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Should We Get Rid of Homework?

Some educators are pushing to get rid of homework. Would that be a good thing?

By Jeremy Engle and Michael Gonchar

Do you like doing homework? Do you think it has benefited you educationally?

Has homework ever helped you practice a difficult skill — in math, for example — until you mastered it? Has it helped you learn new concepts in history or science? Has it helped to teach you life skills, such as independence and responsibility? Or, have you had a more negative experience with homework? Does it stress you out, numb your brain from busywork or actually make you fall behind in your classes?

Should we get rid of homework?

In “ The Movement to End Homework Is Wrong, ” published in July, the Times Opinion writer Jay Caspian Kang argues that homework may be imperfect, but it still serves an important purpose in school. The essay begins:

Do students really need to do their homework? As a parent and a former teacher, I have been pondering this question for quite a long time. The teacher side of me can acknowledge that there were assignments I gave out to my students that probably had little to no academic value. But I also imagine that some of my students never would have done their basic reading if they hadn’t been trained to complete expected assignments, which would have made the task of teaching an English class nearly impossible. As a parent, I would rather my daughter not get stuck doing the sort of pointless homework I would occasionally assign, but I also think there’s a lot of value in saying, “Hey, a lot of work you’re going to end up doing in your life is pointless, so why not just get used to it?” I certainly am not the only person wondering about the value of homework. Recently, the sociologist Jessica McCrory Calarco and the mathematics education scholars Ilana Horn and Grace Chen published a paper, “ You Need to Be More Responsible: The Myth of Meritocracy and Teachers’ Accounts of Homework Inequalities .” They argued that while there’s some evidence that homework might help students learn, it also exacerbates inequalities and reinforces what they call the “meritocratic” narrative that says kids who do well in school do so because of “individual competence, effort and responsibility.” The authors believe this meritocratic narrative is a myth and that homework — math homework in particular — further entrenches the myth in the minds of teachers and their students. Calarco, Horn and Chen write, “Research has highlighted inequalities in students’ homework production and linked those inequalities to differences in students’ home lives and in the support students’ families can provide.”

Mr. Kang argues:

But there’s a defense of homework that doesn’t really have much to do with class mobility, equality or any sense of reinforcing the notion of meritocracy. It’s one that became quite clear to me when I was a teacher: Kids need to learn how to practice things. Homework, in many cases, is the only ritualized thing they have to do every day. Even if we could perfectly equalize opportunity in school and empower all students not to be encumbered by the weight of their socioeconomic status or ethnicity, I’m not sure what good it would do if the kids didn’t know how to do something relentlessly, over and over again, until they perfected it. Most teachers know that type of progress is very difficult to achieve inside the classroom, regardless of a student’s background, which is why, I imagine, Calarco, Horn and Chen found that most teachers weren’t thinking in a structural inequalities frame. Holistic ideas of education, in which learning is emphasized and students can explore concepts and ideas, are largely for the types of kids who don’t need to worry about class mobility. A defense of rote practice through homework might seem revanchist at this moment, but if we truly believe that schools should teach children lessons that fall outside the meritocracy, I can’t think of one that matters more than the simple satisfaction of mastering something that you were once bad at. That takes homework and the acknowledgment that sometimes a student can get a question wrong and, with proper instruction, eventually get it right.

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Editorial: How can kids learn without homework and rigid deadlines? Quite well, it turns out

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The usual system for grading students is, bit by bit, going by the wayside in favor of one that emphasizes learning over traditional measures. It’s a healthy shift, though traditionalists no doubt are raising their eyebrows and muttering darkly about lowered standards and kids skating through school. The skepticism is especially likely now that the changes are being hastened by the realization that the current system puts students of color and those from lower-income households at a distinct disadvantage.

So-called mastery-based grading and a very similar method known as specs (for specifications) grading have been written about in academic circles for decades. But schools have stuck to an outdated system that relies heavily on students’ compliance — completing homework, behaving in class, meeting deadlines and correctly answering questions on a one-time test — as a proxy for learning, rather than measuring the learning itself.

That’s been a disservice to all students, whether they are academically gifted or struggling. It rewards students for grade-grubbing and has them feeling like failures when conditions at home — such as crowding, the need to work a part-time job to help the family finances or caring for younger siblings — make it especially hard to meet all the course requirements on a rigid deadline.

If there were a valid reason for this, that would be one thing. But obeying arbitrary and sometimes unfair rules doesn’t translate into better learning. The goal should be assessing the skills and knowledge students gained and how well they think. Mastery-based education and specs grading, and some of the elements that go with them, put the emphasis back on learning. Imagine that.

It shouldn’t matter, for example, whether students get a sterling grade on the first chapter test on human anatomy, or if they learn from their mistakes and go on to ace a second test. Students who redo an essay, even two or three times, in ways that show they’ve grasped concepts of research and critical thinking, and can write cogent and well-organized sentences, are showing that they’re gaining important skills. That willingness to try and try again until a skill is mastered is something to celebrate, not penalize with points off for multiple efforts.

It sounds vague and perhaps airy-fairy, but education experts point out that, in some ways, this kind of grading is more rigorous. Under the specs model, students are graded pass/fail on their tests, but they don’t pass unless they do well — usually at a minimum level of 80%, or a low B. There’s no passing with a C or D. It’s the opposite of skating by; students don’t move to the next level of skills with minimal grasp of the material.

Rather than being given a grade or a comment that they failed to meet a couple of deadlines, students receive specific information about their progress and what they need to do to move forward. This system transfers more of the responsibility for learning to the student.

Several states, including Vermont and Maine, already have adopted this model for their public schools. A middle school in Brooklyn, N.Y., witnessed phenomenal improvement in students’ scores on standardized tests after a few years of mastery-based learning, even though it is in ways the antithesis of a one-time, standardized test. And in case this seems like just the latest instance of touchy-feely liberal thinking limited to the Northeast, Idaho adopted mastery-based education in 2015.

The concept’s roots lie in the 1960s work of Benjamin Bloom , an education psychologist at the University of Chicago who said that given the right conditions, almost any student could achieve at high levels. Now the Black Lives Matter movement has raised awareness that traditional schools are assessing the learning of students — especially Black and Latino children — in ways that both discourage them and fail to hold them to high expectations. In addition, more than a year of remote learning has familiarized students with how to use technological tools to learn; in the classroom, those can be used to individualize instruction so that teachers have a chance to work with small groups.

The Los Angeles Unified School District is shifting toward this new model of grading this year by encouraging teachers to give kids a chance to redo tests or reports and to base grades on what students have learned, not on their work habits. It’s off to a slow start, but that’s the better way to go when introducing an era of assessment so radically different from how it’s been for the last century.

Teachers need time to understand, embrace and start incorporating these practices. And they’ll need training, administrative help and aides to help instruct small groups and track progress.

In other words, careful implementation is as important as the reform. This is where new education initiatives tend to fall apart. Too often, L.A. Unified has used changes in course and grading requirements to lower its standards. Kids can’t infinitely skip school and miss deadlines; that’s not how college or the work world operate. Students should be given extra time to learn, but the schools can’t keep a student in middle school indefinitely, while he or she builds crucial skills.

Mastery-based learning gets students to think about their own progress and encourages them to take their skills as far as they can. If done right — and not as an excuse for lack of progress — it could reinvigorate classrooms and give students a sense of control over their own educational destiny.

More to Read

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June 9, 2024

Letters to the Editor: No, the ‘science of reading’ isn’t just about teaching phonics

March 2, 2024

Opinion: Should California schools stick to phonics-based reading ‘science’? It’s not so simple

Feb. 26, 2024

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Homework Gap

16.9 million children remain logged out because they don’t have internet at home.

The COVID-19 pandemic caused a near-total shutdown of the U.S. school system, forcing more than 55 million students to transition to home-based remote learning practically overnight. In most cases, that meant logging in to online classes and accessing lessons and assignments through a home internet connection. Sadly, that was not an option for children in one out of three Black, Latino, and American Indian/Alaska Native households.

Nationwide, across all racial and ethnic groups, 16.9 million children remain logged out from instruction because their families lack the home internet access necessary to support online learning, a phenomenon known as the “homework gap.” According to an analysis of data from the 2018 American Community Survey conducted for All4Ed, National Urban League , UnidosUS , and the National Indian Education Association , millions of households with children under the age of 18 years lack two essential elements for online learning: (1) high-speed home internet service and (2) a computer.

Lack of High-Speed Internet and Connected Devices

Five Facts About Home Internet Access for Students

#1 – 8.4 million households with children lack high-speed home internet service..

This includes 16.9 million children. For this analysis, “high-speed home internet” refers to a wireline broadband internet subscription—high-speed internet service provided via cable, fiber, or digital subscriber line (DSL). While many households have wireless broadband internet access through smartphones, these services generally are insufficient for educational purposes since they do not have the same capacity, reliability, or speeds available through wireline services. (1) A study from Michigan State University  finds that students who do not have home internet access or who rely solely on a mobile plan for their internet access spend more time on their homework, have lower grade point averages, and have weaker digital skills, even after controlling for socioeconomic factors that potentially influence academic performance (2) . In fact, “[t]he gap in digital skills between students with no home access or cell phone only and those with fast or slow home Internet access is equivalent to the gap in digital skills between 8th and 11th grade students,” according to the study. (3)

#2 – 3.6 Million Households Lack a Computer, putting 7.3 Million Children at an Academic Disadvantage.

In this analysis, a computer refers to a laptop, desktop, or tablet. Students who rely exclusively on smartphones for completing homework must contend with smaller screens on slower devices that have fewer features. Smartphone applications lack the full functionality of software that is available on computers. Therefore, it may be difficult, if not impossible, for students to complete assignments that require detailed writing, editing, calculations, and graphics. Additionally, these students may need to monitor data caps or recharge prepaid phone plans to maintain their internet access. (4) Consequently, these students are less likely to complete and submit assignments online outside of school or engage in other online activities such as conducting research, video chatting with peers about school work, or looking up classroom information. (5)

#3 – 4.7 Million Black, Latino, Asian, and American Indian/Alaska Native Families combined lack the High-Speed Home Internet Service Necessary for Online Learning.

Nationally, only about 23% of all households with children do not have high-speed home internet service and about 10% do not have a computer. However, rates vary widely by race. 34% of American Indian/Alaska Native families and about 31% each of Black and Latino families lack access to high-speed home internet, compared to only 21% of White families.

Furthermore, lack of high-speed home internet access disproportionately affects children of color. For example, Latino households make up 20.9% of all households with children, but represent 28.7% of households without high-speed home internet access. This totals 2.4 million Latino families and 5.1 million Latino children. Similarly, Black households make up 14.4% of all households with children, but represent 19.5% of households without high-speed home internet access. This totals 1.6 million Black families and 3.3 million Black children.

Home access to computers and other devices is also limited for students of color. About 17% each of Black and Latino families and nearly 16% of American Indian/Alaska Native families do not have a computer at home, compared to only 8% of White families.

#4 – 4.6 Million Families Earning Less than $50,000 Per Year lack Access to high-Speed Home Internet Service.

Four in ten families that earn less than $25,000 annually do not have high-speed home internet access and three in ten do not have a computer. Similarly, among households that earn between $25,000 and $50,000 annually, one-third lack high-speed home internet service and nearly one-fifth do not have a computer.

Lack of Internet and Device Access by Household Income

#5 – 1.7 Million Households in Nonmetropolitan (or Rural) Areas Lack High-Speed Home Internet.

That is nearly two out of every five families living in rural locations. (6) The greatest disparities exist in rural southern and southwestern states, with Mississippi having the highest percentage of families who lack high-speed home internet service—nearly 42%.

Lack of Internet and Device Access by Location

Learn More About Internet Access in Your State

As you click on your state, you will find information by race, income, and location.

The Cost to Close the Homework Gap

Most of the burden for equipping students with devices and internet access for online learning will fall to schools, districts, and states. But they cannot resolve the existing disparities alone. Bringing high-speed home internet access to all 8.4 million households that currently are offline will require Congress to approve additional funding to support students’ learning needs.

Congress should appropriate the $6.8 billion necessary to cover immediate costs related to high-speed home internet access and devices in any upcoming funding packages passed in response to the COVID-19 pandemic. Ultimately, additional substantial resources will be necessary to build out the infrastructure in rural areas where connectivity is not currently available. This is critical to do in the long term to ensure students in isolated regions have full access to a high-quality education. However, these costs fall outside the scope of the immediate response to COVID-19 necessary for students to participate in online learning during the 2020–2021 school year.

Methodology

The data used for the analysis presented in “Students of Color Caught in the Homework Gap” comes from the 2018 American Community Survey (ACS). This survey, conducted by the U.S. Census Bureau, contacts 3.5 million households per year. Households receive notices through the mail that they have been selected for the survey, and they can respond through the mail, using the internet, or by telephone. If contacted households do not respond, ACS follows up with phone calls to ask that the survey be completed. About 90 percent of contacted households complete the ACS.

The large sample size of ACS allows analysis of fairly disaggregated geographic units. Since the ACS is an ongoing survey, the Census Bureau aggregates the data in different ways. For analysis of census tracts, which generally have populations of about  4,000 people  (although census tracts can be geographically large in rural areas), ACS aggregates data over five years. That means that about 17.5 million households are available for analysis. For larger geographic areas such as states, the “ 1-year ACS estimates ” are appropriate, since that survey can be used to analyze places with populations of 65,000 or more.

To calculate the numbers of children without digital tools, this analysis used ACS data on the number of related children in the household. That figure varies depending on income, race, and state. The calculations in the state-by-state tables account for these variations. For example, households in Texas, on average, have more children than those in Vermont, while low-income households generally have more children than upper-income ones. In other words, a separate figure for the average number of children in households was calculated for each state and, within each state, across income and race/ethnicity categories. The ACS downloadable PUMS data does not capture all children in the United States, but the ACS provides data on the total number of children in the country. The number of children in the ACS PUMS data differs from the total reported on the Census website by about 7 percent. The analysis allocated this difference proportionately across states and subcategories.

1 John B. Horrigan, senior fellow at the Technology Policy Institute, conducted the data analysis referenced in this document. To read the full methodology for this analysis, visit  all4ed.org/homeworkgap .

2 Columbia Telecommunications Corporation,  Mobile Broadband Service Is Not an Adequate Substitute for Wireline  (Kensington, MD: Author, 2017).

3 K. Hampton et al.,  Broadband and Student Performance Gaps  (East Lansing, MI: James H. and Mary B. Quello Center, Michigan State University, 2020).

7 Following the U.S. Census Bureau’s practice, this analysis defines metropolitan areas as urbanized areas of 50,000 or more people and urban clusters of at least 2,500 people but less than 50,000. Remaining areas are nonmetropolitan. The American Community Survey does not use the term “rural” in characterizing geographies.

Homework Gap in California

An analysis from All4Ed and the Linked Learning Alliance shows the very students who could benefit the most from the college- and career-focused approach of Linked Learning are the least likely to have the internet and devices needed to access it from home.

