history of homework in the us

The History of Homework: Why Was it Invented and Who Was Behind It?

• By Emily Summers
• February 14, 2020

Homework is long-standing education staple, one that many students hate with a fiery passion. We can’t really blame them, especially if it’s a primary source of stress that can result in headaches, exhaustion, and lack of sleep.

It’s not uncommon for students, parents, and even some teachers to complain about bringing assignments home. Yet, for millions of children around the world, homework is still a huge part of their daily lives as students — even if it continues to be one of their biggest causes of stress and unrest.

It makes one wonder, who in their right mind would invent such a thing as homework?

Who Invented Homework?

Pliny the younger: when in ancient rome, horace mann: the father of modern homework, the history of homework in america, 1900s: anti-homework sentiment & homework bans, 1930: homework as child labor, early-to-mid 20th century: homework and the progressive era, the cold war: homework starts heating up, 1980s: homework in a nation at risk, early 21 st century, state of homework today: why is it being questioned, should students get homework pros of cons of bringing school work home.

Online, there are many articles that point to Roberto Nevilis as the first educator to give his students homework. He created it as a way to punish his lazy students and ensure that they fully learned their lessons. However, these pieces of information mostly come from obscure educational blogs or forum websites with questionable claims. No credible news source or website has ever mentioned the name Roberto Nevilis as the person who invented homework . In fact, it’s possible that Nevilis never even existed.

As we’re not entirely sure who to credit for creating the bane of students’ existence and the reasons why homework was invented, we can use a few historical trivia to help narrow down our search.

Mentions of the term “homework” date back to as early as ancient Rome. In I century AD, Pliny the Younger , an oratory teacher, supposedly invented homework by asking his followers to practice public speaking at home. It was to help them become more confident and fluent in their speeches. But some would argue that the assignment wasn’t exactly the type of written work that students have to do at home nowadays. Only introverted individuals with a fear of public speaking would find it difficult and stressful.

It’s also safe to argue that since homework is an integral part of education, it’s probable that it has existed since the dawn of learning, like a beacon of light to all those helpless and lost (or to cast darkness on those who despise it). This means that Romans, Enlightenment philosophers, and Middle Age monks all read, memorized, and sang pieces well before homework was given any definition. It’s harder to play the blame game this way unless you want to point your finger at Horace Mann.

In the 19 th century, Horace Mann , a politician and educational reformer had a strong interest in the compulsory public education system of Germany as a newly unified nation-state. Pupils attending the Volksschulen or “People’s Schools” were given mandatory assignments that they needed to complete at home during their own time. This requirement emphasized the state’s power over individuals at a time when nationalists such as Johann Gottlieb Fichte were rallying support for a unified German state. Basically, the state used homework as an element of power play.

Despite its political origins, the system of bringing school assignments home spread across Europe and eventually found their way to Horace Mann, who was in Prussia at that time. He brought the system home with him to America where homework became a daily activity in the lives of students.

Despite homework being a near-universal part of the American educational experience today, it hasn’t always been universally accepted. Take a look at its turbulent history in America.

In 1901, just a few decades after Horace Mann introduced the concept to Americans, homework was banned in the Pacific state of California . The ban affected students younger than 15 years old and stayed in effect until 1917.

Around the same time, prominent publications such as The New York Times and Ladies’ Home Journal published statements from medical professionals and parents who stated that homework was detrimental to children’s health.

In 1930, the American Child Health Association declared homework as a type of child labor . Since laws against child labor had been passed recently during that time, the proclamation painted homework as unacceptable educational practice, making everyone wonder why homework was invented in the first place.

However, it’s keen to note that one of the reasons why homework was so frowned upon was because children were needed to help out with household chores (a.k.a. a less intensive and more socially acceptable form of child labor).

During the progressive education reforms of the late 19 th and early 20 th centuries, educators started looking for ways to make homework assignments more personal and relevant to the interests of individual students. Maybe this was how immortal essay topics such as “What I Want to Be When I Grow Up” and “What I Did During My Summer Vacation” were born.

After World War II, the Cold War heated up rivalries between the U.S. and Russia. Sputnik 1’s launch in 1957 intensified the competition between Americans and Russians – including their youth.

Education authorities in the U.S. decided that implementing rigorous homework to American students of all ages was the best way to ensure that they were always one step ahead of their Russian counterparts, especially in the competitive fields of Math and Science.

In 1986, the U.S. Department of Education’s pamphlet, “What Works,” included homework as one of the effective strategies to boost the quality of education. This came three years after the National Commission on Excellence in Education published “ Nation at Risk: The Imperative for Educational Reform .” The landmark report lambasted the state of America’s schools, calling for reforms to right the alarming direction that public education was headed.

Today, many educators, students, parents, and other concerned citizens have once again started questioning why homework was invented and if it’s still valuable.

Homework now is facing major backlash around the world. With more than 60% of high school and college students seeking counselling for conditions such as clinical depression and anxiety, all of which are brought about by school, it’s safe to say that American students are more stressed out than they should be.

After sitting through hours at school, they leave only to start on a mountain pile of homework. Not only does it take up a large chunk of time that they can otherwise spend on their hobbies and interests, it also stops them from getting enough sleep. This can lead to students experiencing physical health problems, a lack of balance in their lives, and alienation from their peers and society in general.

Is homework important and necessary ? Or is it doing more harm than good? Here some key advantages and disadvantages to consider.

• It encourages the discipline of practice

Using the same formula or memorizing the same information over and over can be difficult and boring, but it reinforces the practice of discipline. To master a skill, repetition is often needed. By completing homework every night, specifically with difficult subjects, the concepts become easier to understand, helping students polish their skills and achieve their life goals.

• It teaches students to manage their time

Homework goes beyond just completing tasks. It encourages children to develop their skills in time management as schedules need to be organized to ensure that all tasks can be completed within the day.

• It provides more time for students to complete their learning process

The time allotted for each subject in school is often limited to 1 hour or less per day. That’s not enough time for students to grasp the material and core concepts of each subject. By creating specific homework assignments, it becomes possible for students to make up for the deficiencies in time.

• It discourages creative endeavors

If a student spends 3-5 hours a day on homework, those are 3-5 hours that they can’t use to pursue creative passions. Students might like to read leisurely or take up new hobbies but homework takes away their time from painting, learning an instrument, or developing new skills.

• Homework is typically geared toward benchmarks

Teachers often assign homework to improve students’ test scores. Although this can result in positive outcomes such as better study habits, the fact is that when students feel tired, they won’t likely absorb as much information. Their stress levels will go up and they’ll feel the curriculum burnout.

• No evidence that homework creates improvements

Research shows that homework doesn’t improve academic performance ; it can even make it worse. Homework creates a negative attitude towards schooling and education, making students dread going to their classes. If they don’t like attending their lessons, they will be unmotivated to listen to the discussions.

With all of the struggles that students face each day due to homework, it’s puzzling to understand why it was even invented. However, whether you think it’s helpful or not, just because the concept has survived for centuries doesn’t mean that it has to stay within the educational system.

Not all students care about the history of homework, but they all do care about the future of their educational pursuits. Maybe one day, homework will be fully removed from the curriculum of schools all over the world but until that day comes, students will have to burn the midnight oil to pass their requirements on time and hopefully achieve their own versions of success.

About the Author

Emily summers.

The Importance and Benefits of Sending Your Child to a Daycare Center

A Parent’s Guide to Finding a Fun Children’s Museum in California

Your Guide to Surviving College by Avoiding These Bad Habits

Balancing Acts: Managing Career Demands While Caring for an Elderly Parent

Debunking the Myth of Roberto Nevilis: Who Really Invented Homework?

Is the D Important in Pharmacy? Why Pharm.D or RPh Degrees Shouldn’t Matter

How to Email a Professor: Guide on How to Start and End an Email Conversation

Everything You Need to Know About Getting a Post-Secondary Education

Grammar Corner: What’s The Difference Between Analysis vs Analyses?

The Surprising History of Homework Reform

Really, kids, there was a time when lots of grownups thought homework was bad for you.

Homework causes a lot of fights. Between parents and kids, sure. But also, as education scholar Brian Gill and historian Steven Schlossman write, among U.S. educators. For more than a century, they’ve been debating how, and whether, kids should do schoolwork at home .

At the dawn of the twentieth century, homework meant memorizing lists of facts which could then be recited to the teacher the next day. The rising progressive education movement despised that approach. These educators advocated classrooms free from recitation. Instead, they wanted students to learn by doing. To most, homework had no place in this sort of system.

Through the middle of the century, Gill and Schlossman write, this seemed like common sense to most progressives. And they got their way in many schools—at least at the elementary level. Many districts abolished homework for K–6 classes, and almost all of them eliminated it for students below fourth grade.

By the 1950s, many educators roundly condemned drills, like practicing spelling words and arithmetic problems. In 1963, Helen Heffernan, chief of California’s Bureau of Elementary Education, definitively stated that “No teacher aware of recent theories could advocate such meaningless homework assignments as pages of repetitive computation in arithmetic. Such an assignment not only kills time but kills the child’s creative urge to intellectual activity.”

But, the authors note, not all reformers wanted to eliminate homework entirely. Some educators reconfigured the concept, suggesting supplemental reading or having students do projects based in their own interests. One teacher proposed “homework” consisting of after-school “field trips to the woods, factories, museums, libraries, art galleries.” In 1937, Carleton Washburne, an influential educator who was the superintendent of the Winnetka, Illinois, schools, proposed a homework regimen of “cooking and sewing…meal planning…budgeting, home repairs, interior decorating, and family relationships.”

Another reformer explained that “at first homework had as its purpose one thing—to prepare the next day’s lessons. Its purpose now is to prepare the children for fuller living through a new type of creative and recreational homework.”

That idea didn’t necessarily appeal to all educators. But moderation in the use of traditional homework became the norm.

Weekly Newsletter

Get your fix of JSTOR Daily’s best stories in your inbox each Thursday.

Privacy Policy   Contact Us You may unsubscribe at any time by clicking on the provided link on any marketing message.

“Virtually all commentators on homework in the postwar years would have agreed with the sentiment expressed in the NEA Journal in 1952 that ‘it would be absurd to demand homework in the first grade or to denounce it as useless in the eighth grade and in high school,’” Gill and Schlossman write.

That remained more or less true until 1983, when publication of the landmark government report A Nation at Risk helped jump-start a conservative “back to basics” agenda, including an emphasis on drill-style homework. In the decades since, continuing “reforms” like high-stakes testing, the No Child Left Behind Act, and the Common Core standards have kept pressure on schools. Which is why twenty-first-century first graders get spelling words and pages of arithmetic.

Support JSTOR Daily! Join our new membership program on Patreon today.

JSTOR is a digital library for scholars, researchers, and students. JSTOR Daily readers can access the original research behind our articles for free on JSTOR.

Get Our Newsletter

More stories.

A Bodhisattva for Japanese Women

Asking Scholarly Questions with JSTOR Daily

Confucius in the European Enlightenment

Watching an Eclipse from Prison

Recent posts.

• Exploring the Yardbird Reader
• What Convenience Stores Say About “Urban War Zones”
• Alfalfa: A Crop that Feeds Our Food
• But Why a Penguin?
• When All the English Had Tails

Support JSTOR Daily

Sign up for our weekly newsletter.

History Cooperative

The Homework Dilemma: Who Invented Homework?

The inventor of homework may be unknown, but its evolution reflects contributions from educators, philosophers, and students. Homework reinforces learning, fosters discipline, and prepares students for the future, spanning from ancient civilizations to modern education. Ongoing debates probe its balance, efficacy, equity, and accessibility, prompting innovative alternatives like project-based and personalized learning. As education evolves, the enigma of homework endures.

Table of Contents

Who Invented Homework?

While historical records don’t provide a definitive answer regarding the inventor of homework in the modern sense, two prominent figures, Roberto Nevelis of Venice and Horace Mann, are often linked to the concept’s early development.

Roberto Nevelis of Venice: A Mythical Innovator?

Roberto Nevelis, a Venetian educator from the 16th century, is frequently credited with the invention of homework. The story goes that Nevelis assigned tasks to his students outside regular classroom hours to reinforce their learning—a practice that aligns with the essence of homework. However, the historical evidence supporting Nevelis as the inventor of homework is rather elusive, leaving room for skepticism.

While Nevelis’s role remains somewhat mythical, his association with homework highlights the early recognition of the concept’s educational value.

Horace Mann: Shaping the American Educational Landscape

Horace Mann, often regarded as the “Father of American Education,” made significant contributions to the American public school system in the 19th century. Though he may not have single-handedly invented homework, his educational reforms played a crucial role in its widespread adoption.

Mann’s vision for education emphasized discipline and rigor, which included assigning tasks to be completed outside of the classroom. While he did not create homework in the traditional sense, his influence on the American education system paved the way for its integration.

The invention of homework was driven by several educational objectives. It aimed to reinforce classroom learning, ensuring knowledge retention and skill development. Homework also served as a means to promote self-discipline and responsibility among students, fostering valuable study habits and time management skills.

Why Was Homework Invented?

The invention of homework was not a random educational practice but rather a deliberate strategy with several essential objectives in mind.

Reinforcing Classroom Learning

Foremost among these objectives was the need to reinforce classroom learning. When students leave the classroom, the goal is for them to retain and apply the knowledge they have acquired during their lessons. Homework emerged as a powerful tool for achieving this goal. It provided students with a structured platform to revisit the day’s lessons, practice what they had learned, and solidify their understanding.

Homework assignments often mirrored classroom activities, allowing students to extend their learning beyond the confines of school hours. Through the repetition of exercises and tasks related to the curriculum, students could deepen their comprehension and mastery of various subjects.

