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Nobody knows what the point of homework is

The homework wars are back.

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As the Covid-19 pandemic began and students logged into their remote classrooms, all work, in effect, became homework. But whether or not students could complete it at home varied. For some, schoolwork became public-library work or McDonald’s-parking-lot work.

Luis Torres, the principal of PS 55, a predominantly low-income community elementary school in the south Bronx, told me that his school secured Chromebooks for students early in the pandemic only to learn that some lived in shelters that blocked wifi for security reasons. Others, who lived in housing projects with poor internet reception, did their schoolwork in laundromats.

According to a 2021 Pew survey , 25 percent of lower-income parents said their children, at some point, were unable to complete their schoolwork because they couldn’t access a computer at home; that number for upper-income parents was 2 percent.

The issues with remote learning in March 2020 were new. But they highlighted a divide that had been there all along in another form: homework. And even long after schools have resumed in-person classes, the pandemic’s effects on homework have lingered.

Over the past three years, in response to concerns about equity, schools across the country, including in Sacramento, Los Angeles , San Diego , and Clark County, Nevada , made permanent changes to their homework policies that restricted how much homework could be given and how it could be graded after in-person learning resumed.

Three years into the pandemic, as districts and teachers reckon with Covid-era overhauls of teaching and learning, schools are still reconsidering the purpose and place of homework. Whether relaxing homework expectations helps level the playing field between students or harms them by decreasing rigor is a divisive issue without conclusive evidence on either side, echoing other debates in education like the elimination of standardized test scores from some colleges’ admissions processes.

I first began to wonder if the homework abolition movement made sense after speaking with teachers in some Massachusetts public schools, who argued that rather than help disadvantaged kids, stringent homework restrictions communicated an attitude of low expectations. One, an English teacher, said she felt the school had “just given up” on trying to get the students to do work; another argued that restrictions that prohibit teachers from assigning take-home work that doesn’t begin in class made it difficult to get through the foreign-language curriculum. Teachers in other districts have raised formal concerns about homework abolition’s ability to close gaps among students rather than widening them.

Many education experts share this view. Harris Cooper, a professor emeritus of psychology at Duke who has studied homework efficacy, likened homework abolition to “playing to the lowest common denominator.”

But as I learned after talking to a variety of stakeholders — from homework researchers to policymakers to parents of schoolchildren — whether to abolish homework probably isn’t the right question. More important is what kind of work students are sent home with and where they can complete it. Chances are, if schools think more deeply about giving constructive work, time spent on homework will come down regardless.

There’s no consensus on whether homework works

The rise of the no-homework movement during the Covid-19 pandemic tapped into long-running disagreements over homework’s impact on students. The purpose and effectiveness of homework have been disputed for well over a century. In 1901, for instance, California banned homework for students up to age 15, and limited it for older students, over concerns that it endangered children’s mental and physical health. The newest iteration of the anti-homework argument contends that the current practice punishes students who lack support and rewards those with more resources, reinforcing the “myth of meritocracy.”

But there is still no research consensus on homework’s effectiveness; no one can seem to agree on what the right metrics are. Much of the debate relies on anecdotes, intuition, or speculation.

Researchers disagree even on how much research exists on the value of homework. Kathleen Budge, the co-author of Turning High-Poverty Schools Into High-Performing Schools and a professor at Boise State, told me that homework “has been greatly researched.” Denise Pope, a Stanford lecturer and leader of the education nonprofit Challenge Success, said, “It’s not a highly researched area because of some of the methodological problems.”

Experts who are more sympathetic to take-home assignments generally support the “10-minute rule,” a framework that estimates the ideal amount of homework on any given night by multiplying the student’s grade by 10 minutes. (A ninth grader, for example, would have about 90 minutes of work a night.) Homework proponents argue that while it is difficult to design randomized control studies to test homework’s effectiveness, the vast majority of existing studies show a strong positive correlation between homework and high academic achievement for middle and high school students. Prominent critics of homework argue that these correlational studies are unreliable and point to studies that suggest a neutral or negative effect on student performance. Both agree there is little to no evidence for homework’s effectiveness at an elementary school level, though proponents often argue that it builds constructive habits for the future.

For anyone who remembers homework assignments from both good and bad teachers, this fundamental disagreement might not be surprising. Some homework is pointless and frustrating to complete. Every week during my senior year of high school, I had to analyze a poem for English and decorate it with images found on Google; my most distinct memory from that class is receiving a demoralizing 25-point deduction because I failed to present my analysis on a poster board. Other assignments really do help students learn: After making an adapted version of Chairman Mao’s Little Red Book for a ninth grade history project, I was inspired to check out from the library and read a biography of the Chinese ruler.

For homework opponents, the first example is more likely to resonate. “We’re all familiar with the negative effects of homework: stress, exhaustion, family conflict, less time for other activities, diminished interest in learning,” Alfie Kohn, author of The Homework Myth, which challenges common justifications for homework, told me in an email. “And these effects may be most pronounced among low-income students.” Kohn believes that schools should make permanent any moratoria implemented during the pandemic, arguing that there are no positives at all to outweigh homework’s downsides. Recent studies , he argues , show the benefits may not even materialize during high school.

In the Marlborough Public Schools, a suburban district 45 minutes west of Boston, school policy committee chair Katherine Hennessy described getting kids to complete their homework during remote education as “a challenge, to say the least.” Teachers found that students who spent all day on their computers didn’t want to spend more time online when the day was over. So, for a few months, the school relaxed the usual practice and teachers slashed the quantity of nightly homework.