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Why Millions of Teens Can't Finish Their Homework

The push toward technology-focused education overlooks the students who lack the resources needed to complete their assignments.

In decades past, students needed little more than paper, pencils, and time to get their schoolwork done. For the vast majority of students, that's no longer the case. Most schoolwork these days necessitates a computer and an internet connection, and that includes work to be done at home. One federal survey found that 70 percent of American teachers  assign homework that needs to be done online; 90 percent of high schoolers say they have to do internet-based homework at least a few times a month. Nearly half of all students say they get such assignments daily or almost daily.

Yet despite the seemingly ever-growing embrace of digital learning in schools, access to the necessary devices remains unequal, with a new report from the Pew Research Center finding that 15 percent of U.S. households with school-age children lack high-speed internet at home. The problem is particularly acute for low-income families: One in three households that make below $30,000 a year lacks internet. This is despite an emerging reality in which poorer students are attending schools that evangelize technology-based learning while their more affluent counterparts, as The New York Times reported this past weekend, are “going back to wooden toys and the luxury of human interaction.”

It’s a glaring irony that’s also a major force behind class- and race-based discrepancies in academic achievement. In what’s often referred to as the “homework gap,” the unequal access to digital devices and high-speed internet prevents 17 percent of teens from completing their homework assignments, according to the new Pew analysis, which surveyed 743 students ages 13 through 17. Black teens are especially burdened by the homework gap: One in four of them at least sometimes struggle to complete assignments because of a lack of technology at home. And close to half of teenagers in the bottom income bracket have to do their homework on a cellphone occasionally or often.

Read: The futile resistance against classroom tech

From a history-class assignment on the political debate over immigration to required participation in an online discussion board for AP Environmental Science, access to a functioning computer and high-speed internet is all but a prerequisite for success in high school. This is becoming especially true as schools gravitate toward software where students file assignments and papers virtually, as well as schools that equip each student with a laptop or tablet ; one 2017 survey found that half of U.S. teachers have one device for each of their students, up 10 percentage points from the year prior. Close to two in three teachers use technology in their classroom daily, according to a separate 2017 survey .

The homework gap can have major consequences, with some studies suggesting that teens who lack access to a computer at home are less likely to graduate from high school than their more technologically equipped peers. The “challenge to complete homework in safe, predictable, and productive environments can have lifelong impacts on their ability to achieve their full potential,” wrote John Branam, who runs an initiative to provide lacking teens with internet access, in an op-ed for The Hechinger Report last year.

Although the big telecom providers offer subsidies to low-income families, these programs are generally underused . And while disadvantaged students can resort to public libraries and other venues that offer free Wi-Fi, such alternatives are still major obstacles to finishing homework every night. “Your aunt has internet access [at home] but she lives a 40-minute bus trip across town,” Branam wrote, illustrating the roadblocks for teens without internet access. “The public library does, but it has a 30-minute computer use limit and, as a young woman, you don’t feel comfortable there late at night. McDonald’s has free Wi-Fi but it’s noisy, you have to buy food and you can’t linger there forever.”

Read: When students can’t go online

With a team of researchers, the University of Texas at Austin professor S. Craig Watkins spent a year and a half observing and interacting with high schoolers to better understand the digital divide. The researchers’ forthcoming book, The Digital Edge: How Black and Latino Youth Navigate Digital Inequality , chronicles the ways low-income students of color get around not having access to the internet and a computer. In what Watkins calls “social hacking,” students often “reengineer their socioeconomic circumstances in order to get access to technology that they otherwise would not have access to.” For example, the researchers observed that students without such resources at home were adept at developing relationships with teachers who could, say, give them special weekend access to laptops and software for use at home. They also tended to rely on other needy classmates to find work-arounds, sharing with one another smartphones and tablets that more affluent students often take for granted, for instance. “It was an inventive way of cultivating social capital,” Watkins says, “but it also created a kind of sharing economy.”

Watkins says the digital divide is an “institutional blind spot” for many school leaders and policy makers. “I suspect that people a pay grade or two above teachers likely don’t understand the depth at which this access- and participation-gap divide still exists,” he says.

While embedding technology into the curriculum is all the rage in some schools, “oftentimes there’s a lack of clarity and vision in terms of what learning should look like with technology,” Watkins says. “There’s this assumption that just by providing access to technology you’re somehow creating a better learning future for kids, but that is not always the case.” After all, technology in schools is going to be of limited success if kids don’t have access to the internet and a computer once the final bell rings.

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What we know about online learning and the homework gap amid the pandemic

America’s K-12 students are returning to classrooms this fall after 18 months of virtual learning at home during the COVID-19 pandemic. Some students who lacked the home internet connectivity needed to finish schoolwork during this time – an experience often called the “ homework gap ” – may continue to feel the effects this school year.

Here is what Pew Research Center surveys found about the students most likely to be affected by the homework gap and their experiences learning from home.

Children across the United States are returning to physical classrooms this fall after 18 months at home, raising questions about how digital disparities at home will affect the existing homework gap between certain groups of students.

Methodology for each Pew Research Center poll can be found at the links in the post.

With the exception of the 2018 survey, everyone who took part in the surveys is a member of the Center’s American Trends Panel (ATP), an online survey panel that is recruited through national, random sampling of residential addresses. This way nearly all U.S. adults have a chance of selection. The survey is weighted to be representative of the U.S. adult population by gender, race, ethnicity, partisan affiliation, education and other categories. Read more about the  ATP’s methodology .

The 2018 data on U.S. teens comes from a Center poll of 743 U.S. teens ages 13 to 17 conducted March 7 to April 10, 2018, using the NORC AmeriSpeak panel. AmeriSpeak is a nationally representative, probability-based panel of the U.S. household population. Randomly selected U.S. households are sampled with a known, nonzero probability of selection from the NORC National Frame, and then contacted by U.S. mail, telephone or face-to-face interviewers. Read more details about the NORC AmeriSpeak panel methodology .

Around nine-in-ten U.S. parents with K-12 children at home (93%) said their children have had some online instruction since the coronavirus outbreak began in February 2020, and 30% of these parents said it has been very or somewhat difficult for them to help their children use technology or the internet as an educational tool, according to an April 2021 Pew Research Center survey .

Gaps existed for certain groups of parents. For example, parents with lower and middle incomes (36% and 29%, respectively) were more likely to report that this was very or somewhat difficult, compared with just 18% of parents with higher incomes.

This challenge was also prevalent for parents in certain types of communities – 39% of rural residents and 33% of urban residents said they have had at least some difficulty, compared with 23% of suburban residents.

Around a third of parents with children whose schools were closed during the pandemic (34%) said that their child encountered at least one technology-related obstacle to completing their schoolwork during that time. In the April 2021 survey, the Center asked parents of K-12 children whose schools had closed at some point about whether their children had faced three technology-related obstacles. Around a quarter of parents (27%) said their children had to do schoolwork on a cellphone, 16% said their child was unable to complete schoolwork because of a lack of computer access at home, and another 14% said their child had to use public Wi-Fi to finish schoolwork because there was no reliable connection at home.

Parents with lower incomes whose children’s schools closed amid COVID-19 were more likely to say their children faced technology-related obstacles while learning from home. Nearly half of these parents (46%) said their child faced at least one of the three obstacles to learning asked about in the survey, compared with 31% of parents with midrange incomes and 18% of parents with higher incomes.

Of the three obstacles asked about in the survey, parents with lower incomes were most likely to say that their child had to do their schoolwork on a cellphone (37%). About a quarter said their child was unable to complete their schoolwork because they did not have computer access at home (25%), or that they had to use public Wi-Fi because they did not have a reliable internet connection at home (23%).

A Center survey conducted in April 2020 found that, at that time, 59% of parents with lower incomes who had children engaged in remote learning said their children would likely face at least one of the obstacles asked about in the 2021 survey.

A year into the outbreak, an increasing share of U.S. adults said that K-12 schools have a responsibility to provide all students with laptop or tablet computers in order to help them complete their schoolwork at home during the pandemic. About half of all adults (49%) said this in the spring 2021 survey, up 12 percentage points from a year earlier. An additional 37% of adults said that schools should provide these resources only to students whose families cannot afford them, and just 13% said schools do not have this responsibility.

While larger shares of both political parties in April 2021 said K-12 schools have a responsibility to provide computers to all students in order to help them complete schoolwork at home, there was a 15-point change among Republicans: 43% of Republicans and those who lean to the Republican Party said K-12 schools have this responsibility, compared with 28% last April. In the 2021 survey, 22% of Republicans also said schools do not have this responsibility at all, compared with 6% of Democrats and Democratic leaners.

Even before the pandemic, Black teens and those living in lower-income households were more likely than other groups to report trouble completing homework assignments because they did not have reliable technology access. Nearly one-in-five teens ages 13 to 17 (17%) said they are often or sometimes unable to complete homework assignments because they do not have reliable access to a computer or internet connection, a 2018 Center survey of U.S. teens found.

One-quarter of Black teens said they were at least sometimes unable to complete their homework due to a lack of digital access, including 13% who said this happened to them often. Just 4% of White teens and 6% of Hispanic teens said this often happened to them. (There were not enough Asian respondents in the survey sample to be broken out into a separate analysis.)

A wide gap also existed by income level: 24% of teens whose annual family income was less than $30,000 said the lack of a dependable computer or internet connection often or sometimes prohibited them from finishing their homework, but that share dropped to 9% among teens who lived in households earning $75,000 or more a year.

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• Education & Learning Online

Katherine Schaeffer is a research analyst at Pew Research Center .

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4.4 million households with children don’t have consistent access to computers for online learning during the pandemic

Millions of students have no internet while sheltering at home. See who is affected by home learning environments without technology access.

Updated on Thu, October 5, 2023 by the USAFacts Team

Updated 9/28/2020

In late April 2020, the US Census Bureau, in partnership with five other statistical agencies, created a rapid response survey to assess the impact of the COVID-19 pandemic. The Household Pulse Survey measures a variety of issues that affect households, including internet and computer access for online learning.

USAFacts dug into the data to provide updated information on technology access for children going to school online. Insights are pulled from week 14 of the Household Pulse Survey based on data collected from September 2 through 14. Statistics are not directly comparable because the new Household Pulse Survey data is reported as number of “households with children,” while the older National Center for Education Statistics data is based on children ages 3-18. Without knowing the average number of children in different types of households, it’s difficult to know the percent of all children with computer and internet access.

Of the 52 million households with children present, 74% always had access to a computer for educational purposes in September and 16% had access most of the time. An additional 8%, or 4.4 million households, had a computer available sometimes, rarely, or never. In households where a computer was always available, 60% received devices from the child’s school or school district.

The numbers are similar for internet access. Seventy-three percent of households with children always had access to internet for online learning and 17% had access most of the time. An additional 7%, accounting for 3.7 million households, had internet available sometimes, rarely, or never. In households where internet was always available for online learning, 2.4% of households received internet access from the child’s school or school district.

Overall, 4.4 million households with students still lack consistent access to a computer and 3.7 million lack internet access. While more than half of households were provided computers from schools, a small fraction were supplied with devices to access the internet.

Original article published 4/6/2020

Schools have closed nationwide to prevent the spread of COVID-19, meaning a majority of the more than 56 million K-12 students in the US will attend school online in the spring. Some students will be able to make this transition easier than others. According to the most recent data from the National Center for Education Statistics (NCES), 14% of children ages 3-18 don't have internet access at home. More than 9 million schoolchildren will face difficultly completing assignments online.

Reasons for not having home internet vary. Most families surveyed by NCES reported that they simply don’t need it. These families may choose to setup home internet during this pandemic. However, 34% reported not having internet because they were unable to afford it, 4% because they did not have a home computer, and 4% because an internet connection was not available in their area. This means at least 42% of children without home internet will face barriers to connectivity.

In addition to home internet, the lack of a laptop or desktop computer on which to complete schoolwork is another barrier to full participation in remote learning. Among children ages 3-18, 17% live in households without a laptop or desktop computer. At least 11 million students don't have a computer for online learning at all, in addition to those that may need to share a single device with siblings. Lack of access to home internet or a computer increases for lower-income students.

Percent of students in households with no internet or computer access by income

Access to computers and home internet varies by geography. While 14% of all households with school-aged children don’t have internet at home, the percent increases by four percentage points to 18% for households in rural areas. The rural/urban internet divide is an issue of concern for governments. The US Department of Agriculture has invested in rural broadband for decades and the federal government announced the American Broadband Initiative in 2019.

Access also varies by race. For both internet and computers, white and Asian children have higher than average access, whereas Black, Hispanic, and American Indian and Native Alaskan children have lower than average access. Access is particularly low for American Indian and Native Alaskan children, with 65% with access to a computer and 63% with home internet.

Percent of students in households with no internet or computer access by race

Technology availability isn’t the only barrier to remote learning. Some children may not have access to a quiet place to learn; remote learning will be particularly difficult for the 1.5 million homeless students in the US. At present, there are no statistics on where children are living during coronavirus shutdowns. However, news outlets reported some children are staying outside their parental home with grandparents or other caretakers who may have slow speeds or no internet altogether. Lastly, the Department of Education is helping schools address remote learning challenges for students with disabilities .

Policies to expand universal home internet access may receive renewed attention in response to coronavirus shelter in place orders. In the meantime, some school districts are getting creative to provide access to digital learning. South Bend, Indiana is deploying buses as wifi hotspots and New York City is distributing 300,000 Apple iPads to students. Responses vary based on a school district’s ability to provide resources.

Explore more of USAFacts

Related articles, nearly two-thirds of preschool-aged children attend early education programs.

How uneven educational outcomes begin, and persist, in the US

How many women graduate with STEM degrees?

65% of households with children report the use of online learning during pandemic

Related Data

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1.2 million

K-12 enrollment

56.28 million

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Homework – Top 3 Pros and Cons

Pro/Con Arguments | Discussion Questions | Take Action | Sources | More Debates

From dioramas to book reports, from algebraic word problems to research projects, whether students should be given homework, as well as the type and amount of homework, has been debated for over a century. [ 1 ]

While we are unsure who invented homework, we do know that the word “homework” dates back to ancient Rome. Pliny the Younger asked his followers to practice their speeches at home. Memorization exercises as homework continued through the Middle Ages and Enlightenment by monks and other scholars. [ 45 ]

In the 19th century, German students of the Volksschulen or “People’s Schools” were given assignments to complete outside of the school day. This concept of homework quickly spread across Europe and was brought to the United States by Horace Mann , who encountered the idea in Prussia. [ 45 ]

In the early 1900s, progressive education theorists, championed by the magazine Ladies’ Home Journal , decried homework’s negative impact on children’s physical and mental health, leading California to ban homework for students under 15 from 1901 until 1917. In the 1930s, homework was portrayed as child labor, which was newly illegal, but the prevailing argument was that kids needed time to do household chores. [ 1 ] [ 2 ] [ 45 ] [ 46 ]

Public opinion swayed again in favor of homework in the 1950s due to concerns about keeping up with the Soviet Union’s technological advances during the Cold War . And, in 1986, the US government included homework as an educational quality boosting tool. [ 3 ] [ 45 ]

A 2014 study found kindergarteners to fifth graders averaged 2.9 hours of homework per week, sixth to eighth graders 3.2 hours per teacher, and ninth to twelfth graders 3.5 hours per teacher. A 2014-2019 study found that teens spent about an hour a day on homework. [ 4 ] [ 44 ]

Beginning in 2020, the COVID-19 pandemic complicated the very idea of homework as students were schooling remotely and many were doing all school work from home. Washington Post journalist Valerie Strauss asked, “Does homework work when kids are learning all day at home?” While students were mostly back in school buildings in fall 2021, the question remains of how effective homework is as an educational tool. [ 47 ]

Is Homework Beneficial?