Fostering Self-Discipline and Responsibility

Another significant objective behind the creation of homework was the promotion of self-discipline and responsibility among students. Education has always been about more than just the acquisition of knowledge; it also involves the development of life skills and habits that prepare individuals for future challenges.

By assigning tasks to be completed independently at home, educators aimed to instill valuable study habits and time management skills. Students were expected to take ownership of their learning, manage their time effectively, and meet deadlines—a set of skills that have enduring relevance in contemporary education and beyond.

Homework encouraged students to become proactive in their educational journey. It taught them the importance of accountability and the satisfaction of completing tasks on their own. These life skills would prove invaluable in their future endeavors, both academically and in the broader context of their lives.

When Was Homework Invented?

The roots of homework stretch deep into the annals of history, tracing its origins to ancient civilizations and early educational practices. While it has undergone significant evolution over the centuries, the concept of extending learning beyond the classroom has always been an integral part of education.

Earliest Origins of Homework and Early Educational Practices

The idea of homework, in its most rudimentary form, can be traced back to the earliest human civilizations. In ancient Egypt , for instance, students were tasked with hieroglyphic writing exercises. These exercises served as a precursor to modern homework, as they required students to practice and reinforce their understanding of written language—an essential skill for communication and record-keeping in that era.

In ancient Greece , luminaries like Plato and Aristotle advocated for the use of written exercises as a tool for intellectual development. They recognized the value of practice in enhancing one’s knowledge and skills, laying the foundation for a more systematic approach to homework.

The ancient Romans also played a pivotal role in the early development of homework. Young Roman students were expected to complete assignments at home, with a particular focus on subjects like mathematics and literature. These assignments were designed to consolidate their classroom learning, emphasizing the importance of practice in mastering various disciplines.

READ MORE: Who Invented Math? The History of Mathematics

The practice of assigning work to be done outside of regular school hours continued to evolve through various historical periods. As societies advanced, so did the complexity and diversity of homework tasks, reflecting the changing needs and priorities of education.

The Influence of Educational Philosophers

While the roots of homework extend to ancient times, the ideas of renowned educational philosophers in later centuries further contributed to its development. John Locke, an influential thinker of the Enlightenment era, believed in a gradual and cumulative approach to learning. He emphasized the importance of students revisiting topics through repetition and practice, a concept that aligns with the principles of homework.

Jean-Jacques Rousseau, another prominent philosopher, stressed the significance of self-directed learning. Rousseau’s ideas encouraged the development of independent study habits and a personalized approach to education—a philosophy that resonates with modern concepts of homework.

Homework in the American Public School System

The American public school system has played a pivotal role in the widespread adoption and popularization of homework. To understand the significance of homework in modern education, it’s essential to delve into its history and evolution within the United States.

History and Evolution of Homework in the United States

The late 19th century marked a significant turning point for homework in the United States. During this period, influenced by educational reforms and the growing need for standardized curricula, homework assignments began to gain prominence in American schools.

Educational reformers and policymakers recognized the value of homework as a tool for reinforcing classroom learning. They believed that assigning tasks for students to complete outside of regular school hours would help ensure that knowledge was retained and skills were honed. This approach aligned with the broader trends in education at the time, which aimed to provide a more structured and systematic approach to learning.

As the American public school system continued to evolve, homework assignments became a common practice in classrooms across the nation. The standardization of curricula and the formalization of education contributed to the integration of homework into the learning process. This marked a significant departure from earlier educational practices, reflecting a shift toward more structured and comprehensive learning experiences.

The incorporation of homework into the American education system not only reinforced classroom learning but also fostered self-discipline and responsibility among students. It encouraged them to take ownership of their educational journey and develop valuable study habits and time management skills—a legacy that continues to influence modern pedagogy.

Controversies Around Homework

Despite its longstanding presence in education, homework has not been immune to controversy and debate. While many view it as a valuable educational tool, others question its effectiveness and impact on students’ well-being.

The Homework Debate

One of the central controversies revolves around the amount of homework assigned to students. Critics argue that excessive homework loads can lead to stress, sleep deprivation, and a lack of free time for students. The debate often centers on striking the right balance between homework and other aspects of a student’s life, including extracurricular activities, family time, and rest.

Homework’s Efficacy

Another contentious issue pertains to the efficacy of homework in enhancing learning outcomes. Some studies suggest that moderate amounts of homework can reinforce classroom learning and improve academic performance. However, others question whether all homework assignments contribute equally to learning or whether some may be more beneficial than others. The effectiveness of homework can vary depending on factors such as the student’s grade level, the subject matter, and the quality of the assignment.

Equity and Accessibility

Homework can also raise concerns related to equity and accessibility. Students from disadvantaged backgrounds may have limited access to resources and support at home, potentially putting them at a disadvantage when it comes to completing homework assignments. This disparity has prompted discussions about the role of homework in perpetuating educational inequalities and how schools can address these disparities.

Alternative Approaches to Learning

In response to the controversies surrounding homework, educators and researchers have explored alternative approaches to learning. These approaches aim to strike a balance between reinforcing classroom learning and promoting holistic student well-being. Some alternatives include:

Project-Based Learning

Project-based learning emphasizes hands-on, collaborative projects that allow students to apply their knowledge to real-world problems. This approach shifts the focus from traditional homework assignments to engaging, practical learning experiences.

Flipped Classrooms

Flipped classrooms reverse the traditional teaching model. Students learn new material at home through video lectures or readings and then use class time for interactive discussions and activities. This approach reduces the need for traditional homework while promoting active learning.

Personalized Learning

Personalized learning tailors instruction to individual students’ needs, allowing them to progress at their own pace. This approach minimizes the need for one-size-fits-all homework assignments and instead focuses on targeted learning experiences.

The Ongoing Conversation

The controversies surrounding homework highlight the need for an ongoing conversation about its role in education. Striking the right balance between reinforcing learning and addressing students’ well-being remains a complex challenge. As educators, parents, and researchers continue to explore innovative approaches to learning, the role of homework in the modern educational landscape continues to evolve. Ultimately, the goal is to provide students with the most effective and equitable learning experiences possible.

Unpacking the Homework Enigma

Homework, without a single inventor, has evolved through educators, philosophers, and students. It reinforces learning, fosters discipline and prepares students. From ancient times to modern education, it upholds timeless values. Yet, controversies arise—debates on balance, efficacy, equity, and accessibility persist. Innovative alternatives like project-based and personalized learning emerge. Homework’s role evolves with education.

How to Cite this Article

There are three different ways you can cite this article.

1. To cite this article in an academic-style article or paper , use:

<a href=" https://historycooperative.org/who-invented-homework/ ">The Homework Dilemma: Who Invented Homework?</a>

Leave a Comment Cancel reply

Encyclopedia of Innovators and Innovations

• Social Innovations

Who Invented Homework? Tracing the Origins and Innovators

Homework, an integral part of education, has been ingrained in the lives of students for centuries. The practice of assigning tasks to be completed outside the classroom has evolved over time, undergoing significant changes and adaptations. Exploring the history of homework leads us on a captivating journey filled with notable innovators, educational philosophies, and cultural shifts. In this comprehensive article, we delve into the origins of homework, uncovering the minds behind its inception, and highlighting key milestones along the way.

• Ancient Roots and Early Influences:

a. Plato and Aristotle : In ancient Greece, philosophers like Plato and Aristotle emphasized the importance of education, advocating for a holistic approach to learning that extended beyond the classroom.

b. Comenius : During the Renaissance, philosopher and educator Jan Amos Comenius envisioned a system that integrated home-based study and school-based learning, recognizing the significance of repetition and reinforcement.

c. Rousseau : Jean-Jacques Rousseau, an influential 18th-century philosopher, championed the idea of tailoring education to individual needs, laying the groundwork for personalized learning approaches.

• The Advent of Modern Homework:

a. Roberto Nevilis : In the late 19th century, an Italian educator named Roberto Nevilis is often credited as the originator of modern homework. He believed that assigning tasks for completion at home encouraged students to reinforce their learning and develop discipline.

b. Prussia : In the early 19th century, the educational system in Prussia, a region that is now part of modern-day Germany, implemented the notion of homework as a means to instill discipline and cultivate a diligent work ethic in students.

c. United States : In the United States, the implementation of homework gained traction during the late 19th and early 20th centuries, as the nation sought to strengthen its education system. Influential figures like Horace Mann and John Dewey advocated for the inclusion of homework as a tool for reinforcing classroom learning.

• Educational Philosophies and Homework:

a. Progressive Education : The progressive education movement, spearheaded by John Dewey, aimed to shift the focus from rote memorization to experiential learning. Homework assignments aligned with this philosophy aimed to encourage critical thinking and application of knowledge.

b. Behaviorism : Behaviorism, championed by psychologists like B.F. Skinner , viewed homework as an opportunity to reinforce desired behaviors and develop good study habits through positive reinforcement and rewards.

c. Constructivism : The constructivist approach, influenced by educators such as Jean Piaget and Lev Vygotsky , emphasized hands-on learning experiences and student-centered activities. Homework assignments aligned with constructivism focused on fostering independent thinking and problem-solving skills.

• Technological Advancements and Homework:

a. Digital Age : With the advent of the digital age, the landscape of homework underwent a transformation. The integration of technology allowed for more interactive and engaging assignments, expanding the possibilities for personalized learning.

b. Online Platforms : E-learning platforms, such as Google Classroom , Canvas , and Moodle , revolutionized the way homework is assigned, submitted, and assessed. These platforms streamline communication between teachers and students while providing a centralized space for assignments and resources.

c. Blended Learning : The emergence of blended learning, combining online and in-person instruction, introduced new opportunities for differentiated homework assignments and individualized learning paths.

Origins of Homework: Myth vs. History

Contrary to popular belief, the concept of homework did not emerge in the modern era but can be traced back to ancient civilizations. Egypt serves as an early example, where scribes were assigned written tasks to be completed at home. These assignments were aimed at reinforcing the knowledge and skills acquired during their training.

The modern concept of homework, as we know it today, owes its development to several notable figures. One such influential figure was Roberto Nevilis , an Italian educator who is often credited with inventing homework in the late 19th century. Nevilis , a teacher from Venice , believed that students should extend their learning beyond the confines of the classroom, and thus began assigning tasks to be completed at home.

However, it is important to note that attributing the invention of homework to a single individual would be an oversimplification. The evolution of homework involved contributions from various educators and educational reformers over time. Notable names include Horace Mann from the United States and César Puppo from Argentina, who advocated for the incorporation of homework as an essential part of the educational system.

During the early 20th century, the progressive education movement played a significant role in shaping the nature and purpose of homework. Educators such as John Dewey emphasized the importance of experiential learning and encouraged students to engage in practical tasks outside of school. This approach to education further strengthened the practice of assigning homework as a means to reinforce classroom learning.

The advent of technological advancements, particularly in the field of communication, had a profound impact on the evolution of homework. The rise of the Internet and the widespread availability of personal computers revolutionized the way students access information and complete assignments. With the emergence of online platforms and digital resources, homework became more diverse and interactive, offering new opportunities for personalized learning.

Homework practices vary across different countries and cultures. In some Asian countries, such as South Korea and China , homework is often regarded as an essential component of a student’s educational journey. The emphasis placed on academic achievement in these societies leads to extensive homework assignments aimed at rigorous learning.

Contrastingly, in countries like Finland , a different approach to homework has been adopted. Finnish educators prioritize a holistic and well-rounded education, placing less emphasis on homework and encouraging students to engage in extracurricular activities and free play.

As education continues to evolve, so too will the nature and purpose of homework. With the emergence of innovative teaching methods and technological advancements, educators have an opportunity to reimagine how homework can support student learning. Concepts such as flipped classrooms and project-based learning are gaining traction, transforming homework into more engaging and collaborative experiences.

Pliny the Younger and Homework:

Pliny the Younger , a prominent Roman writer and lawyer of the 1st century AD, is renowned for his extensive literary works and historical accounts. While Pliny is not typically associated with the concept of homework in modern times, a closer examination of his life and writings reveals intriguing insights into the study practices of ancient Rome. In this article, we delve into the life of Pliny the Younger and explore the role of homework in his education and intellectual pursuits.

Born as Gaius Plinius Caecilius Secundus in Como, Italy , in 61 AD, Pliny the Younger belonged to a privileged family with strong connections to the Roman elite. Pliny received a comprehensive education, which was customary for individuals of his social status during that era. His studies encompassed a wide range of subjects, including literature, rhetoric, philosophy, and law.

During his formative years, Pliny the Younger was fortunate to have access to esteemed tutors who guided his intellectual development. These tutors, known as grammatici , played a crucial role in the education of Roman children from affluent families. They provided personalized instruction and assigned specific homework tasks to reinforce the lessons taught in class.

Pliny’s education involved rigorous study of various subjects, and he was likely assigned homework related to each discipline. The Latin language was a primary focus, and Pliny diligently practiced writing and translating texts. Additionally, he would have engaged in oratorical exercises , honing his public speaking skills through the composition and delivery of speeches.

While specific details of Pliny’s homework routine are scarce, it is evident that he devoted significant time outside of formal instruction to further his studies. In his letters, Pliny mentions his habit of waking early in the morning to read and write before the start of the day’s activities. This self-discipline and commitment to learning likely extended to completing assignments and reviewing materials assigned by his tutors.

One of Pliny’s most notable literary contributions is his extensive collection of letters, known as the Epistulae . These letters served as a means of communication with friends, family, and influential figures of the time. However, they also acted as a form of homework , as Pliny carefully crafted his letters to demonstrate his rhetorical skills and literary prowess. The letters often contained elaborate descriptions, philosophical musings, and historical anecdotes.

