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What’s the Right Amount of Homework?

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

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

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

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

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

Small Benefits for Elementary Students

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

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

Moderate Benefits for Middle School Students

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

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

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

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

More Benefits for High School Students, but Risks as Well

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

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

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

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

Parents Play a Key Role

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

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

11 Surprising Homework Statistics, Facts & Data

The age-old question of whether homework is good or bad for students is unanswerable because there are so many “ it depends ” factors.

For example, it depends on the age of the child, the type of homework being assigned, and even the child’s needs.

There are also many conflicting reports on whether homework is good or bad. This is a topic that largely relies on data interpretation for the researcher to come to their conclusions.

To cut through some of the fog, below I’ve outlined some great homework statistics that can help us understand the effects of homework on children.

Homework Statistics List

1. 45% of parents think homework is too easy for their children.

A study by the Center for American Progress found that parents are almost twice as likely to believe their children’s homework is too easy than to disagree with that statement.

Here are the figures for math homework:

46% of parents think their child’s math homework is too easy.
25% of parents think their child’s math homework is not too easy.
29% of parents offered no opinion.

Here are the figures for language arts homework:

44% of parents think their child’s language arts homework is too easy.
28% of parents think their child’s language arts homework is not too easy.
28% of parents offered no opinion.

These findings are based on online surveys of 372 parents of school-aged children conducted in 2018.

2. 93% of Fourth Grade Children Worldwide are Assigned Homework

The prestigious worldwide math assessment Trends in International Maths and Science Study (TIMSS) took a survey of worldwide homework trends in 2007. Their study concluded that 93% of fourth-grade children are regularly assigned homework, while just 7% never or rarely have homework assigned.

3. 17% of Teens Regularly Miss Homework due to Lack of High-Speed Internet Access

A 2018 Pew Research poll of 743 US teens found that 17%, or almost 2 in every 5 students, regularly struggled to complete homework because they didn’t have reliable access to the internet.

This figure rose to 25% of Black American teens and 24% of teens whose families have an income of less than $30,000 per year.

4. Parents Spend 6.7 Hours Per Week on their Children’s Homework

A 2018 study of 27,500 parents around the world found that the average amount of time parents spend on homework with their child is 6.7 hours per week. Furthermore, 25% of parents spend more than 7 hours per week on their child’s homework.

American parents spend slightly below average at 6.2 hours per week, while Indian parents spend 12 hours per week and Japanese parents spend 2.6 hours per week.

5. Students in High-Performing High Schools Spend on Average 3.1 Hours per night Doing Homework

A study by Galloway, Conner & Pope (2013) conducted a sample of 4,317 students from 10 high-performing high schools in upper-middle-class California.

Across these high-performing schools, students self-reported that they did 3.1 hours per night of homework.

Graduates from those schools also ended up going on to college 93% of the time.

6. One to Two Hours is the Optimal Duration for Homework

A 2012 peer-reviewed study in the High School Journal found that students who conducted between one and two hours achieved higher results in tests than any other group.

However, the authors were quick to highlight that this “t is an oversimplification of a much more complex problem.” I’m inclined to agree. The greater variable is likely the quality of the homework than time spent on it.

Nevertheless, one result was unequivocal: that some homework is better than none at all : “students who complete any amount of homework earn higher test scores than their peers who do not complete homework.”

7. 74% of Teens cite Homework as a Source of Stress

A study by the Better Sleep Council found that homework is a source of stress for 74% of students. Only school grades, at 75%, rated higher in the study.

That figure rises for girls, with 80% of girls citing homework as a source of stress.

Similarly, the study by Galloway, Conner & Pope (2013) found that 56% of students cite homework as a “primary stressor” in their lives.

8. US Teens Spend more than 15 Hours per Week on Homework

The same study by the Better Sleep Council also found that US teens spend over 2 hours per school night on homework, and overall this added up to over 15 hours per week.

Surprisingly, 4% of US teens say they do more than 6 hours of homework per night. That’s almost as much homework as there are hours in the school day.

The only activity that teens self-reported as doing more than homework was engaging in electronics, which included using phones, playing video games, and watching TV.

9. The 10-Minute Rule

The National Education Association (USA) endorses the concept of doing 10 minutes of homework per night per grade.

For example, if you are in 3rd grade, you should do 30 minutes of homework per night. If you are in 4th grade, you should do 40 minutes of homework per night.

However, this ‘rule’ appears not to be based in sound research. Nevertheless, it is true that homework benefits (no matter the quality of the homework) will likely wane after 2 hours (120 minutes) per night, which would be the NEA guidelines’ peak in grade 12.

10. 21.9% of Parents are Too Busy for their Children’s Homework

An online poll of nearly 300 parents found that 21.9% are too busy to review their children’s homework. On top of this, 31.6% of parents do not look at their children’s homework because their children do not want their help. For these parents, their children’s unwillingness to accept their support is a key source of frustration.

11. 46.5% of Parents find Homework too Hard

The same online poll of parents of children from grades 1 to 12 also found that many parents struggle to help their children with homework because parents find it confusing themselves. Unfortunately, the study did not ask the age of the students so more data is required here to get a full picture of the issue.

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Interpreting the Data

Unfortunately, homework is one of those topics that can be interpreted by different people pursuing differing agendas. All studies of homework have a wide range of variables, such as:

What age were the children in the study?
What was the homework they were assigned?
What tools were available to them?
What were the cultural attitudes to homework and how did they impact the study?
Is the study replicable?

The more questions we ask about the data, the more we realize that it’s hard to come to firm conclusions about the pros and cons of homework .

Furthermore, questions about the opportunity cost of homework remain. Even if homework is good for children’s test scores, is it worthwhile if the children consequently do less exercise or experience more stress?

Thus, this ends up becoming a largely qualitative exercise. If parents and teachers zoom in on an individual child’s needs, they’ll be able to more effectively understand how much homework a child needs as well as the type of homework they should be assigned.

Related: Funny Homework Excuses

The debate over whether homework should be banned will not be resolved with these homework statistics. But, these facts and figures can help you to pursue a position in a school debate on the topic – and with that, I hope your debate goes well and you develop some great debating skills!

Chris Drew (PhD)

Dr. Chris Drew is the founder of the Helpful Professor. He holds a PhD in education and has published over 20 articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education. [Image Descriptor: Photo of Chris]

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How Much Homework Do American Kids Do?

Various factors, from the race of the student to the number of years a teacher has been in the classroom, affect a child's homework load.

In his Atlantic essay , Karl Taro Greenfeld laments his 13-year-old daughter's heavy homework load. As an eighth grader at a New York middle school, Greenfeld’s daughter averaged about three hours of homework per night and adopted mantras like “memorization, not rationalization” to help her get it all done. Tales of the homework-burdened American student have become common, but are these stories the exception or the rule?

A 2007 Metlife study found that 45 percent of students in grades three to 12 spend more than an hour a night doing homework, including the six percent of students who report spending more than three hours a night on their homework. In the 2002-2003 school year, a study out of the University of Michigan found that American students ages six through 17 spent three hours and 38 minutes per week doing homework.

A range of factors plays into how much homework each individual student gets:

Older students do more homework than their younger counterparts.

This one is fairly obvious: The National Education Association recommends that homework time increase by ten minutes per year in school. (e.g., A third grader would have 30 minutes of homework, while a seventh grader would have 70 minutes).

Studies have found that schools tend to roughly follow these guidelines: The University of Michigan found that students ages six to eight spend 29 minutes doing homework per night while 15- to 17-year-old students spend 50 minutes doing homework. The Metlife study also found that 50 percent of students in grades seven to 12 spent more than an hour a night on homework, while 37 percent of students in grades three to six spent an hour or more on their homework per night. The National Center for Educational Statistics found that high school students who do homework outside of school average 6.8 hours of homework per week.

Race plays a role in how much homework students do.

Asian students spend 3.5 more hours on average doing homework per week than their white peers. However, only 59 percent of Asian students’ parents check that homework is done, while 75.6 percent of Hispanic students’ parents and 83.1 percent of black students’ parents check.

Teachers with less experience assign more homework.

The Metlife study found that 14 percent of teachers with zero to five years of teaching experience assigned more than an hour of homework per night, while only six percent of teachers with 21 or more years of teaching experience assigned over an hour of homework.

Math classes have homework the most frequently.

The Metlife study found that 70 percent of students in grades three to 12 had at least one homework assignment in math. Sixty-two percent had at least one homework assignment in a language arts class (English, reading, spelling, or creative writing courses) and 42 percent had at least one in a science class.

Regardless of how much homework kids are actually doing every night, most parents and teachers are happy with the way things are: 60 percent of parents think that their children have the “right amount of homework,” and 73 percent of teachers think their school assigns the right amount of homework.

Students, however, are not necessarily on board: 38 percent of students in grades seven through 12 and 28 percent of students in grades three through six report being “very often/often” stressed out by their homework.

How Much Homework Is Too Much for Our Teens?

Here's what educators and parents can do to help kids find the right balance between school and home.

Does Your Teen Have Too Much Homework?

Today’s teens are under a lot of pressure.

They're under pressure to succeed, to win, to be the best and to get into the top colleges. With so much pressure, is it any wonder today’s youth report being under as much stress as their parents? In fact, during the school year, teens say they experience stress levels higher than those reported by adults, according to a previous American Psychological Association "Stress in America" survey.

