homework policy middle school

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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What’s the Right Amount of Homework?

Decades of research show that homework has some benefits, especially for students in middle and high school—but there are risks to assigning too much.

Many teachers and parents believe that homework helps students build study skills and review concepts learned in class. Others see homework as disruptive and unnecessary, leading to burnout and turning kids off to school. Decades of research show that the issue is more nuanced and complex than most people think: Homework is beneficial, but only to a degree. Students in high school gain the most, while younger kids benefit much less.

The National PTA and the National Education Association support the “ 10-minute homework guideline ”—a nightly 10 minutes of homework per grade level. But many teachers and parents are quick to point out that what matters is the quality of the homework assigned and how well it meets students’ needs, not the amount of time spent on it.

The guideline doesn’t account for students who may need to spend more—or less—time on assignments. In class, teachers can make adjustments to support struggling students, but at home, an assignment that takes one student 30 minutes to complete may take another twice as much time—often for reasons beyond their control. And homework can widen the achievement gap, putting students from low-income households and students with learning disabilities at a disadvantage.

However, the 10-minute guideline is useful in setting a limit: When kids spend too much time on homework, there are real consequences to consider.

Small Benefits for Elementary Students

As young children begin school, the focus should be on cultivating a love of learning, and assigning too much homework can undermine that goal. And young students often don’t have the study skills to benefit fully from homework, so it may be a poor use of time (Cooper, 1989 ; Cooper et al., 2006 ; Marzano & Pickering, 2007 ). A more effective activity may be nightly reading, especially if parents are involved. The benefits of reading are clear: If students aren’t proficient readers by the end of third grade, they’re less likely to succeed academically and graduate from high school (Fiester, 2013 ).

For second-grade teacher Jacqueline Fiorentino, the minor benefits of homework did not outweigh the potential drawback of turning young children against school at an early age, so she experimented with dropping mandatory homework. “Something surprising happened: They started doing more work at home,” Fiorentino writes . “This inspiring group of 8-year-olds used their newfound free time to explore subjects and topics of interest to them.” She encouraged her students to read at home and offered optional homework to extend classroom lessons and help them review material.

Moderate Benefits for Middle School Students

As students mature and develop the study skills necessary to delve deeply into a topic—and to retain what they learn—they also benefit more from homework. Nightly assignments can help prepare them for scholarly work, and research shows that homework can have moderate benefits for middle school students (Cooper et al., 2006 ). Recent research also shows that online math homework, which can be designed to adapt to students’ levels of understanding, can significantly boost test scores (Roschelle et al., 2016 ).

There are risks to assigning too much, however: A 2015 study found that when middle school students were assigned more than 90 to 100 minutes of daily homework, their math and science test scores began to decline (Fernández-Alonso, Suárez-Álvarez, & Muñiz, 2015 ). Crossing that upper limit can drain student motivation and focus. The researchers recommend that “homework should present a certain level of challenge or difficulty, without being so challenging that it discourages effort.” Teachers should avoid low-effort, repetitive assignments, and assign homework “with the aim of instilling work habits and promoting autonomous, self-directed learning.”

In other words, it’s the quality of homework that matters, not the quantity. Brian Sztabnik, a veteran middle and high school English teacher, suggests that teachers take a step back and ask themselves these five questions :

• How long will it take to complete?
• Have all learners been considered?
• Will an assignment encourage future success?
• Will an assignment place material in a context the classroom cannot?
• Does an assignment offer support when a teacher is not there?

More Benefits for High School Students, but Risks as Well

By the time they reach high school, students should be well on their way to becoming independent learners, so homework does provide a boost to learning at this age, as long as it isn’t overwhelming (Cooper et al., 2006 ; Marzano & Pickering, 2007 ). When students spend too much time on homework—more than two hours each night—it takes up valuable time to rest and spend time with family and friends. A 2013 study found that high school students can experience serious mental and physical health problems, from higher stress levels to sleep deprivation, when assigned too much homework (Galloway, Conner, & Pope, 2013 ).

Homework in high school should always relate to the lesson and be doable without any assistance, and feedback should be clear and explicit.

Teachers should also keep in mind that not all students have equal opportunities to finish their homework at home, so incomplete homework may not be a true reflection of their learning—it may be more a result of issues they face outside of school. They may be hindered by issues such as lack of a quiet space at home, resources such as a computer or broadband connectivity, or parental support (OECD, 2014 ). In such cases, giving low homework scores may be unfair.

Since the quantities of time discussed here are totals, teachers in middle and high school should be aware of how much homework other teachers are assigning. It may seem reasonable to assign 30 minutes of daily homework, but across six subjects, that’s three hours—far above a reasonable amount even for a high school senior. Psychologist Maurice Elias sees this as a common mistake: Individual teachers create homework policies that in aggregate can overwhelm students. He suggests that teachers work together to develop a school-wide homework policy and make it a key topic of back-to-school night and the first parent-teacher conferences of the school year.

