Why Kids Should Not Get Less Homework
The Amount of Homework Should Not Be Lessened
A study conducted in 2004 shows 17-year-old students ' average reading scale scores increase with the amount of time spent on homework (Average). Students who spend more time on homework receive higher test scores than those who do less homework; therefore proving that homework should not be lessened. The amount of homework students receive should not be lessened for many reasons. The many reasons that the amount of homework students receive should not be lessened include better test scores, improved non-academic skills, and positive parental interaction.
Students’ homework load should not be lessened due to an increase in test scores with more homework. A study conducted from 1984 through 2004 shows students’ tests scores improve with more time spent on homework (Average). Students 17 years of age increase their test scores by over 30 points comparing no homework to over two hours of homework. In students 13 years of age the increase in test scores is not as drastic compared to 17 year olds’, but the 13 year old students’ test scores still increase by about 24 points comparing no homework done to over two hours done. A study given to students ranging from second graders to high school seniors across five studies shows the average homework doer had a higher test score than 73 percent of students not doing homework (Cooper 2). This study proves even younger students benefit from more homework. Time spent on homework cannot be ridiculous though, exceeding more than 40 minutes per grade level. The National PTA and National Education Association suggest the most effective method of assigning homework is 10 minutes per grade (Vatterott); for example 20 minutes for second graders, 50 minutes for fifth graders and so on. Tests have shown that students who spend more time on homework perform better on tests than those who do less homework or none at all.
Furthermore, homework provides non-academic benefits. The process in
A study conducted in 2004 shows 17-year-old students ' average reading scale scores increase with the amount of time spent on homework (Average). Students who spend more time on homework receive higher test scores than those who do less homework; therefore proving that homework should not be lessened. The amount of homework students receive should not be lessened for many reasons. The many reasons that the amount of homework students receive should not be lessened include better test scores, improved non-academic skills, and positive parental interaction.
Students’ homework load should not be lessened due to an increase in test scores with more homework. A study conducted from 1984 through 2004 shows students’ tests scores improve with more time spent on homework (Average). Students 17 years of age increase their test scores by over 30 points comparing no homework to over two hours of homework. In students 13 years of age the increase in test scores is not as drastic compared to 17 year olds’, but the 13 year old students’ test scores still increase by about 24 points comparing no homework done to over two hours done. A study given to students ranging from second graders to high school seniors across five studies shows the average homework doer had a higher test score than 73 percent of students not doing homework (Cooper 2). This study proves even younger students benefit from more homework. Time spent on homework cannot be ridiculous though, exceeding more than 40 minutes per grade level. The National PTA and National Education Association suggest the most effective method of assigning homework is 10 minutes per grade (Vatterott); for example 20 minutes for second graders, 50 minutes for fifth graders and so on. Tests have shown that students who spend more time on homework perform better on tests than those who do less homework or none at all.
Furthermore, homework provides non-academic benefits. The process in
Cited: Average Reading Scale Score, by Age and Amount of Time Spent on Reading and Homework: Selected Years, 1984 through 2004." National Center for Education Statistics. Nces.ed.gov, Feb. 2006. Web. 28 Jan. 2012. <http://nces.ed.gov/programs/digest/d08/tables/dt08_119.asp> Cooper, Harris. "Homework." Encyclopedia of Education. Ed. James W. Guthrie. 2nd ed. Vol. 3. New York: Macmillan Reference USA, 2002. 1063-1065. Gale Opposing Viewpoints In Context. Web. 27 Jan. 2012. Cooper, Harris. "Homework: What the Research Says Brief." National Council of Teachers of Mathematics. NCTM.org. Web. 08 Feb. 2012. <http://www.nctm.org/news/content.aspx?id=13814>. Hallam, Susan. "Pupils ' Perspectives on Homework." TheGuardian.co.uk. TheGuardian.com, 9 Feb. 2004. Web. 08 Feb. 2012. <http://www.guardian.co.uk/education/2004/feb/09/schools.uk>. Hayes, Andy. "THE IMPORTANCE OF HOMEWORK IN YOUR CHILD’S EDUCATION." Hi2u 4 People with Hidden Impairments. 1999. Web. 08 Feb. 2012. <http://www.hi2u.org/adhd/homework_1.htm>. O’Neill, Kate. Personal interview. 4 Feb. 2012. Vatterott, Cathy. "Hints to Help Reduce Homework Stress." National PTA®. Pta.org. Web. 8 Feb. 2012. <http://www.pta.org/2563.htm>.