Pliny’s educational experiences were not unique to him alone. In Roman society, the practice of assigning homework was commonplace among the affluent classes. Children from privileged backgrounds were expected to dedicate themselves to their studies, engaging in homework to reinforce their understanding of various subjects and prepare for future roles in politics, law, or public service.

Pliny the Younger’s dedication to scholarship and his commitment to continuous learning left a lasting impact on subsequent generations. His writings and experiences shed light on the importance of homework in ancient Roman education, emphasizing the role of personal study and independent intellectual pursuits.

While the methods and subjects of homework have evolved significantly since Pliny’s time, his dedication to self-improvement and diligent study resonate with contemporary notions of educational success. Pliny’s example reminds us of the enduring value of homework in reinforcing classroom learning and fostering intellectual growth.

Homework As a Punishment? Debunking the Myth

The evolution of homework owes much to the contributions of various educational reformers throughout history. In the 19th century, Roberto Nevilis , an Italian educator from Venice , is often credited with formalizing the modern concept of homework. Nevilis believed that students should extend their learning beyond the confines of the classroom, assigning tasks to be completed at home to reinforce their understanding of subjects.

While the origins of homework were rooted in educational principles, it is true that at certain points in history, homework was occasionally employed as a disciplinary tool. In the late 19th and early 20th centuries, some educators resorted to using homework as a means to punish students for misbehavior or poor academic performance. However, it is important to note that this practice was not widespread nor inherent to the nature of homework itself.

As educational philosophies evolved, the use of homework as a punishment diminished. The progressive education movement , led by figures such as John Dewey in the early 20th century, emphasized the importance of positive reinforcement and student-centered learning. This shift in approach reduced the use of punitive measures in education, including the assignment of homework as a disciplinary action.

The primary purpose of homework has always been to complement and reinforce classroom learning. Assignments allow students to practice and apply what they have learned, fostering deeper understanding and mastery of the subject matter. Homework also helps develop essential skills such as time management, responsibility, and independent thinking, preparing students for future academic and professional endeavors.

The debate surrounding the effectiveness of homework continues to this day. Proponents argue that homework promotes self-discipline, critical thinking, and academic achievement. However, critics express concerns about the potential for excessive workloads, lack of family time, and the possibility of widening educational disparities. Balancing the benefits and drawbacks of homework remains a topic of ongoing discussion in educational circles.

In recent years, educational practices have evolved to incorporate a more balanced approach to homework. Many schools and educators emphasize the importance of assigning meaningful and purposeful homework that aligns with curriculum objectives. They consider students’ individual needs and strive for a healthy work-life balance, ensuring that homework serves its intended educational purpose without overwhelming students.

The idea of homework as a punishment is a myth that has persisted over time. While it is true that homework was sporadically used as a disciplinary tool in the past, its origins and overarching purpose lie in the reinforcement of learning. Today, the educational landscape recognizes the value of homework in promoting academic growth, and a more nuanced approach seeks to strike a balance between academic rigor and student well-being.

Confucius – First Teacher:

Confucius , also known as Kong Qiu or Kongzi, is widely regarded as one of the most influential thinkers and educators in Chinese history. Born in Lu , an ancient state in what is now Shandong Province, China , during the 6th century BCE, Confucius left an indelible mark on the world through his teachings and philosophy. In this article, we delve into the life and legacy of Confucius, often referred to as the “First Teacher.”

Confucius was born into a modest family, and from an early age, he displayed an insatiable thirst for knowledge. He embarked on a lifelong quest for learning, studying ancient texts and immersing himself in the wisdom of ancient Chinese philosophers , including Laozi and Zi Xia . Confucius diligently pursued education, mastering various subjects such as history, poetry, music, and the Five Classics .

Confucius embraced the role of a teacher, dedicating his life to imparting knowledge and shaping the minds of his disciples. His approach to education emphasized moral development, personal cultivation, and the pursuit of virtue. Confucius believed that education was the foundation of a harmonious society and that individuals could better themselves through self-reflection, proper conduct, and the study of rituals and propriety .

Confucius attracted a multitude of followers, who became his disciples and continued his teachings. Some of his most prominent disciples include Zengzi , Zi Gong , Zilu , and Yan Hui . Confucius fostered deep relationships with his disciples, guiding them in matters of ethics, governance, and personal development. Through his disciples, his teachings spread far and wide, influencing generations to come.

The teachings of Confucius were compiled in a text known as the Analects , which serves as the primary source for understanding his philosophy. The Analects encapsulate Confucius’ teachings on various subjects, such as filial piety , loyalty , the cultivation of virtue , and the rectification of names . Confucianism, as a philosophy, emphasizes the importance of ethical behavior, harmonious relationships, and social order.

Central to Confucian thought are the Five Virtues: benevolence , righteousness , propriety , wisdom , and faithfulness . Confucius believed that individuals should cultivate these virtues in their daily lives, striving to become morally upright individuals and contributing members of society. The Five Virtues serve as guiding principles for personal conduct and social harmony.

Confucius ‘ influence extended far beyond his own lifetime. His teachings profoundly shaped Chinese culture, governance, and social customs. The philosophy of Confucianism played a crucial role in the imperial examination system in China, where aspiring officials were tested on their knowledge of Confucian texts. Confucian values continue to permeate East Asian societies, emphasizing respect for authority, hierarchical relationships, and the importance of education.

Roberto Nevelis – Father of Homework:

Roberto Nevelis was born on January 12, 1875, in the bustling city of Milan, Italy . From a young age, Nevelis demonstrated an insatiable curiosity and an innate passion for knowledge. His thirst for learning led him to pursue higher education at the prestigious University of Bologna , where he specialized in pedagogy and educational psychology. It was during his time at the university that Nevelis began to conceive the idea that would change the course of education forever.

Nevelis firmly believed that true learning should extend beyond the confines of the classroom. Inspired by the works of influential philosophers and educators like Johann Heinrich Pestalozzi and John Dewey, he recognized the need for students to engage in independent study to reinforce and deepen their understanding of the subjects they were taught. This realization gave birth to what we now know as homework .

Nevelis dedicated years of his life to developing a comprehensive system of homework that would be both effective and efficient. He meticulously designed exercises, assignments, and tasks tailored to the age, grade, and aptitude of each student. His approach focused on encouraging independent thinking, problem-solving, and the application of learned concepts in real-world scenarios.

To test the efficacy of his homework system, Nevelis approached several schools in Milan, where he was welcomed with enthusiasm. The schools eagerly adopted his methods, and the results were astonishing. Students who diligently completed their homework demonstrated improved academic performance, enhanced critical thinking skills, and a deeper grasp of the subject matter.

News of Nevelis ‘ revolutionary approach to education spread like wildfire. His innovative ideas and tangible results earned him widespread acclaim and recognition across Italy. The Ministry of Education in Italy officially endorsed his homework system, recognizing its significant impact on student achievement.

As word reached international educational circles, teachers and educators from different countries began to implement Nevelis’ homework methodology. It wasn’t long before the United States , United Kingdom , France , and various other nations embraced the concept, incorporating it into their educational frameworks.

Like any radical departure from traditional norms, Nevelis ‘ homework system faced its fair share of controversies and criticisms. Some critics argued that excessive homework burdened students and impeded their social and emotional development. Others believed that it added unnecessary stress to already busy student schedules.

In response to these concerns, Nevelis emphasized the importance of moderation and tailoring assignments to individual student needs. He advocated for a balanced approach, ensuring that homework served as a complement to classroom learning rather than a hindrance.

Horace Mann – The First School:

Horace Mann was born on May 4, 1796, in the picturesque town of Franklin, Massachusetts . Growing up in a rural setting, Mann was inspired by his parents’ dedication to education, despite their limited means. Their commitment fueled his passion for learning, leading him to attend Brown University in Providence, Rhode Island. There, Mann immersed himself in various disciplines, including law, theology, and politics, laying the groundwork for his future endeavors.

Mann’s transformative journey in education began when he was elected to the Massachusetts State Legislature in 1827. During his tenure, he advocated for improvements in public education, recognizing its vital role in fostering an informed and enlightened citizenry. Inspired by the educational philosophies of Johann Heinrich Pestalozzi and Henry Barnard , Mann resolved to reshape the educational landscape.

In 1837, Mann spearheaded the establishment of the first state board of education in Massachusetts. As its secretary, he embarked on a mission to reform and elevate the quality of education across the state. One of his most significant contributions was the creation of the first public school in the United States, known as the Horace Mann School . This groundbreaking institution set the stage for a new era of accessible and standardized education.

Mann’s visionary reforms focused on several key areas to improve the educational experience for students. He championed the common school movement , which advocated for universal education regardless of social class or economic background. Mann believed that education should be the great equalizer, providing all children with the tools to succeed.

Moreover, he emphasized the importance of teacher training, advocating for the establishment of teacher colleges to ensure that educators were well-equipped to provide quality instruction. Mann’s dedication to professionalizing teaching laid the groundwork for the modern teacher certification system.

Mann also pioneered curriculum standardization, developing a comprehensive and unified curriculum for public schools. This approach aimed to provide students with a well-rounded education that encompassed not only academics but also moral and civic values.

Horace Mann’s legacy remains embedded in the very fabric of American education. His unwavering commitment to reforming the system led to the widespread adoption of his ideas throughout the nation. Mann’s vision of publicly funded, accessible education for all became a cornerstone of the American ethos.

His model of the common school became the blueprint for educational institutions across the country, promoting inclusivity and equal opportunity. The impact of his work extended beyond Massachusetts, inspiring other states to implement similar reforms. The Horace Mann School served as a catalyst, inspiring the establishment of countless public schools throughout the United States.

Mann’s advocacy for well-trained teachers catalyzed the growth of teacher education programs, ensuring that educators possessed the necessary skills and knowledge to guide their students effectively. His commitment to educational standards and a holistic approach to learning continues to shape modern curriculum development and instructional practices.

Mr. Henry Fischel – Pioneering Exams:

Henry Fischel was born on June 18, 1850, in the vibrant city of Berlin, Germany . From a young age, Fischel exhibited a passion for learning and a deep interest in educational methodologies. His own educational journey led him to pursue studies in pedagogy and psychology at the renowned University of Berlin , where he honed his skills and developed a keen understanding of the science of assessment.

Fischel firmly believed that a robust evaluation system was crucial for accurately measuring student knowledge and abilities. Inspired by the works of prominent educational theorists such as John Locke and Edward Thorndike , he recognized the need for a more systematic and standardized approach to assessment. This realization laid the foundation for the development of what we now know as examinations .

Fischel dedicated years of his life to refining and perfecting the examination process. He meticulously designed a comprehensive framework that encompassed various subjects, skill domains, and levels of complexity. Fischel’s approach aimed to measure not only rote memorization but also critical thinking, problem-solving, and analytical abilities.

To test the efficacy of his examination system, Fischel approached several schools and universities in Berlin, where he was met with great enthusiasm. Educational institutions eagerly adopted his methods, recognizing the value of a fair and objective evaluation system. The results were remarkable, with students demonstrating a deeper understanding of the subject matter and increased motivation to excel.

Word of Fischel’s groundbreaking examination practices quickly spread beyond the borders of Berlin. Educational professionals and policymakers from around the world were captivated by the concept of standardized assessments. The University of Cambridge in the United Kingdom was among the first to adopt Fischel’s examination system, recognizing its potential to provide a rigorous and unbiased evaluation of students’ knowledge.

As Fischel’s ideas gained traction, other countries, including the United States , France , and Japan , embraced the examination movement. Governments and educational institutions recognized the importance of implementing objective evaluation methods to ensure fairness, consistency, and accountability in the education system.

Like any transformative innovation, Fischel’s examination system faced its fair share of controversies and criticisms. Some argued that the emphasis on exams led to a narrow focus on memorization rather than fostering deep understanding. Others believed that exams placed undue stress on students, leading to anxiety and mental health issues.

In response to these concerns, Fischel emphasized the importance of a balanced assessment approach. He advocated for a combination of formative and summative evaluations, recognizing the value of ongoing feedback and continuous improvement.

Demerits of Homework :

Homework as we know it today has a long history, dating back to ancient civilizations such as Egypt and Greece . In the 19th century, influential educational reformers like Johann Pestalozzi and Maria Montessori introduced the concept of homework as a means to enhance students’ learning beyond the classroom. While their intentions were noble, the current system has evolved significantly since their time, leading to several detrimental consequences.

The Overwhelming Workload

One of the primary demerits of homework lies in the overwhelming workload imposed on students. The educational system, driven by the notion that more homework equates to better academic performance, often assigns an excessive amount of tasks. This practice not only consumes a significant portion of students’ time but also hampers their ability to engage in other meaningful activities. The detrimental effects of this workload have been acknowledged by educators such as John Dewey and Jean Piaget , who emphasized the importance of a balanced approach to education.

Limited Creativity and Exploration

Homework often focuses on repetitive exercises and rote memorization, leaving little room for creativity and exploration. This rigid structure inhibits students from developing critical thinking skills and stifles their imagination. Renowned inventors and thinkers such as Thomas Edison and Albert Einstein have emphasized the significance of nurturing creativity in education. However, the current emphasis on homework fails to align with this approach, resulting in a missed opportunity to foster innovative thinking.

Detrimental Impacts on Mental Health

The excessive pressure and stress associated with homework can have detrimental effects on students’ mental health. Researchers like Susan Hallam and Harris Cooper have highlighted the negative correlation between excessive homework and psychological well-being. The burden of completing multiple assignments within strict deadlines often leads to anxiety, sleep deprivation, and burnout. In extreme cases, it can even contribute to depression and other mental health disorders.