Odds are if you ask a teen what's got them so worked up, the subject of school will come up. School can cause a lot of stress, which can lead to other serious problems, like sleep deprivation . According to the National Sleep Foundation, teens need between eight and 10 hours of sleep each night, but only 15 percent are even getting close to that amount. During the school week, most teens only get about six hours of zzz’s a night, and some of that sleep deficit may be attributed to homework.

When it comes to school, many adults would rather not trade places with a teen. Think about it. They get up at the crack of dawn and get on the bus when it’s pitch dark outside. They put in a full day sitting in hours of classes (sometimes four to seven different classes daily), only to get more work dumped on them to do at home. To top it off, many kids have after-school obligations, such as extracurricular activities including clubs and sports , and some have to work. After a long day, they finally get home to do even more work – schoolwork.

[Read: What Parents Should Know About Teen Depression .]

Homework is not only a source of stress for students, but it can also be a hassle for parents. If you are the parent of a kid who strives to be “perfect," then you know all too well how much time your child spends making sure every bit of homework is complete, even if it means pulling an all-nighter. On the flip side, if you’re the parent of a child who decided that school ends when the last bell rings, then you know how exhausting that homework tug-of-war can be. And heaven forbid if you’re that parent who is at their wit's end because your child excels on tests and quizzes but fails to turn in assignments. The woes of academics can go well beyond the confines of the school building and right into the home.

This is the time of year when many students and parents feel the burden of the academic load. Following spring break, many schools across the nation head into the final stretch of the year. As a result, some teachers increase the amount of homework they give. The assignments aren’t punishment, although to students and parents who are having to constantly stay on top of their kids' schoolwork, they can sure seem that way.

From a teacher’s perspective, the assignments are meant to help students better understand the course content and prepare for upcoming exams. Some schools have state-mandated end of grade or final tests. In those states these tests can account for 20 percent of a student’s final grade. So teachers want to make sure that they cover the entire curriculum before that exam. Aside from state-mandated tests, some high school students are enrolled in advanced placement or international baccalaureate college-level courses that have final tests given a month or more before the end of the term. In order to cover all of the content, teachers must maintain an accelerated pace. All of this means more out of class assignments.

Given the challenges kids face, there are a few questions parents and educators should consider:

Is homework necessary?

Many teens may give a quick "no" to this question, but the verdict is still out. Research supports both sides of the argument. Personally, I would say, yes, some homework is necessary, but it must be purposeful. If it’s busy work, then it’s a waste of time. Homework should be a supplemental teaching tool. Too often, some youth go home completely lost as they haven’t grasped concepts covered in class and they may become frustrated and overwhelmed.

For a parent who has been in this situation, you know how frustrating this can be, especially if it’s a subject that you haven’t encountered in a while. Homework can serve a purpose such as improving grades, increasing test scores and instilling a good work ethic. Purposeful homework can come in the form of individualizing assignments based on students’ needs or helping students practice newly acquired skills.

Homework should not be used to extend class time to cover more material. If your child is constantly coming home having to learn the material before doing the assignments, then it’s time to contact the teacher and set up a conference. Listen when kids express their concerns (like if they say they're expected to know concepts not taught in class) as they will provide clues about what’s happening or not happening in the classroom. Plus, getting to the root of the problem can help with keeping the peace at home too, as an irritable and grumpy teen can disrupt harmonious family dynamics .

[Read: What Makes Teens 'Most Likely to Succeed?' ]

How much is too much?

According to the National PTA and the National Education Association, students should only be doing about 10 minutes of homework per night per grade level. But teens are doing a lot more than that, according to a poll of high school students by the organization Statistic Brain . In that poll teens reported spending, on average, more than three hours on homework each school night, with 11th graders spending more time on homework than any other grade level. By contrast, some polls have shown that U.S. high school students report doing about seven hours of homework per week.

Much of a student's workload boils down to the courses they take (such as advanced or college prep classes), the teaching philosophy of educators and the student’s commitment to doing the work. Regardless, research has shown that doing more than two hours of homework per night does not benefit high school students. Having lots of homework to do every day makes it difficult for teens to have any downtime , let alone family time .

How do we respond to students' needs?

As an educator and parent, I can honestly say that oftentimes there is a mismatch in what teachers perceive as only taking 15 minutes and what really takes 45 minutes to complete. If you too find this to be the case, then reach out to your child's teacher and find out why the assignments are taking longer than anticipated for your child to complete.

Also, ask the teacher about whether faculty communicate regularly with one another about large upcoming assignments. Whether it’s setting up a shared school-wide assignment calendar or collaborating across curriculums during faculty meetings, educators need to discuss upcoming tests and projects, so students don’t end up with lots of assignments all competing for their attention and time at once. Inevitably, a student is going to get slammed occasionally, but if they have good rapport with their teachers, they will feel comfortable enough to reach out and see if alternative options are available. And as a parent, you can encourage your kid to have that dialogue with the teacher.

Often teens would rather blend into the class than stand out. That’s unfortunate because research has shown time and time again that positive teacher-student relationships are strong predictors of student engagement and achievement. By and large, most teachers appreciate students advocating for themselves and will go the extra mile to help them out.

Can there be a balance between home and school?

Students can strike a balance between school and home, but parents will have to help them find it. They need your guidance to learn how to better manage their time, get organized and prioritize tasks, which are all important life skills. Equally important is developing good study habits. Some students may need tutoring or coaching to help them learn new material or how to take notes and study. Also, don’t forget the importance of parent-teacher communication. Most educators want nothing more than for their students to succeed in their courses.

Learning should be fun, not mundane and cumbersome. Homework should only be given if its purposeful and in moderation. Equally important to homework is engaging in activities, socializing with friends and spending time with the family.

[See: 10 Concerns Parents Have About Their Kids' Health .]

Most adults don’t work a full-time job and then go home and do three more hours of work, and neither should your child. It's not easy learning to balance everything, especially if you're a teen. If your child is spending several hours on homework each night, don't hesitate to reach out to teachers and, if need be, school officials. Collectively, we can all work together to help our children de-stress and find the right balance between school and home.

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How false reports of homework overload in America have spread so far

Confusing debate suggests homework is too much when it’s often too little.

A previous version of this column mistakenly referred to the education nonprofit Challenge Success as College Success. The column has been corrected.

Recently I saw in the Phi Delta Kappan magazine an attack on homework by a California high school junior, Colin McGrath. Writing the piece as a letter to his younger brother , he said:

“In a 2020 Washington Post article , Denise Pope described what she learned from a survey of more than 50,000 high school students: On average, they complete 2.7 hours of homework a night . That means you won’t be able to play on the trampoline anymore, ride your bike, or explore any other facet of life.”

My reaction: Huh??!! I’ve spent two decades trying to dispel the myth that our kids all get too much homework. The truth, according to several scholarly sources, is that U.S. high school homework averages about an hour a night.

What most teenagers do with the rest of their free time has little connection to trampolines, bicycles or other healthy pursuits. Scholars say their favorite leisure activities are watching TV, playing video games or maybe both at the same time.

So I looked for that Sept. 1, 2020, article in my newspaper that McGrath mentioned. McGrath quoted Pope correctly. I missed that piece when it came out. Maybe most people did. I looked for Wikipedia’s official answer to this frequently asked question: How much time does the average teenager spend on homework?

I was horrified by what I saw, delivered to millions of Wikipedia users: “High schoolers reported doing an average of 2.7 hours of homework per weeknight, according to a study by The Washington Post from 2018 to 2020 of over 50,000 individuals.”

That’s wrong, but I am used to widespread falsehoods about homework overload. Otherwise responsible writers and filmmakers seem unable to resist adding to the hysteria. The popular 2009 film documentary “Race to Nowhere,” screened in 47 states and 20 countries, left the impression that young Americans everywhere were buckling under homework’s weight, yet the film never told viewers that the average amount is an just an hour a night.

Why ‘Race to Nowhere’ documentary is wrong

When Sara Bennett, an attorney and activist parent, and Nancy Kalish, a journalist specializing in parenting issues, went on the “Today” show in 2006 to publicize their book “The Case Against Homework: How Homework Is Hurting Our Children and What We Can Do About It,” they said the average homework load had “skyrocketed.” They used that same word in their book.

They were sensationalizing the fact that the average time 6-to-8-year-olds spent on homework went from eight minutes a day in 1981 to 22 minutes a day in 2003. That supposedly awful demand on their time was the equivalent of watching two episodes of “SpongeBob SquarePants.”

The University of Michigan Institute for Social Research reported in 2003 an average of 50 minutes of homework each weekday for 15-to-17-year-olds, based on a nationally representative sample of 2,907 children and adolescents. A 2019 report by the Pew Research Center , based on Bureau of Labor Statistics data, said 15-to-17- year-olds spent on average an hour a day on homework during the school year. The 2019 UCLA Higher Education Research Institute survey of 95,505 college freshmen reported 57 percent of those students, all good enough to get into college, recalled spending five hours or less a week on homework their senior year of high school. Research shows homework has little value in elementary school, but does correlate with higher achievement in high school.