Pro 1 Homework improves student achievement. Studies have shown that homework improved student achievement in terms of improved grades, test results, and the likelihood to attend college. Research published in the High School Journal indicated that students who spent between 31 and 90 minutes each day on homework “scored about 40 points higher on the SAT-Mathematics subtest than their peers, who reported spending no time on homework each day, on average.” [ 6 ] Students in classes that were assigned homework outperformed 69% of students who didn’t have homework on both standardized tests and grades. A majority of studies on homework’s impact – 64% in one meta-study and 72% in another – showed that take-home assignments were effective at improving academic achievement. [ 7 ] [ 8 ] Research by the Institute for the Study of Labor (IZA) concluded that increased homework led to better GPAs and higher probability of college attendance for high school boys. In fact, boys who attended college did more than three hours of additional homework per week in high school. [ 10 ] Read More

Pro 2 Homework helps to reinforce classroom learning, while developing good study habits and life skills. Students typically retain only 50% of the information teachers provide in class, and they need to apply that information in order to truly learn it. Abby Freireich and Brian Platzer, co-founders of Teachers Who Tutor NYC, explained, “at-home assignments help students learn the material taught in class. Students require independent practice to internalize new concepts… [And] these assignments can provide valuable data for teachers about how well students understand the curriculum.” [ 11 ] [ 49 ] Elementary school students who were taught “strategies to organize and complete homework,” such as prioritizing homework activities, collecting study materials, note-taking, and following directions, showed increased grades and more positive comments on report cards. [ 17 ] Research by the City University of New York noted that “students who engage in self-regulatory processes while completing homework,” such as goal-setting, time management, and remaining focused, “are generally more motivated and are higher achievers than those who do not use these processes.” [ 18 ] Homework also helps students develop key skills that they’ll use throughout their lives: accountability, autonomy, discipline, time management, self-direction, critical thinking, and independent problem-solving. Freireich and Platzer noted that “homework helps students acquire the skills needed to plan, organize, and complete their work.” [ 12 ] [ 13 ] [ 14 ] [ 15 ] [ 49 ] Read More

Pro 3 Homework allows parents to be involved with children’s learning. Thanks to take-home assignments, parents are able to track what their children are learning at school as well as their academic strengths and weaknesses. [ 12 ] Data from a nationwide sample of elementary school students show that parental involvement in homework can improve class performance, especially among economically disadvantaged African-American and Hispanic students. [ 20 ] Research from Johns Hopkins University found that an interactive homework process known as TIPS (Teachers Involve Parents in Schoolwork) improves student achievement: “Students in the TIPS group earned significantly higher report card grades after 18 weeks (1 TIPS assignment per week) than did non-TIPS students.” [ 21 ] Homework can also help clue parents in to the existence of any learning disabilities their children may have, allowing them to get help and adjust learning strategies as needed. Duke University Professor Harris Cooper noted, “Two parents once told me they refused to believe their child had a learning disability until homework revealed it to them.” [ 12 ] Read More

Con 1 Too much homework can be harmful. A poll of California high school students found that 59% thought they had too much homework. 82% of respondents said that they were “often or always stressed by schoolwork.” High-achieving high school students said too much homework leads to sleep deprivation and other health problems such as headaches, exhaustion, weight loss, and stomach problems. [ 24 ] [ 28 ] [ 29 ] Alfie Kohn, an education and parenting expert, said, “Kids should have a chance to just be kids… it’s absurd to insist that children must be engaged in constructive activities right up until their heads hit the pillow.” [ 27 ] Emmy Kang, a mental health counselor, explained, “More than half of students say that homework is their primary source of stress, and we know what stress can do on our bodies.” [ 48 ] Excessive homework can also lead to cheating: 90% of middle school students and 67% of high school students admit to copying someone else’s homework, and 43% of college students engaged in “unauthorized collaboration” on out-of-class assignments. Even parents take shortcuts on homework: 43% of those surveyed admitted to having completed a child’s assignment for them. [ 30 ] [ 31 ] [ 32 ] Read More

Con 2 Homework exacerbates the digital divide or homework gap. Kiara Taylor, financial expert, defined the digital divide as “the gap between demographics and regions that have access to modern information and communications technology and those that don’t. Though the term now encompasses the technical and financial ability to utilize available technology—along with access (or a lack of access) to the Internet—the gap it refers to is constantly shifting with the development of technology.” For students, this is often called the homework gap. [ 50 ] [ 51 ] 30% (about 15 to 16 million) public school students either did not have an adequate internet connection or an appropriate device, or both, for distance learning. Completing homework for these students is more complicated (having to find a safe place with an internet connection, or borrowing a laptop, for example) or impossible. [ 51 ] A Hispanic Heritage Foundation study found that 96.5% of students across the country needed to use the internet for homework, and nearly half reported they were sometimes unable to complete their homework due to lack of access to the internet or a computer, which often resulted in lower grades. [ 37 ] [ 38 ] One study concluded that homework increases social inequality because it “potentially serves as a mechanism to further advantage those students who already experience some privilege in the school system while further disadvantaging those who may already be in a marginalized position.” [ 39 ] Read More

Con 3 Homework does not help younger students, and may not help high school students. We’ve known for a while that homework does not help elementary students. A 2006 study found that “homework had no association with achievement gains” when measured by standardized tests results or grades. [ 7 ] Fourth grade students who did no homework got roughly the same score on the National Assessment of Educational Progress (NAEP) math exam as those who did 30 minutes of homework a night. Students who did 45 minutes or more of homework a night actually did worse. [ 41 ] Temple University professor Kathryn Hirsh-Pasek said that homework is not the most effective tool for young learners to apply new information: “They’re learning way more important skills when they’re not doing their homework.” [ 42 ] In fact, homework may not be helpful at the high school level either. Alfie Kohn, author of The Homework Myth, stated, “I interviewed high school teachers who completely stopped giving homework and there was no downside, it was all upside.” He explains, “just because the same kids who get more homework do a little better on tests, doesn’t mean the homework made that happen.” [ 52 ] Read More

Discussion Questions

1. Is homework beneficial? Consider the study data, your personal experience, and other types of information. Explain your answer(s).

2. If homework were banned, what other educational strategies would help students learn classroom material? Explain your answer(s).

3. How has homework been helpful to you personally? How has homework been unhelpful to you personally? Make carefully considered lists for both sides.

Take Action

1. Examine an argument in favor of quality homework assignments from Janine Bempechat.

2. Explore Oxford Learning’s infographic on the effects of homework on students.

3. Consider Joseph Lathan’s argument that homework promotes inequality .

4. Consider how you felt about the issue before reading this article. After reading the pros and cons on this topic, has your thinking changed? If so, how? List two to three ways. If your thoughts have not changed, list two to three ways your better understanding of the “other side of the issue” now helps you better argue your position.

5. Push for the position and policies you support by writing US national senators and representatives .

More School Debate Topics

Should K-12 Students Dissect Animals in Science Classrooms? – Proponents say dissecting real animals is a better learning experience. Opponents say the practice is bad for the environment.

Should Students Have to Wear School Uniforms? – Proponents say uniforms may increase student safety. Opponents say uniforms restrict expression.

Should Corporal Punishment Be Used in K-12 Schools? – Proponents say corporal punishment is an appropriate discipline. Opponents say it inflicts long-lasting physical and mental harm on students.

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7 Research-Based Reasons Why Students Should Not Have Homework: Academic Insights, Opposing Perspectives & Alternatives

The push against homework is not just about the hours spent on completing assignments; it’s about rethinking the role of education in fostering the well-rounded development of young individuals. Critics argue that homework, particularly in excessive amounts, can lead to negative outcomes such as stress, burnout, and a diminished love for learning. Moreover, it often disproportionately affects students from disadvantaged backgrounds, exacerbating educational inequities. The debate also highlights the importance of allowing children to have enough free time for play, exploration, and family interaction, which are crucial for their social and emotional development.

Checking 13yo’s math homework & I have just one question. I can catch mistakes & help her correct. But what do kids do when their parent isn’t an Algebra teacher? Answer: They get frustrated. Quit. Get a bad grade. Think they aren’t good at math. How is homework fair??? — Jay Wamsted (@JayWamsted) March 24, 2022

Once you’ve finished this article, you’ll know:

Insights from Teachers and Education Industry Experts: Diverse Perspectives on Homework

Here are the insights and opinions from various experts in the educational field on this topic:

“I teach 1st grade. I had parents ask for homework. I explained that I don’t give homework. Home time is family time. Time to play, cook, explore and spend time together. I do send books home, but there is no requirement or checklist for reading them. Read them, enjoy them, and return them when your child is ready for more. I explained that as a parent myself, I know they are busy—and what a waste of energy it is to sit and force their kids to do work at home—when they could use that time to form relationships and build a loving home. Something kids need more than a few math problems a week.” — Colleen S. , 1st grade teacher

“The lasting educational value of homework at that age is not proven. A kid says the times tables [at school] because he studied the times tables last night. But over a long period of time, a kid who is drilled on the times tables at school, rather than as homework, will also memorize their times tables. We are worried about young children and their social emotional learning. And that has to do with physical activity, it has to do with playing with peers, it has to do with family time. All of those are very important and can be removed by too much homework.” — David Bloomfield , education professor at Brooklyn College and the City University of New York graduate center

“Homework in primary school has an effect of around zero. In high school it’s larger. (…) Which is why we need to get it right. Not why we need to get rid of it. It’s one of those lower hanging fruit that we should be looking in our primary schools to say, ‘Is it really making a difference?’” — John Hattie , professor

”Many kids are working as many hours as their overscheduled parents and it is taking a toll – psychologically and in many other ways too. We see kids getting up hours before school starts just to get their homework done from the night before… While homework may give kids one more responsibility, it ignores the fact that kids do not need to grow up and become adults at ages 10 or 12. With schools cutting recess time or eliminating playgrounds, kids absorb every single stress there is, only on an even higher level. Their brains and bodies need time to be curious, have fun, be creative and just be a kid.” — Pat Wayman, teacher and CEO of HowtoLearn.com

7 Reasons Why Students Should Not Have Homework

1. elevated stress and health consequences.

This data paints a concerning picture. Students, already navigating a world filled with various stressors, find themselves further burdened by homework demands. The direct correlation between excessive homework and health issues indicates a need for reevaluation. The goal should be to ensure that homework if assigned, adds value to students’ learning experiences without compromising their health and well-being.

2. Inequitable Impact and Socioeconomic Disparities

3. negative impact on family dynamics.

The issue is not confined to specific demographics but is a widespread concern. Samantha Hulsman, a teacher featured in Education Week Teacher , shared her personal experience with the toll that homework can take on family time. She observed that a seemingly simple 30-minute assignment could escalate into a three-hour ordeal, causing stress and strife between parents and children. Hulsman’s insights challenge the traditional mindset about homework, highlighting a shift towards the need for skills such as collaboration and problem-solving over rote memorization of facts.

4. Consumption of Free Time

Authors Sara Bennett and Nancy Kalish , in their book “The Case Against Homework,” offer an insightful window into the lives of families grappling with the demands of excessive homework. They share stories from numerous interviews conducted in the mid-2000s, highlighting the universal struggle faced by families across different demographics. A poignant account from a parent in Menlo Park, California, describes nightly sessions extending until 11 p.m., filled with stress and frustration, leading to a soured attitude towards school in both the child and the parent. This narrative is not isolated, as about one-third of the families interviewed expressed feeling crushed by the overwhelming workload.

5. Challenges for Students with Learning Disabilities

6. critique of underlying assumptions about learning, 7. issues with homework enforcement, reliability, and temptation to cheat, addressing opposing views on homework practices, 1. improvement of academic performance, 2. reinforcement of learning, 3. development of time management skills, 4. preparation for future academic challenges, 5. parental involvement in education, exploring alternatives to homework and finding a middle ground, alternatives to traditional homework, ideas for minimizing homework, useful resources, leave a comment cancel reply.

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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25 Best Online Learning Platforms for Students & Teachers to Try in 2022

Written by Melanie Arden

Did you know?

Students at one school district mastered 68% more math skills on average when they used Prodigy.

• Teacher Resources

Student and teacher communication platforms

Game-based learning platforms, classroom management platforms, online-only virtual learning platforms, what about elearning platforms for adults, is there a best virtual classroom platform.

Since early 2020, teachers like you worked tirelessly to ensure students continue their studies without disruption. Despite the challenges everyone faced, your hard work made sure online learning platforms provided a way to keep kids engaged and excited to study! 

As students continue to learn online, virtual learning platforms are a good way to help them:

• Have an effective remote learning experience
• Progress with their studies and receive feedback from teachers
• Learn in a safe environment in line with the school’s privacy policies
• Get more time back for homework and activities instead of traveling to school

We've compiled a variety of online learning platforms to suit the needs of parents and teachers. Keep reading to find out which one is right for you!

Types of virtual learning platforms & examples of each

Communication is key when it comes to ensuring students receive the education they deserve. Interactive video lectures help teachers and students communicate effectively in real time.

Education platforms encourage students to:

• Collaborate 
• Communicate
• Share videos, photos and homework assignments 

To help students learn, you can set up classes, distribute and collect homework assignments.

Plus, virtual platforms give parents the opportunity to take part and supervise their child's progress from home. 

1. FlipGrid

FlipGrid is a conversation-starter enabling students and teachers to share videos about a relevant subject. Starting guides and webinars are available to teach you and your students how to use this unique platform. Best of all, it's free! 

Zoom became the #1 choice for meetings and webinars for its ease and functionality. Why not use this video conferencing tool for online classes, too?

Zoom requires the use of a passcode to take part in real-time video lectures. Not only does this provide a secure learning environment for kids, but it also allows for safe interactions between students and teachers.

Slack is an instant messaging tool that helps you and your students communicate instantly. 

Teachers can set up channels geared toward separate topics, and Slack ensures data is secure so only teachers and students access lessons. Once you create a start hub, students can easily access everything they need for their studies.

Bloomz is a wonderful app that opens communication between parents and teachers. Easily line up parent-teacher conversations, receive class updates and track behavior with this user-friendly platform. Translation is available in over 100 languages to make learning accessible for everyone.