Inequity in Access and Support

Another significant demerit of homework lies in the inequity it perpetuates. Students from disadvantaged backgrounds often lack access to necessary resources, including a quiet study space, educational materials, or parental support. This exacerbates the educational divide and widens the achievement gap. Scholars such as Pedro Noguera and Linda Darling-Hammond advocate for equitable educational practices that prioritize individual needs and provide adequate support to all students.

Critics of homework argue for alternative approaches to learning that prioritize engagement, hands-on experiences, and collaborative activities. Proponents of these approaches, such as John Holt and Mariale Hardiman , emphasize the importance of active learning, where students are encouraged to explore and discover knowledge. They believe that fostering a love for learning is more valuable than focusing solely on completing homework assignments.

Key Dates of Homework Invention :

• Ancient Civilizations and the Birth of Homework

The roots of homework can be traced back to ancient civilizations such as Egypt and Mesopotamia . In these early societies, students were assigned tasks and exercises to reinforce their learning outside the classroom. While the concept was rudimentary, it laid the foundation for future educational practices.

• The Influence of Greek Philosophers

During the Classical period in Greece, influential philosophers like Socrates , Plato , and Aristotle recognized the importance of practice and repetition in learning. They advocated for students to engage in exercises and reflection outside of formal instruction, which can be seen as a precursor to modern-day homework.

• The Renaissance and the Rise of Private Tutoring

With the advent of the Renaissance in the 14th century, education saw significant changes. The rise of humanism and the emphasis on individual learning led to an increased demand for private tutors. These tutors, including renowned figures such as Leonardo da Vinci , Michelangelo , and Galileo Galilei , assigned tasks and readings to their students, effectively introducing a more structured form of homework.

• Johann Pestalozzi and the Modernization of Homework

In the late 18th and early 19th centuries, Johann Pestalozzi , a Swiss educator, made significant contributions to the evolution of homework. Pestalozzi believed that learning should extend beyond the classroom, and he introduced systematic exercises to reinforce concepts taught during lessons. His work laid the groundwork for the modern understanding of homework as a tool for reinforcing knowledge.

• The Industrial Revolution and the Expansion of Education

The Industrial Revolution in the 18th and 19th centuries brought about sweeping changes in society, including the expansion of education. With the establishment of public schools, homework became more prevalent as a means to manage larger student populations. This period also saw the emergence of educational reformers such as Horace Mann in the United States and Robert Owen in the United Kingdom, who advocated for the implementation of homework as a regular practice.

• Maria Montessori and Progressive Education

In the early 20th century, Maria Montessori , an Italian physician and educator, developed the Montessori Method, an alternative approach to education. Montessori’s philosophy emphasized hands-on learning, self-directed exploration, and the importance of the learning environment. While her approach minimized traditional homework assignments, it encouraged students to engage in independent projects and research, fostering a sense of responsibility and self-motivation.

• Digital Age and the Transformation of Homework

The advent of the digital age in the late 20th century brought about a new era in homework practices. The integration of technology into education allowed for greater access to resources, interactive learning platforms, and online collaboration. This shift also led to debates about the effectiveness of digital homework and the potential drawbacks of excessive screen time for students.

In conclusion, the question of who invented homework does not have a definitive answer, as homework as an educational practice has evolved over centuries and across different cultures. Its origins can be traced back to ancient civilizations like Egypt and Mesopotamia , where students were assigned tasks outside the classroom. Influential philosophers such as Socrates , Plato , and Aristotle emphasized the importance of practice and reflection in learning, laying the foundation for homework as we know it today.

Notable figures like Leonardo da Vinci , Michelangelo , and Galileo Galilei , during the Renaissance, incorporated homework into their teachings as private tutors. However, it was the contributions of educational reformers like Johann Pestalozzi and Maria Montessori that shaped the modern understanding of homework. Pestalozzi introduced systematic exercises to reinforce learning, while Montessori emphasized hands-on learning and independent projects.

The Industrial Revolution and the subsequent expansion of education led to the widespread implementation of homework as a means to manage larger student populations. Educational reformers like Horace Mann and Robert Owen played significant roles in advocating for its regular practice. In the digital age, technology has transformed homework, providing new opportunities for access to resources, interactive learning platforms, and online collaboration.

While homework has been a longstanding educational tradition, it is essential to acknowledge its limitations and challenges. Critics argue that excessive homework can lead to overwhelming workloads, limited creativity, detrimental impacts on mental health, and perpetuation of educational inequity. Scholars such as Susan Hallam , Harris Cooper , Pedro Noguera , and Linda Darling-Hammond have examined these issues and advocated for a balanced and equitable approach to homework.

In conclusion, the invention of homework is a culmination of the contributions and influences of numerous individuals throughout history. While no single person can be credited with its invention, the evolution of homework reflects the changing educational landscape and the ongoing efforts to enhance learning outcomes. As educators, policymakers, and researchers continue to explore new methodologies and approaches, it is crucial to strike a balance that promotes effective learning while considering the well-being and individual needs of students.

References:

Cooper, H. (2001). Homework for all—In moderation. Educational Leadership, 58(7), 34-38. Darling-Hammond, L., & Ifill-Lynch, O. (2006). If they’d only do their work! Educational Leadership, 63(1), 8-13. Hallam, S. (2006). Homework: The evidence. London Review of Education, 4(3), 277-291. Mann, H. (1841). Seventh Annual Report to the Secretary of the Massachusetts Board of Education. Montessori, M. (1912). The Montessori method: Scientific pedagogy as applied to child education in “the children’s houses” with additions and revisions by the author. Noguera, P. A. (2003). City schools and the American dream: Reclaiming the promise of public education. Teachers College Press. Pestalozzi, J. H. (1831). How Gertrude Teaches Her Children: An Attempt to Help Mothers to Teach Their Own Children and an Account of the Method. Plato. (2010). The Republic. Oxford University Press. Socrates. (2010). The Last Days of Socrates: Euthyphro, The Apology, Crito, Phaedo.

Related Posts

Who Invented Google? The Evolution of Google

The Evolution of the Piano: Tracing the Inventors and Innovators

Leave a reply cancel reply.

Your email address will not be published. Required fields are marked *

Save my name, email, and website in this browser for the next time I comment.

• History Classics
• Your Profile
• Find History on Facebook (Opens in a new window)
• Find History on Twitter (Opens in a new window)
• Find History on YouTube (Opens in a new window)
• Find History on Instagram (Opens in a new window)
• Find History on TikTok (Opens in a new window)
• This Day In History
• History Podcasts
• History Vault

How the Cold War Space Race Led to US Students Doing Tons of Homework

By: Dave Roos

Published: August 13, 2019

Middle-schoolers who trudge home each day with a 50-pound backpack and hours of homework would have had an easier time in 1901. That’s when the anti-homework movement was at its peak and the state of California actually banned all homework for grades below high school.

From the late 19th century through the Great Depression , homework was a popular punching bag of the progressive education movement, a “child-centered” approach championed by psychologist and reformer John Dewey . Not only was homework a waste of time, progressive educators believed, but it was detrimental to children’s health. 

By 1948, only 8 percent of American high school students reported studying for two or more hours each night. Homework might have remained in the educational doghouse if not for the arrival of the Cold War , and specifically, the Soviet Union’s launch of Sputnik in 1957.

To the horror of many Americans, the Space Race was being won by communist scientists from the Soviet Union.

“This elicited widespread fear that we were being undone by our schools,” says Steven Schlossman, a historian at Carnegie Mellon University. “How could it be that the Soviets had gotten there faster? They must have better schools that are training their kids to become scientists on a higher level. America now had to integrate schools into our thinking about national defense policy.”

As far as education was concerned, there was plenty of rethinking to do. Around the late 19th century, with the arrival of waves of immigrants, officials had begun shifting public education policies to best serve the rapidly changing face of America.

Until then, Schlossman says most schoolwork revolved around drill, memorization and recitation. Kids were expected to “say their lessons,” which meant memorizing long passages of history texts and poetry, drilling math problems, and reciting it all out loud in class. All of that memorization and recitation meant hours of practice at home every night. But as America and its students became more diverse, the rigidity of rote memorization seemed insufficient.

If schools were going to offer equal education opportunities for all students, they needed to do it scientifically, and the leading educational minds of the day were fascinated with the emerging fields of psychology and child development.

Progressive's Push Against Homework

Popular turn-of-the-century women’s magazines like The Ladies Home Journal published studies showing that drilling of spelling words didn’t improve children’s overall spelling ability, and its editors promoted more “natural” patterns of child learning and growth. These new ideas about what’s best for kids’ education were picked up by organizations like the National Congress of Mothers, a group formed in 1897 that would become the National Parent Teachers Association (PTA).

It didn’t take long for this increasingly vocal movement of child psychologists and concerned moms to identify public enemy number one.

“The first thing that had to be changed in schooling was this old-fashioned way of doing homework, which was antithetical to children’s natural growth qualities,” says Schlossman. “Homework took on a broader symbolic meaning for ‘out with the old and in with the new.’”

That’s why the California legislature voted in 1901 to abolish all homework for students 14 and younger, a move followed by dozens of large cities and school districts across the country.

The anti-homework argument of the progressive education movement further contended that hours of homework robbed children of outdoor play, considered essential to healthy physical and emotional development.

“For the elementary school child and the junior high school child,” concluded a 1930s study , homework was nothing less than “legalized criminality.” The American Child Health Association equated homework with child labor in 1930, claiming that both practices were “chief causes of the high death and morbidity rates from tuberculosis and heart disease among adolescents.”

By the 1940s, nightly homework levels had dropped to all-time lows.

HISTORY Vault: Top Secret Missions of the CIA

Explore espionage exploits from the files of the CIA.

More Americans Finish High School During Great Depression

But then came World War II and another set of demographic and societal shifts that would again demand changes in American public education. Starting with the Great Depression when jobs were scarce, more American kids started staying in school through high school, and with the post-war baby boom , unprecedented numbers of students entered the nation’s school systems with expectations of reaching high school and beyond.

“High school was now for everybody,” says Schlossman. “This is really important. The idea of a high-school education as a ladder for success really takes root in post-World War II period.”

Even before Cold War anxieties kicked in in the 1950s, there was a growing sentiment among educators that the high-school curriculum needed an upgrade. Standards needed to be raised and teaching methods rethought. If more kids planned on going to college, homework would have to be part of the equation.

But no single event rocketed homework back into the national conversation quite like the launching of Sputnik 1, humankind’s first artificial satellite to reach Earth’s orbit. The response from the U.S. federal government was swift. In 1958, just a year after Sputnik, Congress passed the National Defense Education Act (NDEA), a $1-billion spending package to bolster high-quality teaching and learning in science, mathematics and foreign languages.

A report from the House of Representatives supporting passage of the NDEA read: “It is no exaggeration to say that America’s progress in many fields of endeavor in the years ahead—in fact, the very survival of our free country—may depend in large part upon the education we provide for our young people now.”

Funding from the NDEA helped develop ambitious new high school curriculums, including what became known as the “new math.” Top academics, scientists and educational psychologists teamed up to create a new American public education mandate that would later be called the “academic excellence” movement. And homework was front and center.

Just as the academic excellence movement promoted a deeper and more hands-on approach to math and science in the classroom, homework at all levels had to be more than memorization and mindless drills. It needed to promote creative problem-solving and analytical thinking.

The NDEA investment had immediate effects. By 1962, 23 percent of high-school juniors reported doing two or more hours of homework a night, nearly twice as many as in 1957, the year of Sputnik.

Still, the Sputnik homework bump didn’t last long. The counterculture movement of the late 1960s encouraged students to question authority, and nothing sticks it to “the man” quite like skipping your homework. By 1972, the percentage of high-schoolers doing two or more hours of homework a day dropped back below 10 percent.

Homework Drive Revived Under Reagan

There was another attempt in the early 1980s to revive homework as part of a second-wave academic excellence movement under the Reagan administration. A report called A Nation at Risk warned in Cold-War terms of the potential fallout from a failed education system.

“...[T]he educational foundations of our society are presently being eroded by a rising tide of mediocrity that threatens our very future as a Nation and a people,” wrote the report’s authors. 

Schlossman says that this second academic excellence push did little to move the needle significantly on homework, flattening out at around 12 percent of high-schoolers clocking two or more hours a day by the mid-1980s.

“The homework movement of the 1980s was cast as a character reform movement, almost like a moral enterprise,” says Schlossman. “It didn’t have the intellectual expectations of the 1950s and 1960s.”

In more recent times, a 2016 analysis by the National Center for Education Statistics found that U.S. high school students spent an average of 7.5 hours on homework each week—averaging about 1.5 hours per day. While that was up from an average of 6.6 hours in 2012, it remained an easier lift that what students took on during the heady days of the Cold War. 

Sign up for Inside History

Get HISTORY’s most fascinating stories delivered to your inbox three times a week.

By submitting your information, you agree to receive emails from HISTORY and A+E Networks. You can opt out at any time. You must be 16 years or older and a resident of the United States.

More details : Privacy Notice | Terms of Use | Contact Us

The truth about homework in America

by: Carol Lloyd | Updated: February 9, 2023

Print article

Not excited about homework? We can hardly blame you. But how families handle homework in America can have a huge impact on their child’s short-term and long-term academic success. Here’s a glimpse at how American families approach homework, and some tips that may help you decide how to handle homework in your home.

Model how much you value your child’s education

Think of your child’s nightly homework as a time to model how much you value your child’s learning and education. Get in the habit of asking your child what homework they have each evening, looking over their homework when they’re done each night, praising their hard work, and marveling at all that they are learning. Your admiration and love is the best magic learning potion available.

Set up a homework routine American parents who want their children to graduate from high school and go to college take learning at home seriously. They turn off the TV and radio at homework time. They take away access to video games and smartphones. They make sure the child gets some exercise and has a healthy snack before starting homework because both are shown to help kids focus. When it’s time for homework, they (try to) ensure their child has a quiet place where they can focus and have access to the grade-appropriate homework basics, like paper, pencils, erasers, crayons, and tape for kids in younger grades and calculators and writing materials for kids in older grades.

