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Harris Cooper Homework 1989 Mustang

It turns out that parents are right to nag: To succeed in school, kids should do their homework.

Duke University researchers have reviewed more than 60 research studies on homework between 1987 and 2003 and concluded that homework does have a positive effect on student achievement.

Harris Cooper, a professor of psychology and director of Duke's Program in Education, said the research synthesis that he led showed the positive correlation was much stronger for secondary students --- those in grades 7 through 12 --- than those in elementary school.

"With only rare exception, the relationship between the amount of homework students do and their achievement outcomes was found to be positive and statistically significant," the researchers report in a paper that appears in the spring 2006 edition of "Review of Educational Research."

Cooper is the lead author; Jorgianne Civey Robinson, a Ph.D. student in psychology, and Erika Patall, a graduate student in psychology, are co-authors. The research was supported by a grant from the U.S. Department of Education.

While it's clear that homework is a critical part of the learning process, Cooper said the analysis also showed that too much homework can be counter-productive for students at all levels.

"Even for high school students, overloading them with homework is not associated with higher grades," Cooper said.

Cooper said the research is consistent with the "10-minute rule" suggesting the optimum amount of homework that teachers ought to assign. The "10-minute rule," Cooper said, is a commonly accepted practice in which teachers add 10 minutes of homework as students progress one grade. In other words, a fourth-grader would be assigned 40 minutes of homework a night, while a high school senior would be assigned about two hours. For upper high school students, after about two hours' worth, more homework was not associated with higher achievement.

The authors suggest a number of reasons why older students benefit more from homework than younger students. First, the authors note, younger children are less able than older children to tune out distractions in their environment. Younger children also have less effective study habits.

But the reason also could have to do with why elementary teachers assign homework. Perhaps it is used more often to help young students develop better time management and study skills, not to immediately affect their achievement in particular subject areas.

"Kids burn out," Cooper said. "The bottom line really is all kids should be doing homework, but the amount and type should vary according to their developmental level and home circumstances. Homework for young students should be short, lead to success without much struggle, occasionally involve parents and, when possible, use out-of-school activities that kids enjoy, such as their sports teams or high-interest reading."

Cooper pointed out that there are limitations to current research on homework. For instance, little research has been done to assess whether a student's race, socioeconomic status or ability level affects the importance of homework in his or her achievement.

This is Cooper's second synthesis of homework research. His first was published in 1989 and covered nearly 120 studies in the 20 years before 1987. Cooper's recent paper reconfirms many of the findings from the earlier study.

Cooper is the author of "The Battle over Homework: Common Ground for Administrators, Teachers, and Parents" (Corwin Press, 2001).

Does Homework Improve Academic Achievement?: If So, How Much Is Best?

by Harris Cooper, PhD

Published in SEDL Letter Volume XX, Number 2, August 2008, Afterschool, Family, and Community

The beginning of a new school year brings with it a reawakening of an old debate regarding the value of homework. Parents who feel their children are overburdened with homework are pitted against educators pressed to improve achievement test scores. According to two recent polls, however, the majority of parents remain satisfied with educators’ homework practices.

A poll conducted for the Associated Press in January 2006 found that about 57% of parents felt their child was assigned about the right amount of homework. Another 23% thought it was too little, and 19% thought it was too much. A survey conducted by MetLife in 2007 found that 87% of parents saw that helping their child with homework was an opportunity for them to talk and spend time together. More than three fourths (78%) did not think homework interfered with family time, and nearly as many (71%) thought that it was not a source of major stress.

Educators should be thrilled with these numbers. Pleasing a majority of parents regarding homework is about as good as they can hope for, even with a fair number of dissenters.

What the Research Says

But opinions cannot tell us whether homework works; only research can. My colleagues and I analyzed dozens of homework studies conducted between 1987 and 2003 to examine whether homework is beneficial and what amount of homework is appropriate for our children (Cooper, Robinson, & Patall, 2006).

The homework question is best answered by comparing students assigned homework with students assigned no homework who are similar in other ways. The results of such studies suggest that homework can improve students’ scores on the class tests that come at the end of a topic. Students assigned homework in second grade did better on the math tests; third and fourth graders did better on English skills and vocabulary tests; fifth graders on social studies tests; ninth through 12th graders on American history tests; and 12th graders on Shakespeare tests. Across five studies, the average student who did homework had a higher unit test score than the students not doing homework.