The false notion of teenagers averaging 2.7 hours a night was incorrectly derived from a study by Challenge Success, a nonprofit organization that works on identifying problems and implementing best practices in schools. Pope, the author of the piece in my newspaper, is a co-founder of Challenge Success and a senior lecturer at the Stanford University Graduate School of Education.

Pope is a wonderful writer and scholar whom I have quoted in the past. She can’t be blamed for Wikipedia saying wrongly the Challenge Success study was done by The Post. She also tried to tell readers that her study did NOT use a representative sample of U.S. teens.

She said the students in the study were all from “high-performing schools.” I only wish she had revealed that in the same sentence that she reported the 2.7-hours-per-night homework average. Her note that the study was confined to the best schools appeared in a different paragraph. That may explain why McGrath, Wikipedia and careless people like me failed, at least on first reading, to see that the sample was skewed.

The Weak Case Against Homework

Too much homework can be a problem in high-achieving schools that cater to middle- and upper-class children. But they represent only about half the country. People on my side of the argument would say that three hours of homework a night is fine if the courses raise achievement and college readiness. I don’t think our kids’ favorite pastimes, video games and TV, are as good for them as going deep into those courses. And even three hours of homework leaves another three hours or so each night (plus the weekend) for nonacademic pursuits.

My concern is the less advantaged students who bring the national average down to just one hour a night by doing little or no homework at all. Since 1996 I have been studying hundreds of unusually dedicated public high schools in low-income communities that have raised achievement for their students and made it far more likely they will succeed in college or whatever they do after high school.

Those schools consider homework vital. One of them was led by Deborah Meier, a hero to many progressive educators. She created New York City’s Central Park East High School, where the mostly low-income students heard much about the importance of using time wisely.

“We told our kids … that the school’s explicit work probably required a 40-hour week — maybe more, maybe less,” she said to me. The official school week was about 30 hours. So she kept the school open an extra 10 hours a week — maybe an hour before school, an hour after school and Saturday mornings.

She didn’t call the extra time homework, but made clear it was essential. “Everyone had more to read than could be done while at school — mostly five-plus hours a week,” she said, “and probably another five for exploring and preparing and revising work done during school hours.”

Pope thinks in similar ways. She sees her Challenge Success research “as a way to a much larger conversation about how to create more meaningful and engaging learning, … how to add time for advisory/tutorial and more student to teacher interaction, how to make all the kids in the school feel like they belong and are cared for.”

That will require more than our puny national homework average of an hour a night, after an inadequate average of five hours of class a day. More learning takes time. One step in the right direction would be accepting the need for regular homework, particularly in high school, and dispensing with falsehoods about giving kids too much to learn.

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Homework in America

2014 Brown Center Report on American Education

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Tom loveless tom loveless former brookings expert @tomloveless99.

March 18, 2014

18 min read

Part II of the 2014 Brown Center Report on American Education

Homework! The topic, no, just the word itself, sparks controversy. It has for a long time. In 1900, Edward Bok, editor of the Ladies Home Journal , published an impassioned article, “A National Crime at the Feet of Parents,” accusing homework of destroying American youth. Drawing on the theories of his fellow educational progressive, psychologist G. Stanley Hall (who has since been largely discredited), Bok argued that study at home interfered with children’s natural inclination towards play and free movement, threatened children’s physical and mental health, and usurped the right of parents to decide activities in the home.

The Journal was an influential magazine, especially with parents. An anti-homework campaign burst forth that grew into a national crusade. [i] School districts across the land passed restrictions on homework, culminating in a 1901 statewide prohibition of homework in California for any student under the age of 15. The crusade would remain powerful through 1913, before a world war and other concerns bumped it from the spotlight. Nevertheless, anti-homework sentiment would remain a touchstone of progressive education throughout the twentieth century. As a political force, it would lie dormant for years before bubbling up to mobilize proponents of free play and “the whole child.” Advocates would, if educators did not comply, seek to impose homework restrictions through policy making.

Our own century dawned during a surge of anti-homework sentiment. From 1998 to 2003, Newsweek , TIME , and People , all major national publications at the time, ran cover stories on the evils of homework. TIME ’s 1999 story had the most provocative title, “The Homework Ate My Family: Kids Are Dazed, Parents Are Stressed, Why Piling On Is Hurting Students.” People ’s 2003 article offered a call to arms: “Overbooked: Four Hours of Homework for a Third Grader? Exhausted Kids (and Parents) Fight Back.” Feature stories about students laboring under an onerous homework burden ran in newspapers from coast to coast. Photos of angst ridden children became a journalistic staple.

The 2003 Brown Center Report on American Education included a study investigating the homework controversy. Examining the most reliable empirical evidence at the time, the study concluded that the dramatic claims about homework were unfounded. An overwhelming majority of students, at least two-thirds, depending on age, had an hour or less of homework each night. Surprisingly, even the homework burden of college-bound high school seniors was discovered to be rather light, less than an hour per night or six hours per week. Public opinion polls also contradicted the prevailing story. Parents were not up in arms about homework. Most said their children’s homework load was about right. Parents wanting more homework out-numbered those who wanted less.

Now homework is in the news again. Several popular anti-homework books fill store shelves (whether virtual or brick and mortar). [ii] The documentary Race to Nowhere depicts homework as one aspect of an overwrought, pressure-cooker school system that constantly pushes students to perform and destroys their love of learning. The film’s website claims over 6,000 screenings in more than 30 countries. In 2011, the New York Times ran a front page article about the homework restrictions adopted by schools in Galloway, NJ, describing “a wave of districts across the nation trying to remake homework amid concerns that high stakes testing and competition for college have fueled a nightly grind that is stressing out children and depriving them of play and rest, yet doing little to raise achievement, especially in elementary grades.” In the article, Vicki Abeles, the director of Race to Nowhere , invokes the indictment of homework lodged a century ago, declaring, “The presence of homework is negatively affecting the health of our young people and the quality of family time.” [iii]

A petition for the National PTA to adopt “healthy homework guidelines” on change.org currently has 19,000 signatures. In September 2013, Atlantic featured an article, “My Daughter’s Homework is Killing Me,” by a Manhattan writer who joined his middle school daughter in doing her homework for a week. Most nights the homework took more than three hours to complete.

The Current Study

A decade has passed since the last Brown Center Report study of homework, and it’s time for an update. How much homework do American students have today? Has the homework burden increased, gone down, or remained about the same? What do parents think about the homework load?

A word on why such a study is important. It’s not because the popular press is creating a fiction. The press accounts are built on the testimony of real students and real parents, people who are very unhappy with the amount of homework coming home from school. These unhappy people are real—but they also may be atypical. Their experiences, as dramatic as they are, may not represent the common experience of American households with school-age children. In the analysis below, data are analyzed from surveys that are methodologically designed to produce reliable information about the experiences of all Americans. Some of the surveys have existed long enough to illustrate meaningful trends. The question is whether strong empirical evidence confirms the anecdotes about overworked kids and outraged parents.

Data from the National Assessment of Educational Progress (NAEP) provide a good look at trends in homework for nearly the past three decades. Table 2-1 displays NAEP data from 1984-2012. The data are from the long-term trend NAEP assessment’s student questionnaire, a survey of homework practices featuring both consistently-worded questions and stable response categories. The question asks: “How much time did you spend on homework yesterday?” Responses are shown for NAEP’s three age groups: 9, 13, and 17. [iv]

Today’s youngest students seem to have more homework than in the past. The first three rows of data for age 9 reveal a shift away from students having no homework, declining from 35% in 1984 to 22% in 2012. A slight uptick occurred from the low of 18% in 2008, however, so the trend may be abating. The decline of the “no homework” group is matched by growth in the percentage of students with less than an hour’s worth, from 41% in 1984 to 57% in 2012. The share of students with one to two hours of homework changed very little over the entire 28 years, comprising 12% of students in 2012. The group with the heaviest load, more than two hours of homework, registered at 5% in 2012. It was 6% in 1984.

The amount of homework for 13-year-olds appears to have lightened slightly. Students with one to two hours of homework declined from 29% to 23%. The next category down (in terms of homework load), students with less than an hour, increased from 36% to 44%. One can see, by combining the bottom two rows, that students with an hour or more of homework declined steadily from 1984 to 2008 (falling from 38% to 27%) and then ticked up to 30% in 2012. The proportion of students with the heaviest load, more than two hours, slipped from 9% in 1984 to 7% in 2012 and ranged between 7-10% for the entire period.

For 17-year-olds, the homework burden has not varied much. The percentage of students with no homework has increased from 22% to 27%. Most of that gain occurred in the 1990s. Also note that the percentage of 17-year-olds who had homework but did not do it was 11% in 2012, the highest for the three NAEP age groups. Adding that number in with the students who didn’t have homework in the first place means that more than one-third of seventeen year olds (38%) did no homework on the night in question in 2012. That compares with 33% in 1984. The segment of the 17-year-old population with more than two hours of homework, from which legitimate complaints of being overworked might arise, has been stuck in the 10%-13% range.