Online learning made the preexisting divides between students more apparent, she said. Many students, even during normal circumstances, lacked resources to keep them on track and focused on completing take-home assignments. Though Marlborough Schools is more affluent than PS 55, Hennessy said many students had parents whose work schedules left them unable to provide homework help in the evenings. The experience tracked with a common divide in the country between children of different socioeconomic backgrounds.

So in October 2021, months after the homework reduction began, the Marlborough committee made a change to the district’s policy. While teachers could still give homework, the assignments had to begin as classwork. And though teachers could acknowledge homework completion in a student’s participation grade, they couldn’t count homework as its own grading category. “Rigorous learning in the classroom does not mean that that classwork must be assigned every night,” the policy stated . “Extensions of class work is not to be used to teach new content or as a form of punishment.”

Canceling homework might not do anything for the achievement gap

The critiques of homework are valid as far as they go, but at a certain point, arguments against homework can defy the commonsense idea that to retain what they’re learning, students need to practice it.

“Doesn’t a kid become a better reader if he reads more? Doesn’t a kid learn his math facts better if he practices them?” said Cathy Vatterott, an education researcher and professor emeritus at the University of Missouri-St. Louis. After decades of research, she said it’s still hard to isolate the value of homework, but that doesn’t mean it should be abandoned.

Blanket vilification of homework can also conflate the unique challenges facing disadvantaged students as compared to affluent ones, which could have different solutions. “The kids in the low-income schools are being hurt because they’re being graded, unfairly, on time they just don’t have to do this stuff,” Pope told me. “And they’re still being held accountable for turning in assignments, whether they’re meaningful or not.” On the other side, “Palo Alto kids” — students in Silicon Valley’s stereotypically pressure-cooker public schools — “are just bombarded and overloaded and trying to stay above water.”

Merely getting rid of homework doesn’t solve either problem. The United States already has the second-highest disparity among OECD (the Organisation for Economic Co-operation and Development) nations between time spent on homework by students of high and low socioeconomic status — a difference of more than three hours, said Janine Bempechat, clinical professor at Boston University and author of No More Mindless Homework .

When she interviewed teachers in Boston-area schools that had cut homework before the pandemic, Bempechat told me, “What they saw immediately was parents who could afford it immediately enrolled their children in the Russian School of Mathematics,” a math-enrichment program whose tuition ranges from $140 to about $400 a month. Getting rid of homework “does nothing for equity; it increases the opportunity gap between wealthier and less wealthy families,” she said. “That solution troubles me because it’s no solution at all.”

A group of teachers at Wakefield High School in Arlington, Virginia, made the same point after the school district proposed an overhaul of its homework policies, including removing penalties for missing homework deadlines, allowing unlimited retakes, and prohibiting grading of homework.

“Given the emphasis on equity in today’s education systems,” they wrote in a letter to the school board, “we believe that some of the proposed changes will actually have a detrimental impact towards achieving this goal. Families that have means could still provide challenging and engaging academic experiences for their children and will continue to do so, especially if their children are not experiencing expected rigor in the classroom.” At a school where more than a third of students are low-income, the teachers argued, the policies would prompt students “to expect the least of themselves in terms of effort, results, and responsibility.”

Not all homework is created equal

Despite their opposing sides in the homework wars, most of the researchers I spoke to made a lot of the same points. Both Bempechat and Pope were quick to bring up how parents and schools confuse rigor with workload, treating the volume of assignments as a proxy for quality of learning. Bempechat, who is known for defending homework, has written extensively about how plenty of it lacks clear purpose, requires the purchasing of unnecessary supplies, and takes longer than it needs to. Likewise, when Pope instructs graduate-level classes on curriculum, she asks her students to think about the larger purpose they’re trying to achieve with homework: If they can get the job done in the classroom, there’s no point in sending home more work.

At its best, pandemic-era teaching facilitated that last approach. Honolulu-based teacher Christina Torres Cawdery told me that, early in the pandemic, she often had a cohort of kids in her classroom for four hours straight, as her school tried to avoid too much commingling. She couldn’t lecture for four hours, so she gave the students plenty of time to complete independent and project-based work. At the end of most school days, she didn’t feel the need to send them home with more to do.

A similar limited-homework philosophy worked at a public middle school in Chelsea, Massachusetts. A couple of teachers there turned as much class as possible into an opportunity for small-group practice, allowing kids to work on problems that traditionally would be assigned for homework, Jessica Flick, a math coach who leads department meetings at the school, told me. It was inspired by a philosophy pioneered by Simon Fraser University professor Peter Liljedahl, whose influential book Building Thinking Classrooms in Mathematics reframes homework as “check-your-understanding questions” rather than as compulsory work. Last year, Flick found that the two eighth grade classes whose teachers adopted this strategy performed the best on state tests, and this year, she has encouraged other teachers to implement it.

Teachers know that plenty of homework is tedious and unproductive. Jeannemarie Dawson De Quiroz, who has taught for more than 20 years in low-income Boston and Los Angeles pilot and charter schools, says that in her first years on the job she frequently assigned “drill and kill” tasks and questions that she now feels unfairly stumped students. She said designing good homework wasn’t part of her teaching programs, nor was it meaningfully discussed in professional development. With more experience, she turned as much class time as she could into practice time and limited what she sent home.

“The thing about homework that’s sticky is that not all homework is created equal,” says Jill Harrison Berg, a former teacher and the author of Uprooting Instructional Inequity . “Some homework is a genuine waste of time and requires lots of resources for no good reason. And other homework is really useful.”