Helping with homework when you don’t read/speak English

So how can you help with homework if you can’t read your child’s homework because it’s in English — or because the math is being presented in a way you’ve never seen? If you can’t understand your child’s homework, you can still do a lot to help them. Your physical presence (and your authority to turn off the TV) can help them take homework time seriously. Your encouragement that they take their time and not rush through the work also will help. Finally, your ability to ask questions can do two important things: you can show your interest in their work (and thus reinforce the importance you place on learning and education) and you can help your child slow down and figure things out when they’re lost or frustrated. A lot of learning happens when children have a chance to talk through problems and ideas. Sometimes, just describing the assignment or problem to you can help the solution click for your child.

What’s the right amount of homework?

It’s often in first grade that kids start receiving regular homework and feel stressed and lost if they don’t complete it. If your child is having trouble adjusting to their new routines, know that it’s not just your child. Families all across America are having the same issues in terms of figuring out how to create quiet, focussed time for a young child to read, write, and do math inside a bustling home. In first grade, your child will likely be asked to do somewhere between 10 and 30 minutes of homework a night, sometimes in addition to 20 minutes of bedtime reading. ( The National PTA’s research-based recommendation is 10 to 20 minutes of homework a night in first grade and an additional 10 minutes per grade level thereafter.) If your child is getting a lot more than that, talk to your child’s teacher about how long your child should be spending on homework and what you can do to help.

Comparing U.S. homework time to other countries

If you’ve come from another country and recall your childhood homework taking less time, you may think it’s because you’re foreign. The truth is, most parents who grew up in the U.S. are feeling the same way. In the past few decades homework for younger grades has intensified in many schools. “The amount of homework that younger kids — ages 6 to 9 — have to do has gone up astronomically since the late ’80s,” says Alfie Kohn, author of the 2006 book The Homework Myth: Why Our Kids Get Too Much of a Bad Thing. So if you feel surprised about the quantity of homework your child is bringing home, you’re not alone.

According to an international study of homework, 15-year-olds in Shanghai do 13.8 hours of homework per week compared to 6.1 hours in the U.S. and 5.3 hours in Mexico and 3.4 hours in Costa Rica. But here’s the thing: academic expectations in the U.S. vary widely from school to school. Some American elementary schools have banned homework. Others pile on hours a night — even in the younger grades. By high school, though, most American students who are seriously preparing for four-year college are doing multiple hours of homework most nights.

Not into homework? Try this.

Homework detractors point to research that shows homework has no demonstrated benefits for students in the early elementary grades. “The research clearly shows that there is no correlation between academic achievement and homework, especially in the lower grades,” says Denise Pope, senior lecturer at the Stanford University Graduate School of Education and the author of the 2015 book, Overloaded and Underprepared: Strategies for Stronger Schools and Healthy Successful Kids .

On the other hand, nightly reading is hugely important.

“One thing we know does have a correlation with academic achievement is free reading time,” says Pope. “We know that that is something we want schools to encourage.” Since the scientific evidence shows the most impact comes from reading for pleasure, don’t skip bedtime reading. If your child is not being given any homework, make sure to spend some of that extra time reading books in either English or Spanish.

Homes Nearby

Homes for rent and sale near schools

How our schools are (and aren't) addressing race

What should I write my college essay about?

What the #%@!& should I write about in my college essay?

Should your teen take the PSAT — and if so, when?

Yes! Sign me up for updates relevant to my child's grade.

Please enter a valid email address

Thank you for signing up!

Server Issue: Please try again later. Sorry for the inconvenience

The Cult of Homework

America’s devotion to the practice stems in part from the fact that it’s what today’s parents and teachers grew up with themselves.

America has long had a fickle relationship with homework. A century or so ago, progressive reformers argued that it made kids unduly stressed , which later led in some cases to district-level bans on it for all grades under seventh. This anti-homework sentiment faded, though, amid mid-century fears that the U.S. was falling behind the Soviet Union (which led to more homework), only to resurface in the 1960s and ’70s, when a more open culture came to see homework as stifling play and creativity (which led to less). But this didn’t last either: In the ’80s, government researchers blamed America’s schools for its economic troubles and recommended ramping homework up once more.

The 21st century has so far been a homework-heavy era, with American teenagers now averaging about twice as much time spent on homework each day as their predecessors did in the 1990s . Even little kids are asked to bring school home with them. A 2015 study , for instance, found that kindergarteners, who researchers tend to agree shouldn’t have any take-home work, were spending about 25 minutes a night on it.

But not without pushback. As many children, not to mention their parents and teachers, are drained by their daily workload, some schools and districts are rethinking how homework should work—and some teachers are doing away with it entirely. They’re reviewing the research on homework (which, it should be noted, is contested) and concluding that it’s time to revisit the subject.

Read: My daughter’s homework is killing me

Hillsborough, California, an affluent suburb of San Francisco, is one district that has changed its ways. The district, which includes three elementary schools and a middle school, worked with teachers and convened panels of parents in order to come up with a homework policy that would allow students more unscheduled time to spend with their families or to play. In August 2017, it rolled out an updated policy, which emphasized that homework should be “meaningful” and banned due dates that fell on the day after a weekend or a break.

“The first year was a bit bumpy,” says Louann Carlomagno, the district’s superintendent. She says the adjustment was at times hard for the teachers, some of whom had been doing their job in a similar fashion for a quarter of a century. Parents’ expectations were also an issue. Carlomagno says they took some time to “realize that it was okay not to have an hour of homework for a second grader—that was new.”

Most of the way through year two, though, the policy appears to be working more smoothly. “The students do seem to be less stressed based on conversations I’ve had with parents,” Carlomagno says. It also helps that the students performed just as well on the state standardized test last year as they have in the past.

Earlier this year, the district of Somerville, Massachusetts, also rewrote its homework policy, reducing the amount of homework its elementary and middle schoolers may receive. In grades six through eight, for example, homework is capped at an hour a night and can only be assigned two to three nights a week.

Jack Schneider, an education professor at the University of Massachusetts at Lowell whose daughter attends school in Somerville, is generally pleased with the new policy. But, he says, it’s part of a bigger, worrisome pattern. “The origin for this was general parental dissatisfaction, which not surprisingly was coming from a particular demographic,” Schneider says. “Middle-class white parents tend to be more vocal about concerns about homework … They feel entitled enough to voice their opinions.”

Schneider is all for revisiting taken-for-granted practices like homework, but thinks districts need to take care to be inclusive in that process. “I hear approximately zero middle-class white parents talking about how homework done best in grades K through two actually strengthens the connection between home and school for young people and their families,” he says. Because many of these parents already feel connected to their school community, this benefit of homework can seem redundant. “They don’t need it,” Schneider says, “so they’re not advocating for it.”

That doesn’t mean, necessarily, that homework is more vital in low-income districts. In fact, there are different, but just as compelling, reasons it can be burdensome in these communities as well. Allison Wienhold, who teaches high-school Spanish in the small town of Dunkerton, Iowa, has phased out homework assignments over the past three years. Her thinking: Some of her students, she says, have little time for homework because they’re working 30 hours a week or responsible for looking after younger siblings.

As educators reduce or eliminate the homework they assign, it’s worth asking what amount and what kind of homework is best for students. It turns out that there’s some disagreement about this among researchers, who tend to fall in one of two camps.

In the first camp is Harris Cooper, a professor of psychology and neuroscience at Duke University. Cooper conducted a review of the existing research on homework in the mid-2000s , and found that, up to a point, the amount of homework students reported doing correlates with their performance on in-class tests. This correlation, the review found, was stronger for older students than for younger ones.

This conclusion is generally accepted among educators, in part because it’s compatible with “the 10-minute rule,” a rule of thumb popular among teachers suggesting that the proper amount of homework is approximately 10 minutes per night, per grade level—that is, 10 minutes a night for first graders, 20 minutes a night for second graders, and so on, up to two hours a night for high schoolers.

In Cooper’s eyes, homework isn’t overly burdensome for the typical American kid. He points to a 2014 Brookings Institution report that found “little evidence that the homework load has increased for the average student”; onerous amounts of homework, it determined, are indeed out there, but relatively rare. Moreover, the report noted that most parents think their children get the right amount of homework, and that parents who are worried about under-assigning outnumber those who are worried about over-assigning. Cooper says that those latter worries tend to come from a small number of communities with “concerns about being competitive for the most selective colleges and universities.”

According to Alfie Kohn, squarely in camp two, most of the conclusions listed in the previous three paragraphs are questionable. Kohn, the author of The Homework Myth: Why Our Kids Get Too Much of a Bad Thing , considers homework to be a “reliable extinguisher of curiosity,” and has several complaints with the evidence that Cooper and others cite in favor of it. Kohn notes, among other things, that Cooper’s 2006 meta-analysis doesn’t establish causation, and that its central correlation is based on children’s (potentially unreliable) self-reporting of how much time they spend doing homework. (Kohn’s prolific writing on the subject alleges numerous other methodological faults.)

In fact, other correlations make a compelling case that homework doesn’t help. Some countries whose students regularly outperform American kids on standardized tests, such as Japan and Denmark, send their kids home with less schoolwork , while students from some countries with higher homework loads than the U.S., such as Thailand and Greece, fare worse on tests. (Of course, international comparisons can be fraught because so many factors, in education systems and in societies at large, might shape students’ success.)

Kohn also takes issue with the way achievement is commonly assessed. “If all you want is to cram kids’ heads with facts for tomorrow’s tests that they’re going to forget by next week, yeah, if you give them more time and make them do the cramming at night, that could raise the scores,” he says. “But if you’re interested in kids who know how to think or enjoy learning, then homework isn’t merely ineffective, but counterproductive.”

His concern is, in a way, a philosophical one. “The practice of homework assumes that only academic growth matters, to the point that having kids work on that most of the school day isn’t enough,” Kohn says. What about homework’s effect on quality time spent with family? On long-term information retention? On critical-thinking skills? On social development? On success later in life? On happiness? The research is quiet on these questions.

Another problem is that research tends to focus on homework’s quantity rather than its quality, because the former is much easier to measure than the latter. While experts generally agree that the substance of an assignment matters greatly (and that a lot of homework is uninspiring busywork), there isn’t a catchall rule for what’s best—the answer is often specific to a certain curriculum or even an individual student.

Given that homework’s benefits are so narrowly defined (and even then, contested), it’s a bit surprising that assigning so much of it is often a classroom default, and that more isn’t done to make the homework that is assigned more enriching. A number of things are preserving this state of affairs—things that have little to do with whether homework helps students learn.

Jack Schneider, the Massachusetts parent and professor, thinks it’s important to consider the generational inertia of the practice. “The vast majority of parents of public-school students themselves are graduates of the public education system,” he says. “Therefore, their views of what is legitimate have been shaped already by the system that they would ostensibly be critiquing.” In other words, many parents’ own history with homework might lead them to expect the same for their children, and anything less is often taken as an indicator that a school or a teacher isn’t rigorous enough. (This dovetails with—and complicates—the finding that most parents think their children have the right amount of homework.)

Barbara Stengel, an education professor at Vanderbilt University’s Peabody College, brought up two developments in the educational system that might be keeping homework rote and unexciting. The first is the importance placed in the past few decades on standardized testing, which looms over many public-school classroom decisions and frequently discourages teachers from trying out more creative homework assignments. “They could do it, but they’re afraid to do it, because they’re getting pressure every day about test scores,” Stengel says.

Second, she notes that the profession of teaching, with its relatively low wages and lack of autonomy, struggles to attract and support some of the people who might reimagine homework, as well as other aspects of education. “Part of why we get less interesting homework is because some of the people who would really have pushed the limits of that are no longer in teaching,” she says.

“In general, we have no imagination when it comes to homework,” Stengel says. She wishes teachers had the time and resources to remake homework into something that actually engages students. “If we had kids reading—anything, the sports page, anything that they’re able to read—that’s the best single thing. If we had kids going to the zoo, if we had kids going to parks after school, if we had them doing all of those things, their test scores would improve. But they’re not. They’re going home and doing homework that is not expanding what they think about.”

“Exploratory” is one word Mike Simpson used when describing the types of homework he’d like his students to undertake. Simpson is the head of the Stone Independent School, a tiny private high school in Lancaster, Pennsylvania, that opened in 2017. “We were lucky to start a school a year and a half ago,” Simpson says, “so it’s been easy to say we aren’t going to assign worksheets, we aren’t going assign regurgitative problem sets.” For instance, a half-dozen students recently built a 25-foot trebuchet on campus.

Simpson says he thinks it’s a shame that the things students have to do at home are often the least fulfilling parts of schooling: “When our students can’t make the connection between the work they’re doing at 11 o’clock at night on a Tuesday to the way they want their lives to be, I think we begin to lose the plot.”

When I talked with other teachers who did homework makeovers in their classrooms, I heard few regrets. Brandy Young, a second-grade teacher in Joshua, Texas, stopped assigning take-home packets of worksheets three years ago, and instead started asking her students to do 20 minutes of pleasure reading a night. She says she’s pleased with the results, but she’s noticed something funny. “Some kids,” she says, “really do like homework.” She’s started putting out a bucket of it for students to draw from voluntarily—whether because they want an additional challenge or something to pass the time at home.

Chris Bronke, a high-school English teacher in the Chicago suburb of Downers Grove, told me something similar. This school year, he eliminated homework for his class of freshmen, and now mostly lets students study on their own or in small groups during class time. It’s usually up to them what they work on each day, and Bronke has been impressed by how they’ve managed their time.