However, 35 less rigorous (correlational) studies suggest little or no relationship between homework and achievement for elementary school students. The average correlation between time spent on homework and achievement was substantial for secondary school students, but for elementary school students, it hovered around no relationship at all.

Why might that be? Younger children have less developed study habits and are less able to tune out distractions at home. Studies also suggest that young students who are struggling in school take more time to complete homework assignments simply because these assignments are more difficult for them.

How Much Homework?

So, how much homework should students do? The National Parent Teacher Association and the National Education Association have a parents’ guide called Helping Your Child Get the Most Out of Homework. It states, “Most educators agree that for children in grades K–2, homework is more effective when it does not exceed 10–20 minutes each day; older children, in grades 3–6, can handle 30–60 minutes a day; in junior and senior high, the amount of homework will vary by subject.”

Abstract
Does Homework Improve Academic Achievement? A Synthesis of Research, 1987–2003

In this article, the authors summarize research conducted in the United States since 1987 on the effects of homework. Studies are grouped into four research designs. The authors found that all studies, regardless of type, had design flaws. However, both within and across design types, there was generally consistent evidence for a positive influence of homework on achievement. Studies that reported simple homework-achievement correlations revealed evidence that a stronger correlation existed in grades 7–12 than in grades K–6 and when students, rather than parents, reported time on homework. No strong evidence was found for an association between the homework-achievement link and the outcome measure (grades as opposed to standardized tests) or the subject matter (reading as opposed to math). On the basis of these results and others, the authors suggest future research.

Source:
Cooper, H., Robinson, J. C., & Patall, E. A. (2006). Does homework improve academic achievement? A synthesis of research, 1987–2003. Review of Educational Research, 76(1), 1–62.

Many school district policies state that high school students should expect about 30 minutes of homework for each academic course they take (a bit more for honors or advanced placement courses).

These recommendations are consistent with the conclusions reached by our analysis. Practice assignments do improve scores on class tests at all grade levels. A little amount of homework may help elementary school students build study habits. Homework for junior high students appears to reach the point of diminishing returns after about 90 minutes a night. For high school students, the positive line continues to climb until between 90 minutes and 2.5 hours of homework a night, after which returns diminish (Cooper, 1989; Cooper, Robinson, & Patall, 2006).

Keeping It Balanced

Beyond achievement, proponents of homework argue that it can have many other beneficial effects. They claim it can help students develop good study habits so they are ready to grow as their cognitive capacities mature. It can help students recognize that learning can occur at home as well as at school. It can foster independent learning and responsible character traits. And it can give parents an opportunity to see what’s going on at school and let them express positive attitudes toward achievement.

Opponents of homework counter that it can also have negative effects. They argue it can lead to boredom with schoolwork because all activities remain interesting only for so long. It can deny students access to leisure activities that also teach important life skills. Parents can get too involved in homework—pressuring their child and confusing him or her by using different instructional techniques than the teacher.

My feeling is that homework policies should prescribe amounts of homework consistent with the research evidence, but they should also give individual schools and teachers some flexibility to take into account the unique needs and circumstances of their students and families. In general, teachers should avoid either extreme.

References

  • Cooper, H. (1989). Homework. White Plains, NY: Longman.
  • Cooper, H., Robinson, J. C., & Patall, E. A. (2006). Does homework improve academic achievement? A synthesis of research, 1987–2003. Review of Educational Research, 76(1), 1–62.
  • MetLife, Inc. (2007). MetLife survey of the American teacher: The homework experience. NY: Author. Retrieved May 14, 2008, from http://www.metlife.com/Applications/Corporate/WPS/CDA/PageGenerator/0,4773,P288,00.html
  • National Education Association & National Parent Teacher Association. (n.d.). Help your student get the most out of homework. Retrieved May 16, 2008, from http://www.nea.org/parents/homework.html

Harris Cooper is a professor of psychology and neuroscience at Duke University, where he also directs the Program in Education, and author of The Battle Over Homework: Common Ground for Administrators, Teachers, and Parents (Corwin Press). He is also a member of the National Partnership for Quality Afterschool Learning’s steering committee.


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