Parents Play a Key Role

Homework can be a powerful tool to help parents become more involved in their child’s learning (Walker et al., 2004 ). It can provide insights into a child’s strengths and interests, and can also encourage conversations about a child’s life at school. If a parent has positive attitudes toward homework, their children are more likely to share those same values, promoting academic success.

But it’s also possible for parents to be overbearing, putting too much emphasis on test scores or grades, which can be disruptive for children (Madjar, Shklar, & Moshe, 2015 ). Parents should avoid being overly intrusive or controlling—students report feeling less motivated to learn when they don’t have enough space and autonomy to do their homework (Orkin, May, & Wolf, 2017 ; Patall, Cooper, & Robinson, 2008 ; Silinskas & Kikas, 2017 ). So while homework can encourage parents to be more involved with their kids, it’s important to not make it a source of conflict.

• Articles / Homework

The Do’s and Don’ts of Good Homework Policy

by Cheryl Mizerny · Published 10/24/2016 · Updated 11/20/2019

A MiddleWeb Blog

At the time, I could not exactly relate to him because I was one of the kids who knew how to “do” school well and actually enjoyed it. I also did little homework at home because I was also one of those kids who broke the rules and generally did homework assignments during class while the teacher was instructing.

All that changed after the publication of “A Nation At Risk” – when our schools began to be seen as failing and the homework levels increased. Then I empathized with the boy in that candy bar commercial.

Homework has been the most hated part of school for decades, and that’s not going to change. However, public perception of the efficacy of homework is cyclical – with each cycle reshaping homework policies and practices in our classrooms. That’s something we can change.

Some of the history behind homework

In the 1940s, when the country was dealing with more important issues, homework was seen as a redundant waste of time. After Sputnik, it was the way we would beat the Russians to the moon. The resulting backlash (post-moon landing) led to my elementary school years in the blissful 1970s when more problem solving, hands-on learning was emphasized.

After the dire “A Nation At Risk” warnings, the emphasis was on drill and kill in the 80s and 90s. This prepared the way for the piling on of homework as supplemental test prep after the passage of No Child Left Behind in the early 2000s and its even greater emphasis on rote learning.

We are now seeing the detrimental effects of this overtaxing of our children in the form of anxiety, attention issues, and increased family stress. The result is a lot of necessary conversation around the topic of the value of homework.

The homework domino effect

We recently had the homework discussion at my school, after listening to feedback from parents. One of the conclusions we reached: many of my colleagues would love to give less homework, but they feel that they would be doing a disservice to the students by not sufficiently preparing them for the next level of their education (HS), which gives significantly more homework.

Sidebar: This, in my opinion, is a major problem in education today—we don’t allow children to be the age they are and push them too far too fast with developmentally inappropriate practices.

The high school feels the pressure to give excessive homework to enable students to pass the Advanced Placement tests and to do well on college entrance exams. Universities see students who are “unprepared” to do the critical thinking necessary to be successful because, sadly, they were given too much rote work at the high school level and below. The effects of all these conflicting goals roll downhill to educators at the middle and elementary school levels.

Homework teaches compliance, not responsibility

Although I am thrilled with the recent trend in elementary schools (which tend to be the most progressive level of education) – eliminating homework in response to research – I don’t see this moving up through the grade levels any time soon.

Therefore, I am continuing to follow my gut on this issue and do what I think is right for my students. I’ve always been an educator who believes in family time and have never given homework on weekends or over holidays, but I am also very mindful of work I give on weeknights.

I was in a recent Twitter chat with other middle school educators about the topic of homework. There was a clear division among the teachers on the question of whether homework teaches time management and responsibility.

Giving two or more hours of homework after they have already spent seven hours sitting and absorbing feels like making children clock in for a second shift. I worked two jobs during college and was miserable, exhausted, and didn’t enjoy my classes as much as I should have. I see the same in my students.

I also feel that if teaching time in school is used effectively, not much homework needs to be given. When I do give homework, I make every effort to make it engaging, meaningful, and brief.

Applying what I’ve learned about motivation

During my time as a special education teacher, I had no control over the assignments my students were given by other teachers. In those years, I witnessed a lot of ineffective teaching – and some that was sheer brilliance.

When I began teaching English in 2008, I wanted to be more like the excellent teachers I’d known. I never wanted my classes to feel like a “sit and get” experience that students must somehow survive.

I began my quest to make all of my classwork, and resulting homework, motivating and useful to my students. This included an intense study of motivation while obtaining my graduate degree in Education Psychology.

