second homework meaning

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Neag School of Education

How to use homework to support student success.

• by: Sandra Chafouleas
• January 13, 2022
• Community Engagement

Editor’s Note: Board of Trustees Distinguished Professor Sandra Chafouleas shares insights on supporting students’ homework during the pandemic in the following piece, which originally appeared  in Psychology Today , where she publishes a blog.

COVID has brought many changes in education. What does it mean for homework?

School assignments that a student is expected to do outside of the regular school day—that’s homework. The general guideline is 10 minutes of nightly homework per grade level beginning after kindergarten. This amounts to just a few minutes for younger elementary students to up to 2 hours for high school students.

The guidance seems straightforward enough, so why is homework such a controversial topic? School disruptions, including extended periods of remote learning during the COVID-19 pandemic, have magnified the controversies yet also have provided an opportunity to rethink the purpose and value of homework.

Debates about the value of homework center around two primary issues: amount and inequity.

First, the amount of assigned homework may be much more than the recommended guidelines. Families report their children are stressed out over the time spent doing homework. Too much homework can challenge well-being given the restricted time available for sleep, exercise, and social connection. In a 2015 study , for example, parents reported their early elementary children received almost three times the recommended guidelines. In high school, researchers found an average of three hours of homework per night for students living in economically privileged communities.

“ Debates about the value of homework center around two primary issues: amount and inequity.”

Second, homework can perpetuate inequities. Students attending school in less economically privileged communities may receive little to no homework, or have difficulty completing it due to limited access to needed technology. This can translate into fewer opportunities to learn and may contribute to gaps in achievement.

There isn’t a ton of research on the effects of homework, and available studies certainly do not provide a simple answer. For example, a 2006 synthesis of studies suggested a positive influence between homework completion and academic achievement for middle and high school students. Supporters also point out that homework offers additional opportunities to engage in learning and that it can foster independent learning habits such as planning and a sense of responsibility. A more recent study involving 13-year-old students in Spain found higher test scores for those who were regularly assigned homework in math and science, with an optimal time around one hour—which is roughly aligned with recommendations. However, the researchers noted that ability to independently do the work, student effort, and prior achievement were more important contributors than time spent.

Opponents of homework maintain that the academic benefit does not outweigh the toll on well-being. Researchers have observed student stress, physical health problems, and lack of life balance, especially when the time spent goes over the recommended guidelines. In a survey of adolescents , over half reported the amount and type of homework they received to be a primary source of stress in their lives. In addition, vast differences exist in access and availability of supports, such as internet connection, adult assistance, or even a place to call home, as 1.5 million children experience homelessness in the United States

The COVID-19 pandemic has re-energized discussion about homework practices, with the goal to advance recommendations about how, when, and with whom it can be best used. Here’s a summary of key strategies:

Strategies for Educators

Make sure the tasks are meaningful and matched..

First, the motto “ quality over quantity ” can guide decisions about homework. Homework is not busy-work, and instead should get students excited about learning. Emphasize activities that facilitate choice and interest to extend learning, like choose your own reading adventure or math games. Second, each student should be able to complete homework independently with success. Think about Goldilocks: To be effective, assignments should be just right for each learner. One example of how do this efficiently is through online learning platforms that can efficiently adjust to skill level and can be completed in a reasonable amount of time.

Ensure access to resources for task completion.

One step toward equity is to ensure access to necessary resources such as time, space, and materials. Teach students about preparing for homework success, allocating classroom time to model and practice good study habits such as setting up their physical environment, time management, and chunking tasks. Engage in conversations with students and families to problem-solve challenges When needed, connect students with homework supports available through after-school clubs, other community supports, or even within a dedicated block during the school day.

Be open to revisiting homework policies and practices.

The days of penalizing students for not completing homework should be long gone. Homework is a tool for practicing content and learning self-management. With that in mind, provide opportunities for students to communicate needs, and respond by revising assignments or allowing them to turn in on alternative dates. Engage in adult professional learning about high-quality homework , from value (Should I assign this task?) to evaluation (How should this be graded? Did that homework assignment result in expected outcomes?). Monitor how things are going by looking at completion rates and by asking students for their feedback. Be willing to adapt the homework schedule or expectations based on what is learned.

Strategies for Families

Understand how to be a good helper..

When designed appropriately, students should be able to complete homework with independence. Limit homework wars by working to be a good helper. Hovering, micromanaging, or doing homework for them may be easiest in the moment but does not help build their independence. Be a good helper by asking guiding questions, providing hints, or checking for understanding. Focus your assistance on setting up structures for homework success, like space and time.

Use homework as a tool for communication.

Use homework as a vehicle to foster family-school communication. Families can use homework as an opportunity to open conversations about specific assignments or classes, peer relationships, or even sleep quality that may be impacting student success. For younger students, using a daily or weekly home-school notebook or planner can be one way to share information. For older students, help them practice communicating their needs and provide support as needed.

Make sure to balance wellness.

Like adults, children need a healthy work-life balance. Positive social connection and engagement in pleasurable activities are important core principles to foster well-being . Monitor the load of homework and other structured activities to make sure there is time in the daily routine for play. Play can mean different things to different children: getting outside, reading for pleasure, and yes, even gaming. Just try to ensure that activities include a mix of health-focused activities such as physical movement or mindfulness downtime.

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Rethinking Homework for This Year—and Beyond

A schoolwide effort to reduce homework has led to a renewed focus on ensuring that all work assigned really aids students’ learning.

I used to pride myself on my high expectations, including my firm commitment to accountability for regular homework completion among my students. But the trauma of Covid-19 has prompted me to both reflect and adapt. Now when I think about the purpose and practice of homework, two key concepts guide me: depth over breadth, and student well-being.

Homework has long been the subject of intense debate, and there’s no easy answer with respect to its value. Teachers assign homework for any number of reasons: It’s traditional to do so, it makes students practice their skills and solidify learning, it offers the opportunity for formative assessment, and it creates good study habits and discipline. Then there’s the issue of pace. Throughout my career, I’ve assigned homework largely because there just isn’t enough time to get everything done in class.

A Different Approach

Since classes have gone online, the school where I teach has made a conscious effort as a teaching community to reduce, refine, and distill our curriculum. We have applied guiding questions like: What is most important? What is most transferable? What is most relevant? Refocusing on what matters most has inevitably made us rethink homework.

We have approached both asking and answering these questions through a science of learning lens. In Make It Stick: The Science of Successful Learning , the authors maintain that deep learning is slow learning. Deep learning requires time for retrieval, practice, feedback, reflection, and revisiting content; ultimately it requires struggle, and there is no struggle without time.

As someone who has mastered the curriculum mapping style of “get it done to move on to get that next thing done,” using an approach of “slow down and reduce” has been quite a shift for me. However, the shift has been necessary: What matters most is what’s best for my students, as opposed to my own plans or mandates imposed by others.

Listening to Students

To implement this shift, my high school English department has reduced content and texts both in terms of the amount of units and the content within each unit. We’re more flexible with dates and deadlines. We spend our energy planning the current unit instead of the year’s units. In true partnership with my students, I’m constantly checking in with them via Google forms, Zoom chats, conferences, and Padlet activities. In these check-ins, I specifically ask students how they’re managing the workload for my class and their other classes. I ask them how much homework they’re doing. And I adjust what I do and expect based on what they tell me. For example, when I find out a week is heavy with work in other classes, I make sure to allot more time during class for my tasks. At times I have even delayed or altered one of my assignments.

To be completely transparent, the “old” me is sheepish in admitting that I’ve so dramatically changed my thinking with respect to homework. However, both my students and I have reaped numerous benefits. I’m now laser-focused when designing every minute of my lessons to maximize teaching and learning. Every decision I make is now scrutinized through the lens of absolute worth for my students’ growth: If it doesn’t make the cut, it’s cut. I also take into account what is most relevant to my students.

