history of homework in school

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

• By Emily Summers
• February 14, 2020

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

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

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

Who Invented Homework?

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

• It encourages the discipline of practice

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

• It teaches students to manage their time

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

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

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

• It discourages creative endeavors

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

• Homework is typically geared toward benchmarks

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

• No evidence that homework creates improvements

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

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

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

About the Author

Emily summers.

6 reasons to read to your child regularly at home

Things to Know About Developmental Disability Services

Roofing 101 Essential Education for Future Industry Professionals

Educational Insights on Molecular Sieve Adsorbents Selectivity and Industrial Applications

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

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

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

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

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

The Surprising History of Homework Reform

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

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

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

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

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

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

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

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

Weekly Newsletter

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

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

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

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

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

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

Get Our Newsletter

More stories.

• Endangered: North American Cricket

• Monastic Chant: Praising God Out Loud

The Complex History of American Dating

9 Ways to Create an “Intellectually Humble” Classroom

Recent posts.

• The Scientists, the Engineers, and the Water Wheel
• Reclaiming a Coal Town
• Printing Anarchy

Support JSTOR Daily

Sign up for our weekly newsletter.

History Cooperative

The Homework Dilemma: Who Invented Homework?

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

Table of Contents

Who Invented Homework?

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

Roberto Nevelis of Venice: A Mythical Innovator?

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

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

Horace Mann: Shaping the American Educational Landscape

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

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

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

Why Was Homework Invented?

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

Reinforcing Classroom Learning

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

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

Fostering Self-Discipline and Responsibility

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

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

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

When Was Homework Invented?

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

Earliest Origins of Homework and Early Educational Practices

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

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

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

READ MORE: Who Invented Math? The History of Mathematics

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

The Influence of Educational Philosophers

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

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

Homework in the American Public School System

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

History and Evolution of Homework in the United States

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

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

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

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

Controversies Around Homework

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

The Homework Debate

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

Homework’s Efficacy

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

Equity and Accessibility

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

Alternative Approaches to Learning

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

Project-Based Learning

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

Flipped Classrooms

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

Personalized Learning

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

The Ongoing Conversation

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

Unpacking the Homework Enigma

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

How to Cite this Article

There are three different ways you can cite this article.

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

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

Leave a Comment Cancel reply

Who invented school homework?

Homework is a term that can stir up a spectrum of emotions among students worldwide. Some view it as an opportunity to reinforce classroom learning, while others perceive it as a chore. Regardless of these differing perspectives, the significance of homework in our education system is undeniable. But where did it originate? Let's delve into the intriguing history of school homework.

.css-26rqae{font-weight:500;} The ancient roots of homework

Our journey begins not in the 20th century, but much earlier, in ancient Rome. Pliny the Elder, a philosopher and naval commander, advocated for self-study among his pupils, fostering an early form of homework. He held a belief that independent exploration allowed students to delve deeper into their interests and broaden their knowledge beyond the confines of the classroom.

Debunking the myth: Roberto Nevilis

There's a common myth that an Italian educator named Roberto Nevilis invented homework in Venice around 1905. However, this claim lacks solid historical evidence and is widely debunked by historians and educators. The concept of homework, as we understand it, evolved gradually over centuries, shaped by educational philosophies and societal needs.

Horace Mann and the American education system

In the United States, Horace Mann, often hailed as the "Father of American Public Education," played a crucial role in shaping the nation's education landscape. While he didn't invent homework, Mann's emphasis on a structured and systematic approach to education likely influenced the incorporation and acceptance of homework in American schools.

The evolution and global perspective of homework

Homework has evolved significantly over the centuries, adapting to societal changes and advancements in technology. It's also interesting to note the variations in homework culture across different countries, reflecting diverse educational philosophies and practices. For example, in Finland, a country renowned for its high-performing education system, students have comparatively less homework and shorter school hours. In contrast, South Korea's rigorous education system is known for its heavy emphasis on homework.

Benefits of homework: A balanced perspective

While the debate over the effectiveness and necessity of homework continues, there are some benefits to consider. Homework can reinforce learning

The ongoing debate: The pros and cons of homework

The effectiveness and impact of homework is a subject of ongoing debate. Here is a breakdown of the pros and cons of homework.

Pros of homework:

Reinforces learning: Homework provides an opportunity to practice and consolidate classroom learning, leading to better retention of knowledge.

Develops time-management skills: Completing assignments within a designated timeframe can instill valuable time-management skills in students.

Encourages independent thinking: Homework allows students to think critically and independently, fostering creativity and problem-solving abilities.

Cons of homework:

Increased stress and burnout: Heavy homework loads can lead to increased stress, anxiety, and burnout among students.

Inequity in access: Homework may create an uneven playing field for students from disadvantaged backgrounds who lack resources or parental support.

Limitations on free time: Excessive homework can limit a student's free time for extracurricular activities, family time, and leisure.

From the early advocacy of self-study by Pliny the Elder to the structured educational approach of Horace Mann, the journey of homework has been long and complex. Its evolution and global perspective continue to shape the education systems worldwide. While opinions on homework may differ, its undeniable impact on students' academic performance and development cannot be ignored.

So boo for homework, but yay for its potential benefits! It all depends on the individual learner.

Hey, $mart parents 👋

Teach money lessons at home with Greenlight’s $mart Parent newsletter. Money tips, insights, and fun family trivia — delivered every month.

Try today. Our treat.

After your one-month trial, plans start at just $5.99/month for the whole family. Includes up to five kids.

Who Invented Homework? A Big Question Answered with Facts

Crystal Bourque

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

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

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

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

Who Invented Homework?

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

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

When, How, and Why was Homework Invented?

Daniel Jedzura/Shutterstock.com

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

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

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

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

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

Pliny the Younger

Credit: laphamsquarterly.org

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

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

Johann Gottlieb Fichte

Credit: inlibris.com

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

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

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

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

Horace Mann

Credit: commons.wikimedia.org

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

So who created homework in the United States?

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

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

Credit: medium.com

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

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

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

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

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

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

Inside Creative House/Shutterstock.com

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

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

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

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

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

Homework is Banned! (The 1900s)

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

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

Children Needed at Home (The 1930s)

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

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

Studio Romantic/Shutterstock.com

A Shift in Ideas (The 1940s—1950s)

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

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

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

These types of assignments still exist today!

Homework Today (The 2000s)

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

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

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

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

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

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

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

Ground Picture/Shutterstock.com

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

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

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

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

What’s the Purpose of Homework?

LightField Studios/Shutterstock.com

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

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

Does Homework Improve the Quality of Education?

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

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

Homework Pros:

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

Homework Cons:

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

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

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

Homework Today

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

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

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

Elena Kharichkina/Shutterstock.com

Who invented homework and why?

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

Who invented homework as a punishment?

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

Why did homework stop being a punishment?

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

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

The best educational websites for kids are so fun that children don’t even realize they’re…

The world does not stand still. Information, medical, space technologies are developing at an incredible…

Imagine that you have gotten yourself into a difficult situation or unfamiliar or dangerous circumstances….

Subscribe now!

Glad you've joined us🎉🎉.

Homework in America

• 2014 Brown Center Report on American Education

Subscribe to the Brown Center on Education Policy Newsletter

Tom loveless tom loveless former brookings expert.

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.

Education Policy K-12 Education

Governance Studies

Brown Center on Education Policy

Rachel M. Perera, Jon Valant, Katharine Meyer

August 12, 2024

Kelly Rosinger, Robert Kelchen, Justin Ortagus, Dominique J. Baker, Mitchell Lingo

August 9, 2024

Carolyn Esswein, Justin Hegarty

August 8, 2024

Who Invented Homework, and Why Was Homework Invented? Let’s Explore!

If you are or have ever been a student, you have probably asked this question multiple times, and it hardly was to thank the person who invented homework personally. We all know that feeling all too well—the deadline is looming, you’re staring at a blank page, and there isn’t a single viable idea in your head.

Sounds familiar? Then you’re likely curious to investigate the history of homework and the cruel, cruel people who stand behind this centuries-old tradition. It’s quite fascinating, actually, and you will most certainly be surprised at how long and turbulent the history of giving learners homework is.

When, How, Why, and Who Invented Homework

To answer the question of who the title of the inventor of homework belongs to, we will have to go all the way back to the first century, then jump to eighteenth-century Europe, and finally move domestically to explore the trials and errors of the homework tradition in the U.S.

Some of the names we will address here include:

• Pliny the Younger —The Roman lawyer and author credited with the “invention” of homework,
• Johann Gottlieb Fichte —The German philosopher who developed the ideological justification of homework,
• Horace Mann —The first known American educator who made homework the norm in the U.S., and more.

Let’s dive in.

Who Created Homework and Why—How Everything Started

So, who started homework? The simplistic answer would be the Roman lawyer Pliny the Younger, who we’ll discuss in more detail below. However, it’s not that simple. It never is when it comes to homework, a tradition that could have existed long before it was linked to any historical artifacts and, therefore, lost to history.

After all, as much as almost every student despises homework, its number one purpose (or, at least, what we perceive as its number one purpose today) is self-evident. Most teachers genuinely care about their learners’ progress and academic achievements, so it’s no wonder they give home assignments to help students improve their learning.

As a result, it’s no wonder students are looking for an EssayPro review or WritePapers review to find someone reputable who can help them cope with loads of homework.