As luck would have it, much of what I learned in my graduate courses was summed up brilliantly in Daniel Pink’s groundbreaking book, Drive , which arrived on the scene during my first year teaching English (and was neatly summarized in an early example of the animated YouTube lecture).

In Drive , Pink presents a three-part test for homework:

• Am I offering my students autonomy over how and when to do this work?
• Does this assignment promote mastery by offering a novel, engaging task (as opposed to rote reformulation of something already covered in class)?
• Do my students understand the purpose of the assignment? That is, can they see how doing this additional activity at home contributes to the larger enterprise in which the class is engaged?

I have used these guiding principles for all work I give in class as well as for home. As Pink says, “With a little thought and effort, we can turn home work into home learning .”

One of my other touchstone middle school teaching texts is the classic Day One and Beyond by Rick Wormeli . In it, he says, “Homework given to keep students busy regardless of whether it clarifies, reinforces, or prepares students is irresponsible.” I wholeheartedly agree.

The Do’s and Don’ts of Positive Homework

Through all of my research, and from trial and error in my own class, I have determined my own set of “rules.” Following practices like these can assure we have a positive homework policy in place.

• I do not use homework to introduce a new concept. If students are learning the concept on their own, then they are teaching themselves and what is my role? What’s more, muddling their way through unconnected information may frustrate more than enlighten.

• I make sure that the homework I assign is never too difficult for my students to do without assistance. Just because it’s homework does not mean that it is family work. I much prefer my students discuss what they learned in school with their parents rather than battle over something none of them may fully understand. Tears and arguments over homework are not the hallmarks of rigorous thought.
• I don’t grade homework for correctness. Often I will give a few points for completing homework, but homework never counts for more than 10% of the final grade in my class (thank you, Rick Wormeli). If it is intended to be practice of what they are learning, then it is unethical to mark students down for errors.
• I feel that “No Homework” passes send the wrong message that homework is unnecessary and can be skipped. I would much prefer accepting homework late than chastising a student who did not have their work finished on time.
• I don’t assign homework as students are ready to walk out the door during the last few minutes of class. When there is going to be some homework, I want them to begin it in class so that I can help answer any questions or clarify directions.
• Students are more likely to complete assignments if they have an audience. Much of the work done in my class is shared and/or displayed.
• Our school uses a common calendar for each grade so that students don’t have more than two quizzes, tests, or projects due on any given day and also not after a large evening school event.
• For anything more complex than just finishing a small amount of what they started in class, I give more than one day for assignments to be completed so students may parse their time as needed.

• My homework assignments are a deeper dive into the topic we study and always reach at least the application of the knowledge, not memorization. To the greatest extent possible, I allow students to choose how the work is completed and encourage creativity.
• I reduce homework by using my class time as effectively as possible. If there is vocabulary they need to know, for example, we work with it often and in many different ways in order to cement the information in their brains. I don’t use the rote memorization of vocabulary as homework because then it is in and out of their brains quickly.
• My homework is always developmentally appropriate. For middle school students, this means taking advantage of their desire to still have fun and see the absurd side of life, while simultaneously using their critical thinking skills. It is also work they are able to complete independently.
• I do not assign homework that necessitates the gathering of numerous, expensive materials or the use of resources (especially electronic) that they may not have. I am mindful that the only level playing field is my classroom.

In my ideal world, there would not be homework unless it was student chosen, developed, and executed. Until I live in that world, I do what I believe is right for my students. I don’t want to be the teacher that causes them to totally stress out and learn to dread school.

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Cheryl Mizerny

Cheryl Mizerny (@cherylteaches) is a veteran educator with 25 years experience – most at the middle school level. She began her career in special education, became a teacher consultant and adjunct professor of Educational Psychology, and currently teaches 6th grade English in Bloomfield Hills, Michigan. Cheryl writes about student motivation and engagement at  The Accidental English Teacher. Read more of her MiddleWeb articles here and  here.

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Please leave your thoughts about homework policies here in the Comments section!

I agree with the homework dos and don’ts. Less is more and should make sense and be purposeful with the whys discussed before the assignment. Different due dates for things like journals based on when the students want it due (depending on their at-home and afterschool schedules) is also useful. This does teach them to take responsibility for their decisions.

Our school has a no homework policy. It’s not really a policy per se, but if a parent complains that there is no homework provided, the principal will support the teacher in response to the parent and cite research that homework does not increase proficiency in a skill and the kids need/deserve down time or time to be outside. That being said, there is always research to contradict other research out there .

I do believe the homework should be available to students.

I like your idea about it being developmentally appropriate, fostering independence and creativity, etc. but what are the specifics? What structures, routines and procedures do you implement in you class that support a homework policy for reading and writing?

Thank you for an informative article that speaks right to the heart of this Special Education Middle School teacher. I agree with you that the only level playing field is right here in our presence where we can create community and autonomy if we do so intentionally.

