Homework Synthesis

Homework is a critical part of the educational process; however, it is crucial to consider balance when determining how much homework to assign. The negative perception of homework is fairly universal among students. However, in recent years, homework has escalated from “just one of those things” that people complain about to a bigger issue. A 2011 study conducted by the National Center for Education Statistics revealed that on average, students spend 6.8 hours on homework per week outside of school (Source A). If you consider that this average represents the apex of the bell curve for grades 9 through 12, regardless of course rigor, it is easy to see that those students concerned with receiving higher grades in more rigorous courses will

While source E espouses that “the side effects of homework are very destructive”, it completely overlooks the benefits of an appropriate amount of homework. One such benefit is that the repetition that some homework provides helps solidify concepts in the minds of students. Harris Cooper, social psychologist at Duke University and “one of the nation’s leading homework researchers”, supports this point, positing that “homework can indeed produce academic benefits, such as increased understanding and retention of material” (Source F). Mathematics is an example of a subject that depends on homework for retention. A teacher can introduce a concept or formula to students, however, nothing but practicing multiple problems can strongly establish those concepts and make them easy to master and recall. This principal is applicable to all students who are learning mathematics, no matter their grade-level, contradicting the decision made by the school described in Source E, which has completely stopped “sending students home with… math problems” (Source E). This principle is applicable to more than just mathematics. Dr. Cooper validates this thought by discussing how subjects “like vocabulary and spelling are learned through practice” (Source F). While implemented with good intentions, eliminating homework entirely disables students from better

Assigning copious amounts of homework decreases the student’s interest and drive to complete the work. Dr. Cooper, the Duke University social psychologist mentioned earlier, bluntly states in source B that “Kids burn out” (Source B). This simply-put statement supports the earlier claim, especially when acknowledged by one of the most prestigious homework-researchers in the country. As a student myself, I can personally attest to feelings of disinterest and being “burnt-out” quite often while completing four to six hours of homework on weeknights. Assigning too much homework also puts quantity ahead of quality. The cartoon by Randy Glasbergen supports this. By having the teacher say “just read every other word”, Glasbergen is acknowledging how, in order to complete vast amounts of homework, students and sometimes even teachers find it acceptable to cut corners, a lesson that serves only to hurt the education of students. Realizing several negative effects result from assigning too much homework, including driving the wrong behaviors, the best course of action is to adhere to the ten-minute rule. The ten-minute rule is where the child’s grade level is multiplied by ten, which results in the amount of homework they should do, in minutes (Source C). Following the ten-minute rule would allow students to be able to