However, as you will soon find out, making progress in learning is only one of the many homework goals. Historically, it hasn’t even always been the most important one. Societal events, dominant philosophical schools, and individual educational reformers have always affected the mainstream view of homework and its perceived functions.

We invite you to join us on a journey through centuries (and then back again), where we will try to understand the origins, evolution, and current state of the homework tradition. If nothing else, you might have a chance to impress your friends at a trivia night.

Pliny the Younger

Have you already thought of the Roman Empire this week? If not, now’s your chance. The first name historians come across when looking for the origins of homework is Pliny the Younger, a Roman magistrate, lawyer, and brilliant orator in the first century A.D.

Pliny the Younger had students like many other distinguished authors and public speakers in Rome. He taught rhetoric and public speaking and—you guessed it—tasked his students with practicing their speech composing and public speaking skills even outside his classes. Also, Pliny actively encouraged them to put their newly acquired skills to practice in appropriate settings.

Johann Gottlieb Fichte

Here comes a huge time jump—to eighteenth-century Germany. Sure, homework probably existed between the Roman times and the eighteenth century. However, nothing groundbreaking happened to it during all those centuries, so there’s no point in retelling every little step.

Johann Gottlieb Fichte was a German philosopher in post-Napoleon Europe who advocated for a uniform national education system, similar to other voices of German idealism. He emphasized that teaching the youth was as much about instilling a sense of national identity in them as teaching them traditional disciplines. For Fichte, homework was one of the strategies for achieving that.

Horace Mann

At this point, you might wonder, “What about the U.S.?” Well, the title of the pioneer of homework in the New World belongs to Horace Mann, otherwise known as “the father of the American public school system.” In the nineteenth century, education for children was still not compulsory, and Mann advocated for changing that.

Mann was the first educator to emphasize the role of parents in every child’s learning journey. He believed homework could reinforce the lessons taught in school, teach the youth self-discipline and improve their relationships with parents. He added a new layer to why homework was invented and made mainstream.

Roberto Nevilis: What Was His Role in the Origins of Homework?

The first thing you need to know about Roberto Nevilis is that he didn’t exist. A popular myth suggests that Nevilis invented homework at the beginning of the twentieth century as a form of punishment for students who didn’t work hard enough in class. That’s completely untrue.

Here are a few facts about Roberto Nevilis. According to the legend, Roberto Nevilis was an Italian teacher who lived at the end of the nineteenth and beginning of the twentieth century in Venice, Italy. He was supposedly the first educator to give homework to his students, which allegedly happened in 1905. If you look up his (more or less fictional) “story” online, you will find that he initially only gave home assignments to students who failed to understand the material in class or weren’t diligent enough.

Why did Roberto Nevilis create homework? As you can probably guess by now, the more accurate question would be, “Why would someone bother to invent the person named Roberto Nevilis and credit this semi-fictional character with inventing homework?” Sadly, though, there’s no clear answer. Whoever did this wanted students or the general public to believe that the number one purpose of homework was punishment for poor performance. That’s not the case.

Was the History of Homework in the United States Any Different?

Now, let’s move beyond Horace Mann’s name and explore homework history in the Americas or, more specifically, the U.S. One of the first questions people curious about the topic ask is, “What year was homework invented in the United States?” There’s no straightforward answer to this, either. All we know is that homework started becoming a standard practice somewhere on the cusp of the nineteenth and twentieth centuries—largely thanks to Mann’s effort.

The U.S. wasn’t any different from other countries in that the mainstream views on homework evolved with societal norms (which, in turn, shaped educational priorities). For example, by the beginning of the twentieth century, the idea became more or less universal: homework promoted students’ growth beyond learning the material taught in class. Educators believed it was also helpful for building character and applying the knowledge gained in practical contexts.

However, the beginning of the twentieth century was also when the progressive education movement grew increasingly popular. Among other things, its proponents advocated against homework because they believed that it contracted the fundamentals of child-centered learning. The opposing views on giving home assignments coexisted side by side; to an extent, they still do.

The Ban on Homework in the 1900s

The 1900s was the first time in American history since homework origin when it became very popular to reject the need for homework. The progressive movement grew more influential by the day, eventually culminating in the homework ban.

From being the underdogs of sorts, homework’s progressive critics turned into the loudest voice in the education system, and their demands were eventually met, albeit not everywhere.

Their arguments were straightforward and understandable, at least to an extent. They claimed that homework got in the way of students’ socializing after school hours, interfered with the family dynamics, and strained students’ physical and mental health.

The Need for Children’s Domestic Labor in the 1930s

The 1930s wasn’t a good time for the first homework advocates. This was when the Great Depression hit the U.S. severely and put the economic crisis at the forefront of basically everything happening in the country, including education.

More and more parents came forward demanding the end of homework because they needed their children to help at home—be it with domestic labor, farming, or anything else.

Parents’ demands were fruitful. The educational practices of the 1930s stemmed from the idea that outside of school hours, students should be able to focus on their lives at home without the additional burden of homework.

The Post-World War II Shift in the Views on Homework

The situation changed drastically after World War II. If you’re wondering how old is homework the way we know it today, that’s when it started.

First, the nation was thriving economically, which made it possible to focus on the importance of education. Also, as the Cold War started, the value of education became more apparent than ever. The U.S. needed well-educated citizens who could contribute to technological advancements and effectively protect the nation’s security.

For example, when the Soviets launched Sputnik in 1957, one of the main debates in the American media was about young people’s readiness to remain competitive on a global scale.

How Homework Looks for American Children in the 21st Century

Today, we can still see some of the dilemmas surrounding the topic over a century ago. For example, there are two clear camps: educators who believe homework is necessary for academic achievement and their colleagues who don’t think that to become a well-rounded and successful individual, a child must spend hours daily completing home assignments.

Still, the most popular view is quite well-balanced. The main idea behind that is maximizing the educational benefits of homework while minimizing its potential drawbacks. This implies setting reasonable limits on the amount of homework, designing meaningful assignments, and prioritizing students’ holistic development.

Otherwise, being overloaded with homework often leads students to search for an EssayPro promo code to hire expert academic helpers without breaking the bank. Many view it as the only way to have proper rest.

What’s the Purpose of Homework?

Even a child knows the number one reason they must do their homework (even if they don’t necessarily agree). Obviously, the main purpose of homework is to help students better digest the material they learn in class.

But that’s not the only one. Other goals of homework include:

• To teach students how to work independently and think critically;
• To motivate students to prepare for upcoming lessons (thus making the teacher’s job a little easier);
• To encourage responsibility and organization;
• To cultivate collaboration skills (via group assignments);
• To strengthen the child-parent bond, and more.

What’s the Impact of Homework on the Quality of Education

So, how does homework improve the quality of education?

• Promotes understanding and reflection.
• Improves study habits and time management.
• Makes it possible for teachers to give anonymous and personalized feedback to each student.
• Prepares students for standardized assessments (such as SATs).
• Supports diverse learning needs.

The Pros of Homework

The complete list of the advantages of homework would be too long to include here, but here are some of the undeniable benefits of giving the students at least some work to do at home:

✅ Reinforces learning

✅ Promotes independent learning

✅ Develops positive study habits

✅ Increases retention

✅ Facilitates parental involvement

✅ Enables customized learning, and so on.

The Cons of Homework

At the same time, even the most adamant proponents of homework recognize that the tradition does have its flaws. The drawbacks of homework include the following:

❌ Causes extra stress and anxiety

❌ Gets in the way of students’ relationships with family members and social lives

❌ Might get in the way of healthy extracurricular activities, such as sports

❌ Creates additional pressure on teachers.

Who made homework a thing?

Why was homework invented have the reasons changed since then, is homework really necessary for effective learning, when was homework first invented did it look the same, how does homework look today who writes the rules.

As you can see, homework history—both in the U.S. and worldwide—has been quite turbulent. Much to today’s students’ envy, there were times when it was illegal, at least in some places.

However, now is not one of those periods. While some non-mainstream educational systems and paradigms deny the need for homework, most educators believe that the benefits of homework outweigh its flaws. The key is to design genuinely stimulating and engaging assignments and avoid overdoing things. Students should be able to relax after school hours without the risk of falling behind.

If you ask an average teacher these days, they will probably tell you that the optimal amount of homework per week is roughly 7-10 hours. That’s enough to practice what was learned in class and engage with the material critically. At the same time, it’s not too much, so the risks of causing students extra stress and harming their social lives are very unlikely.

What matters the most is not how much homework a teacher gives but how creative and stimulating the assignments are. Ideally, students should be excited to complete them.

You Might Also Be Interested In

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

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

By: Dave Roos

Published: August 13, 2019

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

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

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

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

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

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

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

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

Progressive's Push Against Homework

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

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

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

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

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

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

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

HISTORY Vault: Top Secret Missions of the CIA

Explore espionage exploits from the files of the CIA.

More Americans Finish High School During Great Depression

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

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

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

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

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

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

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

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

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

Homework Drive Revived Under Reagan

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

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

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

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

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

Sign up for Inside History

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

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

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

Who Invented School Homework? [When, Where & How]

You can remember just sitting down and doing homework—no worries, no stress, and getting an A on your paper. School was the best time of your life. Ok, maybe that’s not true, but the point is you would always wonder who invented school homework.

The very first homework assignment can be traced all the way back to 1905 when an Italian teacher named Roberto Nevilis first invented the idea. He wanted his students to get used to thinking for themselves, so he gave them assignments that would require them to look up information and use it in their work.