For example, our 10th-grade English team has redesigned a unit that explores current manifestations of systemic oppression. This unit is new in approach and longer in duration than it was pre-Covid, and it has resulted in some of the deepest and hardest learning, as well as the richest conversations, that I have seen among students in my career. Part of this improved quality comes from the frequent and intentional pauses that I instruct students to take in order to reflect on the content and on the arc of their own learning. The reduction in content that we need to get through in online learning has given me more time to assign reflective prompts, and to let students process their thoughts, whether that’s at the end of a lesson as an exit slip or as an assignment.

Joining Forces to Be Consistent

There’s no doubt this reduction in homework has been a team effort. Within the English department, we have all agreed to allot reading time during class; across each grade level, we’re monitoring the amount of homework our students have collectively; and across the whole high school, we have adopted a framework to help us think through assigning homework.

Within that framework, teachers at the school agree that the best option is for students to complete all work during class. The next best option is for students to finish uncompleted class work at home as a homework assignment of less than 30 minutes. The last option—the one we try to avoid as much as possible—is for students to be assigned and complete new work at home (still less than 30 minutes). I set a maximum time limit for students’ homework tasks (e.g., 30 minutes) and make that clear at the top of every assignment.

This schoolwide approach has increased my humility as a teacher. In the past, I tended to think my subject was more important than everyone else’s, which gave me license to assign more homework. But now I view my students’ experience more holistically: All of their classes and the associated work must be considered, and respected.

As always, I ground this new pedagogical approach not just in what’s best for students’ academic learning, but also what’s best for them socially and emotionally. 2020 has been traumatic for educators, parents, and students. There is no doubt the level of trauma varies greatly ; however, one can’t argue with the fact that homework typically means more screen time when students are already spending most of the day on their devices. They need to rest their eyes. They need to not be sitting at their desks. They need physical activity. They need time to do nothing at all.

Eliminating or reducing homework is a social and emotional intervention, which brings me to the greatest benefit of reducing the homework load: Students are more invested in their relationship with me now that they have less homework. When students trust me to take their time seriously, when they trust me to listen to them and adjust accordingly, when they trust me to care for them... they trust more in general.

And what a beautiful world of learning can be built on trust.

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Definition of homework

Examples of homework in a sentence.

These examples are programmatically compiled from various online sources to illustrate current usage of the word 'homework.' Any opinions expressed in the examples do not represent those of Merriam-Webster or its editors. Send us feedback about these examples.

Word History

1662, in the meaning defined at sense 1

Dictionary Entries Near homework

Cite this entry.

“Homework.” Merriam-Webster.com Dictionary , Merriam-Webster, https://www.merriam-webster.com/dictionary/homework. Accessed 15 Jul. 2024.

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Britannica.com: Encyclopedia article about homework

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homework noun

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What does the noun homework mean?

There are three meanings listed in OED's entry for the noun homework . See ‘Meaning & use’ for definitions, usage, and quotation evidence.

How common is the noun homework ?

How is the noun homework pronounced?

British english, u.s. english, where does the noun homework come from.

Earliest known use

The earliest known use of the noun homework is in the mid 1600s.

OED's earliest evidence for homework is from 1653, in the writing of Edmund Chillenden, parliamentarian army officer and General Baptist leader.

homework is formed within English, by compounding.

Etymons: home n. 1 , work n.

Nearby entries

• homeward-bounder, n. 1837–
• homeward-bound pennant, n. 1853–
• homewardly, adv. 1797–
• homewards, adv. & adj. Old English–
• homeware, n. 1782–
• home waters, n. 1838–
• home wear, n. 1836–
• home-whining, n. a1657
• home wind, n. 1732–
• home-woe, n. 1838–
• homework, n. 1653–
• homework club, n. 1900–
• homework diary, n. 1973–
• homeworker, n. 1843–
• homeworking, n. 1844–
• home-working, adj. 1850–
• home worship, n. 1849–
• homewort, n. Old English–
• home-wreck, n. 1845–
• home-wrecker, n. 1878–
• home-wrecking, n. 1878–

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Meaning & use

Pronunciation, compounds & derived words, entry history for homework, n..

homework, n. was revised in September 2011.

homework, n. was last modified in July 2023.

oed.com is a living text, updated every three months. Modifications may include:

• further revisions to definitions, pronunciation, etymology, headwords, variant spellings, quotations, and dates;
• new senses, phrases, and quotations.

Revisions and additions of this kind were last incorporated into homework, n. in July 2023.

Earlier versions of this entry were published in:

A Supplement to the New English Dictionary (1933)

• Find out more

OED Second Edition (1989)

• View homework in OED Second Edition

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Citation details

Factsheet for homework, n., browse entry.

Is Homework Good for Kids? Here’s What the Research Says

A s kids return to school, debate is heating up once again over how they should spend their time after they leave the classroom for the day.

The no-homework policy of a second-grade teacher in Texas went viral last week , earning praise from parents across the country who lament the heavy workload often assigned to young students. Brandy Young told parents she would not formally assign any homework this year, asking students instead to eat dinner with their families, play outside and go to bed early.

But the question of how much work children should be doing outside of school remains controversial, and plenty of parents take issue with no-homework policies, worried their kids are losing a potential academic advantage. Here’s what you need to know:

For decades, the homework standard has been a “10-minute rule,” which recommends a daily maximum of 10 minutes of homework per grade level. Second graders, for example, should do about 20 minutes of homework each night. High school seniors should complete about two hours of homework each night. The National PTA and the National Education Association both support that guideline.

But some schools have begun to give their youngest students a break. A Massachusetts elementary school has announced a no-homework pilot program for the coming school year, lengthening the school day by two hours to provide more in-class instruction. “We really want kids to go home at 4 o’clock, tired. We want their brain to be tired,” Kelly Elementary School Principal Jackie Glasheen said in an interview with a local TV station . “We want them to enjoy their families. We want them to go to soccer practice or football practice, and we want them to go to bed. And that’s it.”

A New York City public elementary school implemented a similar policy last year, eliminating traditional homework assignments in favor of family time. The change was quickly met with outrage from some parents, though it earned support from other education leaders.

New solutions and approaches to homework differ by community, and these local debates are complicated by the fact that even education experts disagree about what’s best for kids.

The research

The most comprehensive research on homework to date comes from a 2006 meta-analysis by Duke University psychology professor Harris Cooper, who found evidence of a positive correlation between homework and student achievement, meaning students who did homework performed better in school. The correlation was stronger for older students—in seventh through 12th grade—than for those in younger grades, for whom there was a weak relationship between homework and performance.

Cooper’s analysis focused on how homework impacts academic achievement—test scores, for example. His report noted that homework is also thought to improve study habits, attitudes toward school, self-discipline, inquisitiveness and independent problem solving skills. On the other hand, some studies he examined showed that homework can cause physical and emotional fatigue, fuel negative attitudes about learning and limit leisure time for children. At the end of his analysis, Cooper recommended further study of such potential effects of homework.

Despite the weak correlation between homework and performance for young children, Cooper argues that a small amount of homework is useful for all students. Second-graders should not be doing two hours of homework each night, he said, but they also shouldn’t be doing no homework.

Not all education experts agree entirely with Cooper’s assessment.

Cathy Vatterott, an education professor at the University of Missouri-St. Louis, supports the “10-minute rule” as a maximum, but she thinks there is not sufficient proof that homework is helpful for students in elementary school.

“Correlation is not causation,” she said. “Does homework cause achievement, or do high achievers do more homework?”

Vatterott, the author of Rethinking Homework: Best Practices That Support Diverse Needs , thinks there should be more emphasis on improving the quality of homework tasks, and she supports efforts to eliminate homework for younger kids.

“I have no concerns about students not starting homework until fourth grade or fifth grade,” she said, noting that while the debate over homework will undoubtedly continue, she has noticed a trend toward limiting, if not eliminating, homework in elementary school.

The issue has been debated for decades. A TIME cover in 1999 read: “Too much homework! How it’s hurting our kids, and what parents should do about it.” The accompanying story noted that the launch of Sputnik in 1957 led to a push for better math and science education in the U.S. The ensuing pressure to be competitive on a global scale, plus the increasingly demanding college admissions process, fueled the practice of assigning homework.