Cutting homework has to be part of a larger strategy

The takeaways are clear: Schools can make cuts to homework, but those cuts should be part of a strategy to improve the quality of education for all students. If the point of homework was to provide more practice, districts should think about how students can make it up during class — or offer time during or after school for students to seek help from teachers. If it was to move the curriculum along, it’s worth considering whether strategies like Liljedahl’s can get more done in less time.

Some of the best thinking around effective assignments comes from those most critical of the current practice. Denise Pope proposes that, before assigning homework, teachers should consider whether students understand the purpose of the work and whether they can do it without help. If teachers think it’s something that can’t be done in class, they should be mindful of how much time it should take and the feedback they should provide. It’s questions like these that De Quiroz considered before reducing the volume of work she sent home.

More than a year after the new homework policy began in Marlborough, Hennessy still hears from parents who incorrectly “think homework isn’t happening” despite repeated assurances that kids still can receive work. She thinks part of the reason is that education has changed over the years. “I think what we’re trying to do is establish that homework may be an element of educating students,” she told me. “But it may not be what parents think of as what they grew up with. ... It’s going to need to adapt, per the teaching and the curriculum, and how it’s being delivered in each classroom.”

For the policy to work, faculty, parents, and students will all have to buy into a shared vision of what school ought to look like. The district is working on it — in November, it hosted and uploaded to YouTube a round-table discussion on homework between district administrators — but considering the sustained confusion, the path ahead seems difficult.

When I asked Luis Torres about whether he thought homework serves a useful part in PS 55’s curriculum, he said yes, of course it was — despite the effort and money it takes to keep the school open after hours to help them do it. “The children need the opportunity to practice,” he said. “If you don’t give them opportunities to practice what they learn, they’re going to forget.” But Torres doesn’t care if the work is done at home. The school stays open until around 6 pm on weekdays, even during breaks. Tutors through New York City’s Department of Youth and Community Development programs help kids with work after school so they don’t need to take it with them.

As schools weigh the purpose of homework in an unequal world, it’s tempting to dispose of a practice that presents real, practical problems to students across the country. But getting rid of homework is unlikely to do much good on its own. Before cutting it, it’s worth thinking about what good assignments are meant to do in the first place. It’s crucial that students from all socioeconomic backgrounds tackle complex quantitative problems and hone their reading and writing skills. It’s less important that the work comes home with them.

Jacob Sweet is a freelance writer in Somerville, Massachusetts. He is a frequent contributor to the New Yorker, among other publications.

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Homework could have an impact on kids’ health. Should schools ban it?

Professor of Education, Penn State

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Reformers in the Progressive Era (from the 1890s to 1920s) depicted homework as a “sin” that deprived children of their playtime . Many critics voice similar concerns today.

Yet there are many parents who feel that from early on, children need to do homework if they are to succeed in an increasingly competitive academic culture. School administrators and policy makers have also weighed in, proposing various policies on homework .

So, does homework help or hinder kids?

For the last 10 years, my colleagues and I have been investigating international patterns in homework using databases like the Trends in Mathematics and Science Study (TIMSS) . If we step back from the heated debates about homework and look at how homework is used around the world, we find the highest homework loads are associated with countries that have lower incomes and higher social inequality.

Does homework result in academic success?

Let’s first look at the global trends on homework.

Undoubtedly, homework is a global phenomenon ; students from all 59 countries that participated in the 2007 Trends in Math and Science Study (TIMSS) reported getting homework. Worldwide, only less than 7% of fourth graders said they did no homework.

TIMSS is one of the few data sets that allow us to compare many nations on how much homework is given (and done). And the data show extreme variation.

For example, in some nations, like Algeria, Kuwait and Morocco, more than one in five fourth graders reported high levels of homework. In Japan, less than 3% of students indicated they did more than four hours of homework on a normal school night.

TIMSS data can also help to dispel some common stereotypes. For instance, in East Asia, Hong Kong, Taiwan and Japan – countries that had the top rankings on TIMSS average math achievement – reported rates of heavy homework that were below the international mean.

In the Netherlands, nearly one out of five fourth graders reported doing no homework on an average school night, even though Dutch fourth graders put their country in the top 10 in terms of average math scores in 2007.

Going by TIMSS data, the US is neither “ A Nation at Rest” as some have claimed, nor a nation straining under excessive homework load . Fourth and eighth grade US students fall in the middle of the 59 countries in the TIMSS data set, although only 12% of US fourth graders reported high math homework loads compared to an international average of 21%.

So, is homework related to high academic success?

At a national level, the answer is clearly no. Worldwide, homework is not associated with high national levels of academic achievement .

But, the TIMSS can’t be used to determine if homework is actually helping or hurting academic performance overall , it can help us see how much homework students are doing, and what conditions are associated with higher national levels of homework.

We have typically found that the highest homework loads are associated with countries that have lower incomes and higher levels of social inequality – not hallmarks that most countries would want to emulate.

Impact of homework on kids

TIMSS data also show us how even elementary school kids are being burdened with large amounts of homework.

Almost 10% of fourth graders worldwide (one in 10 children) reported spending multiple hours on homework each night. Globally, one in five fourth graders report 30 minutes or more of homework in math three to four times a week.

These reports of large homework loads should worry parents, teachers and policymakers alike.

Empirical studies have linked excessive homework to sleep disruption , indicating a negative relationship between the amount of homework, perceived stress and physical health.

What constitutes excessive amounts of homework varies by age, and may also be affected by cultural or family expectations. Young adolescents in middle school, or teenagers in high school, can study for longer duration than elementary school children.

