Is Homework Bad For U

  • There is no legitimate argument against HW

    Honestly, the only reason that someone would say that homework is bad is because they want to get out of doing it. The argument that it takes away from a child's playtime is ridiculous, because the entire purpose of education in to educate not to make sure that children are having fun. I understand the argument that it is wrong to give children 8 hours of homework, but if you give a child half an hour of homework max then they will never develop the skills required to become a competent and diligent adult.

  • Nooooo wayy hose'

    Homework is needed in schools because it lets children take out the skills they learned at school to apply and practice them at home. So it sharpens their skills and makes them better at the material then it would be without homework. And that will be my opinion! :) :)

  • Well, according to Stanford:

    A Stanford researcher found that too much homework can negatively affect kids, especially their lives away from school, where family, friends and activities matter.

    "Our findings on the effects of homework challenge the traditional assumption that homework is inherently good," wrote Denise Pope, a senior lecturer at the Stanford Graduate School of Education and a co-author of a study published in the Journal of Experimental Education.

    The researchers used survey data to examine perceptions about homework, student well-being and behavioral engagement in a sample of 4,317 students from 10 high-performing high schools in upper-middle-class California communities. Along with the survey data, Pope and her colleagues used open-ended answers to explore the students' views on homework.

    Median household income exceeded $90,000 in these communities, and 93 percent of the students went on to college, either two-year or four-year.

    Students in these schools average about 3.1 hours of homework each night.

    "The findings address how current homework practices in privileged, high-performing schools sustain students' advantage in competitive climates yet hinder learning, full engagement and well-being," Pope wrote.


    If it's from 2014 it's solid in my book.

  • Hoemwork is bad

    Homework is bad for kids. Piling on the homework doesn't help kids do better in school. In fact, it can lower their test scores. Inundating children with hours of homework each night is very annoying for kids. It does not improve test scores at all but all does it waste their time.

    Many students said their homework load led to no sleep and other health problems. Students whether they experienced health issues such as headaches, exhaustion, sleep deprivation, weight loss and stomach problems.

  • Playtime is great,but don't get carried away.

    I don't think homework is bad as they enhance children's memory and let them read more,by doing project learnings.If the books in the library were not even touched by some one yet just because there were no homework like project learnings,it will be horrible.
    Many US children skipped homework to play because they are more active.I don't think it is right.As I say,'homework is great,but don't get carried away.'we just need more balance between each other.

  • Playtime is great,but don't get carry away.

    I don't think HW is bad because they can increase children's memory and make them read more,by doing project learnings.If their are many books in the library,and no one has even touched them because there were no project learning hwks,it will be horrible.
    A lot of children skipped homework to play because they are more active,and are inpatient to do homework.I understand this and it is not meant to blame them.As I say,PLAYTIME IS GREAT,BUT DONT GET CARRIED AWAY,we should have balance between homework and playtime.

  • Homework is not bad for children.

    Homework is not an issue when it comes to education. It allows the student to make a personal connection to the subject outside of the classroom. The problem lies with the amount a student receives and the amount of time they have to complete the assignment. Students should be able to work at their own pace. We're all different, which means that we all have our own way of attaining knowledge.

  • Homework that is beneficial is good.

    It has been scientifically proven that repetition increases memory. Students go to school and learn a lesson. How can that attained knowledge be solidified? Homework. Homework provides a crucial review to students before they forget everything they've learned. If they forget, then what was the point of the lesson in the first place?

    Homework is not very time consuming, unless you take accelerated classes. That being said, if as a student, you don't want to do a lot of homework, don't take accelerated classes. Even with accelerated classes, if you can manage your time wisely, then you will be fine. Those that procrastinate find it difficult to keep up.

  • Homework allows a student to reflect on what they have learned.

    Homework is assigned to analyze the information given in class. It is used to see how well a student has comprehended the information. If the student does not do well on the homework and used all THEIR effort in the assignment that only means the teacher needs to reteach the information the students that did not understand. Homework is there to help.

