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How to Do Homework: 15 Expert Tips and Tricks

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Everyone struggles with homework sometimes, but if getting your homework done has become a chronic issue for you, then you may need a little extra help. That’s why we’ve written this article all about how to do homework. Once you’re finished reading it, you’ll know how to do homework (and have tons of new ways to motivate yourself to do homework)!

We’ve broken this article down into a few major sections. You’ll find:

• A diagnostic test to help you figure out why you’re struggling with homework
• A discussion of the four major homework problems students face, along with expert tips for addressing them
• A bonus section with tips for how to do homework fast

By the end of this article, you’ll be prepared to tackle whatever homework assignments your teachers throw at you .

So let’s get started!

How to Do Homework: Figure Out Your Struggles 

Sometimes it feels like everything is standing between you and getting your homework done. But the truth is, most people only have one or two major roadblocks that are keeping them from getting their homework done well and on time. 

The best way to figure out how to get motivated to do homework starts with pinpointing the issues that are affecting your ability to get your assignments done. That’s why we’ve developed a short quiz to help you identify the areas where you’re struggling. 

Take the quiz below and record your answers on your phone or on a scrap piece of paper. Keep in mind there are no wrong answers! 

1. You’ve just been assigned an essay in your English class that’s due at the end of the week. What’s the first thing you do?

A. Keep it in mind, even though you won’t start it until the day before it’s due  B. Open up your planner. You’ve got to figure out when you’ll write your paper since you have band practice, a speech tournament, and your little sister’s dance recital this week, too.  C. Groan out loud. Another essay? You could barely get yourself to write the last one!  D. Start thinking about your essay topic, which makes you think about your art project that’s due the same day, which reminds you that your favorite artist might have just posted to Instagram...so you better check your feed right now. 

2. Your mom asked you to pick up your room before she gets home from work. You’ve just gotten home from school. You decide you’ll tackle your chores: 

A. Five minutes before your mom walks through the front door. As long as it gets done, who cares when you start?  B. As soon as you get home from your shift at the local grocery store.  C. After you give yourself a 15-minute pep talk about how you need to get to work.  D. You won’t get it done. Between texts from your friends, trying to watch your favorite Netflix show, and playing with your dog, you just lost track of time! 

3. You’ve signed up to wash dogs at the Humane Society to help earn money for your senior class trip. You: 

A. Show up ten minutes late. You put off leaving your house until the last minute, then got stuck in unexpected traffic on the way to the shelter.  B. Have to call and cancel at the last minute. You forgot you’d already agreed to babysit your cousin and bake cupcakes for tomorrow’s bake sale.  C. Actually arrive fifteen minutes early with extra brushes and bandanas you picked up at the store. You’re passionate about animals, so you’re excited to help out! D. Show up on time, but only get three dogs washed. You couldn’t help it: you just kept getting distracted by how cute they were!

4. You have an hour of downtime, so you decide you’re going to watch an episode of The Great British Baking Show. You: 

A. Scroll through your social media feeds for twenty minutes before hitting play, which means you’re not able to finish the whole episode. Ugh! You really wanted to see who was sent home!  B. Watch fifteen minutes until you remember you’re supposed to pick up your sister from band practice before heading to your part-time job. No GBBO for you!  C. You finish one episode, then decide to watch another even though you’ve got SAT studying to do. It’s just more fun to watch people make scones.  D. Start the episode, but only catch bits and pieces of it because you’re reading Twitter, cleaning out your backpack, and eating a snack at the same time.

5. Your teacher asks you to stay after class because you’ve missed turning in two homework assignments in a row. When she asks you what’s wrong, you say: 

A. You planned to do your assignments during lunch, but you ran out of time. You decided it would be better to turn in nothing at all than submit unfinished work.  B. You really wanted to get the assignments done, but between your extracurriculars, family commitments, and your part-time job, your homework fell through the cracks.  C. You have a hard time psyching yourself to tackle the assignments. You just can’t seem to find the motivation to work on them once you get home.  D. You tried to do them, but you had a hard time focusing. By the time you realized you hadn’t gotten anything done, it was already time to turn them in. 

Like we said earlier, there are no right or wrong answers to this quiz (though your results will be better if you answered as honestly as possible). Here’s how your answers break down: 

• If your answers were mostly As, then your biggest struggle with doing homework is procrastination. 
• If your answers were mostly Bs, then your biggest struggle with doing homework is time management. 
• If your answers were mostly Cs, then your biggest struggle with doing homework is motivation. 
• If your answers were mostly Ds, then your biggest struggle with doing homework is getting distracted. 

Now that you’ve identified why you’re having a hard time getting your homework done, we can help you figure out how to fix it! Scroll down to find your core problem area to learn more about how you can start to address it. 

And one more thing: you’re really struggling with homework, it’s a good idea to read through every section below. You may find some additional tips that will help make homework less intimidating. 

How to Do Homework When You’re a Procrastinator  

Merriam Webster defines “procrastinate” as “to put off intentionally and habitually.” In other words, procrastination is when you choose to do something at the last minute on a regular basis. If you’ve ever found yourself pulling an all-nighter, trying to finish an assignment between periods, or sprinting to turn in a paper minutes before a deadline, you’ve experienced the effects of procrastination. 

If you’re a chronic procrastinator, you’re in good company. In fact, one study found that 70% to 95% of undergraduate students procrastinate when it comes to doing their homework. Unfortunately, procrastination can negatively impact your grades. Researchers have found that procrastination can lower your grade on an assignment by as much as five points ...which might not sound serious until you realize that can mean the difference between a B- and a C+. 

Procrastination can also negatively affect your health by increasing your stress levels , which can lead to other health conditions like insomnia, a weakened immune system, and even heart conditions. Getting a handle on procrastination can not only improve your grades, it can make you feel better, too! 

The big thing to understand about procrastination is that it’s not the result of laziness. Laziness is defined as being “disinclined to activity or exertion.” In other words, being lazy is all about doing nothing. But a s this Psychology Today article explains , procrastinators don’t put things off because they don’t want to work. Instead, procrastinators tend to postpone tasks they don’t want to do in favor of tasks that they perceive as either more important or more fun. Put another way, procrastinators want to do things...as long as it’s not their homework! 

3 Tips f or Conquering Procrastination 

Because putting off doing homework is a common problem, there are lots of good tactics for addressing procrastination. Keep reading for our three expert tips that will get your homework habits back on track in no time. 

#1: Create a Reward System

Like we mentioned earlier, procrastination happens when you prioritize other activities over getting your homework done. Many times, this happens because homework...well, just isn’t enjoyable. But you can add some fun back into the process by rewarding yourself for getting your work done. 

Here’s what we mean: let’s say you decide that every time you get your homework done before the day it’s due, you’ll give yourself a point. For every five points you earn, you’ll treat yourself to your favorite dessert: a chocolate cupcake! Now you have an extra (delicious!) incentive to motivate you to leave procrastination in the dust. 

If you’re not into cupcakes, don’t worry. Your reward can be anything that motivates you . Maybe it’s hanging out with your best friend or an extra ten minutes of video game time. As long as you’re choosing something that makes homework worth doing, you’ll be successful. 

#2: Have a Homework Accountability Partner 

If you’re having trouble getting yourself to start your homework ahead of time, it may be a good idea to call in reinforcements . Find a friend or classmate you can trust and explain to them that you’re trying to change your homework habits. Ask them if they’d be willing to text you to make sure you’re doing your homework and check in with you once a week to see if you’re meeting your anti-procrastination goals. 

Sharing your goals can make them feel more real, and an accountability partner can help hold you responsible for your decisions. For example, let’s say you’re tempted to put off your science lab write-up until the morning before it’s due. But you know that your accountability partner is going to text you about it tomorrow...and you don’t want to fess up that you haven’t started your assignment. A homework accountability partner can give you the extra support and incentive you need to keep your homework habits on track. 

#3: Create Your Own Due Dates 

If you’re a life-long procrastinator, you might find that changing the habit is harder than you expected. In that case, you might try using procrastination to your advantage! If you just can’t seem to stop doing your work at the last minute, try setting your own due dates for assignments that range from a day to a week before the assignment is actually due. 

Here’s what we mean. Let’s say you have a math worksheet that’s been assigned on Tuesday and is due on Friday. In your planner, you can write down the due date as Thursday instead. You may still put off your homework assignment until the last minute...but in this case, the “last minute” is a day before the assignment’s real due date . This little hack can trick your procrastination-addicted brain into planning ahead! 

If you feel like Kevin Hart in this meme, then our tips for doing homework when you're busy are for you. 

How to Do Homework When You’re too Busy

If you’re aiming to go to a top-tier college , you’re going to have a full plate. Because college admissions is getting more competitive, it’s important that you’re maintaining your grades , studying hard for your standardized tests , and participating in extracurriculars so your application stands out. A packed schedule can get even more hectic once you add family obligations or a part-time job to the mix. 

If you feel like you’re being pulled in a million directions at once, you’re not alone. Recent research has found that stress—and more severe stress-related conditions like anxiety and depression— are a major problem for high school students . In fact, one study from the American Psychological Association found that during the school year, students’ stress levels are higher than those of the adults around them. 

For students, homework is a major contributor to their overall stress levels . Many high schoolers have multiple hours of homework every night , and figuring out how to fit it into an already-packed schedule can seem impossible. 

3 Tips for Fitting Homework Into Your Busy Schedule

While it might feel like you have literally no time left in your schedule, there are still ways to make sure you’re able to get your homework done and meet your other commitments. Here are our expert homework tips for even the busiest of students. 

#1: Make a Prioritized To-Do List 

You probably already have a to-do list to keep yourself on track. The next step is to prioritize the items on your to-do list so you can see what items need your attention right away. 

Here’s how it works: at the beginning of each day, sit down and make a list of all the items you need to get done before you go to bed. This includes your homework, but it should also take into account any practices, chores, events, or job shifts you may have. Once you get everything listed out, it’s time to prioritize them using the labels A, B, and C. Here’s what those labels mean:

• A Tasks : tasks that have to get done—like showing up at work or turning in an assignment—get an A. 
• B Tasks : these are tasks that you would like to get done by the end of the day but aren’t as time sensitive. For example, studying for a test you have next week could be a B-level task. It’s still important, but it doesn’t have to be done right away.
• C Tasks: these are tasks that aren’t very important and/or have no real consequences if you don’t get them done immediately. For instance, if you’re hoping to clean out your closet but it’s not an assigned chore from your parents, you could label that to-do item with a C.

Prioritizing your to-do list helps you visualize which items need your immediate attention, and which items you can leave for later. A prioritized to-do list ensures that you’re spending your time efficiently and effectively, which helps you make room in your schedule for homework. So even though you might really want to start making decorations for Homecoming (a B task), you’ll know that finishing your reading log (an A task) is more important. 

#2: Use a Planner With Time Labels

Your planner is probably packed with notes, events, and assignments already. (And if you’re not using a planner, it’s time to start!) But planners can do more for you than just remind you when an assignment is due. If you’re using a planner with time labels, it can help you visualize how you need to spend your day.