But for elementary school students, even 30 minutes of homework a night, if combined with other sources of academic stress, can have a negative impact . Researchers in China have linked homework of two or more hours per night with sleep disruption .

Even though some cultures may normalize long periods of studying for elementary age children, there is no evidence to support that this level of homework has clear academic benefits . Also, when parents and children conflict over homework, and strong negative emotions are created, homework can actually have a negative association with academic achievement.

Should there be “no homework” policies?

Administrators and policymakers have not been reluctant to wade into the debates on homework and to formulate policies . France’s president, Francois Hollande, even proposed that homework be banned because it may have inegaliatarian effects.

However, “zero-tolerance” homework policies for schools, or nations, are likely to create as many problems as they solve because of the wide variation of homework effects. Contrary to what Hollande said, research suggests that homework is not a likely source of social class differences in academic achievement .

Homework, in fact, is an important component of education for students in the middle and upper grades of schooling.

Policymakers and researchers should look more closely at the connection between poverty, inequality and higher levels of homework. Rather than seeing homework as a “solution,” policymakers should question what facets of their educational system might impel students, teachers and parents to increase homework loads.

At the classroom level, in setting homework, teachers need to communicate with their peers and with parents to assure that the homework assigned overall for a grade is not burdensome, and that it is indeed having a positive effect.

Perhaps, teachers can opt for a more individualized approach to homework. If teachers are careful in selecting their assignments – weighing the student’s age, family situation and need for skill development – then homework can be tailored in ways that improve the chance of maximum positive impact for any given student.

I strongly suspect that when teachers face conditions such as pressure to meet arbitrary achievement goals, lack of planning time or little autonomy over curriculum, homework becomes an easy option to make up what could not be covered in class.

Whatever the reason, the fact is a significant percentage of elementary school children around the world are struggling with large homework loads. That alone could have long-term negative consequences for their academic success.

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More than two hours of homework may be counterproductive, research suggests.

A Stanford education 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.   Pope and her colleagues found that too much homework can diminish its effectiveness and even be counterproductive. They cite prior research indicating that homework benefits plateau at about two hours per night, and that 90 minutes to two and a half hours is optimal for high school.   Their study found that too much homework is associated with:   • Greater stress : 56 percent of the students considered homework a primary source of stress, according to the survey data. Forty-three percent viewed tests as a primary stressor, while 33 percent put the pressure to get good grades in that category. Less than 1 percent of the students said homework was not a stressor.   • Reductions in health : In their open-ended answers, many students said their homework load led to sleep deprivation and other health problems. The researchers asked students whether they experienced health issues such as headaches, exhaustion, sleep deprivation, weight loss and stomach problems.   • Less time for friends, family and extracurricular pursuits : Both the survey data and student responses indicate that spending too much time on homework meant that students were "not meeting their developmental needs or cultivating other critical life skills," according to the researchers. Students were more likely to drop activities, not see friends or family, and not pursue hobbies they enjoy.   A balancing act   The results offer empirical evidence that many students struggle to find balance between homework, extracurricular activities and social time, the researchers said. Many students felt forced or obligated to choose homework over developing other talents or skills.   Also, there was no relationship between the time spent on homework and how much the student enjoyed it. The research quoted students as saying they often do homework they see as "pointless" or "mindless" in order to keep their grades up.   "This kind of busy work, by its very nature, discourages learning and instead promotes doing homework simply to get points," said Pope, who is also a co-founder of Challenge Success , a nonprofit organization affiliated with the GSE that conducts research and works with schools and parents to improve students' educational experiences..   Pope said the research calls into question the value of assigning large amounts of homework in high-performing schools. Homework should not be simply assigned as a routine practice, she said.   "Rather, any homework assigned should have a purpose and benefit, and it should be designed to cultivate learning and development," wrote Pope.   High-performing paradox   In places where students attend high-performing schools, too much homework can reduce their time to foster skills in the area of personal responsibility, the researchers concluded. "Young people are spending more time alone," they wrote, "which means less time for family and fewer opportunities to engage in their communities."   Student perspectives   The researchers say that while their open-ended or "self-reporting" methodology to gauge student concerns about homework may have limitations – some might regard it as an opportunity for "typical adolescent complaining" – it was important to learn firsthand what the students believe.   The paper was co-authored by Mollie Galloway from Lewis and Clark College and Jerusha Conner from Villanova University.

Clifton B. Parker is a writer at the Stanford News Service .

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Are You Down With or Done With Homework?

• Posted January 17, 2012
• By Lory Hough

The debate over how much schoolwork students should be doing at home has flared again, with one side saying it's too much, the other side saying in our competitive world, it's just not enough.

It was a move that doesn't happen very often in American public schools: The principal got rid of homework.

This past September, Stephanie Brant, principal of Gaithersburg Elementary School in Gaithersburg, Md., decided that instead of teachers sending kids home with math worksheets and spelling flash cards, students would instead go home and read. Every day for 30 minutes, more if they had time or the inclination, with parents or on their own.

"I knew this would be a big shift for my community," she says. But she also strongly believed it was a necessary one. Twenty-first-century learners, especially those in elementary school, need to think critically and understand their own learning — not spend night after night doing rote homework drills.

Brant's move may not be common, but she isn't alone in her questioning. The value of doing schoolwork at home has gone in and out of fashion in the United States among educators, policymakers, the media, and, more recently, parents. As far back as the late 1800s, with the rise of the Progressive Era, doctors such as Joseph Mayer Rice began pushing for a limit on what he called "mechanical homework," saying it caused childhood nervous conditions and eyestrain. Around that time, the then-influential Ladies Home Journal began publishing a series of anti-homework articles, stating that five hours of brain work a day was "the most we should ask of our children," and that homework was an intrusion on family life. In response, states like California passed laws abolishing homework for students under a certain age.