“The complaints are cyclical, and we’re in the part of the cycle now where the concern is for too much,” Cooper said. “You can go back to the 1970s, when you’ll find there were concerns that there was too little, when we were concerned about our global competitiveness.”

Cooper acknowledged that some students really are bringing home too much homework, and their parents are right to be concerned.

“A good way to think about homework is the way you think about medications or dietary supplements,” he said. “If you take too little, they’ll have no effect. If you take too much, they can kill you. If you take the right amount, you’ll get better.”

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Creating a Homework Policy With Meaning and Purpose

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We have all had time-consuming, monotonous, meaningless homework assigned to us at some point in our life. These assignments often lead to frustration and boredom and students learn virtually nothing from them. Teachers and schools must reevaluate how and why they assign homework to their students. Any assigned homework should have a purpose.

Assigning homework with a purpose means that through completing the assignment, the student will be able to obtain new knowledge, a new skill, or have a new experience that they may not otherwise have. Homework should not consist of a rudimentary task that is being assigned simply for the sake of assigning something. Homework should be meaningful. It should be viewed as an opportunity to allow students to make real-life connections to the content that they are learning in the classroom. It should be given only as an opportunity to help increase their content knowledge in an area.

Differentiate Learning for All Students

Furthermore, teachers can utilize homework as an opportunity to differentiate learning for all students. Homework should rarely be given with a blanket "one size fits all" approach. Homework provides teachers with a significant opportunity to meet each student where they are and truly extend learning. A teacher can give their higher-level students more challenging assignments while also filling gaps for those students who may have fallen behind. Teachers who use homework as an opportunity to differentiate we not only see increased growth in their students, but they will also find they have more time in class to dedicate to whole group instruction .

See Student Participation Increase

Creating authentic and differentiated homework assignments can take more time for teachers to put together. As often is the case, extra effort is rewarded. Teachers who assign meaningful, differentiated, connected homework assignments not only see student participation increase, they also see an increase in student engagement. These rewards are worth the extra investment in time needed to construct these types of assignments.

Schools must recognize the value in this approach. They should provide their teachers with professional development that gives them the tools to be successful in transitioning to assign homework that is differentiated with meaning and purpose. A school's homework policy should reflect this philosophy; ultimately guiding teachers to give their students reasonable, meaningful, purposeful homework assignments.

Sample School Homework Policy

Homework is defined as the time students spend outside the classroom in assigned learning activities. Anywhere Schools believes the purpose of homework should be to practice, reinforce, or apply acquired skills and knowledge. We also believe as research supports that moderate assignments completed and done well are more effective than lengthy or difficult ones done poorly.

Homework serves to develop regular study skills and the ability to complete assignments independently. Anywhere Schools further believes completing homework is the responsibility of the student, and as students mature they are more able to work independently. Therefore, parents play a supportive role in monitoring completion of assignments, encouraging students’ efforts and providing a conducive environment for learning.

Individualized Instruction

Homework is an opportunity for teachers to provide individualized instruction geared specifically to an individual student. Anywhere Schools embraces the idea that each student is different and as such, each student has their own individual needs. We see homework as an opportunity to tailor lessons specifically for an individual student meeting them where they are and bringing them to where we want them to be. 

Homework contributes toward building responsibility, self-discipline, and lifelong learning habits. It is the intention of the Anywhere School staff to assign relevant, challenging, meaningful, and purposeful homework assignments that reinforce classroom learning objectives. Homework should provide students with the opportunity to apply and extend the information they have learned complete unfinished class assignments, and develop independence.

The actual time required to complete assignments will vary with each student’s study habits, academic skills, and selected course load. If your child is spending an inordinate amount of time doing homework, you should contact your child’s teachers.

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I Second That – Meaning & Example Sentences

“I second that” is an expression that people use a lot, particularly in workplace settings. If you’re unfamiliar with “I second that”, you probably aren’t too sure of what it means. This article will explain what “I second that” means, so that you can freely use it.

What Does “I Second That” Mean?

“I second that” is an expression that you can use to express support for something someone else is saying. When you use “I second that”, you’re letting everyone else know that you also support that idea. Because of this fact, it’s an ideal phrase to use in group settings.

It might happen that you find yourself in a group, working on something. If someone says something you agree with, you use “I second that” . Thus, you express public support for their idea.

Take a look at this example conversation to see how it’s used in action:

• I think that we should start with the lower level employees, and then go up from there.
• I second that, it’s the most reasonable way to work.

In this conversation, someone proposes a way to organize their work. Then, a second person agrees using “I second that”. They then proceed to explain why they agree.

Here’s another example conversation that will help you out:

• I say we go and talk to her right away, see what she knows.
• I don’t second that, I think it’s a bad idea and you’re being rash.

In this case, you see how you can use the negative “I don’t second that”. It expresses how you don’t agree with and don’t support an idea.

Check this conversation out as well:

• We really should go have some lunch, I’m starving.
• I second that motion, we ought to eat soon.

In this case, the person uses “I second that motion”. This is a variation on the phrase that you can use, and it expresses the same thing.

I Second That or I Second This?

There is a difference between “I second that” and “I second this”. “I second that” is used in casual conversation. “I second this” more so refers to seeing a plan or an idea in writing, and agreeing with it.

Here’s an example you’ll appreciate:

• Let’s scope out the terrain first.
• I second that, let’s go.

In this case, the first person brought up a plan. The second person agreed using “I second that”.

Now take a look at this example:

• I second this plan that you’ve written here, about the sales initiative for next week.

In this case, the person is using “I second this” because they saw the plan in writing. They’re not replying to someone.

I Second That – Synonyms

“I second that” is a great way to express verbal agreement with someone in conversation. There are other ways in English that you can use to express agreement. Here are some synonyms for “I second that”:

• I agree with that
• I think you’re right
• Let’s do that
• We should go with your idea

Incorrect Ways to Use “I Second That”

You shouldn’t use “I second that” to refer to coming in second in something. This is a common mistake, as people assume “I second that” refers to competing in something. However, “I second that” actually refers to supporting an idea.

Therefore, using “I second that” to imply that you came second in a competition is incorrect. It’s a popular error, and one that you should avoid.

In What Situations Can You Use “I Second That”?

There are many situations where you can use “I second that”. If you’re in casual conversation with someone and they say something you agree with. You can use it in more formal environments, like workplace conversation. If a coworker says something you agree with, you can use it as well.

Therefore, you can see that “I second that” is a very versatile expression. It can be used in both formal and casual environments.

Martin holds a Master’s degree in Finance and International Business. He has six years of experience in professional communication with clients, executives, and colleagues. Furthermore, he has teaching experience from Aarhus University. Martin has been featured as an expert in communication and teaching on Forbes and Shopify. Read more about Martin here .

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Definition of homework noun from the Oxford Advanced Learner's Dictionary