Whether you’re a student trying to get ahead, or a parent wondering about homework for your own children, this article will help you to get a better understanding of the whole story about homework.

Interested in who invented school tests? Let’s find out here.

What Was the Original Purpose of Homework?

Who invented math homework, who invented holiday homework, who invented summer homework, who invented homework meme, the invention of homework, why homework is bad for high school students, who was roberto novelis, why does homework exist, when was school homework first invented, was homework invented as a punishment, ·        performance of creative works (essay writing, etc.), ·        performance of written exercises, ·        mastering material under study according to the textbook, ·        performance of oral exercises, ·        the 1900s (anti-homework), ·        the 1930s (homework as child labor), ·        the 1980s, ·        early 21st century, school homework today, why does homework exist, is homework illegal in california, why do students dislike homework, why should homework be banned from schools, who invented school homework and why.

The person who invented school homework in 1905 is a man named Roberto Nevilis. He created this new way of learning to help students who were struggling with their lessons.

Nevills was passionate about education and had a special interest in how children learn best. He believed that children should be treated as individuals with unique abilities and needs.

He also believed that children should be encouraged to take responsibility for their own learning.

Nevilis realized that some of his students were not getting enough practice at home, so he decided to make a plan that would give them extra practice without them even knowing it.

He made up a booklet of questions for the students to answer about their lessons and gave it to them at the end of each day.

The next morning, he collected the booklets from his students and returned them with corrections and new questions for them to answer during recess.

This system became very popular with teachers all over Europe because it made learning more interesting for both students and teachers alike!

Homework is meant to reinforce what we have already learned during the day.

This can be seen through taking notes in class and then reviewing them after class by doing homework assignments.

This is the reason why many parents are against the idea of giving their children homework.

They believe that if their children did not do their homework, then they should not be punished for it.

The invention of math homework is credited to a man named Roberto Nevilis.

He was born in 1881, and he studied at the University of Rome.

While there, he became interested in mathematics and decided to pursue a career in teaching.

Math homework is a type of assignment that students are required to complete at home.

The purpose of this assignment is to help students learn the material they learn in class, and also to reinforce it.

Math homework can be completed on a variety of subjects, but one of the most common types is algebra and geometry.

The tradition of giving children holiday homework goes back to the 1920s.

It was thought to be a good way to keep children occupied over Christmas and New Year.

The practice became popular amongst schools in America and spread to Britain during World War II when many schools were evacuated to the countryside.

The practice continued after the war ended, but has since declined in popularity.

However, some schools still use it as a way of helping pupils keep up their grades during long periods away from school.

Read about the inventor of school uniforms .

In the 20th century, summer homework was invented to ensure that students did not forget what they learned during the school year.

Homework was a way for parents and teachers to ensure that students retained their knowledge.

Summer homework has been around for decades, but some parents don’t think it’s necessary. In fact, some argue that it’s harmful.

The debate over whether or not summer homework for school is good for children continues today.

Students may have different opinions about whether or not summer homework is necessary.

Some students enjoy being able to relax during the summer months and have time to do other activities.

Homework memes have become an internet sensation and the inventor is nowhere to be found.

The fact that the inventor of the homework meme is unknown adds to the mystery, making it more popular than ever.

The original source of the meme is unknown. It could be a high school student or even a college student.

Whoever it was, they definitely did not expect homework memes to become so popular.

The invention of homework is a bit complicated. Some say that Roberto Nevilis invented homework in the 20th century.

Others claim that it existed in Ancient Greece. However, most people agree that the Russians did make homework assignments first.

Homework was used as a way to teach children moral values and ethics .

Nevilis’ homework is said to be one of the most important inventions of all time.

It was an invention that revolutionized education and changed the way people think about learning.

It is said that he came up with this idea while working as a teacher in a local school in Greece.

One day after class, he found himself sitting alone in his room wondering if there was anything else he could do to help his students learn more effectively.

Who Invented Homework for Students?

The first person who invented school homework for students was Roberto Nevilis, an Italian teacher.

The idea behind homework was to improve students’ knowledge and, at the same time, to punish lazy students

He believed that if students were allowed to practice skills and concepts at home, their understanding of those things would be greater.

He also felt that homework could help teach responsibility and independence by giving students an opportunity to apply what they had learned in new situations outside of school.

Nevilis’ idea spread quickly throughout Europe and later to North America.

Today, homework is still used as a tool for teaching students important skills related to math, a science tutoring business, language arts, and more!

High school students are under a lot of pressure. Between preparing for college and dealing with the stress of being in high school, homework can be a huge burden for many students. Here are some reasons why homework is bad for high school students:

• It takes time away from other activities that are more important to them, like spending time with friends or practicing sports.
• Homework can cause stress, which can lead to mental health issues like depression or anxiety.
• Homework can lead to poor grades because it takes away from the time students have to study for tests and quizzes in class, which leads to lower grades on those tests and quizzes (and possibly even failure).

Many people wonder did Roberto Novelis invent homework. The answer is: YES.

Roberto Novelis was an Italian teacher who invented school homework. He was born in 1877 and died in 1957 at the age of 80.

Roberto was a teacher at the University of Padua in Italy, where he worked for 52 years.

One day, while he was teaching his students about algebraic equations, he realized that they did not understand what he was saying.

So instead of repeating himself and giving them more examples, he decided to give them homework instead.

Roberto wanted to see if it would help his students understand better if they practiced on their own time instead of during class time.

It worked! His students were able to practice at home until they understood what the lesson was about and could answer questions correctly when he gave them back their assignments later in class.

Why Was Homework Invented?

If you’re curious about why homework was invented you should know that initially homework was invented because of the need to strengthen students’ understanding of the lessons they were taught in class.

While some teachers used it as a punishment, others used it as a way to ensure that their students understood and embraced the lessons fully.

Homework was invented because of the need to strengthen students’ understanding of the lessons they were taught in class.

It was used to punish students who were not paying attention in class, or who could not pay attention due to other responsibilities.

Homework was also used as an extension of classroom learning, where the students are given an assignment that requires them to apply what they have learned by creating something new based on their knowledge base.

Homework exists because it’s a good way to practice what you’ve learned in class.

It also helps you learn how to study and manage your time, so when you go into the real world, you’ll be able to keep up with all the things you need to do.

It can help you identify gaps in your understanding of concepts, which can then be filled by another activity or lesson at home or in class.

Homework is a great way for teachers to see how well students are grasping their lessons, and it allows them to adjust their teaching methods as needed.

When Was School Homework Invented?

You might wonder when was homework invented. Well, the answer is that it wasn’t until the beginning of the 20th century. 

In fact, it’s hard to imagine a world without schoolwork at all!

But before then, children were expected to spend their time doing things that were more useful for their families or communities.

But in the early 1900s, more and more people started going to school for longer periods.

And as more children went to school for longer periods, they needed additional assignments that would help them learn new concepts—and this was when homework became popularized! 

In many schools homework was a part of the punishment for lazy and naughty students.

Nowadays, we don’t think twice about handing our kids assignments or asking them to do extra work at home. But remember: It wasn’t always like that!

To be even more precise, school homework was first invented in 1905 by an Italian teacher named Roberto Nevilis.

This practice spread to other countries and gained popularity.

 Years after it was first invented, giving students homework every day became standard in most schools around the world.

The reason why this practice became so popular around the world was that it helped students learn more about the subjects they were studying and improve their grades, which in turn made them more likely to succeed in life.

Did you know that homework was originally invented as a form of punishment?

It’s true! The practice of assigning students homework began in the late 19th century when educators believed that children needed to be taught how to spend their free time productively.

It wasn’t until the late 20th century that researchers discovered the benefits of homework, and it became an essential part of classroom learning.

However, some experts believe that homework is counterproductive and harmful to students’ health.

According to them, take-home assignments are stressful and overburden students.

Types Of Homework

There are many types of homework you can do, and they all serve different purposes. Here are just a few of them:

Writing essays is one of the most effective ways for students to learn how to express themselves in writing style

Students should use their imagination and creativity when doing this type of homework. This type of homework helps students develop their imagination and creativity skills.

Students are given specific tasks, which they have to solve as part of their homework. Their task is to master the material under study according to the textbook and perform it in an exam or a test. 

A student has an opportunity to perform oral exercises during his/her free time outside school.

If a student wants to participate in any kind of competition, he/she must practice his/her presentation skills as much as possible before participating in competitions. 

History of Homework in Schools in America

Although homework is a mainstay of American education today, it hasn’t always been.

Take a look at the history of school homework in America.

Horace Mann introduced homework to the American education system in 1848.

In 1901, just a few decades after his introduction, homework was banned in the Pacific state of California.

In 1930, the American Child Health Association declared homework a form of child labor and said that it should be abolished because recent laws prohibiting such activities were passed at around the same time.

In its pamphlet, “What Works,” the Department of Education recommended homework as an effective strategy to boost the quality of education.

The report lambasted the state of American public education and called for reforms to right the alarming direction it was headed.

In America, education has changed dramatically since the 1800s.

Nowadays, many educators, students, parents, and other concerned citizens are asking why homework was invented and if it’s still valuable.

These days, looking at school homework is all about making sure that students can do the work they need to do to be college-ready.

Teachers want their students to think critically, resolve problems, and work collaboratively to prepare them for life after high school.

To accomplish this, teachers are shifting away from traditional methods of learning and grading and towards more modern methods of showing students what they need to improve upon.