5. ClassDojo

Parents can join their kids in class through any device with this platform. ClassDojo gives students a way to receive praise for their skills, and parents have the option to share happy moments captured in classrooms.

6. Microsoft Teams

Classrooms are a true team environment when teachers and students can swap thoughts and ideas. Microsoft Teams makes it easy for you and your students to work together as you exchange videos, homework assignments and engage in chat conversations.

Game-based learning combines the fun of gaming with learning . Quizzes, badges and points systems coupled with classroom participation make for a joyful way for students to develop problem solving and critical thinking skills

We found four rewarding and helpful platforms to enhance your child's love for learning through games.

1. Prodigy Math Game

Prodigy's adaptive, game-based learning platform can help students fall in love with learning! Prodigy Math Game challenges students to complete questions, earn rewards and battle friends, all while answering curriculum-aligned questions. 

Plus, your free teacher account gives you access to all of Prodigy’s teacher tools. Use them to:

• Align Prodigy with your classroom lessons
• Differentiate math instruction for every student
• Track student progress and deliver in-game assessments

Whether students are learning in the classroom or at home, Prodigy is a great way to keep them engaged as they build math skills.

Nothing gets kids more excited than a good classroom quiz (and a little healthy competition). Kahoot! was created to work with live video conferencing tools such as Zoom, Skype and Google Meet and blends educational games with fun questions to promote learning.

Kahoot! also encourages kids to create their own games and share with other students.

3. Gimkit         

Gimkit Live unleashes clever educational content where students answer questions at their own pace. Each time they answer a question correctly, they receive in-game cash they can re-invest to buy upgrades and power-ups. 

4. Quizlet        

Quizlet uses flashcards and games to make learning more enjoyable. Study modes and sets are suited to each student's learning style, which makes small accomplishments feel like victories.

Quizlet helps kids to learn a variety of subjects, including:

Classroom management platforms are timesaving tools that make learning run smoothly . These ingenious platforms help you time tasks, manage and improve students' behavior and create a respectful and supportive environment.

You can also use these platforms to communicate with parents and enhance educational experiences at school or at home.

1. Google Classroom    

Google Classroom requires the use of a Gmail account to access Classrooms. This platform is fantastic for easy communication, teamwork and sharing homework files. Plus, you can even use Classroom to make a class website and store important resources or information for students. 

2. Buncee     

Buncee is a fun and simple tool that helps students and teachers create course materials, presentations and stories. The platform has over 2,000 templates that allow users to build charts and visual art creations.

Buncee is a multi-purpose, web-based tool for educational, business and personal applications.

As a global learning management system (LMS), EdModo is a collaborative platform that connects teachers, students and parents.

Teachers like you can:

• Support students 
• Distribute quizzes
• Share assignments
• Create posts and messages

Students have a greater chance of reaching their full potential thanks to EdModo's organized class folders and built-in planner. 

Parents may wish to create their own account so they can supervise their child's progress.

4. Edulastic

As a valuable online education tool, Edulastic's high standards help you administer assessments, help students and track their progress. Google Classroom synchronization is available free to use in combination with Edulastic. Students receive the best of both worlds: effective academic resources that are easy to use!  

5. Eduplanet21      

Eduplanet21 recently began allowing teachers and groups to receive a free subscription to use their platform. Developers also released a software module called "Lesson Planner," which helps you to produce and alter lesson plans for remote learning.

The website has great resources for "10 Minute Tuesdays," quick conversations with educators from around the world. Their webinars also offer valuable tips to help educators and students.

6. ClassMax

ClassMax's online education tool shows teachers exactly how to set up the system, so no guessing required. You can create seating charts, monitor behavior and track student progress. It also eliminates the need to use paper, which is an environmental bonus!

When the pandemic forced educators to change the way they deliver lessons, virtual learning platforms became the solution for administering tutorials and sending out learning materials.

There are countless platforms to make studies enjoyable while kids learn from the comfort and safety of their homes, and we found five excellent options for teachers and parents to choose from.

1. Skillshare

Skillshare's vast library of over 20,000 classes earns top honors as one of the best online learning platforms. Courses consist of presentations lasting 20 minutes or less along with a class project.

Skillshare membership levels include:

• A two-month free trial.
• Free membership allowing access to 2,000 classes.
• Premium membership for $15 per month or $99 for a year. You receive access to 20,000+ classes.

Students learn new skills through online courses about productivity, business and creativity. 

2. 3P Learning

3P is a blended software designed for mathematics and literacy. Incorporated gaming elements make learning more fun for students, and 3P's Mathletics program provides activities that help students practice and advance their understanding of mathematics.

Math and literacy subjects are geared toward students ages 3 - 16.

3. Dialpad  

Dialpad, a cloud-based phone system, allows educators to create an online campus and bring all their students together under one 'roof'. Teachers can set up a virtual classroom in seconds, students easily stay connected from any device and all communications are secure thanks to encryption. 

4. Docebo  

Docebo is an amazing collaborative learning platform perfectly suited for student interaction. Kids can take part in active discussions as they would in a physical classroom with a flexible and easy-to-use system.

Course content distribution and management has never been so easy!

Habyts' platform lets teachers and parents take control over students' screens to help kids stay motivated to complete their schoolwork.

Parents can have round-the-clock access to goals and rewards that help their kids remain focused. Use Habyts with your students’ parents to promote healthy learning even when they’re not in the classroom!

There are countless free and low-cost options available to adults who want to learn online. If you would like to upgrade your skills or sign up for professional development training programs, we've got you covered.

Below, you'll find four of our top picks to help you achieve your educational goals.  

1. Coursera  

Coursera has several certificates, degree programs and general courses to give you the tools for success. Learn from top educational institutions and companies like Duke University, Stanford or Google.

Coursera's affordable options include:

• Free courses
• Degree programs such as computer science and MBAs
• Professional certificates in social media or digital marketing 

The impressive list of training programs is available to anyone seeking career advancement.

MOOC stands for Massive Open Online Courses. An extension of EDx, you'll find free and affordable online courses to transform your career in engineering, data science, computer science, business, management and humanities.

Udemy is a fantastic, low-cost option where you can learn design, web development, marketing, music and countless other subjects. With over 155,000 online courses to choose from, you'll spend hours honing new skills for work or play.

EDx boasts affordable degree programs taught by respected educational institutions like Harvard, Berkeley University and MIT. MicroBachelor and MicroMasters studies enable adults to fast track their career advancement and start less expensive Bachelor and Masters programs.

Adult eLearning platforms are a boon for those wishing to expand their education from the comfort of their home. During the pandemic, these platforms provide extraordinary value without a huge expense.

Well... choosing the best virtual platform depends on several factors :

• What age group are you teaching? 
• How many students do you have in your class? 
• Do you need to set up tutoring spaces for kids who need extra help? 

There are several things to consider before choosing a platform that is right for your students

One of the best ways to determine the right platform for you is to create a list of must-haves . Compare the list against each virtual platform's features and benefits. From there, you'll be able to settle on the best platform for your students.  

Our digital world opens up a staggering number of virtual classrooms to choose from. Each platform has their own unique advantages. Like everything else, there are limitations to consider.

But what happens when virtual classrooms do not meet all student needs? It is important to point out several caveats associated with virtual classrooms:

• Teacher compensation and workload require restructuring
• Students may lose interest in completing homework assignments
• Educators should be mindful of how student data is collected and stored
• Students miss their friends and the social interaction they received at school
• Technological limitations may exist especially for kids from low-income families
• It is not always easy to prevent unwanted visitors from entering a virtual classroom
• Unstable enrollment as restrictions lift and students attend traditional classrooms vs. virtual learning
• Problems with internet access could prevent students from logging into classes and missing important lessons
• Other limitations include length of each session and the number of participants allowed to enter the virtual classroom (this isn't an issue for paid versions of some platforms)

Before choosing a virtual classroom, consider the pros and cons of each platform and how they may influence your students' learning experience. 

There are several wonderful learning options available to educational institutions and teachers. A little research will help you arrive at the best decision for your students!

Virtual learning is changing education

For every state and school district, there are different opinions on the future of virtual learning. Some say it's here to stay while others insist a physical classroom is the best way for kids to learn.

Here are a few key points to consider about the future of virtual classrooms:

• Online courses offer flexibility and accessibility for everyone with internet access
• Several platforms offer an extensive selection of programs and courses catered to different interests
•  Most online learning resources are less expensive than traditional in-person classrooms and lecture halls, making virtual education more affordable

Although it’s hard to predict what online education will look like ten years from now, many online learning resources will be available in the near future. Online studies have become a great way to supplement traditional classroom learning.

Prodigy Math Game blends the adventure of an online game with curriculum-aligned math practice. As students explore the world of Prodigy through their wizard avatars, they’ll encounter skill-building math questions that help them earn rewards and level up.

With your free teacher account, you can align the questions students answer to your lesson plans, differentiate content and track student progress, even while students learn online. Get started today!

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K–12 Schools Seek to Connect 12 Million Students Without Home Broadband Access

Rebecca Torchia is a web editor for  EdTech: Focus on K–12 . Previously, she has produced podcasts and written for several publications in Maryland, Washington, D.C., and her hometown of Pittsburgh.

For many, the internet has become an integral part of daily life. Phones connect to the internet, TVs connect to the internet, and even  vacuum cleaners are online  today. As part of the shift to remote learning in 2020, many schools provided devices such as laptops and tablets to students for the purpose of attending school via the internet.

Despite the leaps made in  Internet of Things devices  and educational technology,  a report by Boston Consulting Group  estimated 12 million students don’t have adequate internet access at home. Without it, these K–12 students can’t connect to remote classes or work on online homework.

Schools have found temporary solutions, such as  installing Wi-Fi in parking lots , to keep students and staff online during remote learning, while  the Emergency Connectivity Fund  allowed schools to apply for limited federal funding last fall.

Many of these initiatives have come about as a response to virtual learning environments created in pandemic’s wake. Another solution to schools’ connectivity woes, the  Homework Gap Grant program  from  Kajeet , has helped districts connect since it began in 2017. The goal of the program has always been to help close the homework gap by providing connectivity solutions to schools and libraries.

Click the banner  to explore the newest networking solutions for your staff and students.

In 2021, Kajeet named  85 winners  of the grant, a record number, says Michael Flood, the company’s senior vice president of education and general manager. “During the pandemic, pretty much every school district was compelled to address this issue, because it was no longer just about homework. It was about normal school day learning that had to be done remotely,” he says.

Kajeet offers grant winners solutions to help students get online from beyond the school building, something that will continue to be necessary through 2022 and in future school years.

“The risk that we’re facing right now is that, as we exit the pandemic, we need schools to remember that this is a problem that existed before the pandemic, and it disproportionately impacts certain groups of students,” Flood says. “We found ways during the pandemic to connect all students, and we need to make sure we are keeping those students connected.”

Former Grant Winners Continue Using Hotspots 

When Technology Director Sondra Ayscue received hotspots in October 2018 as a Kajeet grant winner, the devices were used as a trial run for the students in North Carolina’s Franklin County Schools.

“With the homework grant, Kajeet had actually added UScellular service, which is better for us in our rural areas,” Ayscue says. “When I applied, we requested the UScellular, and they worked. I only had ten, but we sent those ten out as test cases to our middle school students, because they were the ones taking home  Chromebooks  at that time, and our high school students.”

DIVE DEEPER:  K–12 districts choose Chromebooks for educators to elevate teaching and learning.

Now, Franklin County Schools has 2,200 hotspots to keep its students connected at home and in other locations outside the classroom. “They’re not all deployed, but we’re deploying a few every day, still trying to get through remote learning for some of our students.”

Dupo School District, a grant-winning K–12 district in Illinois that also received its hotspots prior to the pandemic, found the technology to be a beneficial solution for remote learning and homework.

Michael Flood Senior Vice President of Education, Kajeet

“Roughly 25 percent of our students don’t have reliable connectivity at home,” says Michael Treece, the district’s director of curriculum. “They were used by students who wanted to work on projects at home and maybe didn’t have connectivity. Some students split their time between mom and dad, and they’re not always local. So, the hotspots are used for traveling purposes a lot too.”

Ayscue and Treece both feel that the application process was simple and that the hotspots will continue to benefit students.

“Other than allowing our students and teachers to be connected and do their work, it has also allowed our students with social-emotional needs, with speech impairments or with ESL needs to connect with their social workers and their special education teachers,” Treece says.

“It has made a difference for our students,” Ayscue adds. “Our kids are going to expect us to continue this even after everybody comes back face to face.”

READ MORE:  Why do the Aruba AP-635 access points make sense for today's K–12 schools?

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The Ultimate Back-to-School List for Online and Traditional School 

Back-to-school prep involves so much more than stocking up on pencils and the usual supplies. So, we chatted with experts at K12-powered online schools and compiled the ultimate back-to-school guide to help both kids and parents kick off the school year with a bang. Whether your child attends school in-person or online, we’ve thought of everything from delicious brain-boosting snacks and focus-friendly playlists to cool organizational tools and fun rewards. Don’t forget to bookmark this list—the school year will be here before you know it! 

Parent and Learning Coach Prep 

Parents, it’s time to get ready for the school year! Here are some of our favorite ways to stay ahead of the curve, whether your child is going to a traditional classroom or logging in to online school from home: 

Try some brain-boosting snack recipes. 

Food is fuel and research shows there are specific nutrients and foods that support brain development and boost cognitive function. Some of the top brain-boosting foods include eggs, berries, salmon, oats, yogurt, and green, leafy veggies. These are often key ingredients of recipes that can be used for yummy homemade snacks, perfect for packing in their school lunchbox or serving at home. Best of all, many of these recipes are easy for us parents to make! 

• Broccoli tots  
• Baked oatmeal with berries  
• Yogurt-filled raspberries  

Find more delicious, kid-friendly recipes at Healthy Little Foodies or Taste of Home . 

Take a school tour. 

Is this your child’s first year at a new school? Setting up a tour provides meaningful insight into their daily life and will help you set the scene for your child, whether they’re attending traditional or online school. Be sure to come with your questions, such as: 

• What does a day-in-the-life look like for a student here? 
• What’s the dress code? 
• What time is their lunch break?  
• What is the school culture like? 
• How many students attend the school and on average, how large are the classes? 
• How do you incorporate STEAM (science, technology, engineering, art, and math) into learning? 
• What’s the school’s approach to disciplinary concerns and safety? 
• What kind of library resources are available? 
• Does this school offer a gifted and advanced learning program? 
• Do you offer career or college prep programs and opportunities? 
• How often will I hear from teachers about my student’s progress? 

Set up school phone apps.

These days, most schools and teachers communicate with parents using apps like Remind, Class Dojo, and more, while others rely on email or text messaging. Check the school’s welcome packet to find out which communication method your child’s school uses or contact the school if it’s unclear. Setting everything up before the first day of school will make sure you’re in the loop for all important announcements. 

Create a list of bonding activities. 