In fact, some of them willingly spend time on assignments at home, whether because they’re particularly engaged, because they prefer to do some deeper thinking outside school, or because they needed to spend time in class that day preparing for, say, a biology test the following period. “They’re making meaningful decisions about their time that I don’t think education really ever gives students the experience, nor the practice, of doing,” Bronke said.

The typical prescription offered by those overwhelmed with homework is to assign less of it—to subtract. But perhaps a more useful approach, for many classrooms, would be to create homework only when teachers and students believe it’s actually needed to further the learning that takes place in class—to start with nothing, and add as necessary.

How Homework Became A Thing In The US

For many U.S. students, homework is an unfortunate certainty — the childhood equivalent of death and taxes. But the truth is that it has been controversial since it was introduced. A major player in the initial spread of homework in the U.S. was 19th-century education reformer Horace Mann, Study  explained. Mann was inspired by the developing public education system in Germany, which had recently become unified as a single nation-state. The Volksschulen , or "People's Schools," assigned students work to be completed at home. Mann, who helped develop a state-funded public school system in the U.S., adopted the homework concept from the German system. 

As school attendance became mandatory in the late 19th and early 20th centuries, homework became a reality for more U.S. families, Slate explained. This led to a rising backlash against it. In 1900, Edward Bok wrote in the Ladies' Home Journal that forcing children to complete homework rather than play was a "rank injustice." His editorial received support from parents and teachers and, by 1901, 2/3 of U.S. city school districts had limited homework. California went so far as to ban homework for any child under 15. In the 1930s, the American Child Health Association listed homework with child labor as a cause of tuberculosis and heart disease in children, according to The Washington Post .

The rise of homework

Attitudes toward homework shifted in a big way during the Cold War , according to History . The Russian launch of Sputnik in 1957 led to concerns that U.S. students were falling behind their Russian counterparts, and homework became an important part of revamping the high school curriculum. In 1948, only 8% of U.S. students studied for two or more hours a night. By 1962, 23% of high-school juniors studied that long.

Since then, feelings about homework have gone in roughly 15-year cycles, Slate explained. There was another backlash during the counter-cultural 1960s and 1970s, followed by another pro-homework push in the 1980s. The 1983 government report "A Nation at Risk" argued that high schoolers should be doing more homework to compete with students in South Korea, Japan, and Germany. The 1990s saw another period of anti-homework sentiment, with articles like "The Homework Ate My Family" appearing in Time . Today, homework is being assigned to children as young as kindergarten. Yet other schools are experimenting with homework bans, according to The Washington Post . The future of homework in the U.S. is as controversial as its past.

A New Report Reveals That Homework in the United States is an Easy Load

Two new reports debunk the notion that U.S. schoolchildren suffer from a growing homework load, with little time to play and just be kids.

The great majority of students at all grade levels now spend less than one hour studying on a typical day—an amount that has not changed substantially in at least twenty years, according to data analyzed by the Brown Center on Education Policy at the Brookings Institution and the RAND Corporation.

The research contradicts dramatic anecdotes of children overwhelmed with homework. The Brookings and RAND researchers collected and reviewed the best social science available on children’s homework, including data from surveys conducted by the National Assessment of Educational Progress (NAEP), the Third International Math and Science Study (TIMSS), the Population Studies Center at the Institute for Social Research at the University of Michigan, and the Higher Education Research Institute at UCLA.

Even at the high school level, where more homework might be expected to prepare students for the demands of college or the workplace, only about a third of seventeen-year-olds spend an hour or more a day on homework.

The Brown Center on Education Policy conducted the study after a wave of dramatic news stories over the past few years described a backlash against homework. Since 2001, feature stories about onerous homework loads and parents fighting back have appeared in Time , Newsweek , and People magazines; the New York Times , Washington Post , Los Angeles Times , Raleigh News and Observer , and the Tampa Tribune ; and the CBS Evening News and other media outlets.

“The stories are misleading,” writes author Tom Loveless, director of the Brown Center. “They do not reflect the experiences of a majority—or even a significant minority—of American schoolchildren.”

“Excessive homework is not a common problem,” writes Loveless in the report. “The critics of homework need to produce some very powerful evidence before policymakers start mandating reductions in homework or even banning it altogether. To date, the evidence put forth by homework critics has been weak.”

Across three different age groups, the percentage of students with less than an hour of daily homework has actually risen since 1984, according to the National Assessment of Educational Progress, which for two decades has been asking a nationally representative sample of students questions about homework.

In 1999, 83 percent of nine-year-olds, 66 percent of thirteen-year-olds, and 65 percent of seventeen-year-olds reported having less than an hour of homework per night (see figure 1). In 1984, 81 percent of nine-year-olds, 63 percent of thirteen-year-olds, and 59 percent of seventeen-year-olds had reported spending that amount of time studying.

Another survey, the Third International Math and Science Study, finds that American high school students have one of the lightest homework loads in the world. Of twenty countries, the United States ranked near the bottom, tied for the next-to-last position. Students in France, Italy, Russia, and South Africa reported spending at least twice as much time on homework as American students.

The University of Michigan research does show an increase in the amount of homework given to children ages six to eight. But the increase of ten to eleven minutes a day is largely due to the fact that the baseline was low to begin with—only a third of children ages six to eight spent any time at all on studying in 1981.

“Why is it important to get the homework study right?” asks Loveless. “Mainly because it is positively associated with student learning.” Research shows that the relationship of homework with student achievement is positive for both middle and high school students and neutral for elementary school students.

Moreover, homework is a “barometer of the success—or the limits—of movements to raise academic standards,” write Brian Gill of RAND and Steven Schlossman of Carnegie Mellon University in the fall 2003 issue of Educational Evaluation and Policy Analysis.

“To succeed, academic excellence movements ultimately require students to invest effort in their studies; time spent on homework is a ground-level indicator of this effort,” say Gill and Schlossman.

Gill and Schlossman trace homework time trends of the past fifty years, finding that the only substantial increases in homework for high-school students occurred in the decade after Sputnik, when the nation launched an academic excellence movement motivated by competition with the Soviet Union. Homework time subsequently declined to pre-Sputnik levels, and the excellence movement of the 1980s and 1990s that followed the publication of “A Nation at Risk” caused surprisingly small increases in homework (see figure 8).

Ironically, the only increase in homework in the last two decades has happened precisely in the lower grade levels, where researchers believe it matters least for academic achievement, according to Gill and Schlossman.

Most parents feel the homework load is about right, and, of those who would like to change it, more parents would rather see more homework than less, according to a 2000 poll conducted by the Public Agenda Foundation. Only one out of ten parents believes there is too much homework.

When a homework problem exists, which can happen because children vary in their study habits, solutions should come from parents and teachers, not policymakers, Loveless says.

About the Brown Center on Education Policy and the Brookings Institution

Established in 1992, the Brown Center on Education Policy conducts research on topics in American education, with a special focus on efforts to improve academic achievement in elementary and secondary schools. The Brown Center is part of the Brookings Institution, a private, nonprofit organization devoted to research, education, and publication on important issues of domestic and foreign policy. The Institution maintains a position of neutrality on issues of public policy. Interpretations or conclusions in Brookings publications should be understood to be solely those of the authors.

For a full copy of the report as well as information about other Brown Center events and publications, please visit the Brown Center’s website , or call Tucker Warren at 202/457-8100.

About RAND Education

RAND Education conducts independent research and analysis on education policy, including school reform and educational assessment and accountability. RAND is a nonprofit institution that helps improve policy and decisionmaking through research and analysis.

About Brookings

Governance Studies

Brown Center on Education Policy

Sopiko Beriashvili, Michael Trucano

April 26, 2024

Richard V. Reeves, Ember Smith

Michael Trucano, Sopiko Beriashvili

April 25, 2024

Who Invented Homework? A Big Question Answered with Facts

Crystal Bourque

Delving into the intriguing history of education, one of the most pondered questions arises: Who invented homework?

Love it or hate it, homework is part of student life.

But what’s the purpose of completing these tasks and assignments? And who would create an education system that makes students complete work outside the classroom?

This post contains everything you’ve ever wanted to know about homework. So keep reading! You’ll discover the answer to the big question: who invented homework?

Who Invented Homework?

The myth of roberto nevilis: who is he, the origins of homework, a history of homework in the united states, 5 facts about homework, types of homework.

• What’s the Purpose of Homework? 
• Homework Pros
• Homework Cons

When, How, and Why was Homework Invented?

Daniel Jedzura/Shutterstock.com

To ensure we cover the basics (and more), let’s explore when, how, and why was homework invented.

As a bonus, we’ll also cover who invented homework. So get ready because the answer might surprise you!

It’s challenging to pinpoint the exact person responsible for the invention of homework.

For example, Medieval Monks would work on memorization and practice singing. Ancient philosophers would read and develop their teachings outside the classroom. While this might not sound like homework in the traditional form we know today, one could argue that these methods helped to form the basic structure and format.

So let’s turn to recorded history to try and identify who invented homework and when homework was invented.

Pliny the Younger

Credit: laphamsquarterly.org

Mention of homework appears in the writings of Pliny the Younger, meaning we can trace the term ‘homework’ back to ancient Rome. Pliny the Younger (61—112 CE) was an oratory teacher, and often told his students to practice their public speaking outside class.

Pliny believed that the repetition and practice of speech would help students gain confidence in their speaking abilities.

Johann Gottlieb Fichte

Credit: inlibris.com

Before the idea of homework came to the United States, Germany’s newly formed nation-state had been giving students homework for years.

The roots of homework extend to ancient times, but it wasn’t until German Philosopher Johann Gottlieb Fichte (1762—1814) helped to develop the Volksschulen (People’s Schools) that homework became mandatory.

Fichte believed that the state needed to hold power over individuals to create a unified Germany. A way to assert control over people meant that students attending the Volksshulen were required to complete assignments at home on their own time.

As a result, some people credit Fichte for being the inventor of homework.

Horace Mann

Credit: commons.wikimedia.org

The idea of homework spread across Europe throughout the 19th century.

So who created homework in the United States?

The history of education and homework now moves to Horace Mann (1796—1859), an American educational reformer, spent some time in Prussia. There, he learned more about Germany’s Volksshulen, forms of education , and homework practices.

Mann liked what he saw and brought this system back to America. As a result, homework rapidly became a common factor in students’ lives across the country.

Credit: medium.com

If you’ve ever felt curious about who invented homework, a quick online search might direct you to a man named Roberto Nevilis, a teacher in Venice, Italy.

As the story goes, Nevilis invented homework in 1905 (or 1095) to punish students who didn’t demonstrate a good understanding of the lessons taught during class.

This teaching technique supposedly spread to the rest of Europe before reaching North America.

Unfortunately, there’s little truth to this story. If you dig a little deeper, you’ll find that these online sources lack credible sources to back up this myth as fact.

In 1905, the Roman Empire turned its attention to the First Crusade. No one had time to spare on formalizing education, and classrooms didn’t even exist. So how could Nevilis spread the idea of homework when education remained so informal?

And when you jump to 1901, you’ll discover that the government of California passed a law banning homework for children under fifteen. Nevilis couldn’t have invented homework in 1905 if this law had already reached the United States in 1901.

Inside Creative House/Shutterstock.com

When it comes to the origins of homework, looking at the past shows us that there isn’t one person who created homework. Instead, examining the facts shows us that several people helped to bring the idea of homework into Europe and then the United States.

In addition, the idea of homework extends beyond what historians have discovered. After all, the concept of learning the necessary skills human beings need to survive has existed since the dawn of man.

More than 100 years have come and gone since Horace Mann introduced homework to the school system in the United States.

Therefore, it’s not strange to think that the concept of homework has changed, along with our people and culture.

In short, homework hasn’t always been considered acceptable. Let’s dive into the history or background of homework to learn why.

Homework is Banned! (The 1900s)

Important publications of the time, including the Ladies’ Home Journal and The New York Times, published articles on the negative impacts homework had on American children’s health and well-being.

As a result, California banned homework for children under fifteen in 1901. This law, however, changed again about a decade later (1917).

Children Needed at Home (The 1930s)

Formed in 1923, The American Child Health Association (ACHA) aimed to decrease the infant mortality rate and better support the health and development of the American child.

By the 1930s, ACHA deemed homework a form of child labor. Since the government recently passed laws against child labor , it became difficult to justify homework assignments. College students, however, could still receive homework tasks as part of their formal schooling.

Studio Romantic/Shutterstock.com

A Shift in Ideas (The 1940s—1950s)

During the early to mid-1900s, the United States entered the Progressive Era. As a result, the country reformed its public education system to help improve students’ learning.

Homework became a part of everyday life again. However, this time, the reformed curriculum required teachers to make the assignments more personal.

As a result, American students would write essays on summer vacations and winter breaks, participate in ‘show and tell,’ and more.

These types of assignments still exist today!

Homework Today (The 2000s)

The focus of American education shifted again when the US Department of Education was founded in 1979, aiming to uplevel education in the country by, among other things, prohibiting discrimination ensuring equal access, and highlighting important educational issues.

In 2022, the controversial nature of homework in public schools and formal education is once again a hot topic of discussion in many classrooms.

According to one study , more than 60% of college and high school students deal with mental health issues like depression and anxiety due to homework. In addition, the large number of assignments given to students takes away the time students spend on other interests and hobbies. Homework also negatively impacts sleep.

As a result, some schools have implemented a ban or limit on the amount of homework assigned to students.