This means that teachers are often looking at things like group projects, group discussions, and mini-lessons instead of individual tests or essays as ways for students to demonstrate their understanding of concepts.

If you have any questions you can first check this section. Here you can find some of the most common questions when it comes to this topic.

Homework exists to help you take control of your workload, increase your time management skills, and learn how to problem solve independently.

There are no laws against homework in California. In fact, many teachers and schools require students to do homework as part of their learning process.

Students dislike homework because they feel it takes too much time, is boring and pointless, and/or interferes with their social lives.

Research suggests a link between homework and mental health issues in young people, as well as poor academic performance. In middle schoolers, more than 90 minutes of homework per night is associated with lower test scores in math tutoring science.

In conclusion, Roberto Novelis, a man who invented school homework, improved the education system.

He created homework and it made teachers more accountable for what they teach their students.

What are your thoughts on homework? Do you believe that it is helping students or hurting them? Leave your thoughts in the comments below.

Who Invented Sign Language? [When, Where & How]

Who Invented High School? [When, Where & Why]

Uncovering the Past, Shaping the Future.

• [email protected]
• Privacy policy
• Terms of use

Copyright © 2024 Nevada investors

Who Invented Homework and Why

Who Invented Homework

Italian pedagog, Roberto Nevilis, was believed to have invented homework back in 1905 to help his students foster productive studying habits outside of school. However, we'll sound find out that the concept of homework has been around for much longer.                                                                                                                                                              

Homework, which most likely didn't have a specific term back then, already existed even in ancient civilizations. Think Greece, Rome, and even ancient Egypt. Over time, homework became standardized in our educational systems. This happened naturally over time, as the development of the formal education system continued.                                                        

In this article, we're going to attempt to find out who invented homework, and when was homework invented, and we're going to uncover if the creator of homework is a single person or a group of them. Read this article through to the end to find out.

Who Created Homework and When?

The concept of homework predates modern educational systems, with roots in ancient Rome. However, Roberto Nevilis is often, yet inaccurately, credited with inventing homework in 1905.Depending on various sources, this invention is dated either in the year 1095 or 1905.

The invention of homework is commonly attributed to Roberto Nevilis, an Italian pedagog who is said to have introduced it as a form of punishment for his students in 1905. However, the concept of homework predates Nevilis and has roots that go back much further in history.

The practice of assigning students work to be done outside of class time can be traced back to ancient civilizations, such as Rome, where Pliny the Younger (AD 61–113) encouraged his students to practice public speaking at home to improve their oratory skills.

It's important to note that the idea of formalized homework has evolved significantly over centuries, influenced by educational theories and pedagogical developments. The purpose and nature of homework have been subjects of debate among educators, with opinions varying on its effectiveness and impact on student learning and well-being.

It might be impossible to answer when was homework invented. A simpler question to ask is ‘what exactly is homework?’.

If you define it as work assigned to do outside of a formal educational setup, then homework might be as old as humanity itself. When most of what people studied were crafts and skills, practicing them outside of dedicated learning times may as well have been considered homework.

Let’s look at a few people who have been credited with formalizing homework over the past few thousand years. 

Roberto Nevilis

Stories and speculations on the internet claim Roberto Nevilis is the one who invented school homework, or at least was the first person to assign homework back in 1905.

Who was he? He was an Italian educator who lived in Venice. He wanted to discipline and motivate his class of lackluster students. Unfortunately, claims online lack factual basis and strong proof that Roberto did invent homework.                                                                                                        

Homework, as a concept, predates Roberto, and can't truly be assigned to a sole inventor. Moreover, it's hard to quantify where an idea truly emerges, because many ideas emerge from different parts of the world simultaneously or at similar times, therefore it's hard to truly pinpoint who invented this idea.

Pliny the Younger

Another culprit according to the internet lived a thousand years before Roberto Nevilis. Pliny the Younger was an oratory teacher in the first century AD in the Roman Empire.

He apparently asked his students to practice their oratory skills at home, which some people consider one of the first official versions of homework.

It is difficult to say with any certainty if this is the first time homework was assigned though because the idea of asking students to practice something outside classes probably existed in every human civilization for millennia. 

Horace Mann

To answer the question of who invented homework and why, at least in the modern sense, we have to talk about Horace Mann. Horace Mann was an American educator and politician in the 19th century who was heavily influenced by movements in the newly-formed German state.

He is credited for bringing massive educational reform to America, and can definitely be considered the father of modern homework in the United States. However, his ideas were heavily influenced by the founding father of German nationalism Johann Gottlieb Fichte. 

After the defeat of Napoleon and the liberation of Prussia in 1814, citizens went back to their own lives, there was no sense of national pride or German identity. Johann Gottlieb Fichte came up with the idea of Volkschule, a mandatory 9-year educational system provided by the government to combat this.

Homework already existed in Germany at this point in time but it became a requirement in Volkschule. Fichte wasn't motivated purely by educational reform, he wanted to demonstrate the positive impact and power of a centralized government, and assigning homework was a way of showing the state's power to influence personal and public life.

This effort to make citizens more patriotic worked and the system of education and homework slowly spread through Europe.

Horace Mann saw the system at work during a trip to Prussia in the 1840s and brought many of the concepts to America, including homework.   

Who Invented Homework and Why?

Homework's history and objectives have evolved significantly over time, reflecting changing educational goals. Now, that we've gone through its history a bit, let's try to understand the "why". The people or people who made homework understood the advantages of it. Let's consider the following:                                                  

• Repetition, a key factor in long-term memory retention, is a primary goal of homework. It helps students solidify class-learned information. This is especially true in complex subjects like physics, where physics homework help can prove invaluable to learning effectively.
• Homework bridges classroom learning with real-world applications, enhancing memory and understanding.
• It identifies individual student weaknesses, allowing focused efforts to address them.
• Working independently at their own pace, students can overcome the distractions and constraints of a classroom setting through homework.
• By creating a continuous learning flow, homework shifts the perspective from viewing each school day as isolated to seeing education as an ongoing process.
• Homework is crucial for subjects like mathematics and sciences, where repetition is necessary to internalize complex processes.
• It's a tool for teachers to maximize classroom time, focusing on expanding understanding rather than just drilling fundamentals.
• Responsibility is a key lesson from homework. Students learn to manage time and prioritize tasks to meet deadlines.
• Research skills get honed through homework as students gather information from various sources.
• Students' creative potential is unleashed in homework, free from classroom constraints.

Struggling with your Homework?

Get your assignments done by real pros. Save your precious time and boost your marks with ease.

Who Invented Homework: Development in the 1900s

Thanks to Horace Mann, homework had become widespread in the American schooling system by 1900, but it wasn't universally popular amongst either students or parents. 

The early 1900s homework bans

In 1901, California became the first state to ban homework. Since homework had made its way into the American educational system there had always been people who were against it for some surprising reasons.

Back then, children were expected to help on farms and family businesses, so homework was unpopular amongst parents who expected their children to help out at home. Many students also dropped out of school early because they found homework tedious and difficult.

Publications like Ladies' Home Journal and The New York Times printed statements and articles about the detrimental effects of homework on children's health. 

The 1930 child labor laws

Homework became more common in the U.S. around the early 1900s. As to who made homework mandatory, the question remains open, but its emergence in the mainstream sure proved beneficial. Why is this?

Well, in 1930, child labor laws were created. It aimed to protect children from being exploited for labor and it made sure to enable children to have access to education and schooling. The timing was just right.

Speaking of homework, if you’re reading this article and have homework you need to attend to, send a “ do my homework ” request on Studyfy and instantly get the help of a professional right now.

Progressive reforms of the 1940s and 50s

With more research into education, psychology and memory, the importance of education became clear. Homework was understood as an important part of education and it evolved to become more useful and interesting to students. 

Homework during the Cold War

Competition with the Soviet Union fueled many aspects of American life and politics. In a post-nuclear world, the importance of Science and Technology was evident.

The government believed that students had to be well-educated to compete with Soviet education systems. This is the time when homework became formalized, accepted, and a fundamental part of the American educational system. 

1980s Nation at Risk

In 1983 the National Commission on Excellence in Education published Nation at Risk:

The Imperative for Educational Reform, a report about the poor condition of education in America.  Still in the Cold War, this motivated the government in 1986 to talk about the benefits of homework in a pamphlet called “What Works” which highlighted the importance of homework. 

Did you like our Homework Post?

For more help, tap into our pool of professional writers and get expert essay editing services!

Who Invented Homework: The Modern Homework Debate

Like it or not, homework has stuck through the times, remaining a central aspect in education since the end of the Cold War in 1991. So, who invented homework 😡 and when was homework invented?

We’ve tried to pinpoint different sources, and we’ve understood that many historical figures have contributed to its conception.

Horace Mann, in particular, was the man who apparently introduced homework in the U.S. But let’s reframe our perspective a bit. Instead of focusing on who invented homework, let’s ask ourselves why homework is beneficial in the first place. Let’s consider the pros and cons:

• Homework potentially enhances memory.
• Homework helps cultivate time management, self-learning, discipline, and cognitive skills.
• An excessive amount of work can cause mental health issues and burnout.
• Rigid homework tasks can take away time for productive and leisurely activities like arts and sports.

Meaningful homework tasks can challenge us and enrich our knowledge on certain topics, but too much homework can actually be detrimental. This is where Studyfy can be invaluable. Studyfy offers homework help.