Between work, school, and everything in between, it’s easy to get caught up in the routine, whether you’re busy making dinner, checking their homework, or making sure they have clean clothes for the week. While these are all essential tasks, it’s also important to fit in activities that deepen your bond with your child, whatever grade they’re starting this year. Take a deep breath, pause the chaotic schedule, and enjoy some bonding time with your kid through one of these fun activities: 

• Gardening: Start a small garden by planting your favorite herbs or veggies or some beautiful flowers. 
• Cooking together: My family loves making personalized pizzas! 
• Listening to an audiobook: Check out all the reasons listening to audiobooks can benefit your kiddo in this Learning Liftoff article ! 
• Movie night: Don’t forget the popcorn and fuzzy blankets. 

Additional Tips for Parents of Online Students 

Being the parent of an online student comes with unique challenges and situations. Here are some additional tips that are particularly useful for learning coaches helping their kids succeed in online education: 

Create a daily schedule. 

The flexibility of online school lets you decide how to structure the school day. Stay organized and on task by creating a daily schedule, factoring in breaks, outdoor time, and exercise. This will also help your child determine what extracurricular activities they want to incorporate into their schedule. 

“As students build out a new routine with their class schedule, have them evaluate the time they have to become involved with a club, volunteering, or even start working,” Laura Massey, Student Career Coaching Manager at K12 shares. “These activities help students explore their interests, further develop durable employability skills, and provide insight into their life after high school goals.” 

Write out your outdoor activity list. 

Create a list of outdoor activities to incorporate throughout the day, and don’t be afraid to try something new! Walking, gardening, or playing a sport like baseball or soccer are all great ways to get some fresh air and exercise throughout the school day.  

Meet other parents. 

Find out how you can connect with other online school families. K12 offers the Learning Coach Community where you can share tips and resources with other parents of online students. 

Setting Up a Study Space 

It’s important to have a designated workspace, free from distractions, where your child can concentrate on their studies. Here are a few ideas for creating the perfect, personalized nook where deep learning can take place: 

• Desk and comfortable chair 
• Pillows and a blanket for cozy reading time 
• Décor, such as framed photos, wall art, or decorative desk supplies  
• Trash can and recycle bin 
• Traveling lap desk for students who work on a laptop and want the freedom to move around throughout the day 

Exploring Motivational Tools 

We all face obstacles and challenging days when we need a little extra encouragement or motivation. Depending on your child’s needs, these are some ways to help keep them working toward their goals: 

Find a study-friendly playlist. 

K12-powered online schools offer a variety of playlists to choose from, including instrumental music and soothing sounds. Music can help narrow your focus and drown out distracting noises. 

Make a reward jar. 

Did your kid ace a test or complete a challenging section of homework? A reward jar can serve as motivation to work toward these goals, no matter your kid’s age. Write age-appropriate rewards on scraps of paper and toss them in the jar. When your child achieves a goal, let them choose a reward from the jar.  

Hang a sticker chart. 

Perfect for elementary online students, create a sticker chart to track and reward good behavior, attention, and class participation. 

Read tips for managing stress. 

Even little ones can get overwhelmed by their daily schoolwork. Learn to recognize the signs and symptoms of stress and discover ways to help them work through it. 

Encourage them to move. 

Grab your outdoor activity list and get outside! Sometimes, getting the wiggles out and moving our bodies can help reenergize our minds. 

Getting Organized 

Organization is key to staying on track to a successful school year. Even if organizational skills don’t come naturally to you, there are some simple tools you can use remain focused and keep your school supplies organized and tidy: 

• Calendar for keeping track of important dates
• Analog clock for staying on schedule 
• White board or chalk board for taking notes 
• Supply caddy for writing and art supplies 
• Folders with tabs 
• Visual checklists 

Supply List for All Ages 

This list will help prepare students at any grade level to take on the new school year: 

• Pencils 
• Pencil box 
• Sharpener 
• Whiteout  
• Glue sticks 
• Ruler 
• Sticky notes 
• Index cards 
• Notepads  
• Binder 
• Sketchpad 
• Book covers 
• Hole punch 
• Travel desk 
• Calculator 
• Ink cartridges 
• Lunch box 
• Water bottle 
• Storage boxes 
• Trashcan / recycling bin 
• Art portfolio

Check your school’s back-to-school list to see what other tools your child will need since this will depend on their school and grade level. Elementary school students may need additional supplies like markers, crayons, and watercolors, while middle and high school students may need a calculator and college-ruled notebooks. 

Additional Supplies for Supplemental Learning 

If your child is attending online school, you may want to purchase additional supplies for arts and crafts, cooking and baking, and science experiments. These supplies can help you get started on some simple at-home projects:  

• Measuring cups 
• Apron 
• Drop cloth 
• Poster board 
• Hot glue gun or glue 
• Paint and paint brushes 

To learn more about K12-powered online schools, go to K12.com .  

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Which Schools Have No Homework?

Parent q&a.

Select any title to view the full question and replies.

Any schools that hand out little to no homework?

Hi Parents!

I realize that this goes against most teaching philosophies, but does anyone know of any schools in Berkeley, Oakland or SF that give their students little to no homework in the evenings? Some of these schools that I’ve been touring just seem like overkill on what kids need to do at night.

Any advice would be much appreciated!

You don't mention what grade level you're looking at, and it does vary by elementary/middle/high school. At my child's public high school, there is a policy about no more than 20 min/night/class, except for AP or Honors classes. We've been happy with that, although most teachers are very inflexible about late assignments (they don't accept them). At our other child's private middle school, there is no stated policy and it varies by teacher and subject quite a bit, although they all say there's lots of flexibility for turning it in late.

If you're looking at K-3rd grade, I agree with your drift that there should be zero homework, with exceptions for bigger projects and/or nightly reading (as long as they make it not a chore). And I'm sure you can find schools that will explictly say that's their policy, just as I'm sure you will run across individual teachers who don't follow it.

My children are both at Rosa Parks Elementary in Berkeley and have, essentially, no homework. We/they are asked to read regularly, and occasionally have a project to work on for holidays or special occasions, but they don't have anything regularly. It's wonderful!

For elementary, Walden Center & School gives out very little homework, which is line with their teaching philosophy, as well as the most current research on homework's benefits & costs (i.e. all the other things children could be spending the time with, including play!). In 2nd grade, we get a small packet of worksheets to be done over the course of the week - but it's not a big deal if it doesn't get done. Occasionally there's a bit more - e.g. in preparation for science week (which includes a science fair) the kids get small assignments each week, but it's meant to provide scaffolding to allow them to think through the steps of their planned science experiment and complete the work & poster by the time science week rolls around.  Overall, we've been very happy with the project-based academics at Walden, and especially the way they're structured to connect with socioemotional learning & social justice. As an example, my 2nd grader's class as been doing a project on people with disabilities, and how our society succeds and fails in various ways to support people with disabilities. In social studies/english they've been learning about athletes with disabilities and reading/writing about different individuals. In science & math they're working on engineering spaces that are accessible to "clients" with varying disabilities & preferences - how would a house need to be designed to accomodate an electric wheelchair user who also has a dog? What sort of square footage is needed in the garage? How would charging facilities for the wheelchair need to be designed?, etc.). It's pretty fantastic how the teachers weave this type of learning into everything they're doing!

You didn't say how old your kid is, but if you're looking for a more balanced elementary school school experience I would thoroughly recommend the Waldorf model. Our kid is in first grade at Wildcat Canyon Community School in El Sobrante (near Richmond) and has absolutely 0 out of school responsibilities. I believe that in third grade kids start being expected to do instrument practice outside of school but nothing else. Having unstructured time to play, do chores, etc. is really important to the Waldorf model. Happy to talk more about the school if you're interested--feel free to PM me!

Berkeley Arts Magnet gives very little homework. I have a third grader and sixth grader who graduated last year. In K through 3rd, the homework is mainly just reading on your own or with a parent. There also is some math homework in 4th and 5th grades, but not a lot.

My sixth grader attends Black Pine Circle. There is homework most nights, but not more than an hour or so of work. They say the number of minutes of homework matches the grade times ten (60 minutes for sixth grade, 30 minutes for third grade, etc). My daughter is very happy there.

Berkwood Hedge has very little, at least in our child's experience. Most days he has none. 

I'll be interested to read the responses. I have heard of charter middle and high schools that do not have evening homework, rather the school runs an extra 1-2 hours in the afternoon for supervised independent study, but I don't which schools specifically.

In my experience as a student in the Berkeley Public Schools of the 1970s, I had pretty much no homework K-3, and then 4-6 were weekly writing journals and project-based homework. This seemed great at the time, but turned out to be a huge disservice when I got to 8th grade and school got really hard really fast (algebra and Shakespeare!) and I had no good study skills or homework habits. Most of the students who did well had older siblings so their parents knew from experience what to expect.

Homework, although it is a huge time-suck for many years, does teach more than the material itself. The components of learning time-management, organization, how to work independently as well as part of team projects, are critical life skills.

My child attends Urban Montessori, a charter school in Oakland (she's in second grade and started in TK during Covid). They don't have homework, even in the older grades (the oldest child there I know is in 5th grade and they have no homework, but they are allowed to take home work if they need to catch up -- but not many do). This does not go against most teaching philosophies as homework has not been found to be effective in the lower grades at least. We are very happy with her school and the Montessori system and I don't feel that her learning has been hindered because of no homework. In fact, the opposite. She's also able to participate in several extracurricular activities and play outdoors every day. 

My kids go to Crestmont School in Richmond/El Cerrito Hills. They don't have any homework until 4th grade when then have one weekly reading response page (very reasonable).

Mentoring Academy High School in Berkeley has a "no homework" policy. They also have a 9am starting time. The only drawback is the school day ends at 5pm (3pm on Fri).  Our son goes there and is very happy with it.  The "homework" assignments are handled in the afternoon (after tea time) with the staff present to assist.

Yes the day is long but once he is home the time is entirely his to game etc.

Archived Q&A and Reviews

Elementary schools with no homework?

Not sure these exist, particularly in the public school domain, but worth a shot: Wondering whether there are schools out there, either public or private, that do not give elementary school children homework. I don't mean the current trend of ''flipped classrooms,'' where homework is done in class and instruction at home (though I think this is a worthy innovation when kids are older), but rather where there is no work to be done outside of the classroom. With the intention that children are free to play and structure their own time outside of school as they wish. This seems rather utopian when I write it, but as this is the Bay Area, there has to be somewhere that adheres to this type of philosophy, right? Or, perhaps not in the Bay Area that people have heard of? It's that important to us that we would consider moving to find the right educational environment for our children. We currently live in Oakland. Thanks. educational utopian

If you are looking for a school with no homework, check out Sudbury schools. I don't know if there are any in the Bay Area but there is one in Denver. Www.alpinevalleyschool.com

Check out Beacon Day School: www.beaconday.org Oakland independent school, NO homework until 5th grade, year round school, terrific arts program. My children were very happy there until we moved to Berkeley and public school. They regularly debate whether they would trade summer vacation for no homework, but from an educational perspective, the no homework year round program is excellent for all kinds of learners. Happy former Beacon parent

I read that the private school, Hacienda in Pleasanton is year round and does not give homework. I dont recall every detail but I believe they go up to 8th grade. Good Luck! http://www.headsup.org/menuhu/campuses/haschool.html -Rose

No homework in elementary school is no utopia! The school you are looking for is Beacon Day School, a K-8 private school by the Oakland Embarcadero. It assigns no homework until 5th grade so that children are free to be with their families and/or pursue their hobbies after the regular school day is over. Also, the school is year-round so there are 40+ extra school days over which to stretch the curriculum. This allows the students to engage in academic practice, i.e., ''homework'', IN school and supervised, with immediate feedback from the teachers. Beacon Day School believes wholeheartedly that young children should be allowed to be creative and be given time for play and leisure, not to mention the arts. Beacon also offers a strong music, visual art and dance curriculum.

Our daughter loves Beacon. She has attended Beacon for the past 4 years, and we find that the developmental-progressive and wonderfully warm and diverse school culture has allowed her to thrive both academically and socio-emotionally. Please check out Beacon: www.beaconday.org. For further questions about our family's experience, please feel free to ask the moderator for my contact information. A happy Beacon Day School parent

Check out Beacon Day School in Oakland! No homework for kids in grades K through 4. Our daughter is in the third grade and we have been delighted with this very sensible policy. Beacon is a year-round school running on a trimester system, so kids get 225 days of school a year (50-60 more days than other schools). Take a look at Beacon's website for more information. Ann B

Hands-on, no-homework private/charter elementary?

We're looking at private and charter schools for our son entering kindergarten next fall. While I haven't entirely formed my philosophy about elementary school, I'm leaning towards hands-on, interactive, project-based schooling with no or very little homework. I like elements of Montessori and emergent curricula. Focus on non-cognitive/social skills is a must. Field trips, language, arts, science - yes! Sitting stuck at a desk all day doing worksheets - no! If it's a private school, lower tuition would definitely be a big plus. We will apply for financial aid, but doubt we would get enough to make it work once our younger son heads to elementary. I'm exploring schools on my own, but thought I would throw out this general question to see if any hidden gems emerge. Also, my husband is interested in Catholic school for the cost savings, but I can't imagine those meeting the criteria above. Please let me know your recommendations for private/Catholic and charter schools. North Oakland-Richmond area (I-80 corridor) preferred. Thank you! The search begins....