But, as is often the case with education, the tide eventually turned. After the Russians launched the Sputnik satellite in 1957, a space race emerged, and, writes Brian Gill in the journal Theory Into Practice, "The homework problem was reconceived as part of a national crisis; the U.S. was losing the Cold War because Russian children were smarter." Many earlier laws limiting homework were abolished, and the longterm trend toward less homework came to an end.

The debate re-emerged a decade later when parents of the late '60s and '70s argued that children should be free to play and explore — similar anti-homework wellness arguments echoed nearly a century earlier. By the early-1980s, however, the pendulum swung again with the publication of A Nation at Risk , which blamed poor education for a "rising tide of mediocrity." Students needed to work harder, the report said, and one way to do this was more homework.

For the most part, this pro-homework sentiment is still going strong today, in part because of mandatory testing and continued economic concerns about the nation's competitiveness. Many believe that today's students are falling behind their peers in places like Korea and Finland and are paying more attention to Angry Birds than to ancient Babylonia.

But there are also a growing number of Stephanie Brants out there, educators and parents who believe that students are stressed and missing out on valuable family time. Students, they say, particularly younger students who have seen a rise in the amount of take-home work and already put in a six- to nine-hour "work" day, need less, not more homework.

Who is right? Are students not working hard enough or is homework not working for them? Here's where the story gets a little tricky: It depends on whom you ask and what research you're looking at. As Cathy Vatterott, the author of Rethinking Homework , points out, "Homework has generated enough research so that a study can be found to support almost any position, as long as conflicting studies are ignored." Alfie Kohn, author of The Homework Myth and a strong believer in eliminating all homework, writes that, "The fact that there isn't anything close to unanimity among experts belies the widespread assumption that homework helps." At best, he says, homework shows only an association, not a causal relationship, with academic achievement. In other words, it's hard to tease out how homework is really affecting test scores and grades. Did one teacher give better homework than another? Was one teacher more effective in the classroom? Do certain students test better or just try harder?

"It is difficult to separate where the effect of classroom teaching ends," Vatterott writes, "and the effect of homework begins."

Putting research aside, however, much of the current debate over homework is focused less on how homework affects academic achievement and more on time. Parents in particular have been saying that the amount of time children spend in school, especially with afterschool programs, combined with the amount of homework given — as early as kindergarten — is leaving students with little time to run around, eat dinner with their families, or even get enough sleep.

Certainly, for some parents, homework is a way to stay connected to their children's learning. But for others, homework creates a tug-of-war between parents and children, says Liz Goodenough, M.A.T.'71, creator of a documentary called Where Do the Children Play?

"Ideally homework should be about taking something home, spending a few curious and interesting moments in which children might engage with parents, and then getting that project back to school — an organizational triumph," she says. "A nag-free activity could engage family time: Ask a parent about his or her own childhood. Interview siblings."

Instead, as the authors of The Case Against Homework write, "Homework overload is turning many of us into the types of parents we never wanted to be: nags, bribers, and taskmasters."

Leslie Butchko saw it happen a few years ago when her son started sixth grade in the Santa Monica-Malibu (Calif.) United School District. She remembers him getting two to four hours of homework a night, plus weekend and vacation projects. He was overwhelmed and struggled to finish assignments, especially on nights when he also had an extracurricular activity.

"Ultimately, we felt compelled to have Bobby quit karate — he's a black belt — to allow more time for homework," she says. And then, with all of their attention focused on Bobby's homework, she and her husband started sending their youngest to his room so that Bobby could focus. "One day, my younger son gave us 15-minute coupons as a present for us to use to send him to play in the back room. … It was then that we realized there had to be something wrong with the amount of homework we were facing."

Butchko joined forces with another mother who was having similar struggles and ultimately helped get the homework policy in her district changed, limiting homework on weekends and holidays, setting time guidelines for daily homework, and broadening the definition of homework to include projects and studying for tests. As she told the school board at one meeting when the policy was first being discussed, "In closing, I just want to say that I had more free time at Harvard Law School than my son has in middle school, and that is not in the best interests of our children."

One barrier that Butchko had to overcome initially was convincing many teachers and parents that more homework doesn't necessarily equal rigor.

"Most of the parents that were against the homework policy felt that students need a large quantity of homework to prepare them for the rigorous AP classes in high school and to get them into Harvard," she says.

Stephanie Conklin, Ed.M.'06, sees this at Another Course to College, the Boston pilot school where she teaches math. "When a student is not completing [his or her] homework, parents usually are frustrated by this and agree with me that homework is an important part of their child's learning," she says.

As Timothy Jarman, Ed.M.'10, a ninth-grade English teacher at Eugene Ashley High School in Wilmington, N.C., says, "Parents think it is strange when their children are not assigned a substantial amount of homework."

That's because, writes Vatterott, in her chapter, "The Cult(ure) of Homework," the concept of homework "has become so engrained in U.S. culture that the word homework is part of the common vernacular."

These days, nightly homework is a given in American schools, writes Kohn.

"Homework isn't limited to those occasions when it seems appropriate and important. Most teachers and administrators aren't saying, 'It may be useful to do this particular project at home,'" he writes. "Rather, the point of departure seems to be, 'We've decided ahead of time that children will have to do something every night (or several times a week). … This commitment to the idea of homework in the abstract is accepted by the overwhelming majority of schools — public and private, elementary and secondary."

Brant had to confront this when she cut homework at Gaithersburg Elementary.