• I always do my homework on the bus.
• physics/geography/French, etc. homework
• I still haven't done my geography homework.
• How much homework do you get?
• for homework I have to write up the notes for homework.
• (especially North American English) I have to finish this homework assignment .
• acquire/​get/​lack (an) education/​training/ (British English) (some) qualifications
• receive/​provide somebody with training/​tuition
• develop/​design/​plan a curriculum/ (especially British English) course/ (North American English) program/​syllabus
• give/​go to/​attend a class/​lesson/​lecture/​seminar
• hold/​run/​conduct a class/​seminar/​workshop
• sign up for/​take a course/​classes/​lessons
• go to/​start preschool/​kindergarten/​nursery school
• be in (North American English) the first, second, etc. grade/ (British English) year 1, 2. etc. (at school)
• study/​take/​drop history/​chemistry/​German, etc.
• (British English) leave/​finish/​drop out of/ (North American English) quit school
• (North American English) graduate high school/​college
• be the victim/​target of bullying
• (British English) play truant from/ (both British English, informal) bunk off/​skive off school (= not go to school when you should)
• (both especially North American English) skip/​cut class/​school
• (British English) cheat in/ (North American English) cheat on an exam/​a test
• get/​be given a detention (for doing something)
• be expelled from/​be suspended from school
• do your homework/ (British English) revision/​a project on something
• work on/​write/​do/​submit an essay/​a dissertation/​a thesis/​an assignment/ (North American English) a paper
• finish/​complete your dissertation/​thesis/​studies/​coursework
• hand in/ (North American English) turn in your homework/​essay/​assignment/​paper
• study/​prepare/ (British English) revise/ (North American English) review/ (North American English, informal) cram for a test/​an exam
• take/ (both British English) do/​sit a test/​an exam
• (especially British English) mark/ (especially North American English) grade homework/​a test
• (British English) do well in/ (North American English) do well on/ (especially North American English, informal) ace a test/​an exam
• pass/​fail/ (especially North American English, informal) flunk a test/​an exam/​a class/​a course/​a subject
• apply to/​get into/​go to/​start college/ (British English) university
• leave/​graduate from law school/​college/ (British English) university (with a degree in computer science)
• study for/​take/ (British English) do/​complete a law degree/​a degree in physics
• (both North American English) major/​minor in biology/​philosophy
• earn/​receive/​be awarded/​get/​have/​hold a master’s degree/​a bachelor’s degree/​a PhD in economics
• Have you finished your homework?
• Have you done your physics homework yet?
• I was helping my sister with her maths homework.
• The homework assignments are worth 10% of the final grade.
• I have some homework to do on the Civil War.
• I want you to hand in this homework on Friday.
• The science teacher always gives a lot of homework.
• They get a lot of homework in English.
• They get masses of homework at secondary school.
• We had to write out one of the exercises for homework.
• for homework
• homework  on

Definitions on the go

Look up any word in the dictionary offline, anytime, anywhere with the Oxford Advanced Learner’s Dictionary app.

School Life Balance , Tips for Online Students

The Pros and Cons of Homework

Updated: June 19, 2024

Published: January 23, 2020

Homework is a word that most students dread hearing. After hours upon hours of sitting in class , the last thing we want is more schoolwork over our precious weekends. While it’s known to be a staple of traditional schooling, homework has also become a rather divise topic. Some feel as though homework is a necessary part of school, while others believe that the time could be better invested. Should students have homework? Have a closer look into the arguments on both sides to decide for yourself.

Photo by  energepic.com  from  Pexels

Why should students have homework.

Homework has been a long-standing part of the education system. It helps reinforce what students learn in the classroom, encourages good study habits, and promotes a deeper understanding of subjects. Studies have shown that homework can improve students’ grades and skills. Here are some reasons why homework is important:

1. Homework Encourages Practice

Many people believe that one of the positive effects of homework is that it encourages the discipline of practice. While it may be time consuming and boring compared to other activities, repetition is needed to get better at skills. Homework helps make concepts more clear, and gives students more opportunities when starting their career .

2. Homework Gets Parents Involved

Homework can be something that gets parents involved in their children’s lives if the environment is a healthy one. A parent helping their child with homework makes them take part in their academic success, and allows for the parent to keep up with what the child is doing in school. It can also be a chance to connect together.

3. Homework Teaches Time Management

Homework is much more than just completing the assigned tasks. Homework can develop time management skills , forcing students to plan their time and make sure that all of their homework assignments are done on time. By learning to manage their time, students also practice their problem-solving skills and independent thinking. One of the positive effects of homework is that it forces decision making and compromises to be made.

4. Homework Opens A Bridge Of Communication

Homework creates a connection between the student, the teacher, the school, and the parents. It allows everyone to get to know each other better, and parents can see where their children are struggling. In the same sense, parents can also see where their children are excelling. Homework in turn can allow for a better, more targeted educational plan for the student.

5. Homework Allows For More Learning Time

Homework allows for more time to complete the learning process. School hours are not always enough time for students to really understand core concepts, and homework can counter the effects of time shortages, benefiting students in the long run, even if they can’t see it in the moment.

6. Homework Reduces Screen Time

Many students in North America spend far too many hours watching TV. If they weren’t in school, these numbers would likely increase even more. Although homework is usually undesired, it encourages better study habits and discourages spending time in front of the TV. Homework can be seen as another extracurricular activity, and many families already invest a lot of time and money in different clubs and lessons to fill up their children’s extra time. Just like extracurricular activities, homework can be fit into one’s schedule.

The Other Side: Why Homework Is Bad

While homework has its benefits, there are also many arguments against it. Some believe that homework can cause increased stress, limit time for extracurricular activities, and reduce family time. Studies and expert opinions highlight the drawbacks of too much homework, showing how it can negatively affect students’ well-being and academic experience. Here are some reasons why homework might be bad:

1. Homework Encourages A Sedentary Lifestyle

Should students have homework? Well, that depends on where you stand. There are arguments both for the advantages and the disadvantages of homework.

While classroom time is important, playground time is just as important. If children are given too much homework, they won’t have enough playtime, which can impact their social development and learning. Studies have found that those who get more play get better grades in school , as it can help them pay closer attention in the classroom.

Children are already sitting long hours in the classroom, and homework assignments only add to these hours. Sedentary lifestyles can be dangerous and can cause health problems such as obesity. Homework takes away from time that could be spent investing in physical activity.

2. Homework Isn’t Healthy In Every Home

While many people that think homes are a beneficial environment for children to learn, not all homes provide a healthy environment, and there may be very little investment from parents. Some parents do not provide any kind of support or homework help, and even if they would like to, due to personal barriers, they sometimes cannot. Homework can create friction between children and their parents, which is one of the reasons why homework is bad.

3. Homework Adds To An Already Full-Time Job

School is already a full-time job for students, as they generally spend over 6 hours each day in class. Students also often have extracurricular activities such as sports, music, or art that are just as important as their traditional courses. Adding on extra hours to all of these demands is a lot for children to manage, and prevents students from having extra time to themselves for a variety of creative endeavors. Homework prevents self discovery and having the time to learn new skills outside of the school system. This is one of the main disadvantages of homework.

4. Homework Has Not Been Proven To Provide Results

Endless surveys have found that homework creates a negative attitude towards school, and homework has not been found to be linked to a higher level of academic success.

The positive effects of homework have not been backed up enough. While homework may help some students improve in specific subjects, if they have outside help there is no real proof that homework makes for improvements.

It can be a challenge to really enforce the completion of homework, and students can still get decent grades without doing their homework. Extra school time does not necessarily mean better grades — quality must always come before quantity.

Accurate practice when it comes to homework simply isn’t reliable. Homework could even cause opposite effects if misunderstood, especially since the reliance is placed on the student and their parents — one of the major reasons as to why homework is bad. Many students would rather cheat in class to avoid doing their homework at home, and children often just copy off of each other or from what they read on the internet.

5. Homework Assignments Are Overdone

The general agreement is that students should not be given more than 10 minutes a day per grade level. What this means is that a first grader should be given a maximum of 10 minutes of homework, while a second grader receives 20 minutes, etc. Many students are given a lot more homework than the recommended amount, however.

On average, college students spend as much as 3 hours per night on homework . By giving too much homework, it can increase stress levels and lead to burn out. This in turn provides an opposite effect when it comes to academic success.

The pros and cons of homework are both valid, and it seems as though the question of ‘‘should students have homework?’ is not a simple, straightforward one. Parents and teachers often are found to be clashing heads, while the student is left in the middle without much say.

It’s important to understand all the advantages and disadvantages of homework, taking both perspectives into conversation to find a common ground. At the end of the day, everyone’s goal is the success of the student.

FAQ Section

What are the benefits of assigning homework to students.

Homework reinforces what students learn in the classroom, helps develop good study habits, and promotes a deeper understanding of subjects. It also encourages practice, improves time management skills, and encourages parents to participate in their children’s education.

How much homework is too much for students?

Generally, it is recommended that students receive no more than 10 minutes of homework per grade level per day. For example, a first grader should have no more than 10 minutes of homework, while a fifth grader should have no more than 50 minutes.

What are the potential drawbacks of excessive homework assignments?

Excessive homework can lead to increased stress, a sedentary lifestyle, lack of free time for extracurricular activities, and diminished family time. It can also create a negative attitude towards school and learning.

How does homework impact students’ stress levels and well-being?