Hi. I don't know about an elementary School that fits your interests. The East Bay School for Boys in Berkeley sounds like it would be an ideal School for your family, however, its a middle School (Grades 6-8). Perhaps you can contact them. I'm sure they would have insight into elementary schools with a similar philosophy/programming. They also host a speaker series called Boys 2 Men that hosts panelists from like minded Schools/programs. You could always get on their mailing list. Happy EBSB parent

Urban Montessori is the school you want then. A public charter school in Oakland, the school was founded on Montessori/Design Thinking philosophies. Hands on, project based with no homework is pretty much the exact model of the school. For more information visit http://www.urbanmontessori.org/about/our-mission UMCS parent

Why don't you take a look at Prospect Sierra ? There is an unbelievably good social and emotional program, and virtually no homework in K. Homework starts in first grade, but it takes my kid only ten minutes a night (at most) and he enjoys it. The academics are superb; and he is making art and friends to boot. They also have a very generous financial aid program. If your kid is a good fit, I'm sure they'll make it work. Happy PS Parent

Please consider Archway School in Oakland. My son started there last year in kindergarten and is now in first grade. It is a truly amazing school. It is small, intimate and wonderful. The teachers/staff are absolutely the heart and soul of the school. They are devoted, motivated, kind and loving. We came to Archway from a very well-known montessori-based school.....and Archway is light years better. Please call Michelle, Admissions Director, at (510) 547-4747. You need to do a tour and meet the teachers....you won't get a feel by driving by campus. The facility is irrelevant. The teachers are everything. Very happy mom

You should put Walden School on your list. It's a very small K-6 school established in 1958. It's near downtown Berkeley and it definitely qualifies as a ''hidden gem.'' The tuition is lower than average because of the light-weight administrative structure of the school, and scholarships are available, so there are many families at the school with modest means, especially young artsy families. Wealthy families are there too but I would say they are in the minority. The homework policy at Walden was described to me as ''gentle'' when we first visited - it was a priority of mine, too. This has turned out to be very accurate. But at the same time I have been impressed with the amount of knowledge and academic confidence that our son, now in the 6th grade, has acquired. The best part about Walden is the teachers. Unlike most other schools, Walden does not have a director or Head of School or principal -- the teachers collectively share in the decision making, so they really believe in the mission and are dedicated to a degree that I have not seen in any of the schools my 3 kids have attended, both public and private. Most are ''lifers.'' And by the way, the performing arts program at Walden is like none other in the Bay Area and has been a major factor in our child's growth. It's an incubator for local highschool-level theater groups. Walden is a school that really walks the walk -- what you get is way more than what you see. Walden isn't for everybody, but if it's right for your family, you'll be in paradise! GO

I want to recommend Crestmont Cooperative . It meets all your criteria with a special emphasis on hands-on learning, nature-oriented exploration, family involvement, social/identity development, and project-based curriculum. There are plenty of field trips and opportunities for children throughout K-5 to interact with each other, including a buddy exchange. The tuition is about half tha of many private schools, and you can even ''participate'' to get a further tuition deduction if you don't qualify for financial aid. It is a diverse, warm and friendly learning environment in the Richmond Hills. A Happy Parent and Child

I can highly recommend checking out Crestmont School on the Arlington in the Richmond View neighborhood! I have had 2 daughters go there (youngest is a current 5th grader) and the balance of field trips, language arts, reading, spanish, music, and PLAY time is fabulous. The teachers are creative, fun, and get the kids out into the world to explore and experience their community.

It is a parent owned co-op, so the community is very strong and involved, which means every child is seen and heard. For your husband concerns, the cost is 50% less than other private schools because of the co-op structure. We LOVE the Kindergarten teacher, who is so warm and caring and fun (we actually love ALL the teachers!!). A great way to enter elementary school.

One of the best parts of Crestmont is the ability to adapt to each child, and their learning needs. The homework for a 5th grader is less than 15 min a night, and then reading each day.. no pressures or 3 hour evenings of homework.

My other daughter, who graduated from Crestmont, is an 8th grader and is thriving educationally, as well as socially, and loves going to her school, which I credit Crestmont in helping give her the love of learning, and the environment to grow. scott

Hello, I think Walden Center & School in Berkeley may be a good match for your description. This is a small, arts-based, project-oriented school. There is a some homework but it's not excessive. My daughter in 2nd grade has one assignment each week, and my son in 4th grade has homework 2-3 times per week. As I recall, in kindergarten there may be homework such as: once a week, 'draw a picture of a story you're reading.' The teachers are thoughtful, engaged, and creative. Education is integrated between arts & academics. For example, in first grade my son's class had an Ancient Egypt segment that integrated history, visual arts, language, math, and even a dress-up event. The kids bring home so much art I have nowhere to put it all! The school has a strong music and drama program as well.

Also, Walden is cheaper than most private schools. To keep costs down, there is mandatory volunteer work - parents maintain the grounds, clean the school, handle administrative tasks and more. Many families get financial aid. You can find tuition and admissions info on the website, here: http://www.walden-school.net Good luck! Walden parent

The description of what you are looking for in a school fits very well with what our family has experienced at Berkwood Hedge . The biggest strength of this school is its teachers, every one of whom seems beautifully in tune with both individual children's development and the social and emotional needs of groups of children as they progress through elementary school. It is a place where both children and adults can bring their passions and interests into the curriculum. My third grader has come home recently discussing the impacts of plastic downcycling on what can be reasonably recycled, and he was the person who made sure our family watched the presidential debate so he could better understand the U.S. political process. But as important as those topics are, and as passionate as he has become about them, he was even more excited about creating Balobbyland, an imaginary world for centimeter tall creatures (and in so doing he became more fluent in multiplication and measurement). The teachers really ''get'' children, and this is evident in the excitement with which the kids take up challenging projects and ideas.

Art, music, and PE are treated as necessary and important parts of education rather than as extras, and my children love all of their specialist teachers (in addition to those three, there are also Spanish and environmental science specialists).

The social environment of the school is really sweet, both because the school is small and because of how the teachers work to support social development. My kindergartener comes home telling me about her third grade friends. The fact that a crew of third graders will happily play with the kindergarteners at recess (and teach them how to braid, do cartwheels, and a host of other things) is both surprising and heartwarming to me. There is a real sense that everyone at the school cares for everyone else.

You mentioned preferring no homework, and there is in fact some at Berkwood Hedge. But I'm a no homework supporter myself, but I don't find the limited homework inappropriate or overly time consuming. The teachers use homework judiciously, for specific purposes. Good luck in your school search! I hope you find a good match for your family as we have for ours. Happy BH Parent

Well, a charter school right in your target zone is NOCCS. However, over the past few years, it has shifted to an intensive homework/teach to the test school. Just a suggestion to ''do your homework'' so to speak (no pun intended) and go beyond the hype of various schools' advertised claims and find out what's really happening on the ground. Good luck! Educator

One school you will want to look into is Crestmont School in Richmond View. Our son graduated from Crestmont four years ago. After coming from a school that emphasized frequent and escalating test-taking, we were looking for a school that had instead a hands-on, experiential learning focus. We found that focus at Crestmont, where there were wonderful field trips, hands-on projects, and creativity incorporated into the daily learning. There was also a community focus at Crestmont, and the mixed-age classrooms (he was in the 2-3 class and then the 4-5 class in his 3 years at Crestmont), excellent teachers, parent involvement, small class size, and many community events really added to his (and our) experience at this school. As working parents, we were also very appreciative of the caring environment of the before/after school program. Crestmont Alum Family

We were in your position last year, searching for a Kindergarten for our son with many of the same qualities you're seeking. Archway School in Oakland has been a wonderful fit for our family and I hope you'll take a look at it.

Archway is an independent, progressive school with two campuses: K-4 in Oakland and 5-8 in Berkeley. Classes are small and multi-age with a maximum of 16 students, so there is no possibility of falling through the cracks. Archway is a warm, tight-knit community and our son is really thriving there. All the students know one another and the older kids look out for and mentor the younger ones. If you read the school's goals on their website www.archwayschool.org you'll see that one is to prepare students both academically and socially. Particularly at the K age, the school recognizes how crucial social-emotional development is and actively fosters it. Across all grades there are community building efforts, both at the school level, then at the surrounding community level, and of course, the larger world.

There is no homework in K and the homework for other grades seems very reasonable, with no busywork assigned. The ''h'' in Archway stands for ''hands-on learning'' and project-based learning is key to academics at the school. In my son's class there is plenty of opportunity to move around, both in the classroom and at recesses, plus there is scheduled PE time. In addition to the math, reading, writing, social studies, and science that are part of the K/1 curriculum, all students also have Spanish, music, and art classes. We've been very pleased with the enthusiasm and creativity of all the instructors at Archway. Our biggest problem is getting our son to leave school at the end of the day and reassuring him, when he wants to go to Archway on the weekends, that Monday will come soon enough.

Call(510)547-4747 to reserve your spot at the K-4 information meeting on Sat., Nov. 10, 10AM-12PM. Free childcare is provided. You can also sign up for a K-4 school tour (adults only) on many Thursdays, including Oct. 25, Nov. 1, 8, 29, Dec. 6, 13, and Jan. 10, 17, 24. Best of luck in your search. Happy at Archway

Wow, you could be describing Crestmont School ! My son is in 2nd grade at Crestmont, and I can tell you it has everything you are looking for. The curriculum is hands on and project based, fostering critical thinking and engagement. Class sizes are small, allowing teachers to work with different learning styles and not be forced into a ''one-size-fits-all'' approach. There are 1 to 2 field trips every month! There is no homework in K or 1st grade, and very little in the other grades. Art instruction is integrated into the curriculum, and there are Spanish classes, PE and music several times a week. There is also a learning specialist. There is a very high importance placed on social-emotional learning at Crestmont; the teachers create this curriculum together based on current research and proven practices. My son feels very safe and respected at Crestmont, and has displayed some impressive conflict resolution skills. Because Crestmont is a parent cooperative, the tuition is around half that of other independent private schools. There are coop responsibilities each family has to fulfill, but they are not onerous, and there is a real sense of community that develops from the coop structure. And, Crestmont is minutes off I-80 in the hills of Richmond. There are upcoming tours and information events; see our website (http://crestmontschool.org/). I hope you'll check out the school, I think you will love it! Crestmont parent

You mentioned that you weren't sure about the educational philosophy that most appeals to you. Given your interest in emergent curriculum and project-based schooling, you might want to explore progressive education. Reading Alfie Kohn's books / articles are a great place to start. Here is a wonderful list of his writings from his website:http://www.alfiekohn.org/books.htm.

There are a number of schools in the East Bay with a progressive education philosophy. We were similarly interested in a creative, engaged learning environment and ended up choosing Aurora School in Oakland off Broadway Terrace. Aurora is dedicated to progressive education, has multi-graded classrooms (K/1, 2/3, and 4/5 -- students loop with the same teacher for two years), fabulous specialist teachers (music, art, Spanish, movement, PE, woodshop, computers, library), an INCREDIBLE library (10,000 volumes -- the same size as or bigger than many large public elementary schools with five times the number of students and an amazing librarian who sat on the Newberry Medal committee two years ago), and a lovely community of families.

A few of the reasons Aurora appealed to us (and why we've been so happy with the school) include:

*Aurora's very strong emphasis on social and emotional development which is an integral part of the curriculum and culture of the school. Children learn who they are as individuals and as part of a community. They are supported in discovering what kind of learners they are and where their interests lie. There is also a conflict resolution process, and all the kids learn how to express their feelings and resolve conflicts. My son has felt so safe there and has such a beautiful sense of belonging.

*There is no rote learning, no teaching to the test, and no worksheets at Aurora. The curriculum is very creative, and children are actively engaged in student-centered, hands-on learning.

*No homework in kindergarten and first grade. Starting in second grade there is a weekly homework packet that takes a total of 30-90 minutes per week (depending on the week and the child). There is more homework in 4th and 5th grade, but it is fairly minimal, relevant, and the intention is to prepare students for middle school homework. I am not a fan of homework in general, and we haven't found it to be particularly burdensome at all (my son is now in 4th grade).

*12:1 max student:teacher ratio. Every classroom has two full-time teachers. This is a huge advantage in my opinion. So much of the time in younger grades is spent managing behavior (even if the kids aren't particularly unruly, they have to transition from one activity to the next, listen, focus, etc.). When you have two teachers, one can TEACH and the other can help children settle and/or manage any difficult behaviors without constantly interrupting the flow of the lesson.

*Multi-grade classrooms: this means your child stays with the same teachers for two years. This is wonderful for the child who becomes really well known by his teachers. They are able to cater to his learning style and give him support where he needs it and challenge him where he needs it.

*Aurora is a small school with a cozy, nurturing environment, but it also has a large enough social pool to allow for lots of connections and friendships among the kids. There are many opportunities for older children to mentor younger children, and many kids develop friendships across grade levels (the multiage classrooms help with this too!).

*Aurora's art, movement, music and Spanish programs are wonderful and fully integrated into the curriculum. For example, when the kindergartners are studying tress, they might sketch trees in their art class or use bark and leaves in creative ways, learn about different kinds of wood in woodshop, and learn songs and dances about trees in music and movement (Aurora has woodshop which is a much loved, wonderfully creative part of the curriculum and a huge favorite among the kids).

*There is a genuine culture of kindness among the children at Aurora. The older kids are so gentle and sweet with the little ones, and many younger children count older children among their friends. We love that aspect of the school.

The best way to know whether a school would be a good fit for your child and family is to visit. Aurora is having an open house on Thursday, November 8 from 7 pm to 9 pm, and tours are scheduled from November through January on Wednesday and Friday mornings. You can just come to the open house, or feel free to contact the admissions director Lisa Piccione at (510) 428-2606.

Like you, we were looking for an elementary education for our children that would expose them to all the highlights of the youngest years of learning: a focus on core elements of science and math, an immersion in art, an introduction to music and the foreign languages, AND we wanted it all tied together in a community that would surround and envelop my son with a smart mix of warmth, encouragement and the teaching of real-world decision-making skills. We found that, and have been for six years at Crestmont School on the Arlington Ave. in the Richmond Hills/El Cerrito boarder. Though we considered homeschooling, what changed my mind was the breadth of focus at Crestmont: the abundance of fieldtrips, the chance to study and play outdoors in a multivenue learning environment, the focus on the fact that different children learn differently and the ability to tailor teaching methods based on that principle. There's also a strong focus on taking care of one another and genuinely welcoming those around us, no matter how different they may be. Last week was anti-bullying day, and every child wore bright orange to show that not only are they against bullying, but more importantly, they can recognize what it is and take a stand against it. Crestmont is a parent teacher co-op, so there's a real hand-in-hand aspect to building the right kind of environment together. It's been a hidden gem. Shhhh! Susie A

I highly recommend The Berkeley School (formerly Berkeley Montessori School) in Berkeley. Our son is in 3rd grade and has been at TBS since Kindergarten and we absolutely love it. The teachers, administrators and community of families at this school are incredible. There is a lot of emphasis on reading and writing in the early years as well as hands-on experiences for science and math. There is virtually no homework, tests or sitting behind desks in the first few years. What we appreciate the most is that they teach the kids how to learn and why learning is empowering and important. To do this they give the kids the freedom and personalized guidance to build on their gifts and confront their challenges.The school is located on University Avenue just a few blocks from I-80. Check out the website (http://www.theberkeleyschool.org/) for more information. -Arash Sara

In addition to the many wonderful schools mentioned last week, you should pay a visit to The Berkeley School (formerly Berkeley Montessori School). We interviewed many of the schools that were recommended, and were impressed by the thoughtfulness and dedication of each one, but TBS stood out for its deeply pragmatic pedagogy (not the last time you'll hear that word...), its continued investment in its teaching staff, and the integrity of its administration. Mitch Bostian (head of school) and Zaq Roberts (K-5 division head) are each your favorite English teacher, ever, now having moved into administrative roles to bring their experience and amazing talents to bear on the entire school. TBS is both well-funded and well-managed enough to offer significant financial aid to support an economic diversity of families. To us, it felt like home. See if it feels the same to you. A TBS Family

I highly encourage you to check out Montessori Family School . It has both a Preschool (in Berkeley) and a K-8 campus (in El Cerrito). Both of our children started in the preschool and are now in elementary school. We didn't start our search looking for a Montessori school, but feel so lucky to have found it. The Montessori philosophy has all of the elements you mention Cb and through that, our children have grown in so many dimensions that I couldn't have anticipated. Check out the video on the home page: www.montessorifamily.com to see how MFS puts Montessori into action. It is really a wonderful spot. Highly Recommend MFS

Seeking schools that have no homework, or much less

We're looking for elementary, possibly middle, & possibly high schools that do not have homework or much less than the standard school. I've heard Beacon Day School doesn't have any for the K-5 years. Are there any others? Is it possible that any public schools follow that policy? How about middle school or even high school?

