schooling" they conclude: "Undue focus on homework as a national quick-fix … may lead a country into wasted expenditures of time and energy."
Jocelyn Butler, Northwest Regional Educational Laboratory, writing in the School Improvement Research Series, notes, "Traditional homework assignments in the early school years are not very effective and should be given sparingly, possibly not at all in the primary grades."
Harris Cooper, University of Missouri, reviewed 100 studies on homework and concluded that the impact of homework in elementary school on test scores is nonexistent. He notes negative effects of homework including loss of academic interests, and physical and emotional fatigue.
Dee Shepherd-Look, a psychologist with 28 years of experience, has never treated so many young children with homework-related anxieties and school phobias (New York Times).
In "The End of Homework: How Homework Disrupts Families, Overburdens Children, and Limits Learning," Etta Kralovec of Pepperdine University and John Buell, a newspaper columnist, conclude that homework creates too long a workday for children, cutting out playtime and creative opportunities with family. Their research found homework is a major factor for dropouts.
As teachers and parents, we've been led to believe that homework in elementary school will help students succeed. Based on my research, I no longer believe the current system is valid.
As a parent, I believe supporting school expectations is important. As a teacher, with research expertise in underachievement, I balk at supporting practices that may promote burnout.
Knowing the extent of research suggesting homework is developmentally inappropriate for younger children, all parents and teachers should reconsider their expectations for young students.
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