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Lincoln Middle School Homework Policies

Homework is important to student learning at Lincoln Middle School. The purpose of this homework plan is to guide teachers, parents and students in ensuring that homework is meaningful and supports the learning experience for all students. Definition Homework is any activity or assignment directed by the teacher to be performed outside the classroom that may include practicing skills learned in class, reading, studying, projects, or completion of assignments. Rules for Homework

• Activities or assignments that students can complete independently. Carefully constructed as to be completed within a reasonable time allotment, with minimal adult help.
• Connected to grade level or subject matter curriculum.
• Connected to class instruction.
• Engaging, purposeful and relevant.

Teacher Guidelines

• Review, discuss and return, if collected, homework in a timely manner.
• Whenever possible, communicate and coordinate assignments so that students do not receive an overload of homework.
• Explain homework assignments to the students prior to the assignment. Teachers shall communicate homework assignments in at least one of the following ways: send a packet home, write assignment on the board, require students to record it, and/or make available through emails, websites or hotlines. The use of a variety of strategies is encouraged.
• The teacher will (also) consider a student’s Individualized Education Plan or 504 Plan in regards to homework.
• Teach techniques that can help students allocate their time wisely, meet their deadlines, and develop good personal study habits.
• Identify the access that students will have to materials for projects and other homework assignments – taking into account affordability, resource materials from the library media center, assistance and tutoring opportunities, and technology resources.
• Communicate with parents to inform them about homework expectations, policies, and procedures.
• Communicate the extent to which homework influences the student’s overall grades.
• Communicate ways in which parents can best assist their children in doing homework independently.
• Communicate with parents at the earliest possible opportunity once the student has demonstrated consistent inability to complete homework.

Parent Guidelines

• Provide a quiet space and basic materials for homework completion.
• Teach techniques that can help children allocate their time wisely, meet their deadlines, and develop good personal study habits.
• Monitor time management and productivity.
• Review school provided materials (for example Binder Reminder, class handouts, and/or online resources).
• Communicate with teachers at the earliest possible opportunity once the child has demonstrated consistent inability to complete homework. If necessary, parents shall attempt to reach accommodation with their child’s teachers regarding homework.
• Contact the grade level counselor, assistant principal and then the principal if a solution cannot be reached with a teacher regarding homework.

Student Guidelines

• Complete homework as assigned.
• Record homework when assigned in class by the teacher.
• Seek clarification from teachers when unclear about homework.
• Use class time provided for completing classwork and/or starting homework.
• Seek assistance from teachers when demonstrating an inability to complete homework.

Scheduling Time and Parameters Middle School Middle school homework may be given Monday through Thursday. Weekends and holidays are primarily reserved for family time. Students may elect to use the weekends to review materials, make up work, complete projects, and enjoy recreational reading. Assignments shall be designed so that the typical student can complete all homework, including time for studying and preparing for exams, in the average minutes shown.

Students taking an extra class should expect to exceed the daily minutes in a proportional manner. For an accelerated course designed to be equivalent to a course at a more advanced grade level, students should expect homework for that class to be consistent with a time expectation for the higher grade level. In addition, students shall be encouraged to allot time to read for pleasure. Reading for pleasure and music practice times are not included in the time parameters shown.

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Sayville Middle School Homework Policy

Students can expect to receive homework in each subject every night with the possible exception of Friday. Sometimes the homework will be written, other times it will be reading. However, there is always a need to review. Students should take several minutes to review their day’s work and notes in each subject. Total time spent doing their homework varies from individual to individual, but they should plan on a minimum of 1 to 1 ½ hours per night. We suggest all students use the student planner provided. We encourage parents to check it daily. We expect they will complete all their assignments on time to the best of their ability. Homework procedures are determined by each grade and classroom teacher in concert with District policy and are given to parents on open school night. If your youngster repeatedly states he/she has no homework, please contact the guidance office.

Class work and homework missed because of an absence should be made up as soon as possible. This is the students, not the teacher’s, responsibility. It is suggested that students obtain telephone numbers of fellow students in each class and that they be called when absences occur so that work can be made up. Students should also check their teachers’ website (if available) to find out what was missed and work that was assigned. If a student is going to be absent two or more days , you may telephone the attendance office to make arrangements to collect assignments. If you do this, please make sure to pick up the assignment as your child will be held accountable for the work the following day.

We strongly discourage removing students from school for family vacations. The missed classes and work are very difficult to make up and there is often a negative correlation to your child’s grades for that quarter. The absences are considered illegal and teachers are in no way obligated to supply your child with work that will be missed prior to an illegal absence – or allow your child to make up work and assessments that were missed when your child returns to school from an illegal absence.