I keep reading more articles about the growing realization that homework does not make that much of a difference in how kids learn and test on various school subjects. As a parent of an elementary school child, I can see the benefits of learning time management, but frankly, the homework seems overly redundant and more like busy work. I'm also really feeling like homework takes away from the experiences outside of academics that really help to shape us as well rounded, critical thinkers.

Would love to hear of any schools that parents have found recognize that and have worked out a curriculum for that. DONE with homework

Check out The Renaissance School if you want a school that gives no homework. It's a pre-school through middle school Montessori school located in the Dimond District in Oakland. We too were appalled at the amount of homework even Kindergarteners get in many schools, both public and private, and have felt that The Renaissance School is refreshing in its approach to education. The Renaissance School has a wonderful program, including strong foreign language, music, and art. The elementary kids start their day at 8am with a half an hour of singing. The regular school day ends at 3:30pm for the elem kids, but they can stay as late as 6pm either continuing to work on things from earlier in the day, or engaging in many addition interesting activities. The only thing the elementary children are required to do outside of school is regular reading which we think is a good thing. TRS Parent

I assume that many have viewed the excellent film ''Race to Nowhere'' as it raises the issue of overworked kids. I'd recommend it to anyone who shares your concerns about saturating a young student's time. I am a college professor (15 years teaching) and I have seen in the past ten years freshmen students' capacity for reflection and unstructured problem-solving diminish severely and alarmingly. And, I think much of this problem is due to incredibly structured formative years -- homework, grades, and too many after school classes/activities at the expense of ''free'' time. I will be looking at the posts regarding your question about middle and high schools because I have the same concerns as you.

My own child attends Crestmont School (El Cerrito/Richmond hills). It is a K-5 Cooperative and supports the idea that kids and their families do interesting and educational things during free time. The cooperative nature of the school means parents are engaged in the education of their children and work with the teachers on all aspects of the school. Homework is limited in scope, it increases slightly by grade level to gently introduce the concept of organizing one's time and meeting deadlines as preparation for middle school. But the work is often given in a weekly packet (not daily) and is more creative than the worksheets that I see friends' children doing nightly for public school. My third grader is able to adjust his homework around other activities and he has time to play and relax after school. He actually has time to engage all of the educational toys and books that we have amassed over the years and that he works on self-initiated creative projects -- plus a little homework -- tells me that balance is there for him. My third grader chooses to film and edit his own movies, composes music, reads books, and builds ridiculously complicated Lego structures --all after school because he has time to do it. Crestmont honors the spirit of childhood encouraging fantasy, play, and imagination which I think allows each child's spirit to flourish in his or her young years and beyond. Crestmont has no formal grades nor tests and assessment is performed in written narratives, progress matrices, and parent-teacher meetings. If there are doubts about this style of education, Crestmont can show that our kids have historically done very well when they have matriculated to traditional academic settings in private or public middle schools. If you are interested in K-5, you can find more info about Crestmont at crestmontschool.org Parent at Crestmont

I'm glad you also asked about public schools, for there definitely are some that are actively moving away from having tons of homework. We have a 4th grader at a BUSD school in which the admin and teachers have made a school-wide commitment toward reducing homework for all the kids. Of course the actual homework will be somewhat dependent on the teacher, but I know that it's discussed, encouraged and facilitated at our school. Our son, for example, has reading to do and music he should practice daily, but other than that, he has about 15 minutes a day of something from a weekly packet. Occasionally he'll have a short math review page as well. He has plenty of time to play and relax after school and on weekends, which is absolutely essential for his mental health. [ours as well] Ask the principals/directors of the schools you tour, and ask about the policies per grade, and even if teachers have some leeway in what they assign. You may find out more specifically if a school has a ''no homework'' policy or actually just a ''minimal homework'' policy. Good luck! -happy BUSD parent

You should definitely take a look at The Berkeley School . I share your views on homework, and you will find that the teachers and administrators at TBS feel the same way. There is basically no homework prior to 4th grade, and very manageable amounts for 4th through 8th grades. More importantly, the homework that is sent home is always thoughtful, and builds on something being done during the school day/week rather than just being busy work. Our Head of School thinks that kids' homework should actually be ''the work of the home,'' as he calls it -- kids helping out, being with family, recharging their batteries. I am happy to talk to you personally about our experience at The Berkeley School if you would like. j.s

The Montessori Family School (MFS), 7075 Cutting Blvd., El Cerrito, 510-236-8802, has a very reasonable approach to homework. There is very little outside work in the early grades and it increases in a way that is manageable. I have relatives who attend public school in Berkeley and the West Contra Costa School Districts and the amount of homework they have from even kindergarten is very excessive. It really cuts into family time during the week when things are busy anyway. I was so happy to learn about MFS's policy of not piling on the homework so that students can enjoy their families and participate in activities that are educational within the context of family activities. I am relieved to know that we will not be robbed of family time while my child is a student at MFS. Give them a call and learn more. The school is great. Happy parent

I want to recommend Walden School in Berkeley as a school with a ''gentle'' homework policy. I am not sure what happens in K-3 at Walden because we have just started this year for the 4th grade. But homework in 4th grade is MUCH more reasonable and also MUCH more thoughtful than what we have experienced in public school or other private schools. There is reading a book of his choice every night, as in other schools. There is a weekly project due on Weds. customized to tie into instruction for the week. Example this week is writing about pros/cons of California's aqueduct system. Then there is one short nightly assignment which alternates between math and language arts that takes an inattentive, distracted kid 30-45 min., for example a couple pages in the math workbook. There is no busy work, no brainless discouraging stuff, none of the xeroxed sheets we'd grown used to in the past. Sometimes homework still doesn't get done, and the Walden teachers will sit with my son the next day to work on it. They also check his assignment book every day, adding notes as needed. I really like the way they do things at Walden. G.

Looking for schools with no homework policy

I'm encouraged that there are now discussions taking place about homework for grade school children. My daughter will be entering kindergarten in 2 years, and I am now researching schools, both public and private. Ideally, I would like her to be in a progressive school that does not assign homework for children until 6th grade. I know that Beacon Day School has such a policy, and I am wondering about others. Please share your knowledge of various schools' policies on homework, and at what grade assignment of homework begins. Thank you! Looking for recommendations

This is a very timely question. There was an essay by Peggy Orenstein in yesterday's New York Times magazine about finding an East Bay school for her child that does not give homework in kindergarten - see ''Kindergarten Cram'' http://www.nytimes.com/2009/05/03/magazine/03wwln-lede-t.html?ref=magazine

I asked this question when I was looking at kindergartens three years ago, because I have already been through the homework nightmare with two older kids and was anxious to avoid it for as long as possible. At that time, Head Royce didn't give homework till 2nd or 3rd grade, and St. Paul's until 2nd. I'm sure there must be others as well (and you already know about Beacon.)

But if you don't want your 4 or 5 year old to have homework, then you probably are not going to like public school. My friends with kids in Berkeley and Oakland public schools have all been dealing with homework since the get-go. And there are some school districts that are even crazier. We have friends in the San Ramon school district whose kindergarter proudly showed us her homework, which was to write a story about what she did over the weekend and illustrate it. This was in the fall, at the beginning of the year! She did a lovely job, obviously a bright and talented child. But I was trying to picture my own son dealing with this assignment -- he could barely write his name legibly in kindergarten and couldn't compose a sentence until halfway through the 2nd grade. How would a kid like mine feel about daily pressure to do something he is not developmentally able to do? I imagine it would be very stressful and defeating.

My son is now in 2nd grade at St. Paul's, which we chose partly because of their homework policy, although it turned out that halfway through first grade, the kids began to get homework ''to prepare them for 2nd grade''. Argh. The homework assignments are modest, and expected to take only 15 or 20 minutes, but my child is not exactly Mr. Speedy when it comes to math and spelling, and who wants to come home from ''work'' anyway and do more work? Many days, resistance and procrastination can easily stretch a 15-minute task out to hours, often extending the school day well into dinner time. This is not fair to my kid or to our family life! I honestly don't see the point of homework until 4th grade at least.

I hope others on the list have suggestions for you about schools that are more enlightened about homework. Tired Mom

Ah, homework. Yeah, we hate it too, kind of.

As far as the policies in different schools go, our own public school experience has been that it largely depends on the teacher. Our school [a small BUSD school] sends home a sheet at the beginning of the year letting parents know what's expected and why, and honestly, I was surprised that it wasn't more. [I was told to expect a lot and, for my 2nd grader, it states 10 - 25 minutes].

In Kindergarten, my son had no homework to speak of, while the other class had a little packet of coloring that was due at the end of the week. First grade was the worst for us. While the other class had one or two [very easy] worksheets, my son's class had a [thoughtfully done] note of instructions, which required him to actually write stuff himself instead of just filling in worksheet blanks. For a kid who hates writing, it was the worst. This year, he has one or two worksheets [still only M-Th] which take him minutes to do. While I think they demand way less imagination than last year, they're also way easier. And, like last year, he's expected to spend some time reading.

The idea of homework - letting us know what they're up to in class, and developing habits that will take a kid into later school years - is OK with me. However, I'd like more clear flexibility and communication between parents and teachers about it. In first grade, for example, when my son had such a hard time due to his ''blank page'' anxiety, I wish the teacher had made it clear earlier on that we could help with the parts that were structurally difficult for our kids. It took us a long time to figure out that we, his parents, could turn his blank page into kind of a worksheet, which wasn't then so intimidating for him.

And about the time expectations - of course that's going to end up different for every child. My kid would take hours last year just fighting the process. Once he began it, the work itself didn't take long. We learned not to sweat it too much. His teachers seem to care more about it this year, although a lot of kids in our class still don't do it. One last note: at our school, the afterschool program has a guided 'academic hour' [after an hour of enrichment] during which the separate grades read and work on homework. When my son goes, he almost always finishes his work, with no complaints. -j

My experience at Berkeley Montessori has been no homework until 4th grade, and not a ton of it then. Even better, when my kids were in first through third grades the teachers would talk to them about ''homework'' being the work you do at home, and encourage the kids to talk about the kinds of things they did at home as contributing members of their family. Setting the table, making their beds, helping with dishes, emptying the waste baskets...kids all had different things that they did that varied with their ages and their families, but I really liked how talking about it this way both set an expectation about kids helping out and honored their contributions. Ann

Like you, we don't feel that homework is helpful to our young kids. Happily, we have found a school that doesn't assign homework until 4th grade (and then not very much), and de-emphasizes testing and grades, while emphasizing individualized learning. The school is Berkeley Montessori School , which has a campus for 3- and 4-year-olds and another for K-8. Their website is http://www.bmsonline.org/. A happy BMS family that enjoys our homework-free evenings together

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Online-to-offline combined with problem-based learning is an effective teaching modality in the standardized residency training of nephrology

• Junxia Wu 1 ,
• Zhida Chen 1 ,
• Mhd Alaa Alhendi 2 ,
• Lina Zhu 1 &
• Kunling Ma 1  

BMC Medical Education volume  24 , Article number:  712 ( 2024 ) Cite this article

96 Accesses

Metrics details

The online-to-offline (O2O) teaching method is recognized as a new educational model that integrates network learning into offline classroom education, while problem-based learning (PBL) is a teaching modality that guides students to apply acquired theoretical knowledge to solve practical problems. However, implementing O2O combined with PBL has not been extensively explored in nephrology residency training. This study aims to explore the efficacy of O2O combined with PBL in the standardized residency training of nephrology by comparing it with the traditional lecture-based teaching (LBT).

Sixty residency trainees who participated in the standardized training of internal medicine in the nephrology department of the Second Affiliated Hospital of Zhejiang University School of Medicine were equally allocated into O2O combined with PBL (O2O/PBL) or the LBT group demographically matched. Examinations of theory, practice skills, clinical thinking and teaching satisfaction surveys were utilized to assess the teaching effects of the two groups.

Participants from the O2O/PBL group outperformed those from the LBT group in the examination of theory (81.233 ± 9.156 vs. 75.800 ± 7.009, mean ± SEM), practice skills (104.433 ± 3.569 vs.100.316 ± 4.628, mean ± SEM) and clinical thinking (88.933 ± 4.473 vs. 86.667 ± 3.844, mean ± SEM). There was no significant difference in the teaching satisfaction between the two groups.

The current study shows the positive impact of O2O combined with PBL approach on standardized residency training in nephrology without reducing teaching satisfaction.

Peer Review reports

China has established a system of national standardized medical residency training since 2014, affecting the health of its 1.4 billion people [ 1 ]. The Chinese government stated that by 2020, all new medical graduates must first complete residency training in an accredited program before working as attending physicians [ 2 ]. Residents are required to finish 33 months of training in different departments within internal medicine in order to complete their training. Moreover, 2 months are arranged for the nephrology department rotations according to the new standards for the internal medicine curriculum [ 1 ]. However, nephrology training has been facing a challenging phase, with difficulty in attracting prospective residents. Factors such as lower income, greater complexity compared to other specialties, and relatively limited job opportunities in some parts of the country may all be significant contributing factors. Therefore, improving teaching methods could potentially render nephrology easier to understand and could hopefully enhance recruitment to the field [ 3 ]. Thus, it is very important to develop new teaching methods to improve the teaching efficiency of nephrology in the standardized residency training.

The advent of the COVID-19 pandemic has necessitated a transition from the offline face-to-face teaching model to the online model as a measure to mitigate the congregation and subsequent transmission of the virus. Due to its efficiency and immediacy, online live teaching is highly regarded by a substantial number of educators [ 4 ]. Ding Talk serves as critical software extensively utilized for office work and online teaching, particularly during the COVID-19 pandemic in China [ 5 ]. The online-to-offline (O2O) teaching method is emerging as an innovative educational model that integrates network learning into offline classroom education in the post-epidemic era [ 6 ], which has been applied to advanced mathematics education and yields exceptional outcomes [ 4 ].

Problem-based learning (PBL) is recognized as an effective, active learning strategy that offers various benefits to students [ 7 , 8 ]. It is characterized as an innovative teaching method that is problem-based, student-centered, and teacher-guided, which directs students to apply their acquired theoretical knowledge to resolve practical challenges [ 9 , 10 , 11 , 12 , 13 , 14 ]. This approach has been successfully implemented in both the standardization training for ultrasonography residents as well as in undergraduate medical education [ 15 , 16 ]. However, the integration of online-to-offline combined with problem-based learning has not been well explored in the education of nephrology in the standardized residency training. Thus, the aim of this study is to explore the effect of O2O combined with the PBL teaching method in the standardized residency training of nephrology.