The NAEP data point to four main conclusions:

With one exception, the homework load has remained remarkably stable since 1984.
The exception is nine-year-olds. They have experienced an increase in homework, primarily because many students who once did not have any now have some. The percentage of nine-year-olds with no homework fell by 13 percentage points, and the percentage with less than an hour grew by 16 percentage points.
Of the three age groups, 17-year-olds have the most bifurcated distribution of the homework burden. They have the largest percentage of kids with no homework (especially when the homework shirkers are added in) and the largest percentage with more than two hours.
NAEP data do not support the idea that a large and growing number of students have an onerous amount of homework. For all three age groups, only a small percentage of students report more than two hours of homework. For 1984-2012, the size of the two hours or more groups ranged from 5-6% for age 9, 6-10% for age 13, and 10-13% for age 17.

Note that the item asks students how much time they spent on homework “yesterday.” That phrasing has the benefit of immediacy, asking for an estimate of precise, recent behavior rather than an estimate of general behavior for an extended, unspecified period. But misleading responses could be generated if teachers lighten the homework of NAEP participants on the night before the NAEP test is given. That’s possible. [v] Such skewing would not affect trends if it stayed about the same over time and in the same direction (teachers assigning less homework than usual on the day before NAEP). Put another way, it would affect estimates of the amount of homework at any single point in time but not changes in the amount of homework between two points in time.

A check for possible skewing is to compare the responses above with those to another homework question on the NAEP questionnaire from 1986-2004 but no longer in use. [vi] It asked students, “How much time do you usually spend on homework each day?” Most of the response categories have different boundaries from the “last night” question, making the data incomparable. But the categories asking about no homework are comparable. Responses indicating no homework on the “usual” question in 2004 were: 2% for age 9-year-olds, 5% for 13 year olds, and 12% for 17-year-olds. These figures are much less than the ones reported in Table 2-1 above. The “yesterday” data appear to overstate the proportion of students typically receiving no homework.

The story is different for the “heavy homework load” response categories. The “usual” question reported similar percentages as the “yesterday” question. The categories representing the most amount of homework were “more than one hour” for age 9 and “more than two hours” for ages 13 and 17. In 2004, 12% of 9-year-olds said they had more than one hour of daily homework, while 8% of 13-year-olds and 12% of 17-year-olds said they had more than two hours. For all three age groups, those figures declined from1986 to 2004. The decline for age 17 was quite large, falling from 17% in 1986 to 12% in 2004.

The bottom line: regardless of how the question is posed, NAEP data do not support the view that the homework burden is growing, nor do they support the belief that the proportion of students with a lot of homework has increased in recent years. The proportion of students with no homework is probably under-reported on the long-term trend NAEP. But the upper bound of students with more than two hours of daily homework appears to be about 15%–and that is for students in their final years of high school.

College Freshmen Look Back

There is another good source of information on high school students’ homework over several decades. The Higher Education Research Institute at UCLA conducts an annual survey of college freshmen that began in 1966. In 1986, the survey started asking a series of questions regarding how students spent time in the final year of high school. Figure 2-1 shows the 2012 percentages for the dominant activities. More than half of college freshmen say they spent at least six hours per week socializing with friends (66.2%) and exercising/sports (53.0%). About 40% devoted that much weekly time to paid employment.

Homework comes in fourth pace. Only 38.4% of students said they spent at least six hours per week studying or doing homework. When these students were high school seniors, it was not an activity central to their out of school lives. That is quite surprising. Think about it. The survey is confined to the nation’s best students, those attending college. Gone are high school dropouts. Also not included are students who go into the military or attain full time employment immediately after high school. And yet only a little more than one-third of the sampled students, devoted more than six hours per week to homework and studying when they were on the verge of attending college.

Another notable finding from the UCLA survey is how the statistic is trending (see Figure 2-2). In 1986, 49.5% reported spending six or more hours per week studying and doing homework. By 2002, the proportion had dropped to 33.4%. In 2012, as noted in Figure 2-1, the statistic had bounced off the historical lows to reach 38.4%. It is slowly rising but still sits sharply below where it was in 1987.

What Do Parents Think?

Met Life has published an annual survey of teachers since 1984. In 1987 and 2007, the survey included questions focusing on homework and expanded to sample both parents and students on the topic. Data are broken out for secondary and elementary parents and for students in grades 3-6 and grades 7-12 (the latter not being an exact match with secondary parents because of K-8 schools).

Table 2-2 shows estimates of homework from the 2007 survey. Respondents were asked to estimate the amount of homework on a typical school day (Monday-Friday). The median estimate of each group of respondents is shaded. As displayed in the first column, the median estimate for parents of an elementary student is that their child devotes about 30 minutes to homework on the typical weekday. Slightly more than half (52%) estimate 30 minutes or less; 48% estimate 45 minutes or more. Students in grades 3-6 (third column) give a median estimate that is a bit higher than their parents’ (45 minutes), with almost two-thirds (63%) saying 45 minutes or less is the typical weekday homework load.

One hour of homework is the median estimate for both secondary parents and students in grade 7-12, with 55% of parents reporting an hour or less and about two-thirds (67%) of students reporting the same. As for the prevalence of the heaviest homework loads, 11% of secondary parents say their children spend more than two hours on weekday homework, and 12% is the corresponding figure for students in grades 7-12.

The Met Life surveys in 1987 and 2007 asked parents to evaluate the amount and quality of homework. Table 2-3 displays the results. There was little change over the two decades separating the two surveys. More than 60% of parents rate the amount of homework as good or excellent, and about two-thirds give such high ratings to the quality of the homework their children are receiving. The proportion giving poor ratings to either the quantity or quality of homework did not exceed 10% on either survey.

Parental dissatisfaction with homework comes in two forms: those who feel schools give too much homework and those who feel schools do not give enough. The current wave of journalism about unhappy parents is dominated by those who feel schools give too much homework. How big is this group? Not very big (see Figure 2-3). On the Met Life survey, 60% of parents felt schools were giving the right amount of homework, 25% wanted more homework, and only 15% wanted less.

National surveys on homework are infrequent, but the 2006-2007 period had more than one. A poll conducted by Public Agenda in 2006 reported similar numbers as the Met Life survey: 68% of parents describing the homework load as “about right,” 20% saying there is “too little homework,” and 11% saying there is “too much homework.” A 2006 AP-AOL poll found the highest percentage of parents reporting too much homework, 19%. But even in that poll, they were outnumbered by parents believing there is too little homework (23%), and a clear majority (57%) described the load as “about right.” A 2010 local survey of Chicago parents conducted by the Chicago Tribune reported figures similar to those reported above: approximately two-thirds of parents saying their children’s homework load is “about right,” 21% saying it’s not enough, and 12% responding that the homework load is too much.

Summary and Discussion

In recent years, the press has been filled with reports of kids over-burdened with homework and parents rebelling against their children’s oppressive workload. The data assembled above call into question whether that portrait is accurate for the typical American family. Homework typically takes an hour per night. The homework burden of students rarely exceeds two hours a night. The upper limit of students with two or more hours per night is about 15% nationally—and that is for juniors or seniors in high school. For younger children, the upper boundary is about 10% who have such a heavy load. Polls show that parents who want less homework range from 10%-20%, and that they are outnumbered—in every national poll on the homework question—by parents who want more homework, not less. The majority of parents describe their children’s homework burden as about right.

So what’s going on? Where are the homework horror stories coming from?

The Met Life survey of parents is able to give a few hints, mainly because of several questions that extend beyond homework to other aspects of schooling. The belief that homework is burdensome is more likely held by parents with a larger set of complaints and concerns. They are alienated from their child’s school. About two in five parents (19%) don’t believe homework is important. Compared to other parents, these parents are more likely to say too much homework is assigned (39% vs. 9%), that what is assigned is just busywork (57% vs. 36%), and that homework gets in the way of their family spending time together (51% vs. 15%). They are less likely to rate the quality of homework as excellent (3% vs. 23%) or to rate the availability and responsiveness of teachers as excellent (18% vs. 38%). [vii]

They can also convince themselves that their numbers are larger than they really are. Karl Taro Greenfeld, the author of the Atlantic article mentioned above, seems to fit that description. “Every parent I know in New York City comments on how much homework their children have,” Mr. Greenfeld writes. As for those parents who do not share this view? “There is always a clique of parents who are happy with the amount of homework. In fact, they would prefer more . I tend not to get along with that type of parent.” [viii]

Mr. Greenfeld’s daughter attends a selective exam school in Manhattan, known for its rigorous expectations and, yes, heavy homework load. He had also complained about homework in his daughter’s previous school in Brentwood, CA. That school was a charter school. After Mr. Greenfeld emailed several parents expressing his complaints about homework in that school, the school’s vice-principal accused Mr. Greenfeld of cyberbullying. The lesson here is that even schools of choice are not immune from complaints about homework.

The homework horror stories need to be read in a proper perspective. They seem to originate from the very personal discontents of a small group of parents. They do not reflect the experience of the average family with a school-age child. That does not diminish these stories’ power to command the attention of school officials or even the public at large. But it also suggests a limited role for policy making in settling such disputes. Policy is a blunt instrument. Educators, parents, and kids are in the best position to resolve complaints about homework on a case by case basis. Complaints about homework have existed for more than a century, and they show no signs of going away.