A planner with time labels breaks your day down into chunks, and you assign tasks to each chunk of time. For example, you can make a note of your class schedule with assignments, block out time to study, and make sure you know when you need to be at practice. Once you know which tasks take priority, you can add them to any empty spaces in your day. 

Planning out how you spend your time not only helps you use it wisely, it can help you feel less overwhelmed, too . We’re big fans of planners that include a task list ( like this one ) or have room for notes ( like this one ). 

#3: Set Reminders on Your Phone 

If you need a little extra nudge to make sure you’re getting your homework done on time, it’s a good idea to set some reminders on your phone. You don’t need a fancy app, either. You can use your alarm app to have it go off at specific times throughout the day to remind you to do your homework. This works especially well if you have a set homework time scheduled. So if you’ve decided you’re doing homework at 6:00 pm, you can set an alarm to remind you to bust out your books and get to work. 

If you use your phone as your planner, you may have the option to add alerts, emails, or notifications to scheduled events . Many calendar apps, including the one that comes with your phone, have built-in reminders that you can customize to meet your needs. So if you block off time to do your homework from 4:30 to 6:00 pm, you can set a reminder that will pop up on your phone when it’s time to get started. 

This dog isn't judging your lack of motivation...but your teacher might. Keep reading for tips to help you motivate yourself to do your homework.

How to Do Homework When You’re Unmotivated 

At first glance, it may seem like procrastination and being unmotivated are the same thing. After all, both of these issues usually result in you putting off your homework until the very last minute. 

But there’s one key difference: many procrastinators are working, they’re just prioritizing work differently. They know they’re going to start their homework...they’re just going to do it later. 

Conversely, people who are unmotivated to do homework just can’t find the willpower to tackle their assignments. Procrastinators know they’ll at least attempt the homework at the last minute, whereas people who are unmotivated struggle with convincing themselves to do it at a ll. For procrastinators, the stress comes from the inevitable time crunch. For unmotivated people, the stress comes from trying to convince themselves to do something they don’t want to do in the first place. 

Here are some common reasons students are unmotivated in doing homework : 

• Assignments are too easy, too hard, or seemingly pointless 
• Students aren’t interested in (or passionate about) the subject matter
• Students are intimidated by the work and/or feels like they don’t understand the assignment 
• Homework isn’t fun, and students would rather spend their time on things that they enjoy 

To sum it up: people who lack motivation to do their homework are more likely to not do it at all, or to spend more time worrying about doing their homework than...well, actually doing it.

3 Tips for How to Get Motivated to Do Homework

The key to getting homework done when you’re unmotivated is to figure out what does motivate you, then apply those things to homework. It sounds tricky...but it’s pretty simple once you get the hang of it! Here are our three expert tips for motivating yourself to do your homework. 

#1: Use Incremental Incentives

When you’re not motivated, it’s important to give yourself small rewards to stay focused on finishing the task at hand. The trick is to keep the incentives small and to reward yourself often. For example, maybe you’re reading a good book in your free time. For every ten minutes you spend on your homework, you get to read five pages of your book. Like we mentioned earlier, make sure you’re choosing a reward that works for you! 

So why does this technique work? Using small rewards more often allows you to experience small wins for getting your work done. Every time you make it to one of your tiny reward points, you get to celebrate your success, which gives your brain a boost of dopamine . Dopamine helps you stay motivated and also creates a feeling of satisfaction when you complete your homework !  

#2: Form a Homework Group 

If you’re having trouble motivating yourself, it’s okay to turn to others for support. Creating a homework group can help with this. Bring together a group of your friends or classmates, and pick one time a week where you meet and work on homework together. You don’t have to be in the same class, or even taking the same subjects— the goal is to encourage one another to start (and finish!) your assignments. 

Another added benefit of a homework group is that you can help one another if you’re struggling to understand the material covered in your classes. This is especially helpful if your lack of motivation comes from being intimidated by your assignments. Asking your friends for help may feel less scary than talking to your teacher...and once you get a handle on the material, your homework may become less frightening, too. 

#3: Change Up Your Environment 

If you find that you’re totally unmotivated, it may help if you find a new place to do your homework. For example, if you’ve been struggling to get your homework done at home, try spending an extra hour in the library after school instead. The change of scenery can limit your distractions and give you the energy you need to get your work done. 

If you’re stuck doing homework at home, you can still use this tip. For instance, maybe you’ve always done your homework sitting on your bed. Try relocating somewhere else, like your kitchen table, for a few weeks. You may find that setting up a new “homework spot” in your house gives you a motivational lift and helps you get your work done. 

Social media can be a huge problem when it comes to doing homework. We have advice for helping you unplug and regain focus.

How to Do Homework When You’re Easily Distracted

We live in an always-on world, and there are tons of things clamoring for our attention. From friends and family to pop culture and social media, it seems like there’s always something (or someone!) distracting us from the things we need to do.

The 24/7 world we live in has affected our ability to focus on tasks for prolonged periods of time. Research has shown that over the past decade, an average person’s attention span has gone from 12 seconds to eight seconds . And when we do lose focus, i t takes people a long time to get back on task . One study found that it can take as long as 23 minutes to get back to work once we’ve been distracte d. No wonder it can take hours to get your homework done! 

3 Tips to Improve Your Focus

If you have a hard time focusing when you’re doing your homework, it’s a good idea to try and eliminate as many distractions as possible. Here are three expert tips for blocking out the noise so you can focus on getting your homework done. 

#1: Create a Distraction-Free Environment

Pick a place where you’ll do your homework every day, and make it as distraction-free as possible. Try to find a location where there won’t be tons of noise, and limit your access to screens while you’re doing your homework. Put together a focus-oriented playlist (or choose one on your favorite streaming service), and put your headphones on while you work. 

You may find that other people, like your friends and family, are your biggest distraction. If that’s the case, try setting up some homework boundaries. Let them know when you’ll be working on homework every day, and ask them if they’ll help you keep a quiet environment. They’ll be happy to lend a hand! 

#2: Limit Your Access to Technology 

We know, we know...this tip isn’t fun, but it does work. For homework that doesn’t require a computer, like handouts or worksheets, it’s best to put all your technology away . Turn off your television, put your phone and laptop in your backpack, and silence notifications on any wearable tech you may be sporting. If you listen to music while you work, that’s fine...but make sure you have a playlist set up so you’re not shuffling through songs once you get started on your homework. 

If your homework requires your laptop or tablet, it can be harder to limit your access to distractions. But it’s not impossible! T here are apps you can download that will block certain websites while you’re working so that you’re not tempted to scroll through Twitter or check your Facebook feed. Silence notifications and text messages on your computer, and don’t open your email account unless you absolutely have to. And if you don’t need access to the internet to complete your assignments, turn off your WiFi. Cutting out the online chatter is a great way to make sure you’re getting your homework done. 

#3: Set a Timer (the Pomodoro Technique)

Have you ever heard of the Pomodoro technique ? It’s a productivity hack that uses a timer to help you focus!

Here’s how it works: first, set a timer for 25 minutes. This is going to be your work time. During this 25 minutes, all you can do is work on whatever homework assignment you have in front of you. No email, no text messaging, no phone calls—just homework. When that timer goes off, you get to take a 5 minute break. Every time you go through one of these cycles, it’s called a “pomodoro.” For every four pomodoros you complete, you can take a longer break of 15 to 30 minutes.

The pomodoro technique works through a combination of boundary setting and rewards. First, it gives you a finite amount of time to focus, so you know that you only have to work really hard for 25 minutes. Once you’ve done that, you’re rewarded with a short break where you can do whatever you want. Additionally, tracking how many pomodoros you complete can help you see how long you’re really working on your homework. (Once you start using our focus tips, you may find it doesn’t take as long as you thought!)

Two Bonus Tips for How to Do Homework Fast

Even if you’re doing everything right, there will be times when you just need to get your homework done as fast as possible. (Why do teachers always have projects due in the same week? The world may never know.)

The problem with speeding through homework is that it’s easy to make mistakes. While turning in an assignment is always better than not submitting anything at all, you want to make sure that you’re not compromising quality for speed. Simply put, the goal is to get your homework done quickly and still make a good grade on the assignment! 

Here are our two bonus tips for getting a decent grade on your homework assignments , even when you’re in a time crunch. 

#1: Do the Easy Parts First 

This is especially true if you’re working on a handout with multiple questions. Before you start working on the assignment, read through all the questions and problems. As you do, make a mark beside the questions you think are “easy” to answer . 

Once you’ve finished going through the whole assignment, you can answer these questions first. Getting the easy questions out of the way as quickly as possible lets you spend more time on the trickier portions of your homework, which will maximize your assignment grade. 

(Quick note: this is also a good strategy to use on timed assignments and tests, like the SAT and the ACT !) 

#2: Pay Attention in Class 

Homework gets a lot easier when you’re actively learning the material. Teachers aren’t giving you homework because they’re mean or trying to ruin your weekend... it’s because they want you to really understand the course material. Homework is designed to reinforce what you’re already learning in class so you’ll be ready to tackle harder concepts later.

When you pay attention in class, ask questions, and take good notes, you’re absorbing the information you’ll need to succeed on your homework assignments. (You’re stuck in class anyway, so you might as well make the most of it!) Not only will paying attention in class make your homework less confusing, it will also help it go much faster, too.

What’s Next?

If you’re looking to improve your productivity beyond homework, a good place to begin is with time management. After all, we only have so much time in a day...so it’s important to get the most out of it! To get you started, check out this list of the 12 best time management techniques that you can start using today.

You may have read this article because homework struggles have been affecting your GPA. Now that you’re on the path to homework success, it’s time to start being proactive about raising your grades. This article teaches you everything you need to know about raising your GPA so you can

Now you know how to get motivated to do homework...but what about your study habits? Studying is just as critical to getting good grades, and ultimately getting into a good college . We can teach you how to study bette r in high school. (We’ve also got tons of resources to help you study for your ACT and SAT exams , too!)

These recommendations are based solely on our knowledge and experience. If you purchase an item through one of our links, PrepScholar may receive a commission.

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Ashley Sufflé Robinson has a Ph.D. in 19th Century English Literature. As a content writer for PrepScholar, Ashley is passionate about giving college-bound students the in-depth information they need to get into the school of their dreams.

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Does homework really work?

by: Leslie Crawford | Updated: December 12, 2023

Print article

You know the drill. It’s 10:15 p.m., and the cardboard-and-toothpick Golden Gate Bridge is collapsing. The pages of polynomials have been abandoned. The paper on the Battle of Waterloo seems to have frozen in time with Napoleon lingering eternally over his breakfast at Le Caillou. Then come the tears and tantrums — while we parents wonder, Does the gain merit all this pain? Is this just too much homework?

However the drama unfolds night after night, year after year, most parents hold on to the hope that homework (after soccer games, dinner, flute practice, and, oh yes, that childhood pastime of yore known as playing) advances their children academically.