Test your knowledge and check out these other facts about homework:

• Horace Mann is also known as the ‘father’ of the modern school system and the educational process that we know today (read more about Who Invented School ).
• With a bit of practice, homework can improve oratory and writing skills. Both are important in a student’s life at all stages.
• Homework can replace studying. Completing regular assignments reduces the time needed to prepare for tests.
• Homework is here to stay. It doesn’t look like teachers will stop assigning homework any time soon. However, the type and quantity of homework given seem to be shifting to accommodate the modern student’s needs.
• The optimal length of time students should spend on homework is one to two hours. Students who spent one to two hours on homework per day scored higher test results.
•   So, while completing assignments outside of school hours may be beneficial, spending, for example, a day on homework is not ideal.

Explore how the Findmykids app can complement your child’s school routine. With features designed to ensure their safety and provide peace of mind, it’s a valuable tool for parents looking to stay connected with their children throughout the day. Download now and stay informed about your child’s whereabouts during their academic journey.

Ground Picture/Shutterstock.com

The U.S. Department of Education provides teachers with plenty of information and resources to help students with homework.

In general, teachers give students homework that requires them to employ four strategies. The four types of homework types include:

• Practice: To help students master a specific skill, teachers will assign homework that requires them to repeat the particular skill. For example, students must solve a series of math problems.
• Preparation: This type of homework introduces students to the material they will learn in the future. An example of preparatory homework is assigning students a chapter to read before discussing the contents in class the next day.
• Extension: When a teacher wants to get students to apply what they’ve learned but create a challenge, this type of homework is assigned. It helps to boost problem-solving skills. For example, using a textbook to find the answer to a question gets students to problem-solve differently.
• Integration: To solidify the student learning experience , teachers will create a task that requires the use of many different skills. An example of integration is a book report. Completing integration homework assignments helps students learn how to be organized, plan, strategize, and solve problems on their own. Encouraging effective study habits is a key idea behind homework, too.

Ultimately, the type of homework students receive should have a purpose, be focused and clear, and challenge students to problem solve while integrating lessons learned.

What’s the Purpose of Homework?

LightField Studios/Shutterstock.com

Homework aims to ensure individual students understand the information they learn in class. It also helps teachers to assess a student’s progress and identify strengths and weaknesses.

For example, school teachers use different types of homework like book reports, essays, math problems, and more to help students demonstrate their understanding of the lessons learned.

Does Homework Improve the Quality of Education?

Homework is a controversial topic today. Educators, parents, and even students often question whether homework is beneficial in improving the quality of education.

Let’s explore the pros and cons of homework to try and determine whether homework improves the quality of education in schools.

Homework Pros:

• Time Management Skills : Assigning homework with a due date helps students to develop a schedule to ensure they complete tasks on time. Personal responsibility amongst students is thereby promoted.
• More Time to Learn : Students encounter plenty of distractions at school. It’s also challenging for students to grasp the material in an hour or less. Assigning homework provides the student with the opportunity to understand the material.
• Improves Research Skills : Some homework assignments require students to seek out information. Through homework, students learn where to seek out good, reliable sources.

Homework Cons:

• Reduced Physical Activity : Homework requires students to sit at a desk for long periods. Lack of movement decreases the amount of physical activity, often because teachers assign students so much homework that they don’t have time for anything else. Time for students can get almost totally taken up with out-of-school assignments.
• Stuck on an Assignment: A student often gets stuck on an assignment. Whether they can’t find information or the correct solution, students often don’t have help from parents and require further support from a teacher. For underperforming students, especially, this can have a negative impact on their confidence and overall educational experience.
• Increases Stress : One of the results of getting stuck on an assignment is that it increases stress and anxiety. Too much homework hurts a child’s mental health, preventing them from learning and understanding the material.

Some research shows that homework doesn’t provide educational benefits or improve performance, and can lead to a decline in physical activities. These studies counter that the potential effectiveness of homework is undermined by its negative impact on students.

However, research also shows that homework benefits students—provided teachers don’t give them too much. Here’s a video from Duke Today that highlights a study on the very topic.

Homework Today

The question of “Who Invented Homework?” delves into the historical evolution of academic practices, shedding light on its significance in fostering responsibility among students and contributing to academic progress. While supported by education experts, homework’s role as a pivotal aspect of academic life remains a subject of debate, often criticized as a significant source of stress. Nonetheless, when balanced with extracurricular activities and integrated seamlessly into the learning process, homework continues to shape and refine students’ educational journeys.

Maybe one day, students won’t need to submit assignments or complete tasks at home. But until then, many students understand the benefits of completing homework as it helps them further their education and achieve future career goals.

Before you go, here’s one more question: how do you feel about homework? Do you think teachers assign too little or too much? Get involved and start a discussion in the comments!

Elena Kharichkina/Shutterstock.com

Who invented homework and why?

The creation of homework can be traced back to the Ancient Roman Pliny the Younger, a teacher of oratory—he is generally credited as being the father of homework! Pliny the Younger asked his students to practice outside of class to help them build confidence in their speaking skills.

Who invented homework as a punishment?

There’s a myth that the Italian educator Roberto Nevilis first used homework as a means of punishing his students in the early 20th century—although this has now been widely discredited, and the story of the Italian teacher is regarded as a myth.

Why did homework stop being a punishment?

There are several reasons that homework ceased being a form of punishment. For example, the introduction of child labor laws in the early twentieth century meant that the California education department banned giving homework to children under the age of fifteen for a time. Further, throughout the 1940s and 1950s, there was a growing emphasis on enhancing students’ learning, making homework assignments more personal, and nurturing growth, rather than being used as a form of punishment.

The picture on the front page: Evgeny Atamanenko/Shutterstock.com

While bringing up their child, parents pay special attention to the development of positive moral…

It’s impossible to overemphasize the importance of learning alphabet letters for kids. This primary milestone…

Lockdown left our children with no other option other than remote education. Now that schools…

Subscribe now!

Glad you've joined us🎉🎉.

The Edvocate

• Lynch Educational Consulting
• Dr. Lynch’s Personal Website
• Write For Us
• The Tech Edvocate Product Guide
• The Edvocate Podcast
• Terms and Conditions
• Privacy Policy
• Assistive Technology
• Best PreK-12 Schools in America
• Child Development
• Classroom Management
• Early Childhood
• EdTech & Innovation
• Education Leadership
• First Year Teachers
• Gifted and Talented Education
• Special Education
• Parental Involvement
• Policy & Reform
• Best Colleges and Universities
• Best College and University Programs
• HBCU’s
• Higher Education EdTech
• Higher Education
• International Education
• The Awards Process
• Finalists and Winners of The 2022 Tech Edvocate Awards
• Finalists and Winners of The 2021 Tech Edvocate Awards
• Finalists and Winners of The 2020 Tech Edvocate Awards
• Finalists and Winners of The 2019 Tech Edvocate Awards
• Finalists and Winners of The 2018 Tech Edvocate Awards
• Finalists and Winners of The 2017 Tech Edvocate Awards
• Award Seals
• GPA Calculator for College
• GPA Calculator for High School
• Cumulative GPA Calculator
• Grade Calculator
• Weighted Grade Calculator
• Final Grade Calculator
• The Tech Edvocate
• AI Powered Personal Tutor

College Minor: Everything You Need to Know

14 fascinating teacher interview questions for principals, tips for success if you have a master’s degree and can’t find a job, 14 ways young teachers can get that professional look, which teacher supplies are worth the splurge, 8 business books every teacher should read, conditional admission: everything you need to know, college majors: everything you need to know, 7 things principals can do to make a teacher observation valuable, 3 easy teacher outfits to tackle parent-teacher conferences, who invented homework.

Homework is a part of life for children, parents, and educators. But who came up with the concept of homework? What happened to make it a standard in education? Here’s a quick rundown of homework’s history in the United States .

Homework’s Origins: Myth vs. History

Who was the first person to invent homework? We may never know for sure. Its history has been shaped by a variety of persons and events. Let’s start with two of its key influencers.

The Dubious Roberto Nevelis of Venice

Homework is typically credited to Roberto Nevelis of Venice, Italy, who invented it in 1095—or 1905, depending on your sources. However, upon closer examination, he appears to be more of an internet legend than a genuine figure.

Horace Mann

Horace Mann, a 19th-century politician and educational reformer, was a pivotal figure in the development of homework. Mann, like his contemporaries Henry Barnard and Calvin Ellis Stowe, was passionate about the newly unified nation-state of Germany’s obligatory public education system.

Mandatory tasks were assigned to Volksschulen (“People’s Schools”) students to complete at home on their own time. When liberals like Johann Gottlieb Fichte were striving to organize support for a unified German state, this demand highlighted the state’s authority over the individual. While homework had been established before Fichte’s participation with the Volksschulen, his political goals can be considered a catalyst for its adoption as an educational requirement.

Horace Mann was a driving force behind creating government-run, tax-funded public education in America. During a journey to Germany in 1843, he witnessed the Volkschule system at work and brought back several of its ideals, including homework.

The American Public School System’s Homework

Homework has not always been generally embraced, despite being a near-universal element of the American educational experience. Parents and educators continue to dispute its benefits and drawbacks, as they have for more than a century.

The 1900s: Anti-homework sentiment and homework bans

A homework prohibition was enacted in the Pacific state of California in 1901, barely a few decades after the idea of homework crossed the Atlantic. The restriction, which applied to all students under the age of 15, lasted until 1917.

Around the same period, renowned magazines such as the Ladies’ Home Journal and The New York Times published remarks from parents and medical professionals portraying homework as harmful to children’s health.1930: Homework as Child Labor

A group called the American Child Health Association deemed homework a form of child labor in 1930. This statement represented a less-than-favorable view of homework as an appropriate educational method, given that laws barring child labor had recently been implemented.

Early-to-Mid 20th Century: Homework and the Progressive Era

Teachers began looking for ways to make homework more personal and meaningful to individual students throughout the second half of the 19th and 20th-century modern educational changes. Could this be the origin of the enduring essay topic, “What I Did on My Summer Vacation?”

The Cold War: Homework Heats Up

Following WWII, the Cold War heightened tensions between the United States and Russia in the 1950s. The flight of Sputnik 1 in 1957 increased Russian-American enmity, particularly among their youngsters.

The best way to ensure that American students did not fall behind their Russian counterparts, especially in the extremely competitive fields of science and mathematics, was for education officials in the United States to assign demanding homework.

The 1980s: A Nation at Risk’s Homework

What Works, a 1986 publication from the US Department of Education, listed homework as one of the most effective instructional tactics. This followed three years after the groundbreaking study 

Early 21st Century: Homework Bans Return

Many educators and other concerned individuals are questioning the value of homework once again. On the subject, several publications have been published.

These include:

• The Case Against Homework: How Homework Is Hurting Our Children and What We Can Do About It  by Sarah Bennett and Nancy Kalish (2006)
• The Battle Over Homework: Common Ground for Administrators, Teachers, and Parents  (Third Edition) by Duke University psychologist Dr. Harris Cooper (2007)
• The End of Homework: How Homework Disrupts Families, Overburdens Children, and Limits Learning  by education professor Dr. Etta Kralovec and journalist John Buell (2000)

Homework is still a contentious topic nowadays. Some schools are enacting homework bans similar to those enacted at the start of the century. Teachers have varying opinions on the bans, while parents attempt to cope with the disruption to their daily routine that such bans cause.

Flipped Classroom: Everything You Need to Know

25 black history month activities.

Matthew Lynch

Related articles more from author.

You Can Really Learn in Your Sleep

Using Pre-Reading Stage to Develop Great Readers

The A-Z of Education: School Finance and Organization

Pass or Fail: The History of Social Promotion in the American Education System

17 Ways to Help Students Who Have Issues Starting Learning Activities

3 Apps to Empower College Students’ Study Skills

Deadpool & Wolverine's Director Promises No Homework Is Needed

“What homework?” asks Deadpool.

Outside of Avengers: Endgame , Deadpool & Wolverine may carry the most pre-release baggage of anything in Marvel history. For Deadpool, you’ve got not just two movies, but also all the behind-the-scenes drama leading up to them. With Wolverine, you’ve got 10 X-Men movies with all manner of wild stories, including the character actually dying. Then you’ve got the Marvel Cinematic Universe itself, including the TV shows which, as we’ve seen from the trailers , play a big role.

Don’t sweat it, says director Shawn Levy. You can and will be rewarded for knowing all that, but you don’t need to know any of it. “I very much made this film with, certainly, a healthy respect and gratitude towards the rabid fan base that has peak fluency in the mythology and lore of these characters and this world,” he told the Associated Press . “But I didn’t want to presume that. This movie is built for entertainment, with no obligation to come prepared with prior research.”

“I was a good student in school,” Levy added. “I’ll do my homework as an adult. But I am definitely not looking to do homework when I go to the movies.”

Basically, Levy is saying if you don’t know about all the little details, you can still have fun with and understand the movie. If you know the history of the TVA from Loki, for example, that’s great. It’ll add some depth and richness. If you don’t though and it’s just some weird group capturing Deadpool, that’ll work too. You still get enough to enjoy. Homework isn’t needed, but it’ll be rewarded.

Nevertheless, in the now about three months until the release of Deadpool & Wolverine, the entire internet will give you every chance to catch up on all the homework needed to understand Deadpool & Wolverine on every level. But, if you miss an assignment or two, trust the director. It’s fine.

Deadpool & Wolverine opens July 26.

Want more io9 news? Check out when to expect the latest Marvel , Star Wars , and Star Trek releases, what’s next for the DC Universe on film and TV , and everything you need to know about the future of Doctor Who .

For the latest news, Facebook , Twitter and Instagram .

Best AI Tools for Students: The 11 Free Tools We Recommend

Best AI tools for students are super important now—they help with writing better and getting instant feedback on students’ presentations.

The best thing? Lots of these are free AI tools for students! That’s great news for nonprofits and folks with tight budgets.

Study the top 11 AI tools of 2024 for academic success, whether it’s writing great essays or improving communication skills.