Too much homework can significantly increase stress levels and negatively affect students’ well-being. It can lead to anxiety, burnout, and reduced time for physical activity and relaxation.

Does homework promote independent thinking and problem-solving skills?

Yes, homework can promote independent thinking and problem-solving skills by encouraging students to tackle assignments on their own, manage their time effectively, and find solutions to problems without immediate assistance from teachers.

Are there any long-term effects of excessive homework on students?

Excessive homework over long periods can lead to chronic stress, burnout, and a negative attitude towards education. It can also hinder the development of social skills and reduce opportunities for self-discovery and creative pursuits.

How can technology enhance or supplement traditional homework practices?

Technology can provide interactive and engaging ways to complete homework, such as educational apps, online resources, and virtual collaboration tools. It can also offer personalized learning experiences and immediate feedback.

Are there any innovative approaches to homework that schools are adopting?

Some schools are adopting innovative approaches like flipped classrooms, where students watch lectures at home and do hands-on classroom activities. Project-based learning and personalized assignments tailored to individual student needs are also becoming more popular.

How do educators balance the workload with diverse student needs?

Educators can balance the workload by differentiating assignments, considering the individual needs and abilities of students, and providing flexible deadlines. Communication with students and parents helps to ensure that homework is manageable and effective for everyone.

In this article

At UoPeople, our blog writers are thinkers, researchers, and experts dedicated to curating articles relevant to our mission: making higher education accessible to everyone.

What does the noun homework mean?

preparatory school work done outside school (especially at home)

No second meaning found.

How is the noun homework pronounced?

Ipa pronunciation, where does the noun homework come from, origin:    .

cloth Middle English (1100-1500)

How to use the noun homework in a sentence

Example sentence:.

I have a lot of homework to do.

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Look up a word, learn it forever.

/ˌhoʊmˈwʌrk/.

Other forms: homeworks

Any assignment you're expected to complete after school and bring back to class the next day is called homework . Many students make up excuses for not having their homework done. The "My dog ate my homework " excuse doesn't work so well in the digital age.

High school students typically have a lot of homework most days, and often that's true for younger students as well. In college, an increasing amount of school work is done outside of class, as homework (even if you do it in the library, a cafe, or a dorm). Homework originally referred to any work done at home, including cooking and cleaning. The first example of the "school work" meaning dates from the late 1880s.

• noun preparatory school work done outside school (especially at home) synonyms: prep , preparation see more see less type of: school assignment , schoolwork a school task performed by a student to satisfy the teacher

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First, Second, and Third Person: Definition and Examples

Home » The Writer’s Dictionary » First, Second, and Third Person: Definition and Examples

Point of view definition: First, second, and third person are categories of grammar to classify pronouns and verb forms.

• First person definition: first person indicates the speaker.
• Second person definition: second person indicates the addressee .
• Third person definition: third person indicates a third party individual other than the speaker.

What is the difference Between First Person, Second Person, and Third Person?

First, second, and third person refer to pronouns and their verb forms.

What is First Person?

First Person Example:      

• I prefer coffee to hot cocoa.

In this example, “I” am the speaker. This is first person.

What is Second Person?

Second person point of view: Second person refers to the addressee. It uses the subject pronoun “you.”

Second Person Example:  

• You prefer coffee to hot cocoa.

In this example “you” is the addressee. The speaker is addressing “you.” This is second person.

What is Third Person?

Third Person Example:

• He prefers coffee to hot cocoa.

In this example “he” is the third party. The speaker is referring to him as the addressee. He prefers coffee to hot cocoa.

When using the different points of view, verbs need to be conjugated appropriately to fit the pronoun use.

Note: Pronouns are only used in English when an antecedent has been clearly identified.

What Are First Person Pronouns?

First person pronouns always refer to the speaker himself. These pronouns are only used when the speaker is making a statement about himself or herself.

First Person Pronoun List:

Here is a list with examples of the first person words we use in writing and speech.

• I prefer coffee to hot cocoa. (First person singular)
• We prefer burgers to pasta. (First person plural)
• Jacob embarrassed me.
• Jacob embarrassed us.
• The hat is mine.
• The hat is ours.
• That is my hat.
• That is our hat.

What Are Second Person Pronouns?

When you are writing, a good way to think about the second person’s point of view is that it addresses the reader (as I just did in that sentence).

Second person pronouns are only used when the speaker is making a statement to the addressee, i.e., to someone.

Second Person Pronoun List:

Here is a list with examples of the second person words we use in writing and speech.

• Jacob embarrassed you.
• The hat is yours.
• That is your hat.

Note: In each of these examples, “you” can be an individual (singular) or multiple people (plural).

What Are Third Person Pronouns?

Third person pronouns always refer to a third party. These pronouns are used when the speaker is making a statement about a third party.

Third Person Pronoun List:

Here is a list with examples of the third person words we use in writing and speech.

• He prefers coffee to hot cocoa. (Third person singular)
• They prefer tea to coffee. (Third person plural)
• Jacob embarrassed her.
• The hat is theirs.
• That is their hat.

First, Second, and Third Person in Writing

Writing in first person: Literature in the first person point of view is written from the speaker’s perspective. This point of view uses first person pronouns to identify the speaker/narrator. First person point of view is generally limited in that the audience only experiences what the speaker/narrator himself experiences.

Writing in third person: Literature in third person point of view is written from an “outside” perspective. This point of view uses third person pronouns to identify characters. In third person writing, the narrator is not a character in the text. Because of this, he can usually “see” what happens to all of the characters.

Writing in second person: In non-fiction writing, a speaker will often switch between pronouns. Writers do this only for effect. For example, if a speaker wants to be clear and “get through” to the audience, he might say “you” (second person) throughout the text even if the text is mostly in third person. Again, this is strictly for rhetorical effect. Experienced writers use this as a literary tool.

Common Questions and First, Second, and Third Person

Here, I want to go quickly through a few questions I get about first, second, and third person pronouns.

Questions About the First Person

Is our first person? Yes, our is one of the first person pronouns.

• Are you coming to our wedding?

Is you first person? No, you is a second person pronoun.

• You are a great friend.

Is we first person? Yes, we is a first person pronoun.

• We are great friends.
• We polled this group of political observers and activists each week prior to the Iowa caucuses to produce the USA TODAY GOP Power Rankings and went back to them this week to ask who is the best choice for Trump’s running mate. – USA Today

Is my first person? Yes, my is a first person pronoun.

• My glasses are broken.

Is they first person? No, they is a third person pronoun.

• They can’t find parking.
• For frugal travelers, there are some smart alternatives if they are willing to do a bit of homework. – The New York Times

Is us first person? Yes, us is one of the first person pronouns.

• The president congratulated us.

Questions About the Second Person

• You are causing a scene.

Is they second person? No, they is a one of the third person pronouns.

• They are our neighbors.

Is we second person? No, we is one of the first person pronouns.

• We are going to get groceries.

Questions About the Third Person

Is their third person? Yes, their is a third person pronoun.

• Their hat is over there.

Is we third person? No, we is a first person pronoun.

• We are going to the beach.

Is our third person? No, our is a first person pronoun.

• This is our cake.

Is you third person? No, you is a second person pronoun.

• You are a nice person.

Is they third person? Yes, they is a third person pronoun.

• They are nice people.

Is he third person? Yes, he is one of the third person pronouns.

• He is a great man.
• Last week, he restated that he believes he deserves a maximum contract. – The Washington Post

Trick to Remember the Difference

Here are a few helpful memory tricks that always help me.

In the first person writing, I am talking about myself.

• I enjoy singing.

In the second person writing, I am talking to someone.

• You enjoy singing.

In the third person writing, I am talking about someone.

• He enjoys singing.

Summary: What is the First, Second, and Third Person Perspective?

Define first person: The definition of first person is the grammatical category of forms that designate a speaker referring to himself or herself. First person pronouns are I, we, me, us, etc.

Define second person: The definition of second person is the grammatical category of forms that designates the person being addressed. Second person pronouns are you, your, and yours.

Define third person: The definition of third person is the grammatical category of forms designating someone other than the speaker. The pronouns used are he, she, it, they, them, etc.