  • Stevie Naeyaert

    Ask an eleven-year-old whether homework is a bad thing, and you'll likely be greeted with vigorous nodding and not a hint of ambiguity. But do grown-up experts agree?

    As with so many things, the answer is mixed.

    "Very simply, too much of anything can be harmful," says Gerald LeTendre, head of Penn State's Education Policy Studies department. "What Harris Cooper has advised—and he's one of the leading researchers who has some very good, accessible books on the subject—is it's best to have no homework for kindergarten through second grade, and then maybe 10 minutes per day, increasing by 10 minutes as you go up each grade, so that you're up to an hour or hour and a half of homework by middle school."

    More than that and there can be negative effects, studies suggest. Overburdened by homework, children may become disillusioned with school and lose motivation. And excessive homework can interfere with time otherwise spent connecting as a family by playing games, taking walks, or just talking about the day. This was a complaint LeTendre heard frequently as he conducted studies of homework amount and frequency.

    Among other things, these studies found that the popular opinion that America does less homework than other nations is simply not true. "There are myths about the "lazy Americans," LeTendre notes, "but our findings about amount of homework were that the U.S. tends to be in the middle, not too far to one end or the other."

    "Lyn Corno at Columbia University had an article that said 'homework is a complicated thing,' says LeTendre. "We think of homework as something very simple, almost like an afterthought. It's not. It can be a very effective tool, but it is complicated."

    One of the complicating factors is age. "Most small children and early adolescents have not yet developed the kind of self-reflective or self-monitoring skills to get the benefit out of either homework or self study," Le Tendre explains. "But as you move into high school, individuals are increasingly self-aware and can better self-monitor."

    But age alone will not predict the usefulness of homework. "If the homework isn't addressing the child's actual academic problem, the child is going to continue to fall further behind and get hopelessly lost," LeTendre cautions.

    The problem, he adds, is that most teachers use "the shotgun approach," photocopying worksheets and giving each student the same assignment. And many neglect to go over the homework after it's completed, opting instead to merely check off whether or not it was done at all.

    "That's not very effective," says LeTendre. "Let's say you assigned a worksheet on addition of two-digit numbers. If that's what the child's been having difficulty with, then maybe the child, by doing it over and over, can figure it out and make some improvements. But maybe not. Maybe the child still doesn't get it and you need to talk about carrying the one. Or maybe the child knows how to do it and is bored to tears. If there's no feedback and no monitoring, the homework is probably not effective."

    What is effective, believes LeTendre, is identifying the specific area where the child needs skill-building work, assigning that homework at an individual level, and then going over it with the child at regular periods to be certain that they're making progress.

    "That kind of homework is exemplary," notes LeTendre, "and you don't see it very much."

    The more teachers individualize homework, in terms of its focus and monitoring, the better, LeTendre says, and the same goes for parental monitoring. There is no one-size-fits-all approach, and the level of parental involvement that suits your ten year-old may not suit your teenager. Recent studies have found that parental involvement may be positive for elementary and high school students, but negative for middle school kids. "In other words," laughs LeTendre, "don't nag your pubescent children about homework. Kind of common sense."

    What's important at all ages is communication. Figuring out what the best homework is takes some time and a little bit of research on the part of both parents and of teachers. According to LeTendre, it is crucial for parents and teachers to be on the same page.

    "Read Harris Cooper's books, such as The Battle Over Homework. That would be my first recommendation for parents," he says. "The other would be to go talk to the teacher. Ask the teacher to clarify the goals for this homework. Ask what the expectations are for the parents, and then be up-front with the teacher about what effect this has on the family. Try to negotiate something that works for everyone."

    Unfortunately—at least from the perspective of your eleven-year-old—there will still likely be some amount of homework involved.

    Gerald LeTendre, Ph.D., is a professor of Education and International Affairs, and Chair of the Education Policy Studies department at Penn State's College of Education. You can reach him at

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