But what does homework really do for kids? Is the forest’s worth of book reports and math and spelling sheets the average American student completes in their 12 years of primary schooling making a difference? Or is it just busywork?

Homework haterz

Whether or not homework helps, or even hurts, depends on who you ask. If you ask my 12-year-old son, Sam, he’ll say, “Homework doesn’t help anything. It makes kids stressed-out and tired and makes them hate school more.”

Nothing more than common kid bellyaching?

Maybe, but in the fractious field of homework studies, it’s worth noting that Sam’s sentiments nicely synopsize one side of the ivory tower debate. Books like The End of Homework , The Homework Myth , and The Case Against Homework the film Race to Nowhere , and the anguished parent essay “ My Daughter’s Homework is Killing Me ” make the case that homework, by taking away precious family time and putting kids under unneeded pressure, is an ineffective way to help children become better learners and thinkers.

One Canadian couple took their homework apostasy all the way to the Supreme Court of Canada. After arguing that there was no evidence that it improved academic performance, they won a ruling that exempted their two children from all homework.

So what’s the real relationship between homework and academic achievement?

How much is too much?

To answer this question, researchers have been doing their homework on homework, conducting and examining hundreds of studies. Chris Drew Ph.D., founder and editor at The Helpful Professor recently compiled multiple statistics revealing the folly of today’s after-school busy work. Does any of the data he listed below ring true for you?

• 45 percent of parents think homework is too easy for their child, primarily because it is geared to the lowest standard under the Common Core State Standards .

• 74 percent of students say homework is a source of stress , defined as headaches, exhaustion, sleep deprivation, weight loss, and stomach problems.

• Students in high-performing high schools spend an average of 3.1 hours a night on homework , even though 1 to 2 hours is the optimal duration, according to a peer-reviewed study .

Not included in the list above is the fact many kids have to abandon activities they love — like sports and clubs — because homework deprives them of the needed time to enjoy themselves with other pursuits.

Conversely, The Helpful Professor does list a few pros of homework, noting it teaches discipline and time management, and helps parents know what’s being taught in the class.

The oft-bandied rule on homework quantity — 10 minutes a night per grade (starting from between 10 to 20 minutes in first grade) — is listed on the National Education Association’s website and the National Parent Teacher Association’s website , but few schools follow this rule.

Do you think your child is doing excessive homework? Harris Cooper Ph.D., author of a meta-study on homework , recommends talking with the teacher. “Often there is a miscommunication about the goals of homework assignments,” he says. “What appears to be problematic for kids, why they are doing an assignment, can be cleared up with a conversation.” Also, Cooper suggests taking a careful look at how your child is doing the assignments. It may seem like they’re taking two hours, but maybe your child is wandering off frequently to get a snack or getting distracted.

Less is often more

If your child is dutifully doing their work but still burning the midnight oil, it’s worth intervening to make sure your child gets enough sleep. A 2012 study of 535 high school students found that proper sleep may be far more essential to brain and body development.

For elementary school-age children, Cooper’s research at Duke University shows there is no measurable academic advantage to homework. For middle-schoolers, Cooper found there is a direct correlation between homework and achievement if assignments last between one to two hours per night. After two hours, however, achievement doesn’t improve. For high schoolers, Cooper’s research suggests that two hours per night is optimal. If teens have more than two hours of homework a night, their academic success flatlines. But less is not better. The average high school student doing homework outperformed 69 percent of the students in a class with no homework.

Many schools are starting to act on this research. A Florida superintendent abolished homework in her 42,000 student district, replacing it with 20 minutes of nightly reading. She attributed her decision to “ solid research about what works best in improving academic achievement in students .”

More family time

A 2020 survey by Crayola Experience reports 82 percent of children complain they don’t have enough quality time with their parents. Homework deserves much of the blame. “Kids should have a chance to just be kids and do things they enjoy, particularly after spending six hours a day in school,” says Alfie Kohn, author of The Homework Myth . “It’s absurd to insist that children must be engaged in constructive activities right up until their heads hit the pillow.”

By far, the best replacement for homework — for both parents and children — is bonding, relaxing time together.

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The Worsening Homework Problem

My son does an average of five or six hours of homework every night. Is this normal?

Editor’s Note: Every Tuesday, Abby Freireich and Brian Platzer take questions from readers about their kids’ education. Have one? Email them at [email protected].

Dear Abby and Brian,

My son, who is in ninth grade, is a really good student, but I’m worried he’s working far too much. He does an average of five or six hours of homework every weeknight, and that’s on top of spending most of the weekend writing essays or studying for tests. His school says that each of his five main classes (English, history, math, language, and science) can assign no more than 30 minutes a night and that electives can assign no more than one hour a week. That should look like something around three hours a night, which is a lot but at least more manageable.

On some nights, a math problem set can take him more than two hours, and then, after 8 p.m. and sometimes after 9, he turns to his English reading, science textbook, Spanish paragraph, or history outline. He’s working until after midnight and then up at 6 a.m. to get ready for school, beyond exhausted. Is this normal?

How much homework should students be assigned?

Margaret Denver

Dear Margaret,

Homework—when assigned in appropriate amounts and with the right goals in mind—is an indispensable tool for educators. But students should never be put in the position of having to choose between their academic success and their overall well-being.

To understand what constitutes the right amount of homework, we should be clear on what it’s meant to accomplish. We believe it should perform four basic functions. First, homework should be assigned in order to make the most of class time. In an English class, for example, teachers need to ask students to read at home in order to do the important work of leading in-class discussions. Second, at-home assignments help students learn the material taught in class. Students require independent practice to internalize new concepts. Third, these assignments can provide valuable data for teachers about how well students understand the curriculum. Finally, homework helps students acquire the skills needed to plan, organize, and complete their work.

Unfortunately, many schools assign homework for its own sake, in amounts that are out of proportion to these basic functions—a problem that seems to have gotten worse over the past 20 years . This isn’t necessarily intentional. Some of your son’s teachers probably underestimate the time it takes their students to complete assignments. But your description makes clear that homework has taken over your son’s life. That’s why he should make sure to tell his teachers that he’s been working past the nightly limits prescribed by the school.

Additionally, he should use those limits for his own well-being: If he can’t get through a math worksheet in half an hour, he should stop, draw a line after the final problem he was able to complete, and talk with his teacher the following day. That way he will be able to spread his time more evenly among classes, and his teachers will get a better sense of how long their homework is taking. Sometimes teachers aren’t aware of how much other work our students have on their plate, not to mention their extracurricular responsibilities. Fill us in! Most teachers would prefer to recalibrate our students’ workload than find ourselves responsible for keeping them up so late.

But the goodwill of individual teachers may not be enough to solve the issue. Schools have any number of incentives to assign a lot of work, one of which is the pernicious assumption that “good” schools provide as much of it as their students can pack into a day. If your son’s workload doesn’t get lighter after he talks with his teachers, contact the administration and explain the situation. Hopefully this will prompt a larger conversation within the school about the reasons to assign homework in the first place—and the reasons not to.

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About the Authors

Homework: How to Effectively Build the Learning Bridge

How has the global health crisis impacted the place that homework has in student learning and the school-home connection? Homework holds its place as a school tradition, expected by students and their parents as part of the experience of growing and learning. While there is ongoing debate about homework’s effectiveness, it is traditionally seen as a tool that strengthens academics by providing learning practice at home. John Hattie’s meta-analysis of relevant research on educational practices found that the overall effects of homework on learning are positive, and that the positive effect is highest for junior high and high school students but generally neutral for elementary students. In addition, there is variability depending on the type of homework as well as student demographics (Hattie, 2008).

Schools implementing the Responsive Classroom approach, whether in person or virtually, use homework to effectively build a learning bridge between home and school. When homework is used as a tool to build social, emotional, and academic learning beyond the school day, it takes on a different look and purpose than just more work to do at home. The goal of Responsive Classroom schools is to design homework that meets the basic needs of significance and belonging for every student by strengthening relationships, differentiating what success looks like for each child, and supporting students’ social, emotional, and academic learning.

Focus on Relationships

Homework that impedes relationships— either teacher-to-student, teacher-toparent, or student-to-parent—can potentially damage the home-school partnership. When educators examine the amount, type, and expectations of homework, they often start with the impact of homework on academic achievement. But when schools look beyond academic achievement and also include relationships, they will often rethink the look and purpose of homework.

Effectively building this school-to-home connection starts by replacing homework that impedes relationships with homework that will enhance them. Examples for building these connections include ways for students to share about family traditions, cultural practices, and/or family adventures. Lauren Komanitsky, a special education teacher at Christa McAuliffe Middle School in Jackson, New Jersey, observes:

I’ve seen tremendous enthusiasm for homework and projects that involve family members and their family history. [Students] love to learn about ancestors, interesting facts and stories, and simply getting a deeper understanding of their background. It inspires pride in them and that’s important for their identity. Students also love to do surveys and interviews of their family members. I think anything designed to create good, meaningful conversation between students and their families is time well spent. Lauren Komanitsky (personal communication, February 7, 2021)

Schools that use homework to strengthen home-school relationships embed opportunities for students to develop belonging and significance. As students share the home connections with their classmates and teachers, the classroom community will develop a larger sense of belonging because students see connections among common experiences.

Build Success for Every Student

Classrooms are diverse communities. While teachers intentionally differentiate learning during the school day, providing homework that meets the individual and cultural needs of each student requires additional attention.

One strategy for success for every student is to provide choice. Komanitsky has seen this strategy work when she has had students reflect on what they need and then select homework to meet that need:

Having kids select specific problems from a group, select what part of an overall project they are choosing to focus on, etc. . . . helps with creating a sense of autonomy. When we can give kids a choice in their learning based on their own self-reflection, they learn what it feels like to be in control of the process and this leads to more success. Lauren Komanitsky (personal communication, February 7, 2021)

When homework is designed for success for each student, the bridge between home and school supports a higher level of success and engagement.

Include Practice of Social and Emotional Learning Skills

The first guiding principle of the Responsive Classroom approach states, “Teaching social and emotional skills is as important as teaching academic content.” Social and emotional learning (SEL) is embedded in academic learning throughout the school day. Teachers can create a bridge between home and school by suggesting opportunities for students to practice SEL skills at home and in their community. For example, parents can have their children practice speaking with confidence by having them “make a request, place an order, or thank customer service workers” (Wilson, 2014, p. 67).

In addition, homework may involve students having conversations with family members about their learning histories—the successes, struggles, and strategies t hey encountered when they were students at different levels. When family members share their learning histories, students discover the application of the SEL and academic competencies of perseverance, cooperation, and responsibility. As Komanitsky points out:

When we share how we overcame struggles in certain academic subjects, it encourages perseverance and resilience in our students. Having parents and kids discuss their personal strengths and weaknesses and how they compensate when necessary is also a really good conversation. Lauren Komanitsky (personal communication, February 7, 2021)

Homework that focuses on SEL competencies provides for the transfer of these vital skills to a variety of real-life situations, both at home and in the community.