If this article helped you understand the differences between the three main English points of view, you might find our other article on English grammar terms helpful.

You can see our full list of English grammar terms on our grammar dictionary .

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Etymology of "housework" and "homework"

In American English (perhaps British as well), "housework" and "homework" have different meanings. "Housework" refers to working around the house, such as dusting, vacuuming, etc., whereas "homework" refers to doing some school assignments at home, after school is out.

Homework can be completed outside the home, such as in a library. In order to do housework, however, one must be at one's house. How and when did two words which seem so similar at first glance gain such different meanings?

• 2 It might be interesting for you to know that I didn't find any entry in the OED regarding "housework". It is weird since I know the word exists. –  Alenanno Commented Apr 3, 2011 at 17:35
• 2 Maybe the Brits don't do houseworks! But how they've managed to keep their mansions & chesterfields so pristine is beyond me. Mm. –  Percy P. Commented Apr 3, 2011 at 17:41
• 2 We Brits invented 'housework'! Along with a rigid class system to make sure it was only done by scullery maids & other lesser mortals, leaving the lady of the house to concentrate of receiving 'gentleman callers'. But I never heard of anyone so grand they needed to pluralise the efforts others make on their behalf. –  FumbleFingers Commented Apr 3, 2011 at 17:48
• 2 And originally in English public schools (which are private) homework wouldn't be done at home (since they were boarders) but in your house - but wasn't called homework it was called prep. Great language! - for an encore we will explain cricket –  mgb Commented Apr 3, 2011 at 18:09
• Once I finish this post, I will go back to "working from home", which interestingly refers to a paid job, and is neither housework nor homework. –  Jay Commented May 1, 2012 at 18:01

2 Answers 2

According to the OED , the original meaning of "homework" does conflate much more obviously with "housework," with the former being defined, above all, as:

Work done at home , esp. as distinguished from work done in a shop or factory.

The earliest citation is a hearty piece of precious advice from a sermon from the 1680s:

Wherefore let every Man, in the first place, look after his Homework ; what he hath to do at Home.

Less vague examples of homework were given in later quotes: Spinning, quilting, and embroidery. This crafty and practical usage seems, however, to be an obsolescent meaning of homework , with the last use from the '30s. But the word "home worker" (doing low-paying piecework) lives on, preserving this original meaning of "homework":

Most home workers are women. They need the flexibility of working hours that home work allows. ( Guardian , 1973)

The second—and now primary—meaning of "review/preparatory school work despised by youth" didn't appear until much later (late 19th century), but it's thriving and strong, having quickly overtaken the original meaning.

▶ Housework

The first citation of "house-work" from the OED (which hyphenates it) is from mid-19th century. Its meaning has always been as it is now: "the work done to keep a house orderly (and housewares clean)," diligently by housewives and begrudgingly by house-servants:

While the boys are engaged in out-door work, the girls could be employed in sewing or house-work . ( Report of the Commissioner of Indian Affairs , 1871)

Here it contrasts homework (sewing) with housework [other activities].

As FumbleFingers's Ngram shows, it has also been used in texts in its unhyphenated form, which the OED has chosen not to include, as Alenanno first noted above in the comments, although it does feature a sub-entry for the spaced "house work" (definition-less, with a single late-19th-century quote).

So the two words would seem to have diverged after the first ( homework ) took on a specialized meaning relatively late in its life. Now let's find the courage to get back to doing either/both!

• So you did found it in the OED? –  Alenanno Commented Apr 3, 2011 at 22:56
• Aye, but not as "housework," but as "house-work" and "house work." The Brits prefer 'em hyphens & spaces, it seems. –  Percy P. Commented Apr 3, 2011 at 23:38
• 1 I did find it as "housework" at dictionary.reference.com/browse/housework . I do believe American English tends to lose the hyphens in words more quickly than British English, but I am no linguis. That is just speculation. –  ssakl Commented Apr 4, 2011 at 15:21

I think it's pretty clear housework came first, as shown by this . Apart from anything else, the activity now called homework probably didn't actually occur very often in a world where many children either didn't go to school at all, or had limited access to books, writing materials, etc. at home.

But it's worth mentioning that some (non-working) women who don't really like to call themselves (or be called) a 'housewife' will accept 'home-maker'. There are various subtle differences between house and home , but they're pretty much the same thing in most contexts, notwithstanding the 1964 song A House Is Not a Home .

• 1 This 'subtle difference' in particular is one that I have always found very interesting. It makes the English language appear quite sweet (Home suggests 'family' - a 'lived-in' house). Many other languages don't have this same distinction, though they interestingly are both of Germanic origin. –  Karl Commented Apr 3, 2011 at 18:58

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3 To Know: NCH vs. Florida Blue, Florida second in guns sales, fees for water, sewer

1. nch vs. florida blue contract stalemate could be costly to patients.

NCH is in a contract stalemate with Florida Blue that could mean patients wind up paying a lot more for medical care. 

The private nonprofit hospital system in Collier County says negotiations need to be resolved by Sept. 30 or NCH becomes out of network.

That would mean patients would pay hundreds or thousands more out of pocket than what they pay now, they may need to change doctors and go to different treatment centers and hospitals.

“Without a sustainable agreement, Florida Blue threatens our ability to ensure patients have access to essential and critical care close to home,” according to NCH in a letter to patients with Florida Blue.

A Florida Blue spokeswoman said the company is focused on reaching an agreement with NCH, although she said the hospital system is demanding higher reimbursement without committing to improving efficiency.

The issue at NCH involves all Florida Blue commercial contracts and all Medicare Advantage contracts yet it does not impact people with Medicare supplement plans, according to NCH spokesman Shawn McConnell. He did not provide a ballpark number of how many individuals are potentially impacted. – Liz Freeman/USA TODAY Network-Florida

Read the full story here: NCH vs. Florida Blue contract stalemate could be costly to patients

2. Collier board looks to ease blow of impact fee increases for water and sewer services

Collier commissioners are considering options to ease the blow of a necessary increase in water and sewer impact fees to support growth. Last week, the board balked at a proposed increase of more than 80%, based on the latest study.

The county regularly studies impact fees to see if they need to be adjusted based on changing costs and needs, using outside consultants. The fees are one-time charges on new construction designed to help growth pay for growth.

The county charges different impact fees to fund everything from parks and libraries to roads and water treatment plants. The charges are paid by both residential and commercial developers.

A study by Raftelis Financial Consultants pointed to the need for an 80.5% increase in the water and wastewater fees to recover growth-related costs associated with the Collier County Water-Sewer District's capacity expansion over the next decade, including projects in Golden Gate and farther out east to support a slew of new villages.

County staff recommended that county commissioners give the go-ahead to advertise an ordinance to implement the proposed hikes.

After a bit of debate, the board put off a decision, however, directing staff to come back with other options, including options to phase in the increases over two or more years. – Laura Layden/USA TODAY Network-Florida

3. Florida second in nationwide firearm sales, report says

Americans bought nearly 5.5 million firearms in the first four months of 2024, according to one analysis, and nearly half a million of those were sold in Florida.

Floridians bought 429,664 firearms from January through April, according to safety product review site SafeHomes.org’s analysis of data from the FBI's  National Instant Criminal Background Check System  (NICS). That puts us No. 2 in the country, just behind Texas (448,034) and ahead of the much more populated California (340,903). – C.A. Bridges and Sara Chernikoff/USA TODAY Network-Florida

According to SafeHomes’ analysis of NICS data, these are the states with the most firearms sales in 2023:

• Texas: 1,347,589 (7% decrease)
• Florida: 1,316,471 (1% increase)
• California: 1,043,421 (2% decrease)
• Pennsylvania: 841,523 (7% decrease)
• Tennessee: 633,015 (4% decrease)
• Ohio: 583,314 (4% decrease)
• Virginia: 581,698 (5% decrease)
• Michigan: 555,650 (3% decrease)
• Missouri: 520,488 (6% decrease)
• Illinois: 504,452 (5% increase)

Looking for something to do? 3 To Do: Magic, Christmas in July and dinosaurs!