All you need to do is click the “ do my assignment ” button and send us a request. Need instant professional help? You know where to go now.

Frequently asked questions

Who made homework.

As stated throughout the article, there was no sole "inventor of homework." We've established that homework has already existed in ancient civilizations, where people were assigned educational tasks to be done at home. 

Let's look at ancient Greece; for example, students at the Academy of Athens were expected to recite and remember epic poems outside of their institutions. Similar practices were going on in ancient Egypt, China and Rome. 

This is why we can't ascertain the sole inventor of homework. While history can give us hints that homework was practiced in different civilizations, it's not far-fetched to believe that there have been many undocumented events all across the globe that happened simultaneously where homework emerged. 

Why was homework invented? 

We've answered the question of "who invented homework 😡" and we've recognized that we cannot pinpoint it to one sole inventor. So, let's get back to the question of why homework was invented. 

Homework arose from educational institutions, remained, and probably was invented because teachers and educators wanted to help students reinforce what they learned during class. They also believed that homework could improve memory and cognitive skills over time, as well as instill a sense of discipline. 

In other words, homework's origins can be linked to academic performance and regular students practice. Academic life has replaced the anti-homework sentiment as homework bans proved to cause partial learning and a struggle to achieve conceptual clarity.

Speaking of, don't forget that Studyfy can help you with your homework, whether it's Python homework help or another topic. Don't wait too long to take advantage of expert help when you can do it now. 

Is homework important for my learning journey?

Now that we've answered questions on who created homework and why it was invented, we can ask ourselves if homework is crucial in our learning journey. 

At the end of the day, homework can be a crucial step to becoming more knowledgeable and disciplined over time. 

Exercising our memory skills, learning independently without a teacher obliging us, and processing new information are all beneficial to our growth and evolution. However, whether a homework task is enriching or simply a filler depends on the quality of education you're getting. 

Origin and Death of Homework Inventor: Roberto Nevilis

Roberto Nevilis is known for creating homework to help students learn on their own. He was a teacher who introduced the idea of giving assignments to be done outside of class. Even though there’s some debate about his exact role, Nevilis has left a lasting impact on education, shaping the way students around the world approach their studies.

The inventor of homework is widely considered to be Roberto Nevilis, an Italian educator who lived in the early 20th century.

Roberto Nevilis: The Man Behind Homework Roberto Nevilis was born in Venice, Italy, in 1879. He was the son of a wealthy merchant and received a private education.

Table of Contents

How Homework Was Born

The Birth of Homework According to historical records, Nevilis was frustrated with the lack of discipline in his classroom. He found that students were often too focused on playing and not enough on learning.

How did homework become popular?

Today, homework is a standard part of the education system in almost every country, and millions of students worldwide spend countless hours each week working on homework assignments.

How did Roberto Nevilis Die?

Despite the mystery surrounding his death, Nevilis’ legacy lives on through his impact on education.

Facts about Roberto Nevilis

The legacy of homework.

In the contemporary educational context, the legacy of homework is a complex interplay of tradition, pedagogy, and evolving perspectives on the balance between academic demands and student well-being.

The Complex History of Homework

The Renaissance era witnessed a surge in written assignments, marking an early precursor to modern homework. The Industrial Revolution further transformed educational practices, as the need for a skilled workforce emphasized the importance of individual learning and practice.

The purposes and perceptions of homework have undergone substantial transformations over time. In the 19th century, homework was often viewed as a means of reinforcing discipline and moral values, with assignments focused on character development.

Perceptions of homework have fluctuated, with debates arising around issues of workload, equity, and its impact on student well-being. The complex history of homework reveals a dynamic interplay between societal expectations, educational philosophies, and changing perspectives on the purposes of academic assignments.

Conclusion – Who invented homework, and how did he die

Roberto Nevilis was a visionary educator who profoundly impacted the education system. His invention of homework has changed how students learn and has helped countless students worldwide improve their education.

What is Roberto Nevilis’ legacy?

Despite the mystery surrounding his death, Nevilis’ legacy as the inventor of homework will never be forgotten.

What was Roberto Nevilis’ background?

What was roberto nevilis’ impact on education.

Roberto Nevilis’ invention of homework has had a profound impact on education. By assigning homework, he helped students reinforce the lessons they learned in class and encouraged them to take their education more seriously.

Is there any evidence to support the theories about Roberto Nevilis’ death?

What was roberto nevilis age.

It is believed that he died of old age. Not much information is available on his exact age at the time of death. Born: 1879 Died: 1954 (aged 75 years)

Where is Roberto Nevilis’s grave

Share this:.

Homework: Facts and Fiction

• Living reference work entry
• First Online: 09 November 2021
• Cite this living reference work entry

• Rubén Fernández-Alonso 4 , 5 &
• José Muñiz 6  

Part of the book series: Springer International Handbooks of Education ((SIHE))

331 Accesses

4 Citations

Homework is a universal student practice. Despite this universality, the role that homework plays in student academic performance is complex and open to various interpretations. This chapter reviews the current available evidence about the relationships between homework and achievement. We begin by examining the differences between countries and follow that by reviewing the influence of variables related to student homework behavior, teaching practices around assigning homework, and the role of the family in helping with homework. The results indicate that the relationship between time spent on homework and school results is curvilinear, and the best results are seen to be associated with moderate amounts of daily homework. With regard to student homework behavior, there is abundant evidence indicating that the “how” is much more important than the “how much.” Commitment and effort, the emotions prompted by the task, and autonomous working are three key aspects in predicting academic achievement. Effective teaching practice around homework is determined by setting it daily and systematic review. Although family involvement in the educational process is desirable, in the case of homework, direct help has doubtful effects on student achievement.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Institutional subscriptions

Similar content being viewed by others

Extending a model of homework: a multilevel analysis with Chinese middle school students

The Triumph of Homework Completion: Instructional Approaches Promoting Self-regulation of Learning and Performance Among High School Learners

Bembenutty, H., & White, M. C. (2013). Academic performance and satisfaction with homework completion among college students. Learning and Individual Differences, 24 , 83–88. https://doi.org/10.1016/j.lindif.2012.10.013

Article   Google Scholar  

Borgonovi, F., & Montt, G. (2012). Parental involvement in selected PISA countries and economies . OECD Education Working Papers, 73. OECD Publishing. https://doi.org/10.1787/5k990rk0jsjj-en .

Castro, M., Expósito-Casas, E., López-Martín, E., Lizasoain, L., Navarro-Asencio, E., & Gaviria, J. L. (2015). Parental involvement on student achievement: A meta-analysis. Educational Research Review, 14 , 33–46. https://doi.org/10.1016/j.edurev.2015.01.002

Cooper, H. (1989). Homework . Longman. https://doi.org/10.1037/11578-000

Book   Google Scholar  

Cooper, H., Robinson, J. C., & Patall, E. A. (2006). Does homework improve academic achievement? A synthesis of research, 1987–2003. Review of Educational Research, 76 , 1–62. https://doi.org/10.3102/00346543076001001

Cooper, H., & Valentine, J. C. (2001). Using research to answer practical questions about homework. Educational Psychologist, 36 (3), 143–153. https://doi.org/10.1207/S15326985EP3603_1

Corno, L. (1996). Homework is a complicated thing. Educational Researcher, 25 (8), 27–30. www.jstor.org/stable/1176489

De Jong, R., Westerhof, K. J., & Creemers, B. P. M. (2000). Homework and student math achievement in junior high schools. Educational Research and Evaluation, 6 (2), 130–157. https://doi.org/10.1076/1380-3611(200006)6:2;1-E;F130

Dettmers, S., Trautwein, U., Lüdtke, M., Kunter, M., & Baumert, J. (2010). Homework works if homework quality is high: Using multilevel modeling to predict the development of achievement in mathematics. Journal of Educational Psychology, 102 , 467–482. https://doi.org/10.1037/a0018453

Dettmers, S., Trautwein, U., & Lüdtke, O. (2009). The relationship between homework time and achievement is not universal: Evidence from multilevel analyses in 40 countries. School Effectiveness and School Improvement, 20 (4), 375–405. https://doi.org/10.1080/09243450902904601

Dettmers, S., Trautwein, U., Lüdtke, O., Goetz, T., Pekrun, R., & Frenzel, A. (2011). Students‘ emotions during homework in mathematics: Testing a theoretical model of antecedents and achievement outcomes. Contemporary Educational Psychology, 36 , 25–35. https://doi.org/10.1016/j.cedpsych.2010.10.001

Dumont, H., Trautwein, U., Nagy, G., & Nagengast, B. (2014). Quality of parental homework involvement: Predictors and reciprocal relations with academic functioning in the reading domain. Journal of Educational Psychology, 102 , 144–161. https://doi.org/10.1037/a0034100

Epstein, J. L. (1988). Homework practices, achievements, and behaviors of elementary school students . Center for Research on Elementary and Middle Schools, Johns Hopkins University. Retrieved December 13, 2020, from: https://eric.ed.gov/?id=ED301322

Epstein, J. L., & Van Voorhis, F. L. (2001). More than minutes: Teachers’ roles in designing homework. Educational Psychologist, 36 (3), 181–193. https://doi.org/10.1207/S15326985EP3603_4

Falch, T., & Rønning, M. (2012). Homework assignment and student achievement in OECD countries . Statistics Norway discussion papers, 711. Statistics Norway. Retrieved April 15, 2020, from: http://hdl.handle.net/10419/192693