8th Grade Homework Policy:

Students are expected to follow these guidelines when completing homework:

• All assignments will be completed and turned in on time.
• Assignments will have a complete heading, be organized, and be neatly done.
• Homework missed due to an absence will be made up within a reasonable amount of time.
• HW not completed on time receives a grade of zero. There is no opportunity to make up missed homework assignments.

7th Grade Homework Policy: 

• At the teacher’s discretion, students may come 11th period THAT DAY to complete the missing assignment for a late grade which will allow them to earn back ½ credit on the assignment. Missing homework may not be completed prior to 11th period. 

6th Grade Homework Policy: 

Homework is a valuable aid in helping students make the most of their learning experiences in school.  By doing homework, students reinforce and apply what they have been taught in class, as well as prepare for upcoming assessments and new lessons. Setting aside time each day for homework helps students learn responsibility and independence while developing positive study habits that will stay with them throughout their education.                     

Daily homework assignments should take approximately 20 minutes per subject to complete except when studying for tests or working on a long-range project.  A student’s average is comprised of the following:  Tests count for 50%, Quizzes count for 30%, the non-graded homework average counts for 10%, and Preparation/Organization counts for 10%.  Be aware that homework assignments might be collected and graded, and when this happens, they will be counted as Quizzes. 

Preparation/Organization Average:   Students start each marking period with a grade of 100 for their Preparation/Organization averages.  All that has to be done to keep this grade is to come to class prepared with books, pencils/pens, eyeglasses, completed homework, and to keep notebooks organized.  If a student is unprepared for class, 10 points will be deducted from the Preparation/Organization average.  Notebooks may be collected and graded for a Preparation/Organization grade.

Homework Average:  Students are expected to follow these guidelines when completing homework:

• Homework missed due to an absence will be made up within a reasonable amount of time.

If a student chooses not to do a homework assignment, these consequences apply:

• Ten (10) points will be deducted from the student's Homework average for eachmissing or unacceptable assignment.          
• Students may come 11thperiod THAT DAY to complete the missing assignment for a late grade which will allow them to earn back 5 points on their Homework average.  Missing homework may not be completed prior to 11th period. 
• If the assignment was counted as a Quiz grade, the highest possible grade the student can receive after making up the assignment during 11thperiod is 75%.  

Remember that students should complete homework on their own.  Encourage your child to complete the assignments to the best of her/his ability.  

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In the middle school years, students begin to experience the benefits of homework, though it is difficult to determine how much good it does, particularly at a given age. And there is some debate on how much homework students need to receive that benefit.

Duke University’s Harris Cooper, one of the leading researchers on homework, says students enjoy genuine academic benefits from homework, including better comprehension and retention of subject matter. However, while the benefit is clear for high school students and beyond, the degree to which homework helps middle school students is a matter of some contention.

• It’s difficult to tell if homework helps high achievers do well, or if they do their homework because they are high achievers.
• It’s challenging to determine how much homework students actually do. Most homework studies rely on self-reported data, which means students can easily misstate the quantity of time they spend on homework.
• Many studies use test scores to measure academic success, which, as many researchers point out, is an inherently problematic form of measurement.

Teachers should assign an appropriate amount of homework

While there is still much discussion on the effectiveness of homework, research asserts that the 10-minute rule per grade level holds true for middle school students. This means that students might receive anywhere from 60 to 90 minutes of homework each evening.

In middle school, students’ higher academic achievement starts to correlate with completing homework. However, this correlation fades if homework lasts longer than that.  Indeed, giving more than 90 minutes of homework has been shown to have detrimental effects on students.

Students need time away from their studies to relax and engage in social, extracurricular and family activities. When given too much homework, students lose this time and suffer the effects of stress and sleep deprivation, which has proved to reduce academic performance.

Purposeful assignments

Teachers who give homework must consider the purpose and value of the assignments. While elementary school homework can build confidence and engage students in the subject matter, middle school homework needs a more specific purpose.

Certain subjects require practice homework, such as vocabulary, which often requires drills. Other homework requires reading or more complicated skill work. Still, there is a growing belief among researchers that even when homework serves a clear and distinct purpose, less is more.

Homework should be clearly connected to learning outcomes and shouldn’t overwhelm students so much they are unable to actively participate in their lives beyond the walls of the classroom. Teachers should carefully consider how much practice students need and design homework to effectively meet those goals within the shortest duration possible.

Ultimately, even if the benefit margin is small for middle school students, there are other advantages of completing homework. Some researchers argue that at least anecdotally, students develop important study skills that will benefit them in high school and college, and they learn the value of time management and responsibility.

Caitrin Blake has a BA in English and Sociology from the University of Vermont and a master’s degree in English literature from the University of Colorado Denver. She teaches composition at Arapahoe Community College.

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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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Should Kids Get Homework?

Homework gives elementary students a way to practice concepts, but too much can be harmful, experts say.