Expanded list of area events: SWFLA To Do List: ‘A Cracker at the Ritz,’ Birds & Brews, more

• The Highlight

Nobody knows what the point of homework is

The homework wars are back.

by Jacob Sweet

As the Covid-19 pandemic began and students logged into their remote classrooms, all work, in effect, became homework. But whether or not students could complete it at home varied. For some, schoolwork became public-library work or McDonald’s-parking-lot work.

Luis Torres, the principal of PS 55, a predominantly low-income community elementary school in the south Bronx, told me that his school secured Chromebooks for students early in the pandemic only to learn that some lived in shelters that blocked wifi for security reasons. Others, who lived in housing projects with poor internet reception, did their schoolwork in laundromats.

According to a 2021 Pew survey , 25 percent of lower-income parents said their children, at some point, were unable to complete their schoolwork because they couldn’t access a computer at home; that number for upper-income parents was 2 percent.

The issues with remote learning in March 2020 were new. But they highlighted a divide that had been there all along in another form: homework. And even long after schools have resumed in-person classes, the pandemic’s effects on homework have lingered.

Over the past three years, in response to concerns about equity, schools across the country, including in Sacramento, Los Angeles , San Diego , and Clark County, Nevada , made permanent changes to their homework policies that restricted how much homework could be given and how it could be graded after in-person learning resumed.

Three years into the pandemic, as districts and teachers reckon with Covid-era overhauls of teaching and learning, schools are still reconsidering the purpose and place of homework. Whether relaxing homework expectations helps level the playing field between students or harms them by decreasing rigor is a divisive issue without conclusive evidence on either side, echoing other debates in education like the elimination of standardized test scores from some colleges’ admissions processes.

I first began to wonder if the homework abolition movement made sense after speaking with teachers in some Massachusetts public schools, who argued that rather than help disadvantaged kids, stringent homework restrictions communicated an attitude of low expectations. One, an English teacher, said she felt the school had “just given up” on trying to get the students to do work; another argued that restrictions that prohibit teachers from assigning take-home work that doesn’t begin in class made it difficult to get through the foreign-language curriculum. Teachers in other districts have raised formal concerns about homework abolition’s ability to close gaps among students rather than widening them.

Many education experts share this view. Harris Cooper, a professor emeritus of psychology at Duke who has studied homework efficacy, likened homework abolition to “playing to the lowest common denominator.”

But as I learned after talking to a variety of stakeholders — from homework researchers to policymakers to parents of schoolchildren — whether to abolish homework probably isn’t the right question. More important is what kind of work students are sent home with and where they can complete it. Chances are, if schools think more deeply about giving constructive work, time spent on homework will come down regardless.

There’s no consensus on whether homework works

The rise of the no-homework movement during the Covid-19 pandemic tapped into long-running disagreements over homework’s impact on students. The purpose and effectiveness of homework have been disputed for well over a century. In 1901, for instance, California banned homework for students up to age 15, and limited it for older students, over concerns that it endangered children’s mental and physical health. The newest iteration of the anti-homework argument contends that the current practice punishes students who lack support and rewards those with more resources, reinforcing the “myth of meritocracy.”

But there is still no research consensus on homework’s effectiveness; no one can seem to agree on what the right metrics are. Much of the debate relies on anecdotes, intuition, or speculation.

Researchers disagree even on how much research exists on the value of homework. Kathleen Budge, the co-author of Turning High-Poverty Schools Into High-Performing Schools and a professor at Boise State, told me that homework “has been greatly researched.” Denise Pope, a Stanford lecturer and leader of the education nonprofit Challenge Success, said, “It’s not a highly researched area because of some of the methodological problems.”

Experts who are more sympathetic to take-home assignments generally support the “10-minute rule,” a framework that estimates the ideal amount of homework on any given night by multiplying the student’s grade by 10 minutes. (A ninth grader, for example, would have about 90 minutes of work a night.) Homework proponents argue that while it is difficult to design randomized control studies to test homework’s effectiveness, the vast majority of existing studies show a strong positive correlation between homework and high academic achievement for middle and high school students. Prominent critics of homework argue that these correlational studies are unreliable and point to studies that suggest a neutral or negative effect on student performance. Both agree there is little to no evidence for homework’s effectiveness at an elementary school level, though proponents often argue that it builds constructive habits for the future.

For anyone who remembers homework assignments from both good and bad teachers, this fundamental disagreement might not be surprising. Some homework is pointless and frustrating to complete. Every week during my senior year of high school, I had to analyze a poem for English and decorate it with images found on Google; my most distinct memory from that class is receiving a demoralizing 25-point deduction because I failed to present my analysis on a poster board. Other assignments really do help students learn: After making an adapted version of Chairman Mao’s Little Red Book for a ninth grade history project, I was inspired to check out from the library and read a biography of the Chinese ruler.

For homework opponents, the first example is more likely to resonate. “We’re all familiar with the negative effects of homework: stress, exhaustion, family conflict, less time for other activities, diminished interest in learning,” Alfie Kohn, author of The Homework Myth, which challenges common justifications for homework, told me in an email. “And these effects may be most pronounced among low-income students.” Kohn believes that schools should make permanent any moratoria implemented during the pandemic, arguing that there are no positives at all to outweigh homework’s downsides. Recent studies , he argues , show the benefits may not even materialize during high school.

In the Marlborough Public Schools, a suburban district 45 minutes west of Boston, school policy committee chair Katherine Hennessy described getting kids to complete their homework during remote education as “a challenge, to say the least.” Teachers found that students who spent all day on their computers didn’t want to spend more time online when the day was over. So, for a few months, the school relaxed the usual practice and teachers slashed the quantity of nightly homework.

Online learning made the preexisting divides between students more apparent, she said. Many students, even during normal circumstances, lacked resources to keep them on track and focused on completing take-home assignments. Though Marlborough Schools is more affluent than PS 55, Hennessy said many students had parents whose work schedules left them unable to provide homework help in the evenings. The experience tracked with a common divide in the country between children of different socioeconomic backgrounds.

So in October 2021, months after the homework reduction began, the Marlborough committee made a change to the district’s policy. While teachers could still give homework, the assignments had to begin as classwork. And though teachers could acknowledge homework completion in a student’s participation grade, they couldn’t count homework as its own grading category. “Rigorous learning in the classroom does not mean that that classwork must be assigned every night,” the policy stated . “Extensions of class work is not to be used to teach new content or as a form of punishment.”

Canceling homework might not do anything for the achievement gap

The critiques of homework are valid as far as they go, but at a certain point, arguments against homework can defy the commonsense idea that to retain what they’re learning, students need to practice it.

“Doesn’t a kid become a better reader if he reads more? Doesn’t a kid learn his math facts better if he practices them?” said Cathy Vatterott, an education researcher and professor emeritus at the University of Missouri-St. Louis. After decades of research, she said it’s still hard to isolate the value of homework, but that doesn’t mean it should be abandoned.

Blanket vilification of homework can also conflate the unique challenges facing disadvantaged students as compared to affluent ones, which could have different solutions. “The kids in the low-income schools are being hurt because they’re being graded, unfairly, on time they just don’t have to do this stuff,” Pope told me. “And they’re still being held accountable for turning in assignments, whether they’re meaningful or not.” On the other side, “Palo Alto kids” — students in Silicon Valley’s stereotypically pressure-cooker public schools — “are just bombarded and overloaded and trying to stay above water.”

Merely getting rid of homework doesn’t solve either problem. The United States already has the second-highest disparity among OECD (the Organisation for Economic Co-operation and Development) nations between time spent on homework by students of high and low socioeconomic status — a difference of more than three hours, said Janine Bempechat, clinical professor at Boston University and author of No More Mindless Homework .

When she interviewed teachers in Boston-area schools that had cut homework before the pandemic, Bempechat told me, “What they saw immediately was parents who could afford it immediately enrolled their children in the Russian School of Mathematics,” a math-enrichment program whose tuition ranges from $140 to about $400 a month. Getting rid of homework “does nothing for equity; it increases the opportunity gap between wealthier and less wealthy families,” she said. “That solution troubles me because it’s no solution at all.”