"A lot of my parents have this idea that homework is part of life. This is what I had to do when I was young," she says, and so, too, will our kids. "So I had to shift their thinking." She did this slowly, first by asking her teachers last year to really think about what they were sending home. And this year, in addition to forming a parent advisory group around the issue, she also holds events to answer questions.

Still, not everyone is convinced that homework as a given is a bad thing. "Any pursuit of excellence, be it in sports, the arts, or academics, requires hard work. That our culture finds it okay for kids to spend hours a day in a sport but not equal time on academics is part of the problem," wrote one pro-homework parent on the blog for the documentary Race to Nowhere , which looks at the stress American students are under. "Homework has always been an issue for parents and children. It is now and it was 20 years ago. I think when people decide to have children that it is their responsibility to educate them," wrote another.

And part of educating them, some believe, is helping them develop skills they will eventually need in adulthood. "Homework can help students develop study skills that will be of value even after they leave school," reads a publication on the U.S. Department of Education website called Homework Tips for Parents. "It can teach them that learning takes place anywhere, not just in the classroom. … It can foster positive character traits such as independence and responsibility. Homework can teach children how to manage time."

Annie Brown, Ed.M.'01, feels this is particularly critical at less affluent schools like the ones she has worked at in Boston, Cambridge, Mass., and Los Angeles as a literacy coach.

"It feels important that my students do homework because they will ultimately be competing for college placement and jobs with students who have done homework and have developed a work ethic," she says. "Also it will get them ready for independently taking responsibility for their learning, which will need to happen for them to go to college."

The problem with this thinking, writes Vatterott, is that homework becomes a way to practice being a worker.

"Which begs the question," she writes. "Is our job as educators to produce learners or workers?"

Slate magazine editor Emily Bazelon, in a piece about homework, says this makes no sense for younger kids.

"Why should we think that practicing homework in first grade will make you better at doing it in middle school?" she writes. "Doesn't the opposite seem equally plausible: that it's counterproductive to ask children to sit down and work at night before they're developmentally ready because you'll just make them tired and cross?"

Kohn writes in the American School Board Journal that this "premature exposure" to practices like homework (and sit-and-listen lessons and tests) "are clearly a bad match for younger children and of questionable value at any age." He calls it BGUTI: Better Get Used to It. "The logic here is that we have to prepare you for the bad things that are going to be done to you later … by doing them to you now."

According to a recent University of Michigan study, daily homework for six- to eight-year-olds increased on average from about 8 minutes in 1981 to 22 minutes in 2003. A review of research by Duke University Professor Harris Cooper found that for elementary school students, "the average correlation between time spent on homework and achievement … hovered around zero."

So should homework be eliminated? Of course not, say many Ed School graduates who are teaching. Not only would students not have time for essays and long projects, but also teachers would not be able to get all students to grade level or to cover critical material, says Brett Pangburn, Ed.M.'06, a sixth-grade English teacher at Excel Academy Charter School in Boston. Still, he says, homework has to be relevant.

"Kids need to practice the skills being taught in class, especially where, like the kids I teach at Excel, they are behind and need to catch up," he says. "Our results at Excel have demonstrated that kids can catch up and view themselves as in control of their academic futures, but this requires hard work, and homework is a part of it."

Ed School Professor Howard Gardner basically agrees.

"America and Americans lurch between too little homework in many of our schools to an excess of homework in our most competitive environments — Li'l Abner vs. Tiger Mother," he says. "Neither approach makes sense. Homework should build on what happens in class, consolidating skills and helping students to answer new questions."

So how can schools come to a happy medium, a way that allows teachers to cover everything they need while not overwhelming students? Conklin says she often gives online math assignments that act as labs and students have two or three days to complete them, including some in-class time. Students at Pangburn's school have a 50-minute silent period during regular school hours where homework can be started, and where teachers pull individual or small groups of students aside for tutoring, often on that night's homework. Afterschool homework clubs can help.

Some schools and districts have adapted time limits rather than nix homework completely, with the 10-minute per grade rule being the standard — 10 minutes a night for first-graders, 30 minutes for third-graders, and so on. (This remedy, however, is often met with mixed results since not all students work at the same pace.) Other schools offer an extended day that allows teachers to cover more material in school, in turn requiring fewer take-home assignments. And for others, like Stephanie Brant's elementary school in Maryland, more reading with a few targeted project assignments has been the answer.

"The routine of reading is so much more important than the routine of homework," she says. "Let's have kids reflect. You can still have the routine and you can still have your workspace, but now it's for reading. I often say to parents, if we can put a man on the moon, we can put a man or woman on Mars and that person is now a second-grader. We don't know what skills that person will need. At the end of the day, we have to feel confident that we're giving them something they can use on Mars."

Read a January 2014 update.

Homework Policy Still Going Strong

Ed. Magazine

The magazine of the Harvard Graduate School of Education

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Is Homework Good for Kids? Here’s What the Research Says

A s kids return to school, debate is heating up once again over how they should spend their time after they leave the classroom for the day.

The no-homework policy of a second-grade teacher in Texas went viral last week , earning praise from parents across the country who lament the heavy workload often assigned to young students. Brandy Young told parents she would not formally assign any homework this year, asking students instead to eat dinner with their families, play outside and go to bed early.

But the question of how much work children should be doing outside of school remains controversial, and plenty of parents take issue with no-homework policies, worried their kids are losing a potential academic advantage. Here’s what you need to know:

For decades, the homework standard has been a “10-minute rule,” which recommends a daily maximum of 10 minutes of homework per grade level. Second graders, for example, should do about 20 minutes of homework each night. High school seniors should complete about two hours of homework each night. The National PTA and the National Education Association both support that guideline.