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Effective homework reinforces math, reading, writing or spelling skills, but in a way that's meaningful.

How much homework students should get has long been a source of debate among parents and educators. In recent years, some districts have even implemented no-homework policies, as students juggle sports, music and other activities after school.

Parents of elementary school students, in particular, have argued that after-school hours should be spent with family or playing outside rather than completing assignments. And there is little research to show that homework improves academic achievement for elementary students.

But some experts say there's value in homework, even for younger students. When done well, it can help students practice core concepts and develop study habits and time management skills. The key to effective homework, they say, is keeping assignments related to classroom learning, and tailoring the amount by age: Many experts suggest no homework for kindergartners, and little to none in first and second grade.

Value of Homework

Homework provides a chance to solidify what is being taught in the classroom that day, week or unit. Practice matters, says Janine Bempechat, clinical professor at Boston University 's Wheelock College of Education & Human Development.

"There really is no other domain of human ability where anybody would say you don't need to practice," she adds. "We have children practicing piano and we have children going to sports practice several days a week after school. You name the domain of ability and practice is in there."

Homework is also the place where schools and families most frequently intersect.

"The children are bringing things from the school into the home," says Paula S. Fass, professor emerita of history at the University of California—Berkeley and the author of "The End of American Childhood." "Before the pandemic, (homework) was the only real sense that parents had to what was going on in schools."

Harris Cooper, professor emeritus of psychology and neuroscience at Duke University and author of "The Battle Over Homework," examined more than 60 research studies on homework between 1987 and 2003 and found that — when designed properly — homework can lead to greater student success. Too much, however, is harmful. And homework has a greater positive effect on students in secondary school (grades 7-12) than those in elementary.

"Every child should be doing homework, but the amount and type that they're doing should be appropriate for their developmental level," he says. "For teachers, it's a balancing act. Doing away with homework completely is not in the best interest of children and families. But overburdening families with homework is also not in the child's or a family's best interest."

Negative Homework Assignments

Not all homework for elementary students involves completing a worksheet. Assignments can be fun, says Cooper, like having students visit educational locations, keep statistics on their favorite sports teams, read for pleasure or even help their parents grocery shop. The point is to show students that activities done outside of school can relate to subjects learned in the classroom.

But assignments that are just busy work, that force students to learn new concepts at home, or that are overly time-consuming can be counterproductive, experts say.

Homework that's just busy work.

Effective homework reinforces math, reading, writing or spelling skills, but in a way that's meaningful, experts say. Assignments that look more like busy work – projects or worksheets that don't require teacher feedback and aren't related to topics learned in the classroom – can be frustrating for students and create burdens for families.

"The mental health piece has definitely played a role here over the last couple of years during the COVID-19 pandemic, and the last thing we want to do is frustrate students with busy work or homework that makes no sense," says Dave Steckler, principal of Red Trail Elementary School in Mandan, North Dakota.

Homework on material that kids haven't learned yet.

With the pressure to cover all topics on standardized tests and limited time during the school day, some teachers assign homework that has not yet been taught in the classroom.

Not only does this create stress, but it also causes equity challenges. Some parents speak languages other than English or work several jobs, and they aren't able to help teach their children new concepts.

" It just becomes agony for both parents and the kids to get through this worksheet, and the goal becomes getting to the bottom of (the) worksheet with answers filled in without any understanding of what any of it matters for," says professor Susan R. Goldman, co-director of the Learning Sciences Research Institute at the University of Illinois—Chicago .

Homework that's overly time-consuming.

The standard homework guideline recommended by the National Parent Teacher Association and the National Education Association is the "10-minute rule" – 10 minutes of nightly homework per grade level. A fourth grader, for instance, would receive a total of 40 minutes of homework per night.

But this does not always happen, especially since not every student learns the same. A 2015 study published in the American Journal of Family Therapy found that primary school children actually received three times the recommended amount of homework — and that family stress increased along with the homework load.

Young children can only remain attentive for short periods, so large amounts of homework, especially lengthy projects, can negatively affect students' views on school. Some individual long-term projects – like having to build a replica city, for example – typically become an assignment for parents rather than students, Fass says.

"It's one thing to assign a project like that in which several kids are working on it together," she adds. "In (that) case, the kids do normally work on it. It's another to send it home to the families, where it becomes a burden and doesn't really accomplish very much."

Private vs. Public Schools

Do private schools assign more homework than public schools? There's little research on the issue, but experts say private school parents may be more accepting of homework, seeing it as a sign of academic rigor.

Of course, not all private schools are the same – some focus on college preparation and traditional academics, while others stress alternative approaches to education.

"I think in the academically oriented private schools, there's more support for homework from parents," says Gerald K. LeTendre, chair of educational administration at Pennsylvania State University—University Park . "I don't know if there's any research to show there's more homework, but it's less of a contentious issue."