Part II Notes:

[i]Brian Gill and Steven Schlossman, “A Sin Against Childhood: Progressive Education and the Crusade to Abolish Homework, 1897-1941,” American Journal of Education , vol. 105, no. 1 (Nov., 1996), 27-66. Also see Brian P. Gill and Steven L. Schlossman, “Villain or Savior? The American Discourse on Homework, 1850-2003,” Theory into Practice , 43, 3 (Summer 2004), pp. 174-181.

[ii] Bennett, Sara, and Nancy Kalish. The Case Against Homework: How Homework Is Hurting Our Children and What We Can Do About It (New York: Crown, 2006). Buell, John. Closing the Book on Homework: Enhancing Public Education and Freeing Family Time . (Philadelphia: Temple University Press, 2004). Kohn, Alfie. The Homework Myth: Why Our Kids Get Too Much of a Bad Thing (Cambridge, MA: Da Capo Press, 2006). Kralovec, Etta, and John Buell. The End of Homework: How Homework Disrupts Families, Overburdens Children, and Limits Learning (Boston: Beacon Press, 2000).

[iii] Hu, Winnie, “ New Recruit in Homework Revolt: The Principal ,” New York Times , June 15, 2011, page a1.

[iv] Data for other years are available on the NAEP Data Explorer. For Table 1, the starting point of 1984 was chosen because it is the first year all three ages were asked the homework question. The two most recent dates (2012 and 2008) were chosen to show recent changes, and the two years in the 1990s to show developments during that decade.

[v] NAEP’s sampling design lessens the probability of skewing the homework figure. Students are randomly drawn from a school population, meaning that an entire class is not tested. Teachers would have to either single out NAEP students for special homework treatment or change their established homework routine for the whole class just to shelter NAEP participants from homework. Sampling designs that draw entact classrooms for testing (such as TIMSS) would be more vulnerable to this effect. Moreover, students in middle and high school usually have several different teachers during the day, meaning that prior knowledge of a particular student’s participation in NAEP would probably be limited to one or two teachers.

[vi] NAEP Question B003801 for 9 year olds and B003901 for 13- and 17-year olds.

[vii] Met Life, Met Life Survey of the American Teacher: The Homework Experience , November 13, 2007, pp. 21-22.

[viii] Greenfeld, Karl Taro, “ My Daughter’s Homework Is Killing Me ,” The Atlantic , September 18, 2013.

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High Schools Assign 3.5 Hours of Homework a Night, Survey Estimates

Amidst the current backlash against homework, it would be helpful to get some real data on how much homework we’re actually talking about.

The college of education at the for-profit University of Phoenix recently took a stab at it, asking Harris Poll to survey teachers about the hours of homework they require and why they assign it. The pollsters talked to 1,005 teachers in public, private, and parochial schools across the United States, a group designed to be a representative sample of the nation’s 3.7 million teachers.

High school teachers interviewed said they assign an average of 3.5 hours worth of homework a week. For students who study five days a week, that’s 42 minutes a day per class, or 3.5 hours a day for a typical student taking five classes.

Middle school teachers (grades 6-8) assigned roughly the same amount: 3.2 hours of homework a week, or 38.4 minutes a day per class. That adds up to 3.2 hours of homework a night for a student with five classes. K-5 teachers said they assigned an average of 2.9 hours of homework each week.

The data reflect what anecdotally shocks many parents: homework loads jump in middle school.

Teachers’ top three reasons for assigning homework were to see how well students understand lessons, help students develop essential problem-solving skills, and show parents what’s being learned in school. Just 30 percent of teachers chose covering more content as one of their top reasons for assigning homework.

The survey also finds that the longer a teacher has been in the classroom, the less homework they assign, said Tanya Burden, a spokeswoman for the University of Phoenix.

Here’s a breakdown of weekly homework assigned, by years of experience:

• 3.6 hours (teachers with less than 10 years in the classroom)

• 3.1 hours (teachers with 10 to 19 years in the classroom)

• 2.8 hours (teachers with more than 20 years in the classroom)

Homework has come under fire from parents and administrators who worry that hours of after-school assignments are stressing students out . Education Week recently reported on research indicating that students with heavy loads of homework were significantly more likely to be sleep-deprived, particularly if the homework load had jumped between ages 12 and 15. Others question whether required assignments are necessary for learning .

But doth Americans protest too much? The Atlantic recently ran a group of photos showing children doing homework after natural disasters and war had displaced them. It’s a good reminder that in many places, homework is considered a privilege, not a burden.

CORRECTION (Feb. 28): The original version of this blog post included incorrect figures on the time for homework assigned each day per class for both high school teachers and middle school teachers.

A version of this news article first appeared in the Time and Learning blog.

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How Much Homework is Too Much?

When redesigning a course or putting together a new course, faculty often struggle with how much homework and readings to assign. Too little homework and students might not be prepared for the class sessions or be able to adequately practice basic skills or produce sufficient in-depth work to properly master the learning goals of the course. Too much and some students may feel overwhelmed and find it difficult to keep up or have to sacrifice work in other courses.

A common rule of thumb is that students should study three hours for each credit hour of the course, but this isn’t definitive. Universities might recommend that students spend anywhere from two or three hours of study or as much as six to nine hours of study or more for each course credit hour. A 2014 study found that, nationwide, college students self reported spending about 17 hours each week on homework, reading and assignments. Studies of high school students show that too much homework can produce diminishing returns on student learning, so finding the right balance can be difficult.

There are no hard and fast rules about the amount of readings and homework that faculty assign. It will vary according to the university, the department, the level of the classes, and even other external factors that impact students in your course. (Duke’s faculty handbook addresses many facets of courses, such as absences, but not the typical amount of homework specifically.)

To consider the perspective of a typical student that might be similar to the situations faced at Duke, Harvard posted a blog entry by one of their students aimed at giving students new to the university about what they could expect. There are lots of readings, of course, but time has to be spent on completing problem sets, sometimes elaborate multimedia or research projects, responding to discussion posts and writing essays. Your class is one of several, and students have to balance the needs of your class with others and with clubs, special projects, volunteer work or other activities they’re involved with as part of their overall experience.

The Rice Center for Teaching Excellence has some online calculators for estimating class workload that can help you get a general understanding of the time it may take for a student to read a particular number of pages of material at different levels or to complete essays or other types of homework.

To narrow down your decision-making about homework when redesigning or creating your own course, you might consider situational factors that may influence the amount of homework that’s appropriate.

Connection with your learning goals

Is the homework clearly connected with the learning goals of your students for a particular class session or week in the course? Students will find homework beneficial and valuable if they feel that it is meaningful . If you think students might see readings or assignments as busy work, think about ways to modify the homework to make a clearer connection with what is happening in class. Resist the temptation to assign something because the students need to know it. Ask yourself if they will actually use it immediately in the course or if the material or exercises should be relegated to supplementary material.

Levels of performance

The type of readings and homework given to first year students will be very different from those given to more experienced individuals in higher-level courses. If you’re unsure if your readings or other work might be too easy (or too complex) for students in your course, ask a colleague in your department or at another university to give feedback on your assignment. If former students in the course (or a similar course) are available, ask them for feedback on a sample reading or assignment.

Common practices

What are the common practices in your department or discipline? Some departments, with particular classes, may have general guidelines or best practices you can keep in mind when assigning homework.

External factors

What type of typical student will be taking your course? If it’s a course preparing for a major or within an area of study, are there other courses with heavy workloads they might be taking at the same time? Are they completing projects, research, or community work that might make it difficult for them to keep up with a heavy homework load for your course?

Students who speak English as a second language, are first generation students, or who may be having to work to support themselves as they take courses may need support to get the most out of homework. Detailed instructions for the homework, along with outlining your learning goals and how the assignment connects the course, can help students understand how the readings and assignments fit into their studies. A reading guide, with questions prompts or background, can help students gain a better understanding of a reading. Resources to look up unfamiliar cultural references or terms can make readings and assignments less overwhelming.

If you would like more ideas about planning homework and assignments for your course or more information and guidance on course design and assessment, contact Duke Learning Innovation to speak with one of our consultants .

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Homework in High School: How Much Is Too Much?

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It’s not hard to find a high school student who is stressed about homework. Many are stressed to the max–juggling extracurricular activities, jobs, and family responsibilities. It can be hard for many students, particularly low-income students, to find the time to dedicate to homework. So students in the PBS NewsHour Student Reporting Labs program at YouthBeat in Oakland, California are asking what’s a fair amount of homework for high school students?

TEACHERS: Guide your students to practice civil discourse about current topics and get practice writing CER (claim, evidence, reasoning) responses. Explore lesson supports.

Is homework beneficial to students?

The homework debate has been going on for years. There’s a big body of research that shows that homework can have a positive impact on academic performance. It can also help students prepare for the academic rigors of college.

Does homework hurt students?

Some research suggests that homework is only beneficial up to a certain point. Too much homework can lead to compromised health and greater stress in students. Many students, particularly low-income students, can struggle to find the time to do homework, especially if they are working jobs after school or taking care of family members. Some students might not have access to technology, like computers or the internet, that are needed to complete assignments at home– which can make completing assignments even more challenging. Many argue that this contributes to inequity in education– particularly if completing homework is linked to better academic performance.

How much homework should students get?