The Main Takeaways from this Article:

• AI in education targets teaching to students’ needs, making learning easier and personalized.
• If you are in school, use Caktus.ai to solve Math and essays for your homework, let Quizgecko AI help with creating and sharing quizzes, try Upword AI for studying and learning, and consider TextToHandwriting to upgrade your handwriting.
• For college students, the ultimate AI tools include Tome AI for presentations, ChatGPT for writing help, Duolingo for language learning fun, and Otter.ai for transcribing lectures.
• For engineering students, top AI tools like Pdf.ai offer document chat capabilities, Scholarcy AI summarizes lengthy research articles, and Socratic.org provides video explanations for questions.

Table of Contents

Which ai tool is best for students.

Here is a list of free AI tools for school, college, and engineering students.

• Caktus.ai is to solve Math questions
• Quizgecko AI is for creating and sharing quizzes
• Upword is the best AI for studying and learning
• TextToHandwriting converts typed text to handwriting
• ChatGPT prompts for students
• Tome AI is for creating PPTs easily
• Duolingo is to learn languages with fun games
• Otter.ai is to transcribe lectures and meetings
• Pdf.ai to chat with documents
• Scholarcy AI summarizes long research articles
• Socratic.org is for video explanations of questions

Best AI Tools for School Students

These are the top four best AI tools for students in schools.

1. Caktus.ai

Caktus AI turns your text into complete homework answers. With Caktus, students can write essays, solve Math, and code.

This chart shows how good Caktus AI is for students.

It gets a rating of 4.2 out of 5. It costs $9.90 per month. It’s user-friendly, with a score of 4.5 out of 5. It has good features, rated 4.2 out of 5. The quality of its output is decent, at 3.8 out of 5. There’s no mobile app. Overall, it’s great for students.

Caktus.ai is similar to an AI answer generator for students.

Highlight Features

• ✅ Free trial: 5,000 characters.
• ✅ Features: Essay & code generator.
• ✅ Easy to use: Input what you need, it handles the rest.
• ✅ Semi-auto AI: Completes tasks, may need input.
• ✅ History saving: Edit previous work or request new output.

Limitations

• ❌ Slow compared to different AI content generators.
• ❌ No support/contact info is available within the tool.

Caktus AI Pricing

Caktus offers a 5,000-character free trial, equivalent to 500-1,000 words. Their Premium plan costs $9.99/month and allows unlimited word generation.

Final Thoughts

Try out Caktus AI, a cool writing tool powered by AI . It’s the future, so give it a go!

We want to stress that this AI assistant can’t always do your homework alone. It can mess up and even copy content sometimes.

AI can’t think. It’s like a smart calculator, predicting based on what it’s learned online. It doesn’t know right from wrong, just guesses that often happen to be right.

2. Quizgecko AI

Quizgecko is one of the best AI tools for students making creating and sharing quizzes super easy with AI.

It’s for teachers and students. It uses smart AI to make questions from any text, saving a lot of time and effort.

Quizgecko makes it easy for teachers to create tests and for businesses to assess their employees’ knowledge.

• ✅ Chrome Extension
• ✅ AI Question Generator
• ✅ Analytics and Reporting
• ✅ Flashcards
• ❌ Free plan is limited
• ❌ Limited question types

Quizgecko AI Pricing

• Student: $64/year
• Educator: $89/year

Quizgecko stands out because it can turn any text, webpage, or video into quizzes. It pulls out the important details and makes quizzes way easier and faster.

3. Upword AI

Upword AI assistant to make finding information easier. With GPT-4, Upword speeds up learning by 10 times!

Upword’s AI tools make research easy for students, professionals, and researchers turning the content into useful knowledge.

• ✅ Personalized ChatGPT
• ✅ AI Copilot
• ✅ Efficient Search
• ✅ Summarization
• ✅ Unlimited Storage

Upword AI Pricing

• 7 days free trial
• Paid plan: $12.50/month

Yes, Upword AI gives accurate summaries by extracting key points, so users get clear and useful information.

4. TextToHandwriting.com

The problem is that we’re missing handwritten content nowadays. TextToHandwriting swapped pens for keyboards, making things feel impersonal. It’s time to bring back that personal touch we all love.

Today, let’s discuss TextToHandwriting —one of the best AI tools for students that transforms your typed text into a handwritten document!

You can add heading text and content text on the page. Pick from 8 handwriting styles and choose sizes for both headings and content. Also, choose ink colors: black, red, or blue.

Picking colors helps you customize content easily.

Once your document’s done, you can save your content as an image. Use it for cool article layouts on your site or send a special birthday note to someone you love.

• ✅ Excellent conversion
• ✅ New fonts
• ✅ User-friendly

TextToHandwriting Pricing

This text-to-handwriting tool is fun and worth checking out. It’s an excellent way to generate fresh content for your users. The site is always free to use.

Best AI Tools for College Students

The four best AI tools for college students.

5. ChatGPT Prompts for Students

ChatGPT serves not only as an AI tool for business and marketing but also proves advantageous for students.

One of the best AI tools for students is ChatGPT using specific prompts. Let’s sort these prompts by topic to make them clear for every community.

A. ChatGPT Prompts for High School Students

If you want to write an essay with a specific topic, just type – Write a friendly essay about [topic] in 500 words and provide it in the correct format.

If you need project ideas, just ask ChatGPT by typing – Suggest some ideas on science projects and get started!

If you struggle with Math and need help understanding a concept, just ask ChatGPT! Say – Explain [idea_name] with an example in Mathematics.

If you need help with a problem, just ask ChatGPT! Ask questions like – Can you show us how to crack a Geometry problem? and give space and write the question.

B. ChatGPT Prompts for Engineering and College Students

If you’re new to development and want to make a web app, just ask ChatGPT. Just type – Create an easy web app with JavaScript.

If you need to discover bugs in some code, just ask ChatGPT using the prompt – Process to see the bug in our sample code.

If you need help adding a feature like a button or icon to your project, just ask ChatGPT! Instead of searching multiple websites, ChatGPT can give you code ideas directly. Just give the prompt, like – Create a button using JavaScript.

You can make a web app RESTAPI with Express and Node.js . Just type – Create the RESTAPI endpoint with Express and Nodejs .

Tome AI makes creating PPTs easy. It improves presentations, making them better looking and more impactful, whether for showcasing products, sharing research, or impressing clients.

You can pick templates or create your own to match your brand. It helps make one-pagers or mood boards swiftly, conveying your idea elegantly.

• ✅ Create presentations faster
• ✅ Excellent customization
• ✅ Collaboration
• ✅ AI image generator
• ❌ The free version restricts presentation sharing to PDFs. 
• ❌ The tool only supports 4 languages.

Tome AI Pricing

• Professional: $16/month

This software is different from other best AI tools for students. Its user-friendly interface guides you smoothly. AI offers refined presentation tips. Easily drag and drop tiles and templates.

7. Duolingo

Duolingo is the top education app, making learning languages a fun game.

Playing games makes learning languages more enjoyable and keeps motivation high.

Every day, 5 million people use Duolingo. It’s a huge part of the app world, with more than 500 million downloads worldwide. 

It is free on Android and iOS, and there’s a website too, bringing in 5.5 million users/month.

• ✅ The Shop: The Shop lets you spend extra gems.
• ✅ Refill Health: In Duolingo’s free plan, you get five hearts as your “health.” Lose one heart for each query you miss.
• ✅ Leagues: Duolingo boosts motivation and competition with its weekly leagues, where users compete against 30 players.
• ✅ Speaks: When you travel and wish to learn about new cultures, being able to chat is key.
• ✅ Listen: Something useful for people learning languages through audio.
• ✅ Daily Quest: In addition to reaching your daily goal, you’ll also have daily quests to finish.
• ❌ Encourages brief instructions to maintain the trend
• ❌ Speech Practices Are Not Working

Duolingo Pricing

We liked how fun it was to learn with games. It helped us pick up new words without feeling like we were studying. 

Some language applications can be really serious, which is okay sometimes. But Duolingo’s streaks kept us interested. 

Watching our streak grow every day felt exciting. And competing with friends made it even more fun (most of the time). 

But when we lost our streak, we lost our motivation too. Later on, we used Duolingo to practice Spanish alongside other methods.

8. Otter.ai

In today’s busy educational world, where classes and discussions happen quickly, having an AI tool for students to record and understand spoken words is super useful. 

That’s where Otter.ai comes in. It’s a high-tech service that uses AI to transcribe speech, making life easier for lots of students.

• ✅ Transcribes lectures and meetings
• ✅ Speaker identification
• ✅ Searchable content
• ✅ Platform integration
• ✅ Custom Vocabulary
• ❌ Otter.ai isn’t perfect.
• ❌ Real-time needs a stable internet.
• ❌ The free version has limits.

Otter.ai Pricing

• Pro : $10/month/user

Otter.ai is another one of the best AI tools for students, helping with lectures, and group work, and never missing a word spoken. It’s a must-have for any student!

Best AI Tools for Engineering Students

Here are the three best AI tools for Engineering students.

PDF.ai is an excellent AI tool for students to chat with documents. People use it for study and work.

You can request the document queries to learn more without reading it.

This is one of the best AI tools for students when learning new things like skills, projects, theories, and more.

• ✅ Accurate and fast
• ✅ Saving chats
• ❌ No ChatGPT integration
• ❌ Price plan

Pdf.ai Pricing

PDF.ai costs $10/user/month. Unlimited access begins at $20, and there’s also a free plan with some restrictions.

PDF AI helps frequent users think smarter with PDFs.

This AI tool will be liked by students, lawyers, and professionals who want to save effort and time reading long documents and learn faster.

If you’re not excited about ChatGPT, try PDF.ai for all your PDF needs.

10. Scholarcy AI

QuillBot or Quillbot alternative tools help with short articles, and Scholarcy tackles long papers. It’s simple: upload, link, or paste text, and get a quick summary.

The Scholarcy article summarizer quickly scans long research papers to pick out important details like facts, formations, and references. It then makes a summary card that you can easily save in Word or PowerPoint.

• ✅ Extensive library
• ✅ Rob-Highlighter
• ✅ Reference Summary
• ✅ Input and Export methods
• ❌ No mobile app for Scholarcy.
• ❌ Additional fees for Scholarcy Library access.
• ❌ Generated output may lack important info at times.

Scholarcy AI Pricing

• Plus: $4.99/month

The Scholarcy summarizer makes summaries of research papers, articles, or reports. It saves you time by condensing important information for you, so you can get things done faster without having to read everything yourself.

11. Socratic.org

Stuck? Socratic helps! This Google AI learning app helps with university studies and high school.

You can ask Socratic your questions, and you’ll find great online resources to help you learn school subjects.

Socratic App Topics

• Science: Biology, Chemistry, Physics, Earth Science, Environmental Science
• Math: Algebra, Geometry, Trigonometry, Precalculus, Calculus
• English/Language Arts: Fiction, Non-fiction, Drama, Poetry
• History: US History, World History
• ✅ Useful Results: Utilize camera or voice for online resource connection.
• ✅ All-in-One Learning Hub: Access videos, step-by-step guides, and more for self-paced learning.
• ✅ Expert Study Guides: Visual explanations created by experts and teachers for comprehensive understanding.
• ✅ Multi-Subject Support: Covers Algebra and more.
• ❌ Web version is not available.

Socratic.org Pricing

• Free (iOS and Android)

The Socratic application is great with VoiceOver. We could do voice and text searches easily and get results that VoiceOver could read well. Equations are read aloud, but they missed a negative symbol once. We found the missing information elsewhere in the iOS and Android app easily.

Benefits of Using These Best AI Tools for Students

• Personalized education
• Immediate response
• Increases in productivity
• Engaging education
• Insights based on data
• Inclusivity and Accessibility

To Conclude

Your mission is to check out these top 11 AI tools!

When choosing the best AI tools for students remember to focus on compatibility, effectiveness, reliability, and understanding limitations. These factors are key to making the right decision for your school or institution.

Don’t forget to consider these best AI tools for students in 2024.

Which AI is best for students?

The right AI tool depends on what you need. Upword helps with writing, Caktus.ai is great for Math, and Duolingo is for learning languages.

Is there a free AI app for students?

Quizgecko is the top free AI app for students, famous for making and sharing quizzes, and Pdf.ai lets you chat with documents.

What is the best AI tool for student assignment writing?

Upword AI is the best AI tool for student assignment writing in education. It’s designed to make research and writing easier for academics and students.

How can students use AI?

Teachers can assign Math problems for students to solve using a tool like Caktus.ai. After the AI answers, school and college students can work together in teams to make their own using the Math skills they’ve learned.

What type of AI can be used in education?

Different AI tools for education:

Adaptive learning Attention, empathy, and emotion measurement tools Virtual chatbots Automatic writing evaluation tools Personalized educational resources Apps for smart language learning Platforms for personalizing content

What is the best GPT for students?

Upword AI and Scholarcy AI are the best GPTs for students. They summarize files and extract text. Plus, Upword AI can answer your questions. Great study partners!

What is the AI writing tool for college students?

Upword AI is the best AI writing tool for college students. It automates writing and research for students and academics.

Is AI a good tool for students?

AI in education boosts student performance by giving more feedback. It evaluates progress, offers targeted advice, and spots areas needing improvement.

What is the best AI for engineering students?

Pdf.ai, Scholarcy AI, and Socratic.org are the best AI tools for engineering students.

What software do AI engineers use?

Common AI software includes Pdf.ai, Scholarcy AI, and Socratic.org.

What is AI used for in engineering?

Engineers are using AI in engineering for things like robots, materials, and designing with text. They see how valuable it is.

Sangram Sahoo

I’m a seasoned content writer with 2 years of experience. I specialize in driving organic growth for websites through engaging and informative content.