Fan, H., Xu, J., Cai, Z., He, J., & Fan, X. (2017). Homework and students’ achievement in math and science: A 30-year meta-analysis, 1986–2015. Educational Research Review, 20 , 35–54. https://doi.org/10.1016/j.edurev.2016.11.003

Farrow, S., Tymms, P., & Henderson, B. (1999). Homework and attainment in primary schools. British Educational Research Journal, 25 (3), 323–341. https://doi.org/10.1080/0141192990250304

Fernández-Alonso, R., Álvarez-Díaz, M., Suárez-Álvarez, J., & Muñiz, J. (2017). Students’ achievement and homework assignment strategies. Frontiers in Psychology, 8 , 286. https://doi.org/10.3389/fpsyg.2017.00286

Fernández-Alonso, R., Álvarez-Díaz, M., Woitschach, P., Suárez-Álvarez, J., & Cuesta, M. (2017). Parental involvement and academic performance: Less control and more communication. Psicothema, 29 , 453–461. https://doi.org/10.7334/psicothema2017.181

Fernández-Alonso, R., Suárez-Álvarez, J., & Muñiz, J. (2015). Adolescents’ homework performance in mathematics and science: Personal factors and teaching practices. Journal of Educational Psychology, 107 (4), 1075–1085. https://doi.org/10.1037/edu0000032

Fernández-Alonso, R., Suárez-Álvarez, J., & Muñiz, J. (2016). Homework and performance in mathematics: The role of the teacher, the family and the student’s background. Revista de Psicodidáctica, 21 (1), 5–23. https://doi.org/10.1387/RevPsicodidact.13939

Fernández-Alonso, R., Woitschach, P., Álvarez-Díaz, M., González-López, A. M., Cuesta, M., & Muñiz, J. (2019). Homework and academic achievement in Latin America: A multilevel approach. Frontiers in Psychology, 10 , 95. https://doi.org/10.3389/fpsyg.2019.00095

Flunger, B., Trautwein, U., Nagengast, B., Lüdtke, O., Niggli, A., & Schnyder, I. (2015). The Janus-faced nature of time spent on homework: Using latent profile analyses to predict academic achievement over a school year. Learning and Instruction, 39 , 97–106. https://doi.org/10.1016/j.learninstruc.2015.05.008

Flunger, B., Trautwein, U., Nagengast, B., Lüdtke, O., Niggli, A., & Schnyder, I. (2017). A person-centered approach to homework behavior: Students’ characteristics predict their homework learning type. Contemporary Educational Psychology, 48 , 1–15. https://doi.org/10.1016/j.cedpsych.2016.07.002

Flunger, B., Trautwein, U., Nagengast, B., Lüdtke, O., Niggli, A., & Schnyder, I. (2019). Using multilevel mixture models in educational research: An illustration with homework research. The Journal of Experimental Education. https://doi.org/10.1080/00220973.2019.1652137

Goetz, T., Nett, U. E., Martiny, S. E., Hall, N. C., Pekrun, R., Dettmers, S., & Trautwein, U. (2012). Students’ emotions during homework: Structures, self-concept antecedents, and achievement outcomes. Learning and Individual Differences, 22 , 225–234. https://doi.org/10.1016/j.lindif.2011.04.006

Gustafsson, J. E. (2013). Causal inference in educational effectiveness research: A comparison of three methods to investigate effects of homework on student achievement. School Effectiveness and School Improvement, 24 (3), 275–295. https://doi.org/10.1080/09243453.2013.806334

Hattie, J. (2009). Visible learning. A synthesis of over 800 meta-analyses relating to achievement . Routledge.

Google Scholar  

Hill, N. E., & Tyson, D. F. (2009). Parental involvement in middle school: A meta-analytic assessment of the strategies that promote achievement. Developmental Psychology, 45 (3), 740–763. https://doi.org/10.1037/a0015362

Hoover-Dempsey, K. V., Battiato, A. C., Walker, J. M. T., Reed, R. P., DeJong, J. M., & Jones, K. P. (2001). Parental involvement in homework. Educational Psychologist, 36 , 195–210. https://doi.org/10.1207/S15326985EP3603_5

Jerrim, J., Lopez-Agudo, L. A., & Marcenaro-Gutierrez, O. D. (2020). The association between homework and primary school children’s academic achievement. International evidence from PIRLS and TIMSS. European Journal of Education, 00 , 1–13. https://doi.org/10.1111/ejed.12374

Kim, S. w., & Hill, N. E. (2015). Including fathers in the picture: A meta-analysis of parental involvement and students’ academic achievement. Journal of Educational Psychology, 107 (4), 919–934. https://doi.org/10.1037/edu0000023

Kitsantas, A., Cheema, J., & Ware, H. (2011). Mathematics achievement: The role of homework and self-efficacy beliefs. Journal of Advanced Academics, 22 (2), 310–339. https://doi.org/10.1177/1932202X1102200206

Kitsantas, A., & Zimmerman, B. J. (2009). College students homework and academic achievement: The mediating role of self-regulatory beliefs. Metacognition and Learning, 4 (2), 1556–1623. https://doi.org/10.1007/s11409-008-9028-y

Lee, J., & Stankov, L. (2018). Non-cognitive predictors of academic achievement: Evidence from TIMSS and PISA. Learning and Individual Differences, 65 , 50–64. https://doi.org/10.1016/j.lindif.2018.05.009

Moroni, S., Dumont, H., Trautwein, U., Niggli, A., & Baeriswyl, F. (2015). The need to distinguish between quantity and quality in research on parental involvement: The example of parental help with homework. Journal of Educational Research, 108 (5), 417–431. https://doi.org/10.1080/00220671.2014.901283

Murillo, F. J. (2003). La investigación sobre eficacia escolar en Iberoamérica. Revisión Internacional sobre el estado del arte [Research on school effectiveness in Latin America. An international review] . Convenio Andrés Bello. Retrieved December 13, 2020, from: http://convenioandresbello.org/cab/educacion/eficacia-escolar-en-iberoamerica/

Núñez, J. C., Suárez, N., Cerezo, R., González-Pienda, J., Rosário, P., Mourão, R., & Valle, A. (2015). Homework and academic achievement across Spanish compulsory education. Educational Psychology, 35 (6), 726–746. https://doi.org/10.1080/01443410.2013.817537

Núñez, J. C., Suárez, N., Rosário, P., Vallejo, G., Cerezo, R., & Valle, A. (2015). Teachers’ feedback on homework, homework-related behaviors, and academic achievement. The Journal of Educational Research, 108 , 204–216. https://doi.org/10.1080/00220671.2013.878298

OECD. (2013). PISA 2012 results: What makes schools successful? Resources, policies and practices (volume IV) . OECD Publishing. https://doi.org/10.1787/9789264201156-en

Paschal, R. A., Weinstein, T., & Walberg, H. J. (1984). The effects of homework on learning: A quantitative synthesis. The Journal of Educational Research, 78 (2), 97–104. https://doi.org/10.1080/00220671.1984.10885581

Patall, E. A., Cooper, H., & Robinson, J. C. (2008). Parent involvement in homework: A research synthesis. Review of Educational Research, 78 (4), 1039–1101. https://doi.org/10.3102/0034654308325185

Pomerantz, E. M., Moorman, E. A., & Litwack, S. D. (2007). The how, whom, and why of parents’ involvement in children’s academic lives: More is not always better. Review of Educational Research, 77 (3), 373–410. https://doi.org/10.3102/003465430305567

Ramdass, D., & Zimmerman, B. J. (2011). Developing self-regulation skills: The important role of homework. Journal of Advanced Academics, 22 , 194–218. https://doi.org/10.1177/1932202X1102200202

Raudenbush, S. W., & Bryk, A. S. (2002). Hierarchical linear models: Applications and data analysis methods . Sage.

Rosário, P., Cunha, J., Nunes, T., Nunes, A. R., Moreira, T., & Núñez, J. C. (2019). “Homework should be…but we do not live in an ideal world”: Mathematics teachers’ perspectives on quality homework and on homework assigned in elementary and middle schools. Frontiers in Psychology, 10 , 224. https://doi.org/10.3389/fpsyg.2019.00224

Rosário, P., Mourão, R., Baldaque, M., Nunes. T., Núñez, J. C., González-Pienda, J. A., Cerezo, R., & Valle A. (2009). Homework, self-regulated learning and Math achievement. Revista de Psicodidáctica, 14 (2), 179–192. Retrieved December 13, 2020, from: https://ojs.ehu.eus/index.php/psicodidactica/article/view/721

Sammons, P., Hillman, J., & Mortimore, P. (1995). Key characteristics of effective schools: A review of school effectiveness research . Office for Standards in Education. Retrieved December 13, 2020, from: https://eric.ed.gov/?id=ED389826

Scheerens, J. (2016). Educational effectiveness and ineffectiveness. A critical review of the knowledge base . Springer. https://doi.org/10.1007/978-94-017-7459-8

Scheerens, J., Hendriks, M., Luyten, H., Sleegers, P., & Cees, G. (2013). Productive time in education. A review of the effectiveness of teaching time at school, homework and extended time outside school hours . University of Twente. Retrieved April 15, 2020, from: https://research.utwente.nl/en/publications/productive-time-in-education-a-review-of-the-effectiveness-of-tea