Participants

A total of 60 internal medicine trainees, ranging in age from 23 to 30 years, were voluntarily enrolled from the nephrology department of the Second Affiliated Hospital of Zhejiang University School of Medicine. These trainees underwent a standardized internal medicine training program in the nephrology department, which spanned from August 1, 2022, to April 30, 2023.

Study design

Following informed consent, participants were divided into two distinct groups: the traditional lecture-based teaching (LBT) group and the O2O combined with PBL (O2O/PBL) teaching group. The LBT group comprised 30 trainees, including 10 males and 20 females. And the O2O/PBL group comprised 30 trainees, including 8 males and 22 females (Table  1 ).

The training instructors of the two groups are all attending nephrologists who have worked for at least 3 years in the nephrology department of the Second Affiliated Hospital of Zhejiang University School of Medicine. And they are regularly trained by educators who are proficient in O2O/PBL and the LBT teaching methods and have passed regular assessments according to the new standards for residency training of internal medicine. Both groups of residency trainees participated in the teaching activities of the nephrology department, such as residency training lectures, case discussions, and teaching rounds. The teaching content was formulated according to the residency training teaching syllabus in China. The study was carried out following the flowchart as demonstrated in Fig.  1 .

Schematic demonstration of the process of teaching activities. In the traditional LBT model, residency trainees were exposed to new materials in class through lecture delivered by the instructor in the classroom. While residency trainees in O2O/PBL model were exposed to the material prior to class and involved in problem-based learning mode with study groups during the class via face-to-face teaching by Ding Talk broadcast. Live playback of the classes was available after class for repeated viewing to reinforce learning outcomes. O2O/PBL: Online-to-offline combined with problem-based learning; LBT: lecture-based teaching

The teaching process of O2O/PBL group involved the following: Uploading pre-class materials: including online teaching materials such as operation and theoretical courses, putting forward specific clinical problems, and guiding trainees to self-study before class. The theoretical courses referred to the related cases and summary of knowledge points of the classes in the format of slideshows. Each trainee was expected to take about 30 min to preview these materials, and the amount of online work was comparable to the time needed to review course material with the LBT group. The operation courses referred to the practice skills videos and instructions on how to perform urinary catheterization and physical checkups in nephrology. While for the LBT group, urinary catheterization was taught by bedside demonstration. They were also encouraged to self-study before the class and practice after class but with no problem-based discussion and teaching videos. In the LBT group there were no additional learning materials before the class.

During the course, trainees were divided into study groups by the instructor, each consisting of 2 to 3 trainees. They discussed the problems raised before the class, shared their own opinions, and the teacher gave feedback and summarized the questions. In each class, smart electronic screens were employed as teaching media in the classroom, and Ding Talk live broadcast started during offline classroom teaching. After the course, playback of the live broadcast of the classes was available for repeated watching to reinforce learning outcomes. The teaching process of the LBT group was as follows: trainees were encouraged to preview relevant textbooks, guidebooks and references before class, and the instructors carried out traditional classroom teaching according to the teaching syllabus. The knowledge points covered in the LBT group addressed the same teaching content as those covered in the O2O/PBL group. Furthermore, the stated learning objective for the LBT group was identical to that of the O2O/PBL group. Finally, the instructors were led to summarize and answer questions. During the class, there were no Ding Talk live broadcasts. The students were allowed to ask questions during the lectures, but no problems were proposed during the LBT classes. Both groups of trainees participated in ward work normally, including receiving inpatients, completing physical examinations, writing medical records, and observing clinical operations according to the outline of the standardized training of internal medicine.

Assessment system

After the rotation of the nephrology department, trainees of both groups participated in examinations, which included theoretical knowledge, practical skills and clinical thinking, according to the outline of residency training of nephrology. The examination results were employed as objective evaluation indicators. The full score of the theory and clinical thinking examination is 100 points, while the practical skills exam has a full score of 110 points. The theoretical examinations were formulated by the residency training secretary of the nephrology department and underwent a rigorous review by internal medicine educators (Additional file 1 ). The practical skills examination focused on the proficiency in urinary catheterization. During the clinical thinking examination, trainees were tasked with randomly selected case studies which they analyzed to summarize their medical histories, to give diagnosis, and the differential diagnosis, as well as to propose treatment strategies and interventions. An examiner will score the candidates’ professional knowledge, humanistic, professional quality, and communication ability. The entire examination process was supervised by the residency training secretary of the nephrology department and the supervisory committee of the medical residency training program, ensuring adherence to the established standards [ 2 , 17 ].

All residency trainees who participated in the study were invited to complete an anonymous survey online (Additional file 2 ) [ 18 ]. The trainees from both the traditional LBT group and O2O/PBL group were respectively assessed via questionnaires to evaluate their subjective perceptions of different teaching methods. The questionnaire covered five aspects: overall teaching satisfaction, learning difficulty, learning interest, classroom atmosphere and knowledge points consolidation. The questionnaire was assessed using a five-point scale, where a score of 1 indicated “very satisfied” and a score of 5 denoted “very dissatisfied”, with intermediate values representing “relatively satisfied”, “generally satisfied”, and “not very satisfied” [ 19 , 20 ].

Data evaluation and statistical analysis

SPSS 22.0 was utilized for statistical analysis of the theoretical scores, practical skills scores, clinical thinking scores, and teaching satisfaction survey items. All measurement data were represented by (mean ± standard deviation). Normal tests were conducted on the data, and the test scores were in line with the normal distribution, whereas the teaching satisfaction survey items were not in line with the normal distribution. An independent sample t-test [ 21 ] was applied for test scores and a chi-square test was utilized for comparison of teaching satisfaction between the two groups. P  < 0.05 was considered as statistically significant, P >0.05 was considered as not significant. All analytical methods were conducted in accordance with relevant guidelines and regulations.

Comparative analysis of the test score

The theoretical score of O2O/PBL group was 81.233 ± 9.156, and that of the LBT group was 75.800 ± 7.009. The practical skills score of O2O/PBL group was 104.433 ± 3.569, and that of the LBT group was 100.316 ± 4.628. The clinical thinking score of the O2O/PBL group was 88.933 ± 4.473, and that of the LBT group was 86.667 ± 3.844. The differences were all statistically significant ( P  < 0.05), as shown in Table  2 . We also performed an ANOVA test and obtained similar results to the independent sample t-test for the three test scores between the two groups (Additional file 3 ).

Comparative analysis of questionnaire results

In this study, a total of 60 questionnaires were distributed and all 60 were received. The questionnaire survey revealed that in the O2O/PBL group, 17 people were very satisfied, 11 people were relatively satisfied, 2 people were generally satisfied, and the satisfaction rate was 93.33%; in the LBT group, 17 people were very satisfied, 11 people were relatively satisfied, 2 people were generally satisfied, and the overall satisfaction rate was 93.33%. Teaching satisfaction survey showed no statistical difference in overall teaching satisfaction, learning difficulty, learning interest, classroom atmosphere, and knowledge points consolidation, as shown in Fig.  2 ( P  > 0.05).

Comparison of teaching satisfaction evaluation. A Chi-square test was employed for comparison between groups, P >0.05 was considered as not significant. NS: not significant

In the post-epidemic era, the single online or offline teaching method cannot meet the needs of medical education. The teaching platform is very important for developing online teaching activities as it serves as a bridge connecting teachers and students while carrying various teaching resources [ 6 , 22 ]. A smart screen with access online was provided by the Second Affiliated Hospital of Zhejiang University School of Medicine for teaching, meeting, and remote consultation. Ding Talk and smart screens make it convenient to start a live stream while conducting face-to-face teaching in the classroom. Live playback of the classes was available after class for repeated viewing to reinforce learning outcomes.

Nephrology is a comprehensive and highly practical discipline which is an important part of standardized residency training in internal medicine. Nephrology education is a demanding, complex and often frustrating task. Therefore, the implementation of innovative teaching methods is crucial for enhancing teaching quality and strengthening students’ learning initiative and enthusiasm [ 21 , 23 , 24 , 25 , 26 ].

The O2O teaching method refers to an innovative teaching method that integrates online with offline teaching, which both have the advantage of the ease and efficiency of online education and the environmental experience of offline education. It has been proven that the O2O teaching method has relatively powerful and outstanding practical and social characteristics [ 27 , 28 ]. PBL teaching method is student-centered, combined with specific cases [ 10 ]. It also stimulates students’ subjective initiative in learning through pre-class learning, in class group discussion, and self-study after class. The PBL approach has gained substantial traction in the realm of clinical education due to its effectiveness in enhancing clinical thinking and practical skills [ 29 , 30 ].

Based on these theories and experiences, we combined O2O and PBL teaching methods into the residency training of internal medicine of nephrology, utilizing smart electronic screen as the teaching medium, distributing pre-class and after-class learning materials through Ding Talk network platform, assigning pre-class and after-class homework, initiating Ding Talk live broadcast during face-to-face teaching session, and facilitating students’ discussions on clinical problems raised by instructors in study groups. The teacher summarized the questions, gave feedback and answered questions raised by the students. Finally, a statistical analysis was conducted on the students’ theoretical scores, practical skills scores, and clinical thinking assessment scores (Fig.  1 ). We found that the test scores of the O2O combined PBL teaching group were higher than those of the traditional teaching group, and the difference was statistically significant (Table  2 ). Furthermore, the teaching satisfaction of two groups of students was investigated. There was no statistically significant difference between the two groups, and the complaint rate did not increase (Fig.  2 ). These findings suggest that the O2O combined PBL teaching method was more effective than the traditional lecture-based teaching because it can significantly improve the learning effect of residency trainees without reducing teaching satisfaction. This study showed that the O2O combined PBL teaching method is promising and could be promoted in the standardized residency training of nephrology.

There are two limitations to our study. One is that we conducted the study only in our institution with a relatively small number of learners. Another limitation is that we assessed only the short-term results of this teaching approach via test scores. But our research provides a foundation for the O2O combined PBL teaching method to be conducted as an effective teaching method and applied in other institutions with more learners. Further studies are needed to investigate the long-term benefits of this teaching approach for internal medicine training in nephrology such as educational policy making and even career development in China and other countries in the future.

In summary, by comparing the learning effect of O2O/PBL and LBT in residency training of nephrology, we believe that O2O/PBL teaching method can provide a better teaching method for residency training of nephrology, which can fully mobilize students’ learning initiative and achieve better learning results.

Data availability

The related materials including teaching materials, examination materials, and teaching satisfaction surveys were kept in hard copies in the nephrology department of the Second Affiliated Hospital of Zhejiang University, School of Medicine. The original datasets of the study are available from the corresponding author on reasonable request.

Abbreviations

Online-to-offline combined with problem-based learning

lecture-based teaching

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Acknowledgements

Not applicable.

This research is funded by the Second Affiliated Hospital, Zhejiang University School of Medicine under grants no.20220234 and no.20220222.

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Authors and affiliations.

Department of Nephrology, The Second Affiliated Hospital, School of Medicine, Zhejiang University, Hangzhou, 310009, Zhejiang, PR, China

Junxia Wu, You Ke, Zhida Chen, Lina Zhu & Kunling Ma

School of Medicine, Zhejiang University, Hangzhou, 310009, Zhejiang, China

Mhd Alaa Alhendi

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Junxia Wu participated in the teaching activities, collected the data, analyzed the results and drafted the manuscript; You Ke, Zhida Chen and Lina Zhu participated in the teaching activities, Mhd Alaa Alhendi revised the manuscript and Kunling Ma designed the study. All authors contributed to the critical revision of the paper and approved the final manuscript for publication.

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Correspondence to Kunling Ma .

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This study was waived for ethics approval by the Institutional Review Board and Ethics Committee of the Second Affiliated Hospital of Zhejiang University School of Medicine(research no:2023 − 0989). Informed consent was obtained from all resident participants in the study.

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Wu, J., Ke, Y., Chen, Z. et al. Online-to-offline combined with problem-based learning is an effective teaching modality in the standardized residency training of nephrology. BMC Med Educ 24 , 712 (2024). https://doi.org/10.1186/s12909-024-05675-w

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Received : 11 November 2023

Accepted : 19 June 2024

Published : 02 July 2024

DOI : https://doi.org/10.1186/s12909-024-05675-w

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New Hanover NAACP calls for transparency after school board fires superintendent

The New Hanover County Branch of the NAACP has responded to the New Hanover County Board of Education's firing of former Superintendent Charles Foust.

After a closed session Tuesday night, the school board voted 5-0 without two of its members to unilaterally terminate Foust's contract . Two members -- Stephanie Kraybill and Josie Barnhart -- did not get to vote were because they were not at the meeting.

The unilateral termination of his contract means that Foust will have to be paid a year of his salary from the date of termination, which is $225,000. According to his contract , Foust does not have the right to a hearing before the board and cannot appeal the decision.

More: Fired New Hanover County Schools superintendent and his attorney respond

In a statement released late Wednesday night, New Hanover County NAACP called for the transparency and accountability of the school board following the "abrupt" and "opaque" termination of Foust.

Chapter President LeRon Montgomery expressed concerns over the decision, highlighting the exclusion of board members from the decision-making process.

"As advocates for equity and justice, the NAACP firmly believes that states and local authorities must eliminate all forms of inequities and barriers to ensure equal educational opportunities for minority groups," Montgomery said in the release. "The public deserves to know the reasons behind Dr. Foust's termination, especially since it was made without all board members present and with virtually no transparency."

Montgomery also questioned whether the board considered the impact of losing one's job without prior notice and what message the decision sends to students, parents and community members.

The release also draws attention to the financial concerns that the NAACP has as county taxpayers are now liable for the financial obligations owed to Foust, who will no longer be serving the district despite having to be paid a year of salary.

"Transparency and logic must be brought to this matter to restore the community's faith in our educational governance." Montgomery said in the release. "The residents of New Hanover County, who are directly impacted by these decisions, deserve to be treated with the respect and dignity that comes from open and honest communication."

Montgomery also wrote a letter to the school board calling for transparency and described the decision to fire Foust without the full board present and without stating any reasoning as "deeply troubling."

"It is imperative that students, parents and citizens of our community receive clear answers as to why such a crucial decision was made in an unanticipated closed session, particularly so soon after the renewal of Dr. Foust's contract," Montgomery wrote.

The board did not give a reason for Foust's firing. The decision came after the board presented results from a staff climate survey, which revealed that district staff has overwhelmingly negative feelings about district leadership as well as the school board. About 72% of teachers responded to the survey that they felt there was not an atmosphere of trust and mutual respect in the district.

More: Teacher survey paints negative picture of what it's like working in New Hanover County schools

Foust, who was the first Black superintendent in the district, had recently earned 2024-25 Southeast Regional Superintendent of the Year. He responded with a statement sent through his attorney, Gary Shipman of Shipman & Wright LLP.

"I am proud of the students and all employees of NHCS. We have accomplished so many great things in the last 4 years," the statement said. "I am grateful for how my peers, the state and the community have recognized the diligent work put forth for student academic achievement."