How to Address Homework Overload

First, assess if the workload takes as long as it appears. Sometimes children may start working on a homework assignment, wander away and come back later, Cooper says.

"Parents don't see it, but they know that their child has started doing their homework four hours ago and still not done it," he adds. "They don't see that there are those four hours where their child was doing lots of other things. So the homework assignment itself actually is not four hours long. It's the way the child is approaching it."

But if homework is becoming stressful or workload is excessive, experts suggest parents first approach the teacher, followed by a school administrator.

"Many times, we can solve a lot of issues by having conversations," Steckler says, including by "sitting down, talking about the amount of homework, and what's appropriate and not appropriate."

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40 facts about elektrostal.

Written by Lanette Mayes

Modified & Updated: 02 Mar 2024

Reviewed by Jessica Corbett

Elektrostal is a vibrant city located in the Moscow Oblast region of Russia. With a rich history, stunning architecture, and a thriving community, Elektrostal is a city that has much to offer. Whether you are a history buff, nature enthusiast, or simply curious about different cultures, Elektrostal is sure to captivate you.

This article will provide you with 40 fascinating facts about Elektrostal, giving you a better understanding of why this city is worth exploring. From its origins as an industrial hub to its modern-day charm, we will delve into the various aspects that make Elektrostal a unique and must-visit destination.

So, join us as we uncover the hidden treasures of Elektrostal and discover what makes this city a true gem in the heart of Russia.

Key Takeaways:

• Elektrostal, known as the “Motor City of Russia,” is a vibrant and growing city with a rich industrial history, offering diverse cultural experiences and a strong commitment to environmental sustainability.
• With its convenient location near Moscow, Elektrostal provides a picturesque landscape, vibrant nightlife, and a range of recreational activities, making it an ideal destination for residents and visitors alike.

Known as the “Motor City of Russia.”

Elektrostal, a city located in the Moscow Oblast region of Russia, earned the nickname “Motor City” due to its significant involvement in the automotive industry.

Home to the Elektrostal Metallurgical Plant.

Elektrostal is renowned for its metallurgical plant, which has been producing high-quality steel and alloys since its establishment in 1916.

Boasts a rich industrial heritage.

Elektrostal has a long history of industrial development, contributing to the growth and progress of the region.

Founded in 1916.

The city of Elektrostal was founded in 1916 as a result of the construction of the Elektrostal Metallurgical Plant.

Located approximately 50 kilometers east of Moscow.

Elektrostal is situated in close proximity to the Russian capital, making it easily accessible for both residents and visitors.

Known for its vibrant cultural scene.

Elektrostal is home to several cultural institutions, including museums, theaters, and art galleries that showcase the city’s rich artistic heritage.

A popular destination for nature lovers.

Surrounded by picturesque landscapes and forests, Elektrostal offers ample opportunities for outdoor activities such as hiking, camping, and birdwatching.

Hosts the annual Elektrostal City Day celebrations.

Every year, Elektrostal organizes festive events and activities to celebrate its founding, bringing together residents and visitors in a spirit of unity and joy.

Has a population of approximately 160,000 people.

Elektrostal is home to a diverse and vibrant community of around 160,000 residents, contributing to its dynamic atmosphere.

Boasts excellent education facilities.

The city is known for its well-established educational institutions, providing quality education to students of all ages.

A center for scientific research and innovation.

Elektrostal serves as an important hub for scientific research, particularly in the fields of metallurgy, materials science, and engineering.

Surrounded by picturesque lakes.

The city is blessed with numerous beautiful lakes, offering scenic views and recreational opportunities for locals and visitors alike.

Well-connected transportation system.

Elektrostal benefits from an efficient transportation network, including highways, railways, and public transportation options, ensuring convenient travel within and beyond the city.

Famous for its traditional Russian cuisine.

Food enthusiasts can indulge in authentic Russian dishes at numerous restaurants and cafes scattered throughout Elektrostal.

Home to notable architectural landmarks.

Elektrostal boasts impressive architecture, including the Church of the Transfiguration of the Lord and the Elektrostal Palace of Culture.

Offers a wide range of recreational facilities.

Residents and visitors can enjoy various recreational activities, such as sports complexes, swimming pools, and fitness centers, enhancing the overall quality of life.

Provides a high standard of healthcare.

Elektrostal is equipped with modern medical facilities, ensuring residents have access to quality healthcare services.

Home to the Elektrostal History Museum.

The Elektrostal History Museum showcases the city’s fascinating past through exhibitions and displays.

A hub for sports enthusiasts.

Elektrostal is passionate about sports, with numerous stadiums, arenas, and sports clubs offering opportunities for athletes and spectators.

Celebrates diverse cultural festivals.