When schools approach homework as an extension of the learning day and see it as a way to strengthen relationships—between teachers and parents, students and parents, and students and teachers—homework becomes a valuable part of the school experience for every child. Students’ needs for belonging and significance are met and strengthened when homework provides for individual success. And when educators view homework as a tool to strengthen academic, social, and emotional learning, it becomes a valuable piece of the learning puzzle for every student.

• Hattie, J. (2008). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
• Wilson, M. B. (2014). The language of learning: Teaching students core thinking, listening, and speaking skills. Center for Responsive Schools, Inc

Because differences are our greatest strength

Homework challenges and strategies

By Amanda Morin

Expert reviewed by Jim Rein, MA

At a glance

Kids can struggle with homework for lots of reasons.

A common challenge is rushing through assignments.

Once you understand a homework challenge, it’s easier to find solutions.

Most kids struggle with homework from time to time. But kids who learn and think differently may struggle more than others. Understanding the homework challenges your child faces can help you reduce stress and avoid battles.

Here are some common homework challenges and tips to help.

The challenge: Rushing through homework

Kids with learning difficulties may rush because they’re trying to get through what’s hard for them as fast as possible. For kids with ADHD, trouble with focus and working memory may be the cause.

Rushing through homework can lead to messy or incorrect homework. It can also lead to kids missing key parts of the assignment. One thing to try is having your child do the easiest assignments first and then move to harder ones.

Get more tips for helping grade-schoolers and middle-schoolers slow down on homework.

The challenge: Taking notes

Note-taking isn’t an easy skill for some kids. They may struggle with the mechanical parts of writing or with organizing ideas on a page. Kids may also find it hard to read text and take notes at the same time.

Using the outline method may help. It divides notes into main ideas, subtopics, and details. 

Explore different note-taking strategies .

The challenge: Managing time and staying organized

Some kids struggle with keeping track of time and making a plan for getting all of their work done. That’s especially true of kids who have trouble with executive function.

Try creating a homework schedule and set a specific time and place for your child to get homework done. Use a timer to help your child stay on track and get a better sense of time.

Learn about trouble with planning .

The challenge: Studying effectively

Many kids need to be taught how to study effectively. But some may need concrete strategies.

One thing to try is creating a checklist of all the steps that go into studying. Have your child mark off each one. Lists can help kids monitor their work.

Explore more study strategies for grade-schoolers and teens .

The challenge: Recalling information

Some kids have trouble holding on to information so they can use it later. (This skill is called working memory. ) They may study for hours but remember nothing the next day. But there are different types of memory.

If your child has trouble with verbal memory, try using visual study aids like graphs, maps, or drawings.

Practice “muscle memory” exercises to help kids with working memory.

The challenge: Learning independently

It’s important for kids to learn how to do homework without help. Using a homework contract can help your child set realistic goals. Encourage “thinking out loud.”

Get tips for helping grade-schoolers do schoolwork on their own.

Sometimes, homework challenges don’t go away despite your best efforts. Look for signs that kids may have too much homework . And learn how to talk with teachers about concerns .

Key takeaways

Some kids have a hard time doing schoolwork on their own.

It can help to tailor homework strategies to a child’s specific challenges and strengths.

Sometimes, there’s too much homework for a child to handle. Talk to the teacher.

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Homework help for grade 5.

Homework Club High Five (Homework Passes and Posters)

Description

If you are interested in having a Homework Club in your classroom as an incentive for students to turn in homework on time, then this pack is for you! All my students start each month in the Homework Club. If they do not turn in a homework assignment on time, then they are out of the club. At the end of the month, all students are still in the Homework Club get to have lunch with me in the classroom!

In addition, they get a special Homework High Five no homework passes to use in case they forget a homework assignment or want to take a night off! You can choose if your students can use the pass for just one assignment or for all the homework that night.

This pack also includes two different poster sets so that you can type up the names of your students who made it in the Homework Club at the end of each month! This document is a PowerPoint, so you can enter text boxes right on the posters and type your students' names! One version says Homework Club High Five and the other version says Homework Club Hall of Fame. There are different colors for each month that coordinate with the homework passes!

You can download the preview to see more of what is included in this pack!

© Molly Maloy 2013

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5 Homework Tips for Your High Schooler

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High school is an important time for your child—not only because she’s preparing for the next phase of her education, but also because she’s developing important skills for her future career and life in general.

While your student might think homework is tedious, the skills and work ethic she develops now will serve her well in the future. Here are five homework tips to keep your high schooler on top of her homework.

1. Discuss Strategy

At the beginning of high school, have a discussion with your student, addressing work ethic and how homework and organization will help her achieve her goals. Read 6 Questions to Get Your High Schooler Thinking About the Future for ideas for how to approach and discuss important issues.

You should also discuss how she’ll ensure she has time for everything, develop a homework routine, study space, and other aspects of her homework plan. Check out Handling Your Homework Time-Saving Tips for more ideas.

Work together to come up with a plan for how she can juggle multiple commitments and fit homework in as well. For instance, she might want to create a to-do list each night and map out how she’ll accomplish her assignments at the beginning of each week.

2. Develop an Organization Plan

How will your child stay organized? She’ll be very busy juggling multiple commitments. Working on organization skills can help. For instance, she might use planners, calendars, and to-do lists to map out her commitments.

Homework and studying are important, but equally important is staying well and healthy . Remember to go over how your student needs sleep, exercise, and a healthy eating plan in addition to completing schoolwork as part of her organization strategy.

3. Encourage Your Student to Use Apps

Apps can make studying more fun. Here are some great tools to get your child started.

Khan Academy

This app includes tips, videos, and assignments to help your child with her schoolwork. It also has lessons for adults, so you can learn new material along with your child.

myHomework keeps students organized, allowing them to access assignments, schedules across devices.

Socratic scans the internet for solutions to complex problems and shows students the explanations. Keep in mind that using this app may require some oversight from parents to make sure students are actually reading the explanations and doing the work, not just looking for answers.

There are also many apps that provide reference tools to aid in homework completion, including:

• Dictionary.com
• National Geographic World Atlas HD
• CalcMadeEasyFree

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4. Identify Your Student’s Learning Style

Your child might be a visual, auditory, or kinesthetic learner. She could also learn through a combination of these learning styles and others. However your child learns best, it’s a good idea to figure it out early on. You might take note of assignments on which she performs particularly well or discuss how she approaches studying and other homework with your student and her teachers.

Figuring how your child’s best learning styles will help guide and inform her homework and studying. For instance, flash cards might work for a visual learner, but an auditory learner might want to listen to lessons.

5. Use a Mentor or Tutor

Many students use mentors to help them get into college. Mentors can also guide them through high school and help them prioritize and develop goals. If your child needs help understanding how homework relates to their future and aspirations, a mentor can help.

In our mentorship program , mentees develop personal projects, which will help them make connections between their schoolwork and the real world and their future careers.

Preparing Your Child for the Future

Homework may feel tedious to your child, but it’s an important aspect of her high school journey. Not only will working hard and honing studying habits improve your student’s GPA, but it will also allow her to develop a strong work ethic and skills that will support her in both college and her future career.

For more advice on preparing your child for the future, read:

5 Tips to Help Your Teen Get the Most Out of High School

Essential Advice for New High School Parents

8 Important Skills to Develop Before College

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• Vol. 19, No. 1

The Case for (Quality) Homework

Janine Bempechat

Any parent who has battled with a child over homework night after night has to wonder: Do those math worksheets and book reports really make a difference to a student’s long-term success? Or is homework just a headache—another distraction from family time and downtime, already diminished by the likes of music and dance lessons, sports practices, and part-time jobs?

Allison, a mother of two middle-school girls from an affluent Boston suburb, describes a frenetic afterschool scenario: “My girls do gymnastics a few days a week, so homework happens for my 6th grader after gymnastics, at 6:30 p.m. She doesn’t get to bed until 9. My 8th grader does her homework immediately after school, up until gymnastics. She eats dinner at 9:15 and then goes to bed, unless there is more homework to do, in which case she’ll get to bed around 10.” The girls miss out on sleep, and weeknight family dinners are tough to swing.

Parental concerns about their children’s homework loads are nothing new. Debates over the merits of homework—tasks that teachers ask students to complete during non-instructional time—have ebbed and flowed since the late 19th century, and today its value is again being scrutinized and weighed against possible negative impacts on family life and children’s well-being.

Are American students overburdened with homework? In some middle-class and affluent communities, where pressure on students to achieve can be fierce, yes. But in families of limited means, it’s often another story. Many low-income parents value homework as an important connection to the school and the curriculum—even as their children report receiving little homework. Overall, high-school students relate that they spend less than one hour per day on homework, on average, and only 42 percent say they do it five days per week. In one recent survey by the National Assessment of Educational Progress (NAEP), a minimal 13 percent of 17-year-olds said they had devoted more than two hours to homework the previous evening (see Figure 1).

Recent years have seen an increase in the amount of homework assigned to students in grades K–2, and critics point to research findings that, at the elementary-school level, homework does not appear to enhance children’s learning. Why, then, should we burden young children and their families with homework if there is no academic benefit to doing it? Indeed, perhaps it would be best, as some propose, to eliminate homework altogether, particularly in these early grades.

On the contrary, developmentally appropriate homework plays a critical role in the formation of positive learning beliefs and behaviors, including a belief in one’s academic ability, a deliberative and effortful approach to mastery, and higher expectations and aspirations for one’s future. It can prepare children to confront ever-more-complex tasks, develop resilience in the face of difficulty, and learn to embrace rather than shy away from challenge. In short, homework is a key vehicle through which we can help shape children into mature learners.

The Homework-Achievement Connection

A narrow focus on whether or not homework boosts grades and test scores in the short run thus ignores a broader purpose in education, the development of lifelong, confident learners. Still, the question looms: does homework enhance academic success? As the educational psychologist Lyn Corno wrote more than two decades ago, “homework is a complicated thing.” Most research on the homework-achievement connection is correlational, which precludes a definitive judgment on its academic benefits. Researchers rely on correlational research in this area of study given the difficulties of randomly assigning students to homework/no-homework conditions. While correlation does not imply causality, extensive research has established that at the middle- and high-school levels, homework completion is strongly and positively associated with high achievement. Very few studies have reported a negative correlation.

As noted above, findings on the homework-achievement connection at the elementary level are mixed. A small number of experimental studies have demonstrated that elementary-school students who receive homework achieve at higher levels than those who do not. These findings suggest a causal relationship, but they are limited in scope. Within the body of correlational research, some studies report a positive homework-achievement connection, some a negative relationship, and yet others show no relationship at all. Why the mixed findings? Researchers point to a number of possible factors, such as developmental issues related to how young children learn, different goals that teachers have for younger as compared to older students, and how researchers define homework.