Based on research, the National Education Association recommends the 10-minute rule stating students should receive 10 minutes of homework per grade per night. But opponents to homework point out that for seniors that’s still 2 hours of homework which can be a lot for students with conflicting obligations. And in reality, high school students say it can be tough for teachers to coordinate their homework assignments since students are taking a variety of different classes. Some people advocate for eliminating homework altogether.

Edweek: How Much Homework Is Enough? Depends Who You Ask

Business Insider: Here’s How Homework Differs Around the World

Review of Educational Research: Does Homework Improve Academic Achievement? A Synthesis of Research, 1987-2003

Phys.org: Study suggests more than two hours of homework a night may be counterproductive

The Journal of Experimental Education: Nonacademic Effects of Homework in Privileged, High-Performing High Schools

National Education Association: Research Spotlight on Homework NEA Reviews of the Research on Best Practices in Education

The Atlantic: Who Does Homework Work For?

Center for Public Education: What research says about the value of homework: Research review

Time: Opinion: Why I think All Schools Should Abolish Homework

The Atlantic: A Teacher’s Defense of Homework

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Students spend three times longer on homework than average, survey reveals

Sonya Kulkarni and Pallavi Gorantla | Jan 9, 2022

Graphic by Sonya Kulkarni

The National Education Association and the National Parent Teacher Association have suggested that a healthy number of hours that students should be spending can be determined by the “10-minute rule.” This means that each grade level should have a maximum homework time incrementing by 10 minutes depending on their grade level (for instance, ninth-graders would have 90 minutes of homework, 10th-graders should have 100 minutes, and so on).

As ‘finals week’ rapidly approaches, students not only devote effort to attaining their desired exam scores but make a last attempt to keep or change the grade they have for semester one by making up homework assignments.

High schoolers reported doing an average of 2.7 hours of homework per weeknight, according to a study by the Washington Post from 2018 to 2020 of over 50,000 individuals. A survey of approximately 200 Bellaire High School students revealed that some students spend over three times this number.

The demographics of this survey included 34 freshmen, 43 sophomores, 54 juniors and 54 seniors on average.

When asked how many hours students spent on homework in a day on average, answers ranged from zero to more than nine with an average of about four hours. In contrast, polled students said that about one hour of homework would constitute a healthy number of hours.

Junior Claire Zhang said she feels academically pressured in her AP schedule, but not necessarily by the classes.

“The class environment in AP classes can feel pressuring because everyone is always working hard and it makes it difficult to keep up sometimes.” Zhang said.

A total of 93 students reported that the minimum grade they would be satisfied with receiving in a class would be an A. This was followed by 81 students, who responded that a B would be the minimum acceptable grade. 19 students responded with a C and four responded with a D.

“I am happy with the classes I take, but sometimes it can be very stressful to try to keep up,” freshman Allyson Nguyen said. “I feel academically pressured to keep an A in my classes.”

Up to 152 students said that grades are extremely important to them, while 32 said they generally are more apathetic about their academic performance.

Last year, nine valedictorians graduated from Bellaire. They each achieved a grade point average of 5.0. HISD has never seen this amount of valedictorians in one school, and as of now there are 14 valedictorians.

“I feel that it does degrade the title of valedictorian because as long as a student knows how to plan their schedule accordingly and make good grades in the classes, then anyone can be valedictorian,” Zhang said.

Bellaire offers classes like physical education and health in the summer. These summer classes allow students to skip the 4.0 class and not put it on their transcript. Some electives also have a 5.0 grade point average like debate.

Close to 200 students were polled about Bellaire having multiple valedictorians. They primarily answered that they were in favor of Bellaire having multiple valedictorians, which has recently attracted significant acclaim .

Senior Katherine Chen is one of the 14 valedictorians graduating this year and said that she views the class of 2022 as having an extraordinary amount of extremely hardworking individuals.

“I think it was expected since freshman year since most of us knew about the others and were just focused on doing our personal best,” Chen said.

Chen said that each valedictorian achieved the honor on their own and deserves it.

“I’m honestly very happy for the other valedictorians and happy that Bellaire is such a good school,” Chen said. “I don’t feel any less special with 13 other valedictorians.”

Nguyen said that having multiple valedictorians shows just how competitive the school is.

“It’s impressive, yet scary to think about competing against my classmates,” Nguyen said.

Offering 30 AP classes and boasting a significant number of merit-based scholars Bellaire can be considered a competitive school.

“I feel academically challenged but not pressured,” Chen said. “Every class I take helps push me beyond my comfort zone but is not too much to handle.”

Students have the opportunity to have off-periods if they’ve met all their credits and are able to maintain a high level of academic performance. But for freshmen like Nguyen, off periods are considered a privilege. Nguyen said she usually has an hour to five hours worth of work everyday.

“Depending on the day, there can be a lot of work, especially with extra curriculars,” Nguyen said. “Although, I am a freshman, so I feel like it’s not as bad in comparison to higher grades.”

According to the survey of Bellaire students, when asked to evaluate their agreement with the statement “students who get better grades tend to be smarter overall than students who get worse grades,” responders largely disagreed.

Zhang said that for students on the cusp of applying to college, it can sometimes be hard to ignore the mental pressure to attain good grades.

“As a junior, it’s really easy to get extremely anxious about your GPA,” Zhang said. “It’s also a very common but toxic practice to determine your self-worth through your grades but I think that we just need to remember that our mental health should also come first. Sometimes, it’s just not the right day for everyone and one test doesn’t determine our smartness.”

Burgjohann was awarded First Year Teacher of the Year, having moved from her home in Rhode Island to the state of Texas just two weeks before the start of the 2023 academic school year.

The road from Rhode Island

As a Belle, Rexford sits in the stands at a home football game.

Snapping memories

Burnside explains a topic in Algebra 2. Her goal is her teaching will make math seem doable and fun.

Someone to count on

Welcome to Houston

Little and her middle school symphony orchestra win a first division award. They had just participated in a competition called the Bluebonnet festival.

A passion for performing

Junior Elyse Chiou and sophomore Miranda Wang prepare a plate of Pepperonis vegan pasta for sophomore Sydney Nguyen. The club assembled an array of vegan foods for the celebration.

Students celebrate with sustainability at Earth Day party

The jazz band performs on the front patio of Lankfords Bellaire. The band mainly performed bebop songs with some bossa nova and blues sprinkled in.

Bossa nova, bebop and burgers

The next solar eclipse visible in the US will occur in 2033 in Alaska. At least I’ll be alive in 40 years to see the next [eclipse],” junior Eric Stevenson said.

Students, faculty view solar eclipse in cloudy weather

As lead naturalist, junior Elyse Chious role is to give feedback to other naturalists. Zoo naturalists talk to guests about the zoos message of conservation.

Nature’s wildheart: Teen naturalist kindles love for the environment

Results from a TPP poll conducted on Instagram with 460 voters. Almost 40% of voters said that their parents barely ever check their grades.

Parental influence

Andy Shen inside the Orion Capsule in the Apollo Exhibit inside Space Center Houston.

Humans of Bellaire

HUMANS OF BELLAIRE – Andy Shen

Mackin (right) stands with older sisters Caroline and Celeste Mackin after her first marathon, the Sun Marathon. To commemorate the marathon, Mackin and her family went to get burgers, then grabbed Oreos and chocolate milk at the grocery store.

‘Running since day one’

For Adrien Starkss (bottom left) first concert, he went to Super Happy Fun Land in Houston. There he saw and took a photo with the band members of Pinkie Promise (singer Abby, drummer Kaelynn Wright, bassist Lola, and guitarists Ali and Leah.)

Finding sparks in concerts

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Anonymous • Nov 21, 2023 at 10:32 am

It’s not really helping me understand how much.

josh • May 9, 2023 at 9:58 am

Kassie • May 6, 2022 at 12:29 pm

Im using this for an English report. This is great because on of my sources needed to be from another student. Homework drives me insane. Im glad this is very updated too!!

Kaylee Swaim • Jan 25, 2023 at 9:21 pm

I am also using this for an English report. I have to do an argumentative essay about banning homework in schools and this helps sooo much!

Izzy McAvaney • Mar 15, 2023 at 6:43 pm

I am ALSO using this for an English report on cutting down school days, homework drives me insane!!

E. Elliott • Apr 25, 2022 at 6:42 pm

I’m from Louisiana and am actually using this for an English Essay thanks for the information it was very informative.

Nabila Wilson • Jan 10, 2022 at 6:56 pm

Interesting with the polls! I didn’t realize about 14 valedictorians, that’s crazy.

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Students Spend More Time on Homework but Teachers Say It's Worth It

Time spent on homework has increased in recent years, but educators say that's because the assignments have also changed.

Students Spending More Time on Homework

Make sure you understand your test answers, both right and wrong, in order to identify weaknesses and improve your overall score.

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High school students get assigned up to 17.5 hours of homework per week, according to a survey of 1,000 teachers.

Although students nowadays are spending significantly more time on homework assignments – sometimes up to 17.5 hours each week – the type and quality of the assignments have changed to better capture critical thinking skills and higher levels of learning, according to a recent survey of teachers conducted by the University of Phoenix College of Education.

The survey of 1,000 K-12 teachers found, among other things, that high school teachers on average assign about 3.5 hours of homework each week. For high school students who typically have five classes with different teachers, that could mean as much as 17.5 hours each week. By comparison, the survey found middle school teachers assign about 3.2 hours of homework each week and kindergarten through fifth grade teachers assign about 2.9 hours each week.