But some schools have begun to give their youngest students a break. A Massachusetts elementary school has announced a no-homework pilot program for the coming school year, lengthening the school day by two hours to provide more in-class instruction. “We really want kids to go home at 4 o’clock, tired. We want their brain to be tired,” Kelly Elementary School Principal Jackie Glasheen said in an interview with a local TV station . “We want them to enjoy their families. We want them to go to soccer practice or football practice, and we want them to go to bed. And that’s it.”

A New York City public elementary school implemented a similar policy last year, eliminating traditional homework assignments in favor of family time. The change was quickly met with outrage from some parents, though it earned support from other education leaders.

New solutions and approaches to homework differ by community, and these local debates are complicated by the fact that even education experts disagree about what’s best for kids.

The research

The most comprehensive research on homework to date comes from a 2006 meta-analysis by Duke University psychology professor Harris Cooper, who found evidence of a positive correlation between homework and student achievement, meaning students who did homework performed better in school. The correlation was stronger for older students—in seventh through 12th grade—than for those in younger grades, for whom there was a weak relationship between homework and performance.

Cooper’s analysis focused on how homework impacts academic achievement—test scores, for example. His report noted that homework is also thought to improve study habits, attitudes toward school, self-discipline, inquisitiveness and independent problem solving skills. On the other hand, some studies he examined showed that homework can cause physical and emotional fatigue, fuel negative attitudes about learning and limit leisure time for children. At the end of his analysis, Cooper recommended further study of such potential effects of homework.

Despite the weak correlation between homework and performance for young children, Cooper argues that a small amount of homework is useful for all students. Second-graders should not be doing two hours of homework each night, he said, but they also shouldn’t be doing no homework.

Not all education experts agree entirely with Cooper’s assessment.

Cathy Vatterott, an education professor at the University of Missouri-St. Louis, supports the “10-minute rule” as a maximum, but she thinks there is not sufficient proof that homework is helpful for students in elementary school.

“Correlation is not causation,” she said. “Does homework cause achievement, or do high achievers do more homework?”

Vatterott, the author of Rethinking Homework: Best Practices That Support Diverse Needs , thinks there should be more emphasis on improving the quality of homework tasks, and she supports efforts to eliminate homework for younger kids.

“I have no concerns about students not starting homework until fourth grade or fifth grade,” she said, noting that while the debate over homework will undoubtedly continue, she has noticed a trend toward limiting, if not eliminating, homework in elementary school.

The issue has been debated for decades. A TIME cover in 1999 read: “Too much homework! How it’s hurting our kids, and what parents should do about it.” The accompanying story noted that the launch of Sputnik in 1957 led to a push for better math and science education in the U.S. The ensuing pressure to be competitive on a global scale, plus the increasingly demanding college admissions process, fueled the practice of assigning homework.

“The complaints are cyclical, and we’re in the part of the cycle now where the concern is for too much,” Cooper said. “You can go back to the 1970s, when you’ll find there were concerns that there was too little, when we were concerned about our global competitiveness.”

Cooper acknowledged that some students really are bringing home too much homework, and their parents are right to be concerned.

“A good way to think about homework is the way you think about medications or dietary supplements,” he said. “If you take too little, they’ll have no effect. If you take too much, they can kill you. If you take the right amount, you’ll get better.”

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Home » Tips for Teachers » 7 Research-Based Reasons Why Students Should Not Have Homework: Academic Insights, Opposing Perspectives & Alternatives

7 Research-Based Reasons Why Students Should Not Have Homework: Academic Insights, Opposing Perspectives & Alternatives

In recent years, the question of why students should not have homework has become a topic of intense debate among educators, parents, and students themselves. This discussion stems from a growing body of research that challenges the traditional view of homework as an essential component of academic success. The notion that homework is an integral part of learning is being reevaluated in light of new findings about its effectiveness and impact on students’ overall well-being.

The push against homework is not just about the hours spent on completing assignments; it’s about rethinking the role of education in fostering the well-rounded development of young individuals. Critics argue that homework, particularly in excessive amounts, can lead to negative outcomes such as stress, burnout, and a diminished love for learning. Moreover, it often disproportionately affects students from disadvantaged backgrounds, exacerbating educational inequities. The debate also highlights the importance of allowing children to have enough free time for play, exploration, and family interaction, which are crucial for their social and emotional development.

Checking 13yo’s math homework & I have just one question. I can catch mistakes & help her correct. But what do kids do when their parent isn’t an Algebra teacher? Answer: They get frustrated. Quit. Get a bad grade. Think they aren’t good at math. How is homework fair??? — Jay Wamsted (@JayWamsted) March 24, 2022

As we delve into this discussion, we explore various facets of why reducing or even eliminating homework could be beneficial. We consider the research, weigh the pros and cons, and examine alternative approaches to traditional homework that can enhance learning without overburdening students.

Once you’ve finished this article, you’ll know:

• Insights from Teachers and Education Industry Experts →
• 7 Reasons Why Students Should Not Have Homework →
• Opposing Views on Homework Practices →
• Exploring Alternatives to Homework →

Insights from Teachers and Education Industry Experts: Diverse Perspectives on Homework

In the ongoing conversation about the role and impact of homework in education, the perspectives of those directly involved in the teaching process are invaluable. Teachers and education industry experts bring a wealth of experience and insights from the front lines of learning. Their viewpoints, shaped by years of interaction with students and a deep understanding of educational methodologies, offer a critical lens through which we can evaluate the effectiveness and necessity of homework in our current educational paradigm.