Certainly, young children are still developing skills that enable them to focus on the material at hand and study efficiently. Teachers’ goals for their students are also quite different in elementary school as compared to secondary school. While teachers at both levels note the value of homework for reinforcing classroom content, those in the earlier grades are more likely to assign homework mainly to foster skills such as responsibility, perseverance, and the ability to manage distractions.

Most research examines homework generally. Might a focus on homework in a specific subject shed more light on the homework-achievement connection? A recent meta-analysis did just this by examining the relationship between math/science homework and achievement. Contrary to previous findings, researchers reported a stronger relationship between homework and achievement in the elementary grades than in middle school. As the study authors note, one explanation for this finding could be that in elementary school, teachers tend to assign more homework in math than in other subjects, while at the same time assigning shorter math tasks more frequently. In addition, the authors point out that parents tend to be more involved in younger children’s math homework and more skilled in elementary-level than middle-school math.

In sum, the relationship between homework and academic achievement in the elementary-school years is not yet established, but eliminating homework at this level would do children and their families a huge disservice: we know that children’s learning beliefs have a powerful impact on their academic outcomes, and that through homework, parents and teachers can have a profound influence on the development of positive beliefs.

How Much Is Appropriate?

Harris M. Cooper of Duke University, the leading researcher on homework, has examined decades of study on what we know about the relationship between homework and scholastic achievement. He has proposed the “10-minute rule,” suggesting that daily homework be limited to 10 minutes per grade level. Thus, a 1st grader would do 10 minutes each day and a 4th grader, 40 minutes. The National Parent Teacher Association and the National Education Association both endorse this guideline, but it is not clear whether the recommended allotments include time for reading, which most teachers want children to do daily.

For middle-school students, Cooper and colleagues report that 90 minutes per day of homework is optimal for enhancing academic achievement, and for high schoolers, the ideal range is 90 minutes to two and a half hours per day. Beyond this threshold, more homework does not contribute to learning. For students enrolled in demanding Advanced Placement or honors courses, however, homework is likely to require significantly more time, leading to concerns over students’ health and well-being.

Notwithstanding media reports of parents revolting against the practice of homework, the vast majority of parents say they are highly satisfied with their children’s homework loads. The National Household Education Surveys Program recently found that between 70 and 83 percent of parents believed that the amount of homework their children had was “about right,” a result that held true regardless of social class, race/ethnicity, community size, level of education, and whether English was spoken at home.

Learning Beliefs Are Consequential

As noted above, developmentally appropriate homework can help children cultivate positive beliefs about learning. Decades of research have established that these beliefs predict the types of tasks students choose to pursue, their persistence in the face of challenge, and their academic achievement. Broadly, learning beliefs fall under the banner of achievement motivation, which is a constellation of cognitive, behavioral, and affective factors, including: the way a person perceives his or her abilities, goal-setting skills, expectation of success, the value the individual places on learning, and self-regulating behavior such as time-management skills. Positive or adaptive beliefs about learning serve as emotional and psychological protective factors for children, especially when they encounter difficulties or failure.

Motivation researcher Carol Dweck of Stanford University posits that children with a “growth mindset”—those who believe that ability is malleable—approach learning very differently than those with a “fixed mindset”—kids who believe ability cannot change. Those with a growth mindset view effort as the key to mastery. They see mistakes as helpful, persist even in the face of failure, prefer challenging over easy tasks, and do better in school than their peers who have a fixed mindset. In contrast, children with a fixed mindset view effort and mistakes as implicit condemnations of their abilities. Such children succumb easily to learned helplessness in the face of difficulty, and they gravitate toward tasks they know they can handle rather than more challenging ones.

Of course, learning beliefs do not develop in a vacuum. Studies have demonstrated that parents and teachers play a significant role in the development of positive beliefs and behaviors, and that homework is a key tool they can use to foster motivation and academic achievement.

Parents’ Beliefs and Actions Matter

It is well established that parental involvement in their children’s education promotes achievement motivation and success in school. Parents are their children’s first teachers, and their achievement-related beliefs have a profound influence on children’s developing perceptions of their own abilities, as well as their views on the value of learning and education.

Parents affect their children’s learning through the messages they send about education, whether by expressing interest in school activities and experiences, attending school events, helping with homework when they can, or exposing children to intellectually enriching experiences. Most parents view such engagement as part and parcel of their role. They also believe that doing homework fosters responsibility and organizational skills, and that doing well on homework tasks contributes to learning, even if children experience frustration from time to time.

Many parents provide support by establishing homework routines, eliminating distractions, communicating expectations, helping children manage their time, providing reassuring messages, and encouraging kids to be aware of the conditions under which they do their best work. These supports help foster the development of self-regulation, which is critical to school success.

Self-regulation involves a number of skills, such as the ability to monitor one’s performance and adjust strategies as a result of feedback; to evaluate one’s interests and realistically perceive one’s aptitude; and to work on a task autonomously. It also means learning how to structure one’s environment so that it’s conducive to learning, by, for example, minimizing distractions. As children move into higher grades, these skills and strategies help them organize, plan, and learn independently. This is precisely where parents make a demonstrable difference in students’ attitudes and approaches to homework.

Especially in the early grades, homework gives parents the opportunity to cultivate beliefs and behaviors that foster efficient study skills and academic resilience. Indeed, across age groups, there is a strong and positive relationship between homework completion and a variety of self-regulatory processes. However, the quality of parental help matters. Sometimes, well-intentioned parents can unwittingly undermine the development of children’s positive learning beliefs and their achievement. Parents who maintain a positive outlook on homework and allow their children room to learn and struggle on their own, stepping in judiciously with informational feedback and hints, do their children a much better service than those who seek to control the learning process.

A recent study of 5th and 6th graders’ perceptions of their parents’ involvement with homework distinguished between supportive and intrusive help. The former included the belief that parents encouraged the children to try to find the right answer on their own before providing them with assistance, and when the child struggled, attempted to understand the source of the confusion. In contrast, the latter included the perception that parents provided unsolicited help, interfered when the children did their homework, and told them how to complete their assignments. Supportive help predicted higher achievement, while intrusive help was associated with lower achievement.

Parents’ attitudes and emotions during homework time can support the development of positive attitudes and approaches in their children, which in turn are predictive of higher achievement. Children are more likely to focus on self-improvement during homework time and do better in school when their parents are oriented toward mastery. In contrast, if parents focus on how well children are doing relative to peers, kids tend to adopt learning goals that allow them to avoid challenge.

Homework and Social Class

Social class is another important element in the homework dynamic. What is the homework experience like for families with limited time and resources? And what of affluent families, where resources are plenty but the pressures to succeed are great?

Etta Kralovec and John Buell, authors of The End of Homework, maintain that homework “punishes the poor,” because lower-income parents may not be as well educated as their affluent counterparts and thus not as well equipped to help with homework. Poorer families also have fewer financial resources to devote to home computers, tutoring, and academic enrichment. The stresses of poverty—and work schedules—may impinge, and immigrant parents may face language barriers and an unfamiliarity with the school system and teachers’ expectations.

Yet research shows that low-income parents who are unable to assist with homework are far from passive in their children’s learning, and they do help foster scholastic performance. In fact, parental help with homework is not a necessary component for school success.

Brown University’s Jin Li queried low-income Chinese American 9th graders’ perceptions of their parents’ engagement with their education. Students said their immigrant parents rarely engaged in activities that are known to foster academic achievement, such as monitoring homework, checking it for accuracy, or attending school meetings or events. Instead, parents of higher achievers built three social networks to support their children’s learning. They designated “anchor” helpers both inside and outside the family who provided assistance; identified peer models for their children to emulate; and enlisted the assistance of extended kin to guide their children’s educational socialization. In a related vein, a recent analysis of survey data showed that Asian and Latino 5th graders, relative to native-born peers, were more likely to turn to siblings than parents for homework help.

Further, research demonstrates that low-income parents, recognizing that they lack the time to be in the classroom or participate in school governance, view homework as a critical connection to their children’s experiences in school. One study found that mothers enjoyed the routine and predictability of homework and used it as a way to demonstrate to children how to plan their time. Mothers organized homework as a family activity, with siblings doing homework together and older children reading to younger ones. In this way, homework was perceived as a collective practice wherein siblings could model effective habits and learn from one another.

In another recent study, researchers examined mathematics achievement in low-income 8th-grade Asian and Latino students. Help with homework was an advantage their mothers could not provide. They could, however, furnish structure (for example, by setting aside quiet time for homework completion), and it was this structure that most predicted high achievement. As the authors note, “It is . . . important to help [low-income] parents realize that they can still help their children get good grades in mathematics and succeed in school even if they do not know how to provide direct assistance with their child’s mathematics homework.”

The homework narrative at the other end of the socioeconomic continuum is altogether different. Media reports abound with examples of students, mostly in high school, carrying three or more hours of homework per night, a burden that can impair learning, motivation, and well-being. In affluent communities, students often experience intense pressure to cultivate a high-achieving profile that will be attractive to elite colleges. Heavy homework loads have been linked to unhealthy symptoms such as heightened stress, anxiety, physical complaints, and sleep disturbances. Like Allison’s 6th grader mentioned earlier, many students can only tackle their homework after they do extracurricular activities, which are also seen as essential for the college résumé. Not surprisingly, many students in these communities are not deeply engaged in learning; rather, they speak of “doing school,” as Stanford researcher Denise Pope has described, going through the motions necessary to excel, and undermining their physical and mental health in the process.

Fortunately, some national intervention initiatives, such as Challenge Success (co-founded by Pope), are heightening awareness of these problems. Interventions aimed at restoring balance in students’ lives (in part, by reducing homework demands) have resulted in students reporting an increased sense of well-being, decreased stress and anxiety, and perceptions of greater support from teachers, with no decrease in achievement outcomes.

What is good for this small segment of students, however, is not necessarily good for the majority. As Jessica Lahey wrote in Motherlode, a New York Times parenting blog, “homework is a red herring” in the national conversation on education. “Some otherwise privileged children may have too much, but the real issue lies in places where there is too little. . . . We shouldn’t forget that.”

My colleagues and I analyzed interviews conducted with lower-income 9th graders (African American, Mexican American, and European American) from two Northern California high schools that at the time were among the lowest-achieving schools in the state. We found that these students consistently described receiving minimal homework—perhaps one or two worksheets or textbook pages, the occasional project, and 30 minutes of reading per night. Math was the only class in which they reported having homework each night. These students noted few consequences for not completing their homework.

Indeed, greatly reducing or eliminating homework would likely increase, not diminish, the achievement gap. As Harris M. Cooper has commented, those choosing to opt their children out of homework are operating from a place of advantage. Children in higher-income families benefit from many privileges, including exposure to a larger range of language at home that may align with the language of school, access to learning and cultural experiences, and many other forms of enrichment, such as tutoring and academic summer camps, all of which may be cost-prohibitive for lower-income families. But for the 21 percent of the school-age population who live in poverty—nearly 11 million students ages 5–17—homework is one tool that can help narrow the achievement gap.