[ READ : Standardized Testing Debate Should Focus on Local School Districts, Report Says ]

By comparison, a 2011 study from the National Center for Education Statistics found high school students reported spending an average of 6.8 hours of homework per week, while a 1994 report from the National Center for Education Statistics – reviewing trends in data from the National Assessment of Educational Progress – found 39 percent of 17-year-olds said they did at least one hour of homework each day.

"What has changed is not necessarily the magic number of how many hours they’re doing per night, but it’s the quality of the homework," says Ashley Norris, assistant dean of the university's college of education. Part of that shift in recent years, she says, may come from more schools implementing the Common Core State Standards, which are intended to put more of an emphasis on critical thinking and problem-solving skills.

"You see a change from teachers … giving, really, busy work … to where they’re actually creating long-term projects that students have to manage outside of the classroom, or reading, where they read and come back into the classroom and share their findings," Norris says. "It's not just about rote memorization, because we know that doesn't stick."

For younger students, having more meaningful homework assignments can help build time-management skills, as well as enhance parent-child interaction, Norris says. But the bigger connection for high school students, she says, is doing assignments outside of the classroom that get them interested in a career path.

[ MORE : How Virtual Games Can Help Struggling Students Learn ]

Moving forward, as more schools dive into more time-consuming – but Norris says more meaningful – assignments, there may be a greater shift in the number of schools utilizing the "flipped classroom" method, in which students watch a lesson or lecture at home online, and bring their questions to the classroom to work with their peers while the teacher is present to help facilitate any problems that arise.

"This is already happening in the classrooms. And I think that idea, this whole idea where homework is this applied learning that goes outside the boundaries of a classroom – what can we use that actual class time for?" Norris says "To come back and collaborate on learning, learn from each other, maybe critique our own [work] and share those experiences."

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Tags: K-12 education , education , Common Core , teachers

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How Much Time Do College Students Spend on Homework

by Jack Tai | Oct 9, 2019 | Articles

Does college life involve more studying or socializing?

Find out how much time college students need to devote to their homework in order to succeed in class.

We all know that it takes hard work to succeed in college and earn top grades.

To find out more about the time demands of studying and learning, let’s review the average homework amounts of college students.

HowtoLearn.com expert, Jack Tai, CEO of OneClass.com shows how homework improves grades in college and an average of how much time is required.

How Many Hours Do College Students Spend on Homework?

Classes in college are much different from those in high school.

For students in high school, a large part of learning occurs in the classroom with homework used to support class activities.

One of the first thing that college students need to learn is how to read and remember more quickly. It gives them a competitive benefit in their grades and when they learn new information to escalate their career.

Taking a speed reading course that shows you how to learn at the same time is one of the best ways for students to complete their reading assignments and their homework.

However, in college, students spend a shorter period in class and spend more time learning outside of the classroom.

This shift to an independent learning structure means that college students should expect to spend more time on homework than they did during high school.

In college, a good rule of thumb for homework estimates that for each college credit you take, you’ll spend one hour in the classroom and two to three hours on homework each week.

These homework tasks can include readings, working on assignments, or studying for exams.

Based upon these estimates, a three-credit college class would require each week to include approximately three hours attending lectures and six to nine hours of homework.

Extrapolating this out to the 15-credit course load of a full-time student, that would be 15 hours in the classroom and 30 to 45 hours studying and doing homework.

These time estimates demonstrate that college students have significantly more homework than the 10 hours per week average among high school students. In fact, doing homework in college can take as much time as a full-time job.

Students should keep in mind that these homework amounts are averages.

Students will find that some professors assign more or less homework. Students may also find that some classes assign very little homework in the beginning of the semester, but increase later on in preparation for exams or when a major project is due.

There can even be variation based upon the major with some areas of study requiring more lab work or reading.

Do College Students Do Homework on Weekends?

Based on the quantity of homework in college, it’s nearly certain that students will be spending some of their weekends doing homework.

For example, if each weekday, a student spends three hours in class and spends five hours on homework, there’s still at least five hours of homework to do on the weekend.

how much time do college students spend on homework

When considering how homework schedules can affect learning, it’s important to remember that even though college students face a significant amount of homework, one of the best learning strategies is to space out study sessions into short time blocks.

This includes not just doing homework every day of the week, but also establishing short study blocks in the morning, afternoon, and evening. With this approach, students can avoid cramming on Sunday night to be ready for class.

What’s the Best Way to Get Help with Your Homework?

In college, there are academic resources built into campus life to support learning.

For example, you may have access to an on-campus learning center or tutoring facilities. You may also have the support of teaching assistants or regular office hours.

That’s why OneClass recommends a course like How to Read a Book in a Day and Remember It which gives a c hoice to support your learning.

Another choice is on demand tutoring.

They send detailed, step-by-step solutions within just 24 hours, and frequently, answers are sent in less than 12 hours.

When students have on-demand access to homework help, it’s possible to avoid the poor grades that can result from unfinished homework.

Plus, 24/7 Homework Help makes it easy to ask a question. Simply snap a photo and upload it to the platform.

That’s all tutors need to get started preparing your solution.

Rather than retyping questions or struggling with math formulas, asking questions and getting answers is as easy as click and go.

Homework Help supports coursework for both high school and college students across a wide range of subjects. Moreover, students can access OneClass’ knowledge base of previously answered homework questions.

Simply browse by subject or search the directory to find out if another student struggled to learn the same class material.

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How Much Time Should Be Spent on Homework?

At the elementary level homework should be brief, at your child’s ability level and involve frequent, voluntary and high interest activities. Young students require high levels of feedback and/or supervision to help them complete assignments correctly. Accurate homework completion is influenced by your child’s ability, the difficulty of the task, and the amount of feedback your child receives. When assigning homework, your child’s teachers may struggle to create a balance at this age between ability, task difficulty and feedback. Unfortunately, there are no simple guiding principles.

We can assure you, however, that your input and feedback on a nightly basis is an essential component in helping your child benefit from the homework experience.

What is the recommended time in elementary school?

In first through third grade, students should receive one to three assignments per week, taking them no more than fifteen to twenty minutes. In fourth through sixth grade, students should receive two to four assignments per week, lasting between fifteen and forty-five minutes. At this age, the primarily goal of homework is to help your child develop the independent work and learning skills that will become critical in the higher grades. In the upper grades, the more time spent on homework the greater the achievement gains.

What is the recommended time in middle and high school?

For students in middle and high school grades there are greater overall benefits from time engaged in practicing and thinking about school work. These benefits do not appear to depend as much upon immediate supervision or feedback as they do for elementary students. In seventh through ninth grade we recommend students receive three to five sets of assignments per week, lasting between forty-five and seventy-five minutes per set. In high school students will receive four to five sets of homework per week, taking them between seventy-five and 150 minutes per set to complete.

As children progress through school, homework and the amount of time engaged in homework increases in importance. Due to the significance of homework at the older age levels, it is not surprising that there is more homework assigned. Furthermore, homework is always assigned in college preparatory classes and assigned at least three quarters of the time in special education and vocational training classes. Thus at any age, homework may indicate our academic expectations of children.

Regardless of the amount of homework assigned, many students unsuccessful or struggling in school spend less rather than more time engaged in homework. It is not surprising that students spending less time completing homework may eventually not achieve as consistently as those who complete their homework.

Does this mean that time devoted to homework is the key component necessary for achievement?

We are not completely certain. Some American educators have concluded that if students in America spent as much time doing homework as students in Asian countries they might perform academically as well. It is tempting to assume such a cause and effect relationship.

However, this relationship appears to be an overly simple conclusion. We know that homework is important as one of several influential factors in school success. However, other variables, including student ability, achievement, motivation and teaching quality influence the time students spend with homework tasks. Many students and their parents have told us they experience less difficulty being motivated and completing homework in classes in which they enjoyed the subject, the instruction, the assignments and the teachers.

The benefits from homework are the greatest for students completing the most homework and doing so correctly. Thus, students who devote time to homework are probably on a path to improved achievement. This path also includes higher quality instruction, greater achievement motivation and better skill levels.

Authors: Dr. Sam Goldstein and Dr. Sydney Zentall

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About 1 in 5 U.S. teens who’ve heard of ChatGPT have used it for schoolwork

Roughly one-in-five teenagers who have heard of ChatGPT say they have used it to help them do their schoolwork, according to a new Pew Research Center survey of U.S. teens ages 13 to 17. With a majority of teens having heard of ChatGPT, that amounts to 13% of all U.S. teens who have used the generative artificial intelligence (AI) chatbot in their schoolwork.

A bar chart showing that, among teens who know of ChatGPT, 19% say they’ve used it for schoolwork.

Teens in higher grade levels are particularly likely to have used the chatbot to help them with schoolwork. About one-quarter of 11th and 12th graders who have heard of ChatGPT say they have done this. This share drops to 17% among 9th and 10th graders and 12% among 7th and 8th graders.

There is no significant difference between teen boys and girls who have used ChatGPT in this way.

The introduction of ChatGPT last year has led to much discussion about its role in schools , especially whether schools should integrate the new technology into the classroom or ban it .