Check out this video featuring Courtney White, a high school language arts teacher who gained widespread attention for her explanation of why she chooses not to assign homework.

Here are the insights and opinions from various experts in the educational field on this topic:

“I teach 1st grade. I had parents ask for homework. I explained that I don’t give homework. Home time is family time. Time to play, cook, explore and spend time together. I do send books home, but there is no requirement or checklist for reading them. Read them, enjoy them, and return them when your child is ready for more. I explained that as a parent myself, I know they are busy—and what a waste of energy it is to sit and force their kids to do work at home—when they could use that time to form relationships and build a loving home. Something kids need more than a few math problems a week.” — Colleen S. , 1st grade teacher

“The lasting educational value of homework at that age is not proven. A kid says the times tables [at school] because he studied the times tables last night. But over a long period of time, a kid who is drilled on the times tables at school, rather than as homework, will also memorize their times tables. We are worried about young children and their social emotional learning. And that has to do with physical activity, it has to do with playing with peers, it has to do with family time. All of those are very important and can be removed by too much homework.” — David Bloomfield , education professor at Brooklyn College and the City University of New York graduate center

“Homework in primary school has an effect of around zero. In high school it’s larger. (…) Which is why we need to get it right. Not why we need to get rid of it. It’s one of those lower hanging fruit that we should be looking in our primary schools to say, ‘Is it really making a difference?’” — John Hattie , professor

”Many kids are working as many hours as their overscheduled parents and it is taking a toll – psychologically and in many other ways too. We see kids getting up hours before school starts just to get their homework done from the night before… While homework may give kids one more responsibility, it ignores the fact that kids do not need to grow up and become adults at ages 10 or 12. With schools cutting recess time or eliminating playgrounds, kids absorb every single stress there is, only on an even higher level. Their brains and bodies need time to be curious, have fun, be creative and just be a kid.” — Pat Wayman, teacher and CEO of HowtoLearn.com

7 Reasons Why Students Should Not Have Homework

Let’s delve into the reasons against assigning homework to students. Examining these arguments offers important perspectives on the wider educational and developmental consequences of homework practices.

1. Elevated Stress and Health Consequences

The ongoing debate about homework often focuses on its educational value, but a vital aspect that cannot be overlooked is the significant stress and health consequences it brings to students. In the context of American life, where approximately 70% of people report moderate or extreme stress due to various factors like mass shootings, healthcare affordability, discrimination, racism, sexual harassment, climate change, presidential elections, and the need to stay informed, the additional burden of homework further exacerbates this stress, particularly among students.

Key findings and statistics reveal a worrying trend:

• Overwhelming Student Stress: A staggering 72% of students report being often or always stressed over schoolwork, with a concerning 82% experiencing physical symptoms due to this stress.
• Serious Health Issues: Symptoms linked to homework stress include sleep deprivation, headaches, exhaustion, weight loss, and stomach problems.
• Sleep Deprivation: Despite the National Sleep Foundation recommending 8.5 to 9.25 hours of sleep for healthy adolescent development, students average just 6.80 hours of sleep on school nights. About 68% of students stated that schoolwork often or always prevented them from getting enough sleep, which is critical for their physical and mental health.
• Turning to Unhealthy Coping Mechanisms: Alarmingly, the pressure from excessive homework has led some students to turn to alcohol and drugs as a way to cope with stress.

This data paints a concerning picture. Students, already navigating a world filled with various stressors, find themselves further burdened by homework demands. The direct correlation between excessive homework and health issues indicates a need for reevaluation. The goal should be to ensure that homework if assigned, adds value to students’ learning experiences without compromising their health and well-being.

By addressing the issue of homework-related stress and health consequences, we can take a significant step toward creating a more nurturing and effective educational environment. This environment would not only prioritize academic achievement but also the overall well-being and happiness of students, preparing them for a balanced and healthy life both inside and outside the classroom.

2. Inequitable Impact and Socioeconomic Disparities

In the discourse surrounding educational equity, homework emerges as a factor exacerbating socioeconomic disparities, particularly affecting students from lower-income families and those with less supportive home environments. While homework is often justified as a means to raise academic standards and promote equity, its real-world impact tells a different story.

The inequitable burden of homework becomes starkly evident when considering the resources required to complete it, especially in the digital age. Homework today often necessitates a computer and internet access – resources not readily available to all students. This digital divide significantly disadvantages students from lower-income backgrounds, deepening the chasm between them and their more affluent peers.

Key points highlighting the disparities:

• Digital Inequity: Many students lack access to necessary technology for homework, with low-income families disproportionately affected.
• Impact of COVID-19: The pandemic exacerbated these disparities as education shifted online, revealing the extent of the digital divide.
• Educational Outcomes Tied to Income: A critical indicator of college success is linked more to family income levels than to rigorous academic preparation. Research indicates that while 77% of students from high-income families graduate from highly competitive colleges, only 9% from low-income families achieve the same . This disparity suggests that the pressure of heavy homework loads, rather than leveling the playing field, may actually hinder the chances of success for less affluent students.

Moreover, the approach to homework varies significantly across different types of schools. While some rigorous private and preparatory schools in both marginalized and affluent communities assign extreme levels of homework, many progressive schools focusing on holistic learning and self-actualization opt for no homework, yet achieve similar levels of college and career success. This contrast raises questions about the efficacy and necessity of heavy homework loads in achieving educational outcomes.

The issue of homework and its inequitable impact is not just an academic concern; it is a reflection of broader societal inequalities. By continuing practices that