Community and School Support

Often, community organizations and afterschool programs can step up to provide structure and services that students’ need to succeed at homework. For example, Boys and Girls and 4-H clubs offer volunteer tutors as well as access to computer technology that students may not have at home. Many schools provide homework clubs or integrate homework into the afterschool program.

Home-school partnerships have succeeded in engaging parents with homework and significantly improving their children’s academic achievement. For example, Joyce Epstein of Johns Hopkins University has developed the TIPS model (Teachers Involve Parents in Schoolwork), which embraces homework as an integral part of family time. TIPS is a teacher-designed interactive program in which children and a parent or family member each have a specific role in the homework scenario. For example, children might show the parent how to do a mathematics task on fractions, explaining their reasoning along the way and reviewing their thinking aloud if they are unsure.

Evaluations show that elementary and middle-school students in classrooms that have adopted TIPS complete more of their homework than do students in other classrooms. Both students and parent participants show more positive beliefs about learning mathematics, and TIPS students show significant gains in writing skills and report-card science grades, as well as higher mathematics scores on standardized tests.

Another study found that asking teachers to send text messages to parents about their children’s missing homework resulted in increased parental monitoring of homework, consequences for missed assignments, and greater participation in parent-child conferences. Teachers reported fewer missed assignments and greater student effort in coursework, and math grades and GPA significantly improved.

Homework Quality Matters

Teachers favor homework for a number of reasons. They believe it fosters a sense of responsibility and promotes academic achievement. They note that homework provides valuable review and practice for students while giving teachers feedback on areas where students may need more support. Finally, teachers value homework as a way to keep parents connected to the school and their children’s educational experiences.

While students, to say the least, may not always relish the idea of doing homework, by high school most come to believe there is a positive relationship between doing homework and doing well in school. Both higher and lower achievers lament “busywork” that doesn’t promote learning. They crave high-quality, challenging assignments—and it is this kind of homework that has been associated with higher achievement.

What constitutes high-quality homework? Assignments that are developmentally appropriate and meaningful and that promote self-efficacy and self-regulation. Meaningful homework is authentic, allowing students to engage in solving problems with real-world relevance. More specifically, homework tasks should make efficient use of student time and have a clear purpose connected to what they are learning. An artistic rendition of a period in history that would take hours to complete can become instead a diary entry in the voice of an individual from that era. By allowing a measure of choice and autonomy in homework, teachers foster in their students a sense of ownership, which bolsters their investment in the work.

High-quality homework also fosters students’ perceptions of their own competence by 1) focusing them on tasks they can accomplish without help; 2) differentiating tasks so as to allow struggling students to experience success; 3) providing suggested time frames rather than a fixed period of time in which a task should be completed; 4) delivering clearly and carefully explained directions; and 5) carefully modeling methods for attacking lengthy or complex tasks. Students whose teachers have trained them to adopt strategies such as goal setting, self-monitoring, and planning develop a number of personal assets—improved time management, increased self-efficacy, greater effort and interest, a desire for mastery, and a decrease in helplessness.

Excellence with Equity

Currently, the United States has the second-highest disparity between time spent on homework by students of low socioeconomic status and time spent by their more-affluent peers out of the 34 OECD-member nations participating in the 2012 Program for International Student Assessment (PISA) (see Figure 2). Noting that PISA studies have consistently found that spending more time on math homework strongly correlates with higher academic achievement, the report’s authors suggest that the homework disparity may reflect lower teacher expectations for low-income students. If so, this is truly unfortunate. In and of itself, low socioeconomic status is not an impediment to academic achievement when appropriate parental, school, and community supports are deployed. As research makes clear, low-income parents support their children’s learning in varied ways, not all of which involve direct assistance with schoolwork. Teachers can orient students and parents toward beliefs that foster positive attitudes toward learning. Indeed, where homework is concerned, a commitment to excellence with equity is both worthwhile and attainable.

In affluent communities, parents, teachers, and school districts might consider reexamining the meaning of academic excellence and placing more emphasis on leading a balanced and well-rounded life. The homework debate in the United States has been dominated by concerns over the health and well-being of such advantaged students. As legitimate as these worries are, it’s important to avoid generalizing these children’s experiences to those with fewer family resources. Reducing or eliminating homework, though it may be desirable in some advantaged communities, would deprive poorer children of a crucial and empowering learning experience. It would also eradicate a fertile opportunity to help close the achievement gap.

Janine Bempechat is clinical professor of human development at the Boston University Wheelock College of Education and Human Development.

An unabridged version of this article is available here .

For more, please see “ The Top 20 Education Next Articles of 2023 .”

This article appeared in the Winter 2019 issue of Education Next . Suggested citation format:

Bempechat, J. (2019). The Case for (Quality) Homework: Why it improves learning, and how parents can help . Education Next, 19 (1), 36-43.

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Introduction

The capital and largest city of Russia , Moscow has always played a central role in the country’s history. In the Middle Ages it was the capital of the powerful principality of Muscovy. For much of the 20th century it was the capital of the Soviet Union , representing the authority of that superpower’s communist government. With the dissolution of the Soviet Union in 1991, Moscow became the political center of newly independent Russia as well as its industrial, educational, and cultural capital.

Moscow is situated in far western Russia on the banks of the Moskva (Moscow) River, a tributary of the Oka. The center of the city is the Kremlin , located on a high bank of the river. The Kremlin began as a fort first built by Prince Yuri Dolgoruky in the 12th century. It was protected originally by a wooden fence and later by brick walls. During the following centuries churches, palaces, and government buildings were built within the walls. Today the Kremlin walls enclose the largest concentration of historic buildings in Russia.

Next to the Kremlin is Red Square. It was originally a marketplace at a time when a trade and artisans’ settlement had developed outside the Kremlin walls. It became the major center for political and social events and today is used for big parades and public celebrations and demonstrations. At the southern end of the square is the 16th-century Cathedral of St. Basil, and at the northern end is the 19th-century State Historical Museum. The Lenin Mausoleum is on the west side, and the massive department store GUM is on the east.

With the Kremlin and Red Square as the original core area, the city grew outward in a series of rings, marked by defensive walls. The brick walls of the Kremlin date from the late 15th century. In the 16th century additional walls of stone and earth were built around the city. In the 19th century these walls were pulled down and replaced with wide circular boulevards known as the Boulevard and Garden rings. Beyond these boulevards the city has expanded in all directions, with roads radiating out from the central rings like the spokes of a wheel.

Central Moscow—the area within the Garden Ring—functions like a typical downtown. In this area are concentrated most of the government offices, most of the hotels and larger stores, and the main theaters, museums, and art galleries. In the 1990s the resident population of the inner city declined as many large apartment buildings were transformed into offices. The residential neighborhoods that remain within the Garden Ring consist mostly of luxury apartments for the wealthy.

The architecture of central Moscow features buildings representing every period of the city’s development from the 15th century to the present day. Examples of 17th-century church architecture include the Church of All Saints of Kulishki, built in the 1670s and ’80s, and the Church of the Nativity of Putniki (1649–52). Other notable buildings include the elegant Pashkov House (1785–86), now part of the Russian State Library; the Manezh (Riding School; 1817), which is now used as an exhibition hall; and the Bolshoi Theater (1821–24), rebuilt in 1856 after a fire. Soviet-era additions to central Moscow include several elaborate “wedding-cake” (tiered) skyscrapers as well as concrete-and-glass high rises. The Gazprom and Lukoil office buildings, built in the 1990s, are among the more notable examples of later architecture.

The main street in the city center is Tverskaya Prospekt (formerly Gorky Prospekt), which leads northwest from Red Square. It is lined with large stores, hotels, theaters, and restaurants. Some of the notable buildings are the National Hotel, the Central Telegraph Office, and the Mayor’s Office.

The Moskva River follows a circuitous course through the city. It forms a large loop southwest of the city center and then flows northward again to pass the Kremlin walls. To the east of the Kremlin the Yauza River joins the Moskva. The high south bank of the southwestern loop of the Moskva forms the Vorobyëvy Hills (or Lenin Hills), which reach 655 feet (200 meters). Many foreign embassies and the Moscow State University complex, dominated by an ornate Stalin-era building, stand on the Vorobyëvy Hills. Across the river is the sports complex known as Luzhniki Park. Just upstream, on the south bank of the river, is Gorky Park. The city’s largest park, it has an amusement park in addition to gardens and woodlands.

On the outskirts of the city a large number of residential and other building construction projects were undertaken after World War II. Major new housing areas arose between the Garden Ring and the Moscow Ring Road, which circles the city some 10 miles (16 kilometers) from the center. The northern suburbs contain the large Sokolniki Park, a botanical garden, and the All-Russian Exhibition Center. The latter—still commonly known by its Soviet-era name, the Exhibition of Economic Achievements—was opened in 1939 to showcase the economic and scientific accomplishments of the Soviet Union. Today the exhibits are interspersed with amusement park rides, markets, and other attractions. Nearby is the 1,758-foot (536-meter) Television Tower, the tallest structure in Russia.

People and Culture

The great majority of the people of Moscow, called Muscovites, are ethnic Russians. The largest minority groups are Ukrainians, Belarusians, Armenians, Azerbaijanis, and Tatars. During the Soviet era, migration contributed to a rapid rise in Moscow’s population. Beginning in 1932 the government restricted migration by requiring people to have a special permit to live in the city. Today, people still need to register their place of residence with the government.

It is rare for people in Moscow to have a single-family home. Most Muscovites live in apartments, which can be in old houses that have been subdivided, in Soviet-era apartment blocks, or in new buildings. After the collapse of the Soviet Union, registered Moscow residents were given the government-owned homes in which they lived. After that, however, housing prices rose so steeply that, in the early 21st century, only a small percentage of Muscovites could afford to buy an apartment in the city. In fact, due largely to the housing market, Moscow became one of the most expensive cities in the world to live in.

Moscow contains dozens of theaters and concert halls. One of the best known is the Bolshoi Theater, which is home to Russia’s leading theater company for ballet and opera. Organized in the 1770s, the company also performs at the State Kremlin Palace and tours extensively throughout the world. Other renowned theaters include the Maly Theater, the Moscow Art Theater, and the Obraztsov Puppet Theater. Musical performances are held in the Tchaikovsky Concert Hall and at the Moscow P.I. Tchaikovsky Conservatory.

Several of Moscow’s many art galleries and museums have an international reputation. Among the most famous are the Tretyakov Gallery, the Pushkin Museum of Fine Arts, the Museum of Oriental Arts, and the Literature Museum. Historical institutions include the Armory Museum, the State Historical Museum, the Central Lenin Museum, and State Central Museum of Contemporary History of Russia.

Moscow is a major educational center, with dozens of universities and specialized institutions of higher education. The largest and most prestigious is Moscow State University, founded in 1755. The Russian Academy of Sciences and the Russian State Library, one of the world’s largest libraries, are also located in the city.