Pew Research Center conducted this analysis to understand American teens’ use and understanding of ChatGPT in the school setting.

The Center conducted an online survey of 1,453 U.S. teens from Sept. 26 to Oct. 23, 2023, via Ipsos. Ipsos recruited the teens via their parents, who were part of its KnowledgePanel . The KnowledgePanel is a probability-based web panel recruited primarily through national, random sampling of residential addresses. The survey was weighted to be representative of U.S. teens ages 13 to 17 who live with their parents by age, gender, race and ethnicity, household income, and other categories.

This research was reviewed and approved by an external institutional review board (IRB), Advarra, an independent committee of experts specializing in helping to protect the rights of research participants.

Here are the questions used for this analysis , along with responses, and its methodology .

Teens’ awareness of ChatGPT

Overall, two-thirds of U.S. teens say they have heard of ChatGPT, including 23% who have heard a lot about it. But awareness varies by race and ethnicity, as well as by household income:

A horizontal stacked bar chart showing that most teens have heard of ChatGPT, but awareness varies by race and ethnicity, household income.

72% of White teens say they’ve heard at least a little about ChatGPT, compared with 63% of Hispanic teens and 56% of Black teens.
75% of teens living in households that make $75,000 or more annually have heard of ChatGPT. Much smaller shares in households with incomes between $30,000 and $74,999 (58%) and less than $30,000 (41%) say the same.

Teens who are more aware of ChatGPT are more likely to use it for schoolwork. Roughly a third of teens who have heard a lot about ChatGPT (36%) have used it for schoolwork, far higher than the 10% among those who have heard a little about it.

When do teens think it’s OK for students to use ChatGPT?

For teens, whether it is – or is not – acceptable for students to use ChatGPT depends on what it is being used for.

There is a fair amount of support for using the chatbot to explore a topic. Roughly seven-in-ten teens who have heard of ChatGPT say it’s acceptable to use when they are researching something new, while 13% say it is not acceptable.

A diverging bar chart showing that many teens say it’s acceptable to use ChatGPT for research; few say it’s OK to use it for writing essays.

However, there is much less support for using ChatGPT to do the work itself. Just one-in-five teens who have heard of ChatGPT say it’s acceptable to use it to write essays, while 57% say it is not acceptable. And 39% say it’s acceptable to use ChatGPT to solve math problems, while a similar share of teens (36%) say it’s not acceptable.

Some teens are uncertain about whether it’s acceptable to use ChatGPT for these tasks. Between 18% and 24% say they aren’t sure whether these are acceptable use cases for ChatGPT.

Those who have heard a lot about ChatGPT are more likely than those who have only heard a little about it to say it’s acceptable to use the chatbot to research topics, solve math problems and write essays. For instance, 54% of teens who have heard a lot about ChatGPT say it’s acceptable to use it to solve math problems, compared with 32% among those who have heard a little about it.

Note: Here are the questions used for this analysis , along with responses, and its methodology .

Artificial Intelligence
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Olivia Sidoti is a research assistant focusing on internet and technology research at Pew Research Center

Jeffrey Gottfried is an associate director focusing on internet and technology research at Pew Research Center

Many Americans think generative AI programs should credit the sources they rely on

Americans’ use of chatgpt is ticking up, but few trust its election information, q&a: how we used large language models to identify guests on popular podcasts, striking findings from 2023, what the data says about americans’ views of artificial intelligence, most popular.

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COMMENTS

What's the Right Amount of Homework?
The National PTA and the National Education Association support the " 10-minute homework guideline "—a nightly 10 minutes of homework per grade level. But many teachers and parents are quick to point out that what matters is the quality of the homework assigned and how well it meets students' needs, not the amount of time spent on it.
11 Surprising Homework Statistics, Facts & Data (2024)
The age-old question of whether homework is good or bad for students is unanswerable because there are so many "it depends" factors. For example, it depends on the age of the child, the type of ... A 2018 study of 27,500 parents around the world found that the average amount of time parents spend on homework with their child is 6.7 hours per ...
How Much Homework Do American Kids Do?
Asian students spend 3.5 more hours on average doing homework per week than their white peers. ... and 73 percent of teachers think their school assigns the right amount of homework. Students ...
How Much Homework Is Too Much for Our Teens?
In that poll teens reported spending, on average, more than three hours on homework each school night, with 11th graders spending more time on homework than any other grade level. By contrast ...
How false reports of homework overload in America have spread so far
"In a 2020 Washington Post article, Denise Pope described what she learned from a survey of more than 50,000 high school students: On average, they complete 2.7 hours of homework a night. That ...
A New Report Reveals That Homework in the United States is ...
October 1, 2003. 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 ...
How Much Homework Is Enough? Depends Who You Ask
In 2007, a study from the National Center for Education Statistics found that, on average, high school students spent around seven hours a week on homework. A similar study in 1994 put the average ...
Analyzing 'the homework gap' among high school students
We can also use ATUS data to isolate when students do homework by race and by income. ... the average number of minutes per day spent on homework amongst the comparison groups. ... on average 20 ...
Homework in America
It was 6% in 1984. The amount of homework for 13-year-olds appears to have lightened slightly. Students with one to two hours of homework declined from 29% to 23%. The next category down (in terms ...
Key Lessons: What Research Says About the Value of Homework
Too much homework may diminish its effectiveness. While research on the optimum amount of time students should spend on homework is limited, there are indications that for high school students, 1½ to 2½ hours per night is optimum. Middle school students appear to benefit from smaller amounts (less than 1 hour per night).
Should Kids Get Homework?
And homework has a greater positive effect on students in secondary school (grades 7-12) than those in elementary. "Every child should be doing homework, but the amount and type that they're doing ...
Percentage of elementary and secondary school students who do homework
Percentage of elementary and secondary school students who do homework, average time spent doing homework, percentage whose parents check that homework is done, and percentage whose parents help with homework, by frequency and selected characteristics: 2007, 2012, 2016, and 2019 ... 3 The Census Bureau's poverty threshold is a dollar amount ...
High Schools Assign 3.5 Hours of Homework a Night, Survey Estimates
Middle school teachers (grades 6-8) assigned roughly the same amount: 3.2 hours of homework a week, or 38.4 minutes a day per class. That adds up to 3.2 hours of homework a night for a student ...
How Much Homework is Too Much?
Universities might recommend that students spend anywhere from two or three hours of study or as much as six to nine hours of study or more for each course credit hour. A 2014 study found that, nationwide, college students self reported spending about 17 hours each week on homework, reading and assignments. Studies of high school students show ...
Homework in High School: How Much Is Too Much?
Based on research, the National Education Association recommends the 10-minute rule stating students should receive 10 minutes of homework per grade per night. But opponents to homework point out that for seniors that's still 2 hours of homework which can be a lot for students with conflicting obligations. And in reality, high school students ...
Students spend three times longer on homework than average, survey
A survey of approximately 200 Bellaire High School students revealed that some students spend over three times this number. The demographics of this survey included 34 freshmen, 43 sophomores, 54 juniors and 54 seniors on average. When asked how many hours students spent on homework in a day on average, answers ranged from zero to more than ...
In the Media
State Board of Education President Mike Kirst announces he'll retire — and reflects on changes he has led. November 30, 2017. The New York Times. The Right Way to Fix Universities. November 13, 2017. Quartz. A Stanford professor says we should teach more math in preschool. July 13, 2017. Education Week.
Students Spend More Time on Homework but Teachers Say It's Worth It
By comparison, a 2011 study from the National Center for Education Statistics found high school students reported spending an average of 6.8 hours of homework per week, while a 1994 report from ...
How Much Time Do College Students Spend on Homework
These time estimates demonstrate that college students have significantly more homework than the 10 hours per week average among high school students. In fact, doing homework in college can take as much time as a full-time job. ... it's important to remember that even though college students face a significant amount of homework, one of the ...
How Much Time Should Be Spent on Homework?
In high school students will receive four to five sets of homework per week, taking them between seventy-five and 150 minutes per set to complete. As children progress through school, homework and the amount of time engaged in homework increases in importance. Due to the significance of homework at the older age levels, it is not surprising ...
What's the right amount of homework for my students?
This framework is also endorsed by the National Parent Teacher Association National Parent Teachers Association. According to this rule, time spent on homework each night should not exceed: 30 minutes in 3 rd grade. 40 minutes in 4 th grade. 50 minutes in 5 th grade.
Time spent in study per day
Help us do this work by making a donation. Average minutes spent on study by all individuals. Estimates come from time use surveys and include both weekdays and weekends. Study activities include school, university, homework, and free study time.
How Much Homework Do You Get in High School?
The amount of homework gotten in high school can differ depending on location, class, and the general subject of teaching. According to a study conducted by the Washington Post, on average, students in high school do about 2 to 3 hours of homework per night. Also, when students were asked directly, most of the answers gotten were from 0 to 10 ...
Use of ChatGPT for schoolwork among US teens
For teens, whether it is - or is not - acceptable for students to use ChatGPT depends on what it is being used for. There is a fair amount of support for using the chatbot to explore a topic. Roughly seven-in-ten teens who have heard of ChatGPT say it's acceptable to use when they are researching something new, while 13% say it is not ...