Scheerens, J., Witziers, B., & Steen, R. (2013). A meta-analysis of school effectiveness studies. Revista de Educación, 361 , 619–645. https://doi.org/10.4438/1988-592X-RE-2013-361-235

Shell, D. F., Brooks, D. W., Trainin, G., Wilson, K. M., Kauffman, D. F., & Herr, L. M. (2010). The unified learning model . Springer. https://doi.org/10.1007/978-90-481-3215-7

Sirin, S. R. (2005). Socioeconomic status and academic achievement: A Meta-Analytic review of research. Review of Educational Research, 75 (3), 417–453. https://doi.org/10.3102/00346543075003417

Stoeger, H., & Ziegler, A. (2008). Evaluation of a classroom based training to improve self-regulation in time management tasks during homework activities with fourth graders. Metacognition and Learning, 3 , 207–230. https://doi.org/10.1007/s11409-008-9027-z

Tan, C. Y., Lyu, M., & Peng, B. (2019). Academic benefits from parental involvement are stratified by parental socioeconomic status: A Meta-analysis. Parenting , 1–47. https://doi.org/10.1080/15295192.2019.1694836

Tan, C. Y., Peng, B., & Lyu, M. (2019). What types of cultural capital benefit students’ academic achievement at different educational stages? Interrogating the meta-analytic evidence. Educational Research Review , 100289. https://doi.org/10.1016/j.edurev.2019.100289

Trautwein, U. (2007). The homework–achievement relation reconsidered: Differentiating homework time, homework frequency, and homework effort. Learning and Instruction, 17 , 372–388. https://doi.org/10.1016/j.learninstruc.2007.02.009

Trautwein, U., & Köller, O. (2003). The relationship between homework and achievement: Still much of a mystery. Educational Psychology Review, 15 , 115–145. https://doi.org/10.1023/A:1023460414243

Trautwein, U., Köller, O., Schmitz, B., & Baumert, J. (2002). Do homework assignments enhance achievement? A multilevel analysis in 7th grade mathematics. Contemporary Educational Psychology, 27 , 26–50. https://doi.org/10.1006/ceps.2001.1084

Trautwein, U., & Lüdtke, O. (2007). Students’ self-reported effort and time on homework in six school subjects: Between-student differences and within-student variation. Journal of Educational Psychology, 99 , 432–444. https://doi.org/10.1037/0022-0663.99.2.432

Trautwein, U., Niggli, A., Schnyder, I., & Lüdtke, O. (2009). Between-teacher differences in homework assignments and the development of students’ homework effort, homework emotions, and achievement. Journal of Educational Psychology, 101 , 176–189. https://doi.org/10.1037/0022-0663.101.1.176

Trautwein, U., Schnyder, I., Niggli, A., Neumann, M., & Lüdtke, O. (2009). Chameleon effects in homework research: The homework–achievement association depends on the measures used and the level of analysis chosen. Contemporary Educational Psychology, 34 , 77–88. https://doi.org/10.1016/j.cedpsych.2008.09.001

UNESCO, & LLECE. (2000). Primer Estudio Internacional Comparativo sobre lenguaje, matemática y factores asociados, para alumnos del tercer y cuarto grado de la educación básica [First international comparative study on language, mathematics and associated factors, for third and fourth grade students of basic education] . UNESCO.

UNESCO-OREALC, & LLECE. (2016). Informe de resultados del Tercer Estudio regional Comparativo y Explicativo. Factores Asociados [Report of the third regional comparative and explanatory study. Effectiveness factors] . UNESCO.

Valle, A., Piñeiro, I., Rodríguez, S., Regueiro, B., Freire, C., & Rosário, P. (2019). Time spent and time management in homework in elementary school students: A person-centered approach. Psicothema, 31 (4), 422–428. https://doi.org/10.7334/psicothema2019.191

Wilder, S. (2014). Effects of parental involvement on academic achievement: A meta-synthesis. Educational Review, 66 (3), 377–397. https://doi.org/10.1080/00131911.2013.780009

Wingard, L., & Forsberg, L. (2009). Parent involvement in children’s homework in American and Swedish dual-earner families. Journal of Pragmatics, 41 , 1576–1595. https://doi.org/10.1016/j.pragma.2007.09.010

Xu, J. (2013). Why do students have difficulties completing homework? The need for homework management. Journal of Education and Training Studies, 1 (1), 98–105. https://doi.org/10.11114/jets.v1i1.78

Xu, J., & Wu, H. (2013). Self-regulation of homework behavior: Homework management at the secondary school level. The Journal of Educational Research, 106 (1), 1–13. https://doi.org/10.1080/00220671.2012.658457

Xu, J., Yuan, R., Xu, B., & Xu, M. (2014). Modeling students’ time management in math homework. Learning and Individual Differences, 34 , 33–42. https://doi.org/10.1016/j.lindif.2014.05.011

Zimmerman, B. J., & Kitsantas, A. (2005). Homework practices and academic achievement: The mediating role of self-efficacy and perceived responsibility beliefs. Contemporary Educational Psychology, 30 , 397–417. https://doi.org/10.1016/j.cedpsych.2005.05.003

Download references

Author information

Authors and affiliations.

Department of Education, Government of Principado de Asturias, Oviedo, Spain

Rubén Fernández-Alonso

University of Oviedo, Oviedo, Spain

Nebrija University, Madrid, Spain

You can also search for this author in PubMed   Google Scholar

Corresponding author

Correspondence to Rubén Fernández-Alonso .

Editor information

Editors and affiliations.

University of Oslo, Blindern, Oslo, Norway

Trude Nilsen

IEA Hamburg, Hamburg, Hamburg, Germany

Agnes Stancel-Piątak

University of Gothenburg, Gothenburg, Sweden

Jan-Eric Gustafsson

Section Editor information

CEMO, University of Oslo, Oslo, Norway

Ronny Scherer

Rights and permissions

Reprints and permissions

Copyright information

© 2021 Springer Nature Switzerland AG

About this entry

Cite this entry.

Fernández-Alonso, R., Muñiz, J. (2021). Homework: Facts and Fiction. In: Nilsen, T., Stancel-Piątak, A., Gustafsson, JE. (eds) International Handbook of Comparative Large-Scale Studies in Education. Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-030-38298-8_40-1

Download citation

DOI : https://doi.org/10.1007/978-3-030-38298-8_40-1

Received : 31 January 2021

Accepted : 03 February 2021

Published : 09 November 2021

Publisher Name : Springer, Cham

Print ISBN : 978-3-030-38298-8

Online ISBN : 978-3-030-38298-8

eBook Packages : Springer Reference Education Reference Module Humanities and Social Sciences Reference Module Education

• Publish with us

Policies and ethics

• Find a journal
• Track your research

• May 23 Classical Academy says goodbye to first-ever Saudi Arabian foreign exchange student
• May 23 Senior Brady Goe receives lucrative baseball scholarship
• May 10 Chess World Championship Tournament Ends in a Victory for Chinese Grandmaster
• January 31 Did Knives Out Age Like Milk?
• January 25 See How They Run: An Wall-Breaking Whodunnit

Entertainment

Homework: The True Reality Behind It

Sophia Wecker , Editor | March 16, 2021

Photo provided by Sigmund

Homework. Something almost everyone in school—  no matter what age, grade or where they live—  all dread. But, why do we have homework?

In 1905, an Italian teacher named Roberto Nevilis invented the concept of “homework.” Originally, its purpose was to be used as a punishment for students who were lazy in class or for those who were disobedient or rude to their teacher. This practice became popular and became more frequently used around the world. A few years after it was invented, it became a standard thing that almost all teachers worldwide began regularly giving out to students after school every day or most days. 

Students are usually mentally and physically drained when they come home from school, sports, or after they go somewhere after school and having homework assigned to them puts more even stress onto their plates. Whereas other students might like homework or enjoy doing it because it can benefit them academically or might help with avoiding boredom. Either way, there are both positive and negative sides to homework. 

Nowadays, teachers assign homework for either what was left over from class or for extra work to help expand upon the topics taught while in school. But, is that really a smart and good reason to assign homework? Like what was mentioned earlier, students like to come home after a long day of school and relax and have some downtime or possibly hang out with their friends and/or family. But if they have assignments that could take them multiple hours to do that are all due by midnight, this erases this precious free time for students. 

Though we may hate to admit it, there are some upsides to homework. Students who need extra help or practice on a topic or subject may benefit from additional work through their homework. Others might like some extra practice to better their understanding or to possibly get ahead in a subject to get higher test and quiz scores. 

Despite the extra help homework gives, it’s not always necessary. Like mentioned earlier, some students may have a hard time completing homework because of time, their own individual lives and it just might not be needed for some students so it shouldn’t be necessary for them. 

Although homework is annoying and isn’t always necessary, we need to continue to do our best and complete this task because it will benefit us later in life. But I do ask teachers to give students a break or to give them time to rest up after long and hard days. On a personal note, homework has always been a struggle for me to get done because of my busy schedule, but as mentioned before, I do ask teachers to give less or no homework, out of the courtesy of students’ time. Although we might need homework for extra help, those who do excel and are carrying good grades in a class do not need extra work. Teachers, please take from this article and help the students in your classrooms to do their best, not by giving them homework, but by understanding their circumstances and their own individual lives. 

Red Velvet – Your Sweet New Obsession

Spotify’s Newest Non-Genre

Rating Halloween Candy as Someone Who Hates Food

Mental, Physical, and Emotional: Keep Yourself Healthy

Dear Discouraged Student

Chess World Championship Tournament Ends in a Victory for Chinese Grandmaster

Did Knives Out Age Like Milk?