The leading sports complex in Moscow is Luzhniki Park, in the Vorobyëvy Hills. It was one of the main arenas for the 1980 Olympic Games. Dynamo Stadium on Leningrad Prospekt is the home ground for one of Moscow’s several football (soccer) teams. Most districts of the city have their own sports halls, swimming pools, and ice rinks.

The economy of Moscow, like that of Russia as a whole, was transformed after the collapse of the Soviet Union in 1991. During the Soviet era the city’s economy was dominated by the manufacturing and engineering sectors. In the 1990s, as the formerly government-controlled economy shifted to one based on private ownership, these sectors declined dramatically and were largely replaced by service industries. The number of people employed in manufacturing in Moscow decreased by half from the late 1980s into the ’90s.

Nevertheless, Moscow remains the largest industrial center in Russia. Engineering and metalworking still rank among the city’s most important industries, designing and manufacturing such products as machine tools, ball bearings, automobiles, precision instruments, and electronics. Aerospace design and manufacture is one of the most important engineering sectors in some of Moscow’s surrounding towns. Oil refining, chemicals, food processing, and construction are also valuable industries.

Moscow’s wide-ranging service sector includes such industries as finance, retail trade, education, and research. As Russia’s economy was privatized, Moscow developed into a financial center, with dozens of banks and several securities exchanges. Most foreign investment in the Russian economy passes through the city’s financial institutions. The opening up of Russian society also spurred Moscow’s emergence as a major tourist destination.

Moscow is the hub of Russia’s transportation network. Rail lines radiate out in all directions, connecting the capital with other Russian cities as well as Central Asia and eastern and central Europe. These railways carry much of the country’s freight and are also vital to passengers commuting between Moscow and its suburbs. The Moscow Little Ring Railway and the Greater Moscow Ring Railway link the radial lines. For travel within the city, which is typically congested with traffic, public transportation is critical. The centerpiece of the mass-transit system is the Metropolitan (Metro) subway, whose lines copy the city’s radial street pattern.

A major river port, Moscow is connected to the Volga River to the north by a canal built in the 1930s. By means of this canal, shipping from Moscow can reach the Black, Baltic, and Caspian seas.

Moscow is served by two international airports: Sheremetyevo-2 to the north and Domodedovo to the south. Sheremetyevo-1 handles mostly domestic flights.

Archaeological evidence shows that a settlement existed on the site of present-day Moscow during the late Stone Age. The traditional date of the city’s founding, however, is 1147, when Prince Yuri Dolgoruky hosted a feast on the site. At the time, Moscow was a small settlement on the bank of the Moskva River. To protect the site, in 1156 Prince Dolgoruky built the original kremlin—a wooden fort atop earthen embankments.

Moscow developed into an important trading town. It was centrally located among the system of rivers that formed the trade routes across European Russia. Like most other Russian towns, Moscow was attacked on many occasions by the Mongols (Tatars), but it managed to survive. It was sheltered to a considerable extent by the surrounding forests and by the swamps of the Oka River to the east.

As Mongol power declined beginning in the 14th century, Moscow grew steadily in size and importance by absorbing surrounding principalities. It became the center of power of what was called the Grand Principality of Muscovy. Within the Kremlin, palaces for the prince and nobles, monasteries, and churches were erected. Outside the Kremlin walls, the trading and artisan quarter expanded. By the second half of the 15th century Moscow had become the undisputed center of a unified Russian state. Defensive brick walls more than a mile long were built around the enlarged Kremlin.

Despite its new fortifications, Moscow still faced attack. In 1571 the Crimean Tatars captured the town, burning everything but the Kremlin. New stone walls built between 1584 and 1591 helped Moscow turn back another attack by the Crimean Tatars in 1591. The next year an outer ring of earthen walls was built to protect the expanding city. In addition, such fortified monasteries as the Novodevichy and Donskoy were built to defend the city from the south.

These improvements in security allowed artisan activity to flourish. Different groups of tradespeople—for example, armor makers, blacksmiths, and weavers—occupied particular suburbs of Moscow. State workshops made weapons and gunpowder.

The development of Moscow was temporarily eclipsed by the founding of St. Petersburg in 1703 and its choice by Peter the Great in 1712 to be Russia’s capital city. Nobles, merchants, and artisans moved to St. Petersburg. However, Moscow soon began to recover from the loss of its role as capital. New industries, especially textiles, fueled economic growth. The city’s key role in Russia’s cultural life was enhanced by the founding of Moscow University (now Moscow State University), the country’s first, in 1755.

In 1812 Moscow was occupied by Napoleon ’s French troops. An accompanying fire leveled more than two thirds of the city’s buildings. Again, through a great rebuilding program, the city recovered rapidly. Moscow became the center of Russia’s railroads and developed heavy engineering and metalworking industries. The population reached nearly 1 million by 1897 and doubled to 2 million by 1915.

In 1918, following the Russian Revolution , Lenin moved the Soviet government to Moscow. The city thereby regained its status as capital. During the 1930s Joseph Stalin drew up a grandiose plan for the development of the city, but it was never completely fulfilled. The most successful venture was the Metro, begun in 1933.

Moscow suffered little damage in World War II despite the fact that German invaders reached the outskirts of the city. By 1939 the population had reached 4.5 million, and by 1959 it was about 6 million. To relieve overcrowding, much of the old housing around the historic core of the city was torn down and replaced by massive apartment blocks. A new development plan introduced in 1960 laid the groundwork for the city’s expansion in the coming decades. It required the careful designation of new residential areas, industrial zones, and green spaces and also annexed surrounding towns to the city.

Following the collapse of the Soviet Union in 1991, Moscow was at the forefront of Russia’s historic changes. Private enterprise and foreign investment led to a proliferation of new businesses as well as a skyrocketing cost of living and an increase in criminal activity, including organized crime. The city also experienced several deadly attacks by rebels seeking independence for Chechnya or other republics in Russia’s Caucasus region, including a hostage crisis at a theater in 2002 and suicide bombings in the Metro in 2010. Population (2013 estimate), 11,843,643.

Additional Reading

Brooke, Caroline. Moscow: A Cultural History (Oxford Univ. Press, 2006). Graham, L.R. Moscow Stories (Indiana Univ. Press, 2006). Kelly, Laurence. A Traveller’s Companion to Moscow (Interlink, 2005). Rice, Christopher, and Rice, Melanie. Moscow (DK, 2007).

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Rethinking Homework for This Year—and Beyond

A schoolwide effort to reduce homework has led to a renewed focus on ensuring that all work assigned really aids students’ learning.

I used to pride myself on my high expectations, including my firm commitment to accountability for regular homework completion among my students. But the trauma of Covid-19 has prompted me to both reflect and adapt. Now when I think about the purpose and practice of homework, two key concepts guide me: depth over breadth, and student well-being.

Homework has long been the subject of intense debate, and there’s no easy answer with respect to its value. Teachers assign homework for any number of reasons: It’s traditional to do so, it makes students practice their skills and solidify learning, it offers the opportunity for formative assessment, and it creates good study habits and discipline. Then there’s the issue of pace. Throughout my career, I’ve assigned homework largely because there just isn’t enough time to get everything done in class.

A Different Approach

Since classes have gone online, the school where I teach has made a conscious effort as a teaching community to reduce, refine, and distill our curriculum. We have applied guiding questions like: What is most important? What is most transferable? What is most relevant? Refocusing on what matters most has inevitably made us rethink homework.

We have approached both asking and answering these questions through a science of learning lens. In Make It Stick: The Science of Successful Learning , the authors maintain that deep learning is slow learning. Deep learning requires time for retrieval, practice, feedback, reflection, and revisiting content; ultimately it requires struggle, and there is no struggle without time.

As someone who has mastered the curriculum mapping style of “get it done to move on to get that next thing done,” using an approach of “slow down and reduce” has been quite a shift for me. However, the shift has been necessary: What matters most is what’s best for my students, as opposed to my own plans or mandates imposed by others.

Listening to Students

To implement this shift, my high school English department has reduced content and texts both in terms of the amount of units and the content within each unit. We’re more flexible with dates and deadlines. We spend our energy planning the current unit instead of the year’s units. In true partnership with my students, I’m constantly checking in with them via Google forms, Zoom chats, conferences, and Padlet activities. In these check-ins, I specifically ask students how they’re managing the workload for my class and their other classes. I ask them how much homework they’re doing. And I adjust what I do and expect based on what they tell me. For example, when I find out a week is heavy with work in other classes, I make sure to allot more time during class for my tasks. At times I have even delayed or altered one of my assignments.

To be completely transparent, the “old” me is sheepish in admitting that I’ve so dramatically changed my thinking with respect to homework. However, both my students and I have reaped numerous benefits. I’m now laser-focused when designing every minute of my lessons to maximize teaching and learning. Every decision I make is now scrutinized through the lens of absolute worth for my students’ growth: If it doesn’t make the cut, it’s cut. I also take into account what is most relevant to my students.

For example, our 10th-grade English team has redesigned a unit that explores current manifestations of systemic oppression. This unit is new in approach and longer in duration than it was pre-Covid, and it has resulted in some of the deepest and hardest learning, as well as the richest conversations, that I have seen among students in my career. Part of this improved quality comes from the frequent and intentional pauses that I instruct students to take in order to reflect on the content and on the arc of their own learning. The reduction in content that we need to get through in online learning has given me more time to assign reflective prompts, and to let students process their thoughts, whether that’s at the end of a lesson as an exit slip or as an assignment.

Joining Forces to Be Consistent

There’s no doubt this reduction in homework has been a team effort. Within the English department, we have all agreed to allot reading time during class; across each grade level, we’re monitoring the amount of homework our students have collectively; and across the whole high school, we have adopted a framework to help us think through assigning homework.

Within that framework, teachers at the school agree that the best option is for students to complete all work during class. The next best option is for students to finish uncompleted class work at home as a homework assignment of less than 30 minutes. The last option—the one we try to avoid as much as possible—is for students to be assigned and complete new work at home (still less than 30 minutes). I set a maximum time limit for students’ homework tasks (e.g., 30 minutes) and make that clear at the top of every assignment.

This schoolwide approach has increased my humility as a teacher. In the past, I tended to think my subject was more important than everyone else’s, which gave me license to assign more homework. But now I view my students’ experience more holistically: All of their classes and the associated work must be considered, and respected.

As always, I ground this new pedagogical approach not just in what’s best for students’ academic learning, but also what’s best for them socially and emotionally. 2020 has been traumatic for educators, parents, and students. There is no doubt the level of trauma varies greatly ; however, one can’t argue with the fact that homework typically means more screen time when students are already spending most of the day on their devices. They need to rest their eyes. They need to not be sitting at their desks. They need physical activity. They need time to do nothing at all.

Eliminating or reducing homework is a social and emotional intervention, which brings me to the greatest benefit of reducing the homework load: Students are more invested in their relationship with me now that they have less homework. When students trust me to take their time seriously, when they trust me to listen to them and adjust accordingly, when they trust me to care for them... they trust more in general.

And what a beautiful world of learning can be built on trust.