Throughout the year, Elektrostal hosts a variety of cultural festivals, celebrating different ethnicities, traditions, and art forms.

Electric power played a significant role in its early development.

Elektrostal owes its name and initial growth to the establishment of electric power stations and the utilization of electricity in the industrial sector.

Boasts a thriving economy.

The city’s strong industrial base, coupled with its strategic location near Moscow, has contributed to Elektrostal’s prosperous economic status.

Houses the Elektrostal Drama Theater.

The Elektrostal Drama Theater is a cultural centerpiece, attracting theater enthusiasts from far and wide.

Popular destination for winter sports.

Elektrostal’s proximity to ski resorts and winter sport facilities makes it a favorite destination for skiing, snowboarding, and other winter activities.

Promotes environmental sustainability.

Elektrostal prioritizes environmental protection and sustainability, implementing initiatives to reduce pollution and preserve natural resources.

Home to renowned educational institutions.

Elektrostal is known for its prestigious schools and universities, offering a wide range of academic programs to students.

Committed to cultural preservation.

The city values its cultural heritage and takes active steps to preserve and promote traditional customs, crafts, and arts.

Hosts an annual International Film Festival.

The Elektrostal International Film Festival attracts filmmakers and cinema enthusiasts from around the world, showcasing a diverse range of films.

Encourages entrepreneurship and innovation.

Elektrostal supports aspiring entrepreneurs and fosters a culture of innovation, providing opportunities for startups and business development.

Offers a range of housing options.

Elektrostal provides diverse housing options, including apartments, houses, and residential complexes, catering to different lifestyles and budgets.

Home to notable sports teams.

Elektrostal is proud of its sports legacy, with several successful sports teams competing at regional and national levels.

Boasts a vibrant nightlife scene.

Residents and visitors can enjoy a lively nightlife in Elektrostal, with numerous bars, clubs, and entertainment venues.

Promotes cultural exchange and international relations.

Elektrostal actively engages in international partnerships, cultural exchanges, and diplomatic collaborations to foster global connections.

Surrounded by beautiful nature reserves.

Nearby nature reserves, such as the Barybino Forest and Luchinskoye Lake, offer opportunities for nature enthusiasts to explore and appreciate the region’s biodiversity.

Commemorates historical events.

The city pays tribute to significant historical events through memorials, monuments, and exhibitions, ensuring the preservation of collective memory.

Promotes sports and youth development.

Elektrostal invests in sports infrastructure and programs to encourage youth participation, health, and physical fitness.

Hosts annual cultural and artistic festivals.

Throughout the year, Elektrostal celebrates its cultural diversity through festivals dedicated to music, dance, art, and theater.

Provides a picturesque landscape for photography enthusiasts.

The city’s scenic beauty, architectural landmarks, and natural surroundings make it a paradise for photographers.

Connects to Moscow via a direct train line.

The convenient train connection between Elektrostal and Moscow makes commuting between the two cities effortless.

A city with a bright future.

Elektrostal continues to grow and develop, aiming to become a model city in terms of infrastructure, sustainability, and quality of life for its residents.

In conclusion, Elektrostal is a fascinating city with a rich history and a vibrant present. From its origins as a center of steel production to its modern-day status as a hub for education and industry, Elektrostal has plenty to offer both residents and visitors. With its beautiful parks, cultural attractions, and proximity to Moscow, there is no shortage of things to see and do in this dynamic city. Whether you’re interested in exploring its historical landmarks, enjoying outdoor activities, or immersing yourself in the local culture, Elektrostal has something for everyone. So, next time you find yourself in the Moscow region, don’t miss the opportunity to discover the hidden gems of Elektrostal.

Q: What is the population of Elektrostal?

A: As of the latest data, the population of Elektrostal is approximately XXXX.

Q: How far is Elektrostal from Moscow?

A: Elektrostal is located approximately XX kilometers away from Moscow.

Q: Are there any famous landmarks in Elektrostal?

A: Yes, Elektrostal is home to several notable landmarks, including XXXX and XXXX.

Q: What industries are prominent in Elektrostal?

A: Elektrostal is known for its steel production industry and is also a center for engineering and manufacturing.

Q: Are there any universities or educational institutions in Elektrostal?

A: Yes, Elektrostal is home to XXXX University and several other educational institutions.

Q: What are some popular outdoor activities in Elektrostal?

A: Elektrostal offers several outdoor activities, such as hiking, cycling, and picnicking in its beautiful parks.

Q: Is Elektrostal well-connected in terms of transportation?

A: Yes, Elektrostal has good transportation links, including trains and buses, making it easily accessible from nearby cities.

Q: Are there any annual events or festivals in Elektrostal?

A: Yes, Elektrostal hosts various events and festivals throughout the year, including XXXX and XXXX.

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