See How They Run: An Wall-Breaking Whodunnit

Decision To Leave – An Impressive Waste Of Time?

From an Irate Senior to CAHS Administration: A Letter Concerning the 2022-2023 Phone Policy

Classical Academy High School's Online News Site

Comments (10)

Cancel reply

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

This site uses Akismet to reduce spam. Learn how your comment data is processed .

Logan • Oct 20, 2022 at 11:28 am

if you are doing an essay on homework here are some more websites for 6-8th grade: Johnson, Geoff. “Piling Homework on Kids Is a Mistake That Undermines Work/Life Balance.” Times-Colonist, 09/05 2021. ProQuest; SIRS Issues Researcher, https://explore.proquest.com/sirsissuesresearcher/document/2578243016?accountid=65482 .

Moniuszko, S. M. (2021, 08/23). Heavy Homework Load May Be Detrimental to Health. USA TODAY https://explore.proquest.com/sirsissuesresearcher/document/2564234859?accountid=65482

Patterson, K. (2021, 11/09). Homework Isn’’t Helpful in First Grade Or in College. University Wire https://explore.proquest.com/sirsissuesresearcher/document/2617064023?accountid=65482

Logan • Oct 20, 2022 at 11:31 am

also the cites are in APA 7

ethan • Oct 17, 2022 at 7:07 am

you helped my essay

FreezingZozi • Oct 4, 2022 at 8:59 am

why don’t they give homework to students that want or need homework not everyone in a class

Ece • Oct 1, 2022 at 1:43 pm

tysm good story

Ali Syed Karim • Sep 25, 2022 at 6:43 pm

The fact that homework is for all students is annoying, and its original use was just for students who were lazy or who were being disrespectful and disobedient in class. I hate homework.

James • Jun 7, 2022 at 6:02 am

this is relay helpful

Matthew • Apr 7, 2022 at 12:27 pm

James • Jun 7, 2022 at 6:17 am

Karen • Aug 3, 2022 at 6:42 pm

Great story

History of Homework

The institution of homework is deeply embedded in the American culture. How many times as a child have you heard your parents say that you can’t go outside, play games, or get dessert until you have finished your homework? Or how many times have you uttered that phrase to your own children? Although the concept of a homework assignment has been questioned throughout history, and probably will be, time and time again, it is still viewed as something normal, and as a part of every student’s life. Even outside the school, phrases like “you haven’t done your homework on that pitch/project” are used to suggest that a person hasn’t done all they could have done to prepare for a certain challenge.

Now, over time, the public’s attitude toward homework has changed numerous times, keeping in line with then active social trends and philosophies, and that battle is still raging on today. But before we take a look at what the future holds for the concept of homework, let’s take a trip down memory lane first. You will find that the arguments in favor or against homework were almost exactly the same as they are today.

Homework through History

Seeing as primary education at the end of 19th century was not mandatory, student attendance couldn’t be described as regular. The classrooms were a lot different, as well, with students of different ages sitting together in the same class. Moreover, a very small percentage of children would choose to pursue education past the 4th grade. Once they have learned to read, write, and do some basic arithmetic, they would leave school in order to find work or to help around the house. Homework was rare occurrence, because setting aside a few hours for learning each night interfered with their chores and daily obligations.

As education became more available and more progressive at the turn of the 20th century, there was a strong rebellion against homework taking place in academic circles. Even pediatricians got in on the debate, stating that children should not be made to do homework, as it robs them of all the benefits provided by physical activities and time spent outside the house. Seeing as conditions such as the attention deficit disorder were not diagnosed back then, homework was to blame.

This anti-homework movement reached its peak in the 1930s, with a Society for the Abolition of Homework being formed in order to prevent schools from giving students homework, with numerous school districts following their lead. Even in those schools where homework was not abolished, very few homework assignments were given. This continued all the way until the end of the 1950s, which marked a sharp turn in country’s attitude towards homework.

The reason for this was the launch of the Sputnik I satellite by the Soviet Union in 1957. Seeing as the entire Cold War era was marked by the constant competition between USA and the Soviet Union, U.S. educators, teachers, and even parents were afraid that their children, and the entire nation, would be left behind by their Soviet counterparts, who would lead the way into the future, which meant that homework was once again back on the map, and more important than ever.

Things changed again in the late 60s and early 70s. Vietnam War was still raging on, giving birth to civil rights movement and counterculture, which were looking to shake up all of the previously established norms. Homework was yet again under the microscope. It was argued that homework got in the way of kids socializing, and even their sleep, which meant that homework had yet again fallen from grace, just like it had at the beginning of the century.

In the 1980s, the climate changed again, spurred on by the study called A Nation at Risk which blamed the shaky U.S. economy on schools which weren’t challenging their students enough. As a result, the entire school system was labeled as mediocre in an age where the entire country was striving toward excellence, as saw the bright young minds of tomorrow as its way out. There was more of everything: classes, grades, tests, and more homework. This trend spilled over into the 90s, as well.

At the end of the 90s, homework was yet again under the attack. It was cited that children are overworked and stressed out. The increasing demand for tutors was the key argument. If students needed homework assignment help, there was too much of it. But, besides homework help, homework was also viewed as an obstacle for families with two working parents. The only time parents would get to spend time with their children was being usurped, as kids were forced to work on their homework for hours.

Present Day

While few will argue the role homework plays in reinforcing the information taught in class, there is still talk about how much homework is too much. According to certain studies, the effectiveness of homework starts to decline if the students are given more than 90 minutes of homework every day, which is evident by their test results. Current trends are not concerned with whether or not homework has its merits. It does, there is no question about it, but the main goal right now find the right balance between quantity and quality.

Also, homework in a traditional sense might be susceptible to change, because of the increasingly important role modern technology plays in our lives, and it affects the students, as well. We don’t know what the future holds, but one thing is for sure: we should always do our homework and be prepared.

Letters to the Editor: Why history is the most important subject in school today

• Copy Link URL Copied!

To the editor: Judging by the coverage of improved test scores in the Los Angeles Unified School District , learning math and English is important, but where does history fit in?

In our current age of polarized politics and calls for civil war supported by online chat sites and disinformation, the need to know American history is obvious. But kids know so little, almost nothing. It’s the most important course of study in our high schools today.

Ask a high school senior or recent graduate what the Great Depression was or about the Monroe Doctrine, Gettysburg, the Dust Bowl, President Eisenhower or the Great Society. Ask when the Civil War occurred. Chances are they will not know.

High schools should require two American history courses — one on the full sweep, and a second specialized course on selected 20th century events.

New graduates should see America doesn’t need to remain in its current state of disrepair. They’ll learn math and computers on their own.

Joel Athey, Valley Village

More to Read

Letters to the Editor: Want to make Half Dome safer? Remove the climbing cables for good

Aug. 11, 2024

Letters to the Editor: No, Trump didn’t ‘answer’ questions at his rambling news conference

Aug. 12, 2024

Letters to the Editor: Are modern cars too complex and screen-heavy to be driven safely?

April 7, 2024

More From the Los Angeles Times

Letters to the Editor

Letters to the Editor: Stop it with the couch jokes, fellow Democrats. They’re filthy and unfair

Letters to the Editor: Those thick plastic grocery bags aren’t recyclable. Here’s what to do with them

Letters to the Editor: Take a law-and-order approach to clearing L.A.’s homeless encampments

Letters to the Editor: Fake plastic grass is a hot, toxic mess. Stop using it

Free learning & homework trusted by 300,000+ teachers

Recognised by

• Your school
• Get mobile app
• Evidence Seneca works
• Revision Notes
• Free CPD courses
• Definitions
• Certified teaching resources
• Mental health & wellbeing
• Find tutors
• Become a tutor
• Privacy - UK
• Privacy - DE + AT
• Privacy - ES
• Privacy - FR
• Privacy - IT
• [email protected]
• Help & FAQs
• A Level Courses
• A Level Biology Revision
• A Level Business Revision
• A Level Chemistry Revision
• A Level Physics Revision
• A Level Economics Revision
• A Level English Language Revision
• A Level English Literature Revision
• A Level Geography Revision
• A Level History Revision
• A Level Political Studies Revision
• A Level Psychology Revision
• A Level Sociology Revision
• A Level Maths Revision
• GCSE Courses
• GCSE Biology Revision
• GCSE Business Revision
• GCSE Chemistry Revision
• GCSE Physics Revision
• GCSE Combined Science Revision
• GCSE Computer Science Revision
• GCSE Design Technology Revision
• GCSE English Language Revision
• GCSE English Literature Revision
• GCSE Food Preparation & Nutrition Revision
• GCSE French Revision
• GCSE Geography Revision
• GCSE German Revision
• GCSE History Revision
• GCSE Maths Revision
• GCSE Media Studies Revision
• GCSE Music Revision
• GCSE Physical Education Revision
• GCSE Religious Studies Revision
• GCSE Sociology Revision
• GCSE Spanish Revision
• KS3 Courses
• KS3 English Revision
• KS3 French Revision
• KS3 Spanish Revision
• KS3 Geography Revision
• KS3 History Revision
• KS3 Maths Revision
• KS3 Science Revision
• KS2 Courses
• KS2 Computing
• KS2 English
• KS2 Geography
• KS2 History
• KS2 Science

Choose your region