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Who Was Freed in the Prisoner Swap Between Russia and the West?

Here’s a list of the 24 prisoners who were exchanged on Thursday and their backgrounds.

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By Ivan Nechepurenko Valerie Hopkins and Alina Lobzina

• Published Aug. 1, 2024 Updated Aug. 2, 2024

Twenty-four prisoners were freed on Thursday in a multicountry exchange in Turkey, marking one of the broadest exchanges between Russia and the West in years.

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The Released American Citizens

Evan gershkovich.

A reporter for The Wall Street Journal, Evan Gershkovich, 32, was detained by masked security service agents in March 2023 during a reporting trip to Yekaterinburg, a major Russian industrial hub about 850 miles east of Moscow. Shortly after, he was charged with espionage, the first such case against a Western reporter since 1986.

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On July 19, a Russian court in Yekaterinburg sentenced Mr. Gershkovich to 16 years in a high-security penal colony in a swift trial that only took three hearings to complete.

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Who is Gwen Walz? Meet Minnesota's first lady and wife of Harris' VP pick Tim Walz

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Vice President Kamala Harris officially picked Minnesota Gov. Tim Walz as her vice-presidential running mate on Tuesday, as reported by USA TODAY . This marks a pivotal moment in her campaign for president as Walz prepares to join Harris on the campaign trail.

"It is the honor of a lifetime to join @kamalaharris in this campaign," Walz posted on X, formerly Twitter on Tuesday. "I'm all in. Vice President Harris is showing us the politics of what's possible. It reminds me a bit of the first day of school."

A former teacher, school is the place where Walz met his wife, the first lady of Minnesota and the potential second lady of the United States.

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Here are some key things that you need to know about Gwen Walz.

Gwen Walz is a lifelong Minnesotan

Serving as Minnesota's 39th first lady, Gwen Walz is a lifelong Minnesotan, according to her official state bio .

Walz was born in Glencoe, Minnesota and grew up in west Minnesota. She was raised alongside three sisters by her parents who were educators and small business owners.

Walz has degrees from Gustavus Adolphus College in St. Peter, Minnesota and Minnesota State University in Mankato.

She began her career as an English teacher in western Nebraska, where she met Tim Walz. They married in 1994 and moved to Mankato, Minnesota in 1996, where they worked at Mankato West High School.

Gwen and Tim Walz currently live in St. Paul, Minnesota with their two children, Hope and Gus.

Gwen Walz's passion for education

Per her state bio, educating Minnesota's children is one of Walz's passions.

Soon after Gwen and Tim met, they established a summer trip to China for their students and traveled there nearly every summer through 2003.

Throughout her career, she has taught at public, alternative and migrant schools. She also served as an administrator and coordinator in the Mankato Area Public Schools for two decades.

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Additionally, Walz is an advocate for education in America's prisons, working across the country to bring educational opportunities to incarcerated men and women. More specifically, she advocates for the Bard Prison Initiative in upstate New York which extends the Bard College liberal arts curriculum into seven New York State prisons and has issued hundreds of degrees since 2001.

Per her state bio, Gwen Walz is an active supporter of the Bard Prison Initiative and is "engaged in efforts to bring the tenets of this model to Minnesota and nationwide."

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High jumper Yaroslava Mahuchikh and other medal-winning Ukrainians put attention on war

Women’s high jump gold medalist Yaroslava Mahuchikh, of Ukraine, poses for a photo on the podium at the 2024 Summer Olympics, Monday, Aug. 5, 2024, in Saint-Denis, France. (AP Photo/Martin Meissner)

Yaroslava Mahuchikh, of Ukraine, reacts after ringing the bell after winning the women’s high jump final at the 2024 Summer Olympics, Sunday, Aug. 4, 2024, in Saint-Denis, France. (AP Photo/Bernat Armangue)

Ukrainian high jumper and Olympic gold medalist Yaroslava Mahuchikh poses for a photo at the Ukrainian house at the 2024 Summer Olympics, in Paris, France, Monday, Aug. 5, 2024. (AP Photo/Hanna Arhirova)

Ukrainian Olympic medalists from left to right, Mykhaylo Kokhan, bronze medalist in the men’s hammer throw, Iryna Gerashchenko, bronze medalist in the women’s high jump, and Yaroslava Mahuchikh, gold medalist in the women’s high jump, speak at the Ukrainian house at the 2024 Summer Olympics, in Paris, Ukraine, Monday, Aug. 5, 2024. (AP Photo/Hanna Arhirova)

Ukrainian bronze medalist high jumper Iryna Gerashchenko takes a group selfie with the audience and two other Ukrainian Olympic medalists at the Ukainian house at the 2024 Summer Olympics in Paris, France, Monday, Aug. 5, 2024. (AP Photo/Hanna Arhirova)

Audience members listen to a panel of Ukrainian medalists speak at the Ukrainian house at the 2024 Summer Olympics in Paris, France, Monday, Aug. 5, 2024. (AP Photo/Hanna Arhirova)

Ukrainian Olympic medalists from left to right, Yaroslava Mahuchikh, gold medalist in the women’s high jump, Mykhaylo Kokhan, bronze medalist in the men’s hammer throw and Iryna Gerashchenko, bronze medalist in the women’s high jump, pose for a photo at the Ukrainian house at the 2024 Summer Olympics, in Paris, Ukraine, Monday, Aug. 5, 2024. (AP Photo/Hanna Arhirova)

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PARIS (AP) — Yaroslava Mahuchikh, the Ukrainian world-record high jumper, may have just won Olympic gold , but she and other winning athletes from Ukraine are not resting in Paris — they’re trying to shine the spotlight on the war tearing apart their country.

“The Olympic Games are about peace,” she said. “But Russia didn’t stop, and during these Games, there were massive attacks on Ukrainian cities.”

Yaroslava Mahuchikh, of Ukraine, competes in the women’s high jump final at the 2024 Summer Olympics, Sunday, Aug. 4, 2024, in Saint-Denis, France. (AP Photo/Matthias Schrader)

These missile strikes forced Mahuchikh to spend the last two and a half years mostly abroad as she focused on her main goal — the Olympic gold, which she won Sunday.

She trained far from her family , including in Portugal, Estonia, Belgium and Germany. She occasionally comes to her hometown of Dnipro in eastern Ukraine, but every time she left the country, she didn’t know when she would return.

“To achieve such high results on the international stage, you need to train abroad,” Mahuchikh said. “And it is very sad, and I really want us to be able to train fully at home for the next Olympic cycle.”

Despite the hardships, she succeeded, saying that the war gave her motivation and a greater purpose to represent her country. But the success was bittersweet.

When she broke a 37-year-old world record last month, jumping 2.10 meters (6.88 feet), her joy was brief.

“We were happy on the first evening, but the next day ... unfortunately, we have a very aggressive enemy,” she said. “Russia struck Ohmatdyt. And honestly, there was no joy anymore,” referring to the missile attack in Kyiv last month that hit the largest children’s hospital in Ukraine .

Sunday was a successful day for Ukraine at the Olympics, with three athletes from the country scoring medals in athletics. Fellow high jumper Iryna Gerashchenko won bronze, and Mykhaylo Kokhan scored the bronze in the hammer throw.

Russian athletes, competing as neutrals because of the war on Ukraine, also have won medals at the Paris Games. The first was silver for tennis players Mirra Andreeva and Diana Shnaider in women’s doubles Sunday.

Catch up on the latest from Day 13 of the 2024 Paris Olympics:

• Basketball: LeBron James, Kevin Durant and Steph Curry vs. Nikola Jokic is quite the matchup in the U.S. v. Serbia men’s basketball semifinals Thursday.
• Track and field: Noah Lyles won the 100 by five thousandths of a second on Sunday night, and is a big favorite heading into the 200.
• Keep up : Follow along with our Olympics medal tracker and list of winners. Check out the Olympic schedule of events.

Neutral athletes from Belarus, a key Russian ally, also won gold and silver medals in the men’s and women’s trampoline competitions, respectively, on Friday, and Belarusian rower Yauheni Zalaty won a silver Saturday.

Mahuchikh and other Ukrainian athletes have spoken out against the presence of Russian competitors at the Paris Games.

The three Ukrainian athletes who have won medals came to the Ukrainian house dubbed Volia Space on Monday. They said that they were short on sleep because while the attention lasts, they are trying to give as many interviews as possible, raising awareness about the war.

“It is very important to win and keep winning,” Mahuchikh said. “It is difficult for Ukrainian athletes to focus solely on sports, our thoughts are at home with our families.”

The 22-year-old athlete said there are still many things that could be conquered.

“Next is only the number of awards and to jump higher and higher,” she said.

AP Olympics: https://apnews.com/hub/2024-paris-olympic-games

Who Is Quincy Hall? 5 Things to Know About the Runner Who Secured Gold in the 400-Meter Final

The Team USA track and field breakout star finished the men's 400-meter final with a remarkable sprint. Learn more about Quincy, here.

Quincy Hall ‘s epic win at the Paris Olympics 400-meter final came as a huge surprise to the other runners behind him. The 26-year-old track and field breakout star was initially in fourth place but sprinted fast enough to cross the finish line and leave his fellow competitors in the dust.

Find out more about Quincy, his career and 2024 Olympic victory, below!

Quincy Is From Missouri

Although he later jetted off to Paris to represent the U.S. at the 2024 Olympics, Quincy hails from Kansas City, Missouri.

He Competed in Several High School Sports

Years before his meteoric rise as an Olympian, Quincy participated in several other sports throughout his school. In addition to track, he was a wrestler and a football player at Raytown South High School in Missouri.

Quincy Hall’s effort down the stretch to win Olympic gold deserves its own medal. 🤯 #ParisOlympics pic.twitter.com/emKwlENQvp — NBC Olympics & Paralympics (@NBCOlympics) August 7, 2024

He Attended the University of South Carolina

The athlete competed at the College of the Sequoias in California, where he became the California Community College Athletic Association champion in the 4×400-meter relay in addition to the 400-meter hurdles.

Later, he competed for the University of South Carolina Gamecocks.

His Personal Best Is 43.80

In the weeks leading up to his 2024 Olympic stint, Quincy marked a personal best by running a 43.80 at the 400-meter Herculis Diamond League in Monaco.

Quincy’s Olympic Win Came Out of Nowhere

Within the final seconds of the 400-meter final, Quincy was in fourth place behind runners Matthew Hudson-Smith of Britain, Zambia’s Muzala Samukonga and Jereem Richards of Trinidad. However, he quickly turned the tide over by sprinting ahead of the others during the last 100 meters, securing the gold medal for America.

Quincy rang in his epic win by making a snow angel on the track. He then commented on the incredible victory, per NBC .

“I was just thinking, ‘Get home, sir. Get home, sir,'” he said. “I don’t give up. I just grit, I grind. I’ve got determination. … “I told you guys I was going to get a gold medal this year. I know I can win. I knew it today. That’s what I’ve been doing my whole career.”