A group of teachers at Wakefield High School in Arlington, Virginia, made the same point after the school district proposed an overhaul of its homework policies, including removing penalties for missing homework deadlines, allowing unlimited retakes, and prohibiting grading of homework.

“Given the emphasis on equity in today’s education systems,” they wrote in a letter to the school board, “we believe that some of the proposed changes will actually have a detrimental impact towards achieving this goal. Families that have means could still provide challenging and engaging academic experiences for their children and will continue to do so, especially if their children are not experiencing expected rigor in the classroom.” At a school where more than a third of students are low-income, the teachers argued, the policies would prompt students “to expect the least of themselves in terms of effort, results, and responsibility.”

Not all homework is created equal

Despite their opposing sides in the homework wars, most of the researchers I spoke to made a lot of the same points. Both Bempechat and Pope were quick to bring up how parents and schools confuse rigor with workload, treating the volume of assignments as a proxy for quality of learning. Bempechat, who is known for defending homework, has written extensively about how plenty of it lacks clear purpose, requires the purchasing of unnecessary supplies, and takes longer than it needs to. Likewise, when Pope instructs graduate-level classes on curriculum, she asks her students to think about the larger purpose they’re trying to achieve with homework: If they can get the job done in the classroom, there’s no point in sending home more work.

At its best, pandemic-era teaching facilitated that last approach. Honolulu-based teacher Christina Torres Cawdery told me that, early in the pandemic, she often had a cohort of kids in her classroom for four hours straight, as her school tried to avoid too much commingling. She couldn’t lecture for four hours, so she gave the students plenty of time to complete independent and project-based work. At the end of most school days, she didn’t feel the need to send them home with more to do.

A similar limited-homework philosophy worked at a public middle school in Chelsea, Massachusetts. A couple of teachers there turned as much class as possible into an opportunity for small-group practice, allowing kids to work on problems that traditionally would be assigned for homework, Jessica Flick, a math coach who leads department meetings at the school, told me. It was inspired by a philosophy pioneered by Simon Fraser University professor Peter Liljedahl, whose influential book Building Thinking Classrooms in Mathematics reframes homework as “check-your-understanding questions” rather than as compulsory work. Last year, Flick found that the two eighth grade classes whose teachers adopted this strategy performed the best on state tests, and this year, she has encouraged other teachers to implement it.

Teachers know that plenty of homework is tedious and unproductive. Jeannemarie Dawson De Quiroz, who has taught for more than 20 years in low-income Boston and Los Angeles pilot and charter schools, says that in her first years on the job she frequently assigned “drill and kill” tasks and questions that she now feels unfairly stumped students. She said designing good homework wasn’t part of her teaching programs, nor was it meaningfully discussed in professional development. With more experience, she turned as much class time as she could into practice time and limited what she sent home.

“The thing about homework that’s sticky is that not all homework is created equal,” says Jill Harrison Berg, a former teacher and the author of Uprooting Instructional Inequity . “Some homework is a genuine waste of time and requires lots of resources for no good reason. And other homework is really useful.”

Cutting homework has to be part of a larger strategy

The takeaways are clear: Schools can make cuts to homework, but those cuts should be part of a strategy to improve the quality of education for all students. If the point of homework was to provide more practice, districts should think about how students can make it up during class — or offer time during or after school for students to seek help from teachers. If it was to move the curriculum along, it’s worth considering whether strategies like Liljedahl’s can get more done in less time.

Some of the best thinking around effective assignments comes from those most critical of the current practice. Denise Pope proposes that, before assigning homework, teachers should consider whether students understand the purpose of the work and whether they can do it without help. If teachers think it’s something that can’t be done in class, they should be mindful of how much time it should take and the feedback they should provide. It’s questions like these that De Quiroz considered before reducing the volume of work she sent home.

More than a year after the new homework policy began in Marlborough, Hennessy still hears from parents who incorrectly “think homework isn’t happening” despite repeated assurances that kids still can receive work. She thinks part of the reason is that education has changed over the years. “I think what we’re trying to do is establish that homework may be an element of educating students,” she told me. “But it may not be what parents think of as what they grew up with. ... It’s going to need to adapt, per the teaching and the curriculum, and how it’s being delivered in each classroom.”

For the policy to work, faculty, parents, and students will all have to buy into a shared vision of what school ought to look like. The district is working on it — in November, it hosted and uploaded to YouTube a round-table discussion on homework between district administrators — but considering the sustained confusion, the path ahead seems difficult.

When I asked Luis Torres about whether he thought homework serves a useful part in PS 55’s curriculum, he said yes, of course it was — despite the effort and money it takes to keep the school open after hours to help them do it. “The children need the opportunity to practice,” he said. “If you don’t give them opportunities to practice what they learn, they’re going to forget.” But Torres doesn’t care if the work is done at home. The school stays open until around 6 pm on weekdays, even during breaks. Tutors through New York City’s Department of Youth and Community Development programs help kids with work after school so they don’t need to take it with them.

As schools weigh the purpose of homework in an unequal world, it’s tempting to dispose of a practice that presents real, practical problems to students across the country. But getting rid of homework is unlikely to do much good on its own. Before cutting it, it’s worth thinking about what good assignments are meant to do in the first place. It’s crucial that students from all socioeconomic backgrounds tackle complex quantitative problems and hone their reading and writing skills. It’s less important that the work comes home with them.

Jacob Sweet is a freelance writer in Somerville, Massachusetts. He is a frequent contributor to the New Yorker, among other publications.

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Meaning of homework in English

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• The kids are busy with their homework.
• My science teacher always sets a lot of homework.
• "Have you got any homework tonight ?" "No."
• I got A minus for my English homework.
• For homework I want you to write an essay on endangered species .
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• asynchronous
• foundation course
• grade retention
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Bret Stephens

Republicans Will Regret a Second Trump Term

By Bret Stephens

Opinion Columnist

Now is the summer of Republican content.

The G.O.P. is confident and unified. Donald Trump has held a consistent and widening lead over President Biden in all the battleground states . Never Trumpers have been exiled, purged or converted. The Supreme Court has eased many of Trump’s legal travails while his felony convictions in New York seem to have inflicted only minimal political damage — if they didn’t actually help him.

Best of all for Republicans, a diminished Joe Biden seems determined to stay in the race, leading a dispirited and divided party that thinks of its presumptive nominee as one might think of a colonoscopy: an unpleasant reminder of age. Even if Biden can be cajoled into quitting, his likeliest replacement is Vice President Kamala Harris, whose 37 percent approval rating is just around that of her boss . Do Democrats really think they can run on her non-handling of the border crisis , her reputation for managerial incompetence or her verbal gaffes ?

In short, Republicans have good reason to think they’ll be back in the White House next January. Only then will the regrets set in.

Three in particular: First, Trump won’t slay the left; instead, he will re-energize and radicalize it. Second, Trump will be a down-ballot loser, leading to divided and paralyzed government. Third, Trump’s second-term personnel won’t be like the ones in his first. Instead, he will appoint his Trumpiest people and pursue his Trumpiest instincts. The results won’t be ones old-school Republicans want or expect.

Begin with the left.

Talk to most conservatives and even a few liberals, and they’ll tell you that Peak Woke — that is, the worst excesses of far-left activism and cancel culture — happened around 2020. In fact, Peak Woke, from the campus witch hunts to “ abolish the police ” and the “ mostly peaceful ” protests in cities like Portland, Ore., and Minneapolis that followed George Floyd’s murder, really coincided with the entirety of Trump’s presidency, then abated after Biden’s election.

That’s no accident. What used to be called political correctness has been with us for a long time. But it grew to a fever pitch under Trump, most of all because he was precisely the kind of bigoted vulgarian and aspiring strongman that liberals always feared might come to power, and which they felt duty bound to “resist.” With his every tweet, Trump’s presidency felt like a diesel engine blowing black soot in the face of the country. That’s also surely how Trump wanted it, since it delighted his base, goaded his critics and left everyone else in a kind of blind stupor.

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