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Or is homework just a headache—another distraction from family time and downtime, already diminished by the likes of music and dance lessons, sports practices, and part-time jobs?
My 8th grader does her homework immediately after school, up until gymnastics. Are American students overburdened with homework? In some middle-class and affluent communities, where pressure on students to achieve can be fierce, math homework help phone number, yes. Many low-income parents value homework as an important connection to the school and the curriculum—even as their children report receiving little homework.
Overall, high-school students relate that they spend less than one hour per day on homework, on average, and only 42 percent say they do it five days per week. In one recent survey by the National Assessment of Educational Progress NAEPa minimal 13 percent of year-olds said they had devoted more than two hours to homework the previous evening see Figure 1.
Why, then, should we burden young children and their families with homework if there is no academic benefit to doing it? Indeed, perhaps it would be best, as some propose, to eliminate homework altogether, particularly in these early grades.
It can prepare children to confront ever-more-complex tasks, develop resilience in the face of difficulty, math homework help phone number, and learn to embrace rather than shy away from challenge. In short, homework is a key vehicle through which we can help shape children into mature learners, math homework help phone number. A narrow focus on whether or not homework boosts grades and test scores in the short run thus ignores math homework help phone number broader purpose in education, the development of lifelong, confident learners.
Still, the question looms: does homework enhance academic success? While correlation does not imply causality, extensive research has established that at the middle- and high-school levels, homework completion is strongly and positively associated with high achievement. Very few studies have reported a negative correlation. As noted above, math homework help phone number, findings on the homework-achievement connection at the elementary level are mixed.
A small number of experimental studies have demonstrated that elementary-school students who receive homework achieve at higher levels than those who do not. These findings suggest a causal relationship, but they are limited in scope. Within the math homework help phone number of correlational research, some studies report a positive homework-achievement connection, some a negative relationship, and yet others show no relationship at all.
Why the mixed findings? Researchers point to a number of possible factors, such as developmental issues related to how young children learn, different goals that teachers have for younger as compared to older students, and how researchers define homework. Certainly, young children are still developing skills that enable them to focus on the material at hand and study efficiently.
While teachers at both levels note the value of homework for reinforcing classroom content, those in the earlier grades are more likely to assign homework mainly to foster skills such as responsibility, perseverance, and the ability to manage math homework help phone number. Most research examines homework generally.
Might a focus on homework in a specific subject shed more light on the homework-achievement connection? Contrary to previous findings, researchers reported a stronger relationship between homework and achievement in the elementary grades than in middle school. As the math homework help phone number authors note, one explanation for this finding could be that in elementary school, teachers tend to assign more homework in math than in other subjects, while at the same time assigning shorter math tasks more frequently.
Harris M. Cooper of Duke University, the leading researcher on homework, has examined decades of study on what we know about the relationship between math homework help phone number and scholastic achievement. Thus, a 1st grader would do 10 minutes each day and a 4th grader, 40 minutes. The National Parent Teacher Association and the National Education Association both endorse this guideline, but it is not clear whether the recommended allotments include time for reading, math homework help phone number, which most teachers want children to do daily.
For middle-school students, Cooper and colleagues report that 90 minutes per day of homework is optimal for enhancing academic achievement, and for high schoolers, the ideal range is 90 minutes to two and a half hours per day. Beyond this threshold, more homework does not contribute to learning. As noted above, developmentally appropriate homework can help children cultivate positive beliefs about learning. Decades of research have established that these beliefs predict the types of tasks students choose to pursue, their persistence in the face of challenge, and their academic achievement.
Broadly, learning beliefs fall under the banner of achievement motivation, which is a constellation of cognitive, behavioral, and affective factors, including: the way a person perceives his or her abilities, goal-setting skills, expectation of success, the value the individual places on learning, and self-regulating behavior such as time-management skills.
Positive or adaptive beliefs about learning serve as emotional and psychological protective factors for children, especially when they encounter difficulties or failure. Those with a growth mindset view effort as the key to mastery. They see mistakes as helpful, persist even in the face of failure, prefer challenging over easy tasks, and do better in school than their peers who have a fixed mindset.
In contrast, children with a fixed mindset view effort and mistakes as implicit condemnations of their abilities, math homework help phone number. Such children succumb easily to learned helplessness in the face of difficulty, and they gravitate toward tasks they know they can handle rather than more challenging ones.
Of course, learning beliefs do not develop in a vacuum. Studies have demonstrated that parents and teachers play a significant role in the development of positive beliefs and behaviors, and that homework is a key tool they can use to foster motivation and academic achievement. Most parents view such engagement as part and parcel of their role.
They also believe that doing homework fosters responsibility and organizational skills, and that doing well on homework tasks contributes to learning, even if children experience frustration from time to time.
Many parents provide support by establishing homework routines, eliminating distractions, communicating expectations, helping children manage their time, providing reassuring messages, and encouraging kids to be aware of the conditions under which they do their best work. These supports help foster the development of self-regulation, which is critical to school success.
As children move into higher grades, these skills and strategies help them organize, plan, and learn independently. Especially in the early grades, homework gives parents the opportunity to cultivate beliefs and behaviors that foster efficient study skills and academic resilience. Indeed, across age groups, there is a strong and positive relationship between homework completion and a variety of self-regulatory processes. However, the quality of parental help matters.
Parents who maintain a positive outlook on homework and allow their children room to learn and struggle on their own, stepping in judiciously with informational feedback and hints, do their children a much better service than those who seek to control the learning process.
The former included the belief that parents encouraged math homework help phone number children to try to find math homework help phone number right answer on their own before providing them with assistance, and when the child struggled, attempted to understand the source of the confusion.
In contrast, the latter included the perception that parents provided unsolicited help, interfered when the children did their homework, and told them how to complete their assignments. Supportive help predicted higher achievement, while intrusive help was associated with lower achievement.
Children are more likely to focus on self-improvement during homework time and do better in school when their parents are oriented toward mastery. In contrast, if parents focus on how well children are doing relative to peers, kids tend to adopt learning goals that allow them to avoid challenge.
Social class is another important element in the homework dynamic. What is the homework experience like for families with limited time and resources? And what of affluent families, where resources are plenty but the pressures to succeed are great? Poorer families also have fewer financial resources to devote to home computers, tutoring, and academic enrichment. In fact, parental help with homework is not a necessary component for school success. Students said their immigrant parents rarely engaged in activities that are known to foster academic achievement, such as monitoring homework, checking it for accuracy, or attending school meetings or events.
In a related vein, a recent analysis of survey data showed that Asian and Latino 5th graders, relative to native-born peers, were more likely to turn to siblings than parents for homework help. One study found that mothers enjoyed the routine and predictability of homework and used it as a way to demonstrate to children how to plan their time. Mothers organized homework as a family activity, with siblings doing homework together and older children reading to younger ones.
In this way, homework was perceived as a collective practice wherein siblings could model effective habits and learn from one another. In another recent study, math homework help phone number, researchers examined mathematics achievement in low-income 8th-grade Asian and Latino students. Help with homework was an advantage their mothers could not provide. They could, however, math homework help phone number structure for example, by setting aside quiet time for homework completionand it was this structure that most predicted high achievement.
The homework narrative at the other end of the socioeconomic continuum is altogether different. Media reports abound with examples of students, mostly in high school, carrying three or more hours of homework per night, a burden that can impair learning, motivation, and well-being.
In affluent communities, students often experience intense pressure to cultivate a high-achieving profile that will be attractive to elite colleges. Heavy homework loads have been linked to unhealthy symptoms such as heightened stress, anxiety, math homework help phone number complaints, and sleep disturbances. Fortunately, some national intervention initiatives, such as Challenge Success co-founded by Popeare heightening awareness of these problems.
What is good for this small segment of students, however, is not necessarily good for the majority. My colleagues and I analyzed interviews conducted with lower-income 9th graders African American, Mexican American, and European American from two Northern California high schools that at the time were among the lowest-achieving schools in the state.
We found that these students consistently described receiving minimal homework—perhaps one or two worksheets or textbook pages, the occasional project, and 30 minutes of reading per night. Math was the only class in which they reported having homework each night.
These students noted few consequences for not completing their homework. Indeed, greatly reducing or eliminating homework would likely increase, not diminish, the achievement gap. As Harris M. Cooper has commented, those choosing to opt their children out of homework are operating from a place of advantage.
Children in higher-income families benefit from many privileges, including exposure to a larger range of language at home that may align with the language of school, access to learning and cultural experiences, and many other forms of enrichment, such as tutoring and academic summer camps, math homework help phone number, all of which may be cost-prohibitive for lower-income families. But for the 21 percent of the school-age population who live in poverty—nearly 11 million students ages 5—17—homework is one tool that can help narrow the achievement gap.
For example, Boys and Girls and 4-H clubs offer volunteer tutors as well as access to computer technology that students may not have at home. Many schools provide homework clubs or integrate homework into the afterschool math homework help phone number. For example, Joyce Epstein of Johns Hopkins University has developed the TIPS model Teachers Involve Parents in Schoolworkwhich embraces homework as an integral part of family time.
TIPS is a teacher-designed interactive program in which children and a parent or family member each have a specific role in the homework scenario. For example, children might show the parent how to do a mathematics task on fractions, explaining their reasoning along the way and reviewing their thinking aloud if they are unsure. Evaluations show that elementary and middle-school students in classrooms that have adopted TIPS complete more of their homework than do students in other classrooms.
Math homework help phone number students and parent participants show more positive beliefs about learning mathematics, and TIPS students show significant gains in writing skills and report-card science grades, as well as higher mathematics scores on standardized tests.
Teachers reported fewer missed assignments and greater student effort in coursework, and math grades and GPA significantly improved, math homework help phone number. Teachers favor homework for a number of reasons. They believe it fosters a sense of responsibility and promotes academic achievement. They note that homework provides valuable review and practice for students while giving teachers feedback on areas where students may need more support.
While students, to say the least, may not always relish the idea of doing homework, by high school most come to believe there is a positive relationship between doing homework and doing well in school. They crave high-quality, challenging assignments—and it is this kind of homework that has been associated with higher achievement, math homework help phone number.
What constitutes high-quality homework?
Lesson 9.1 Line Plots
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We provide class and homework help for every subject in the college curriculum: Math, Business, Management, Humanities, Languages, Nursing, Engineering, and more. It does not matter if you are a first year student or upperclassman; if you are having a hard time completing your homework with top grades, stop doing your work and let us do it for you Jun 05, · Try starting with the most pressing homework. If you've got 20 math problems to do for tomorrow, and 20 pages to read in a novel for Friday, it's probably better to start with the math homework to make sure you'll have enough time to complete it. Make homework due the next day the priority. Try starting with the most important homework. Your Homework Hotline remains committed to providing academic support for all K students in TN. Homework hotline is closed for the summer! We will reopen on Tuesday, August Join our mailing list to receive updates. Need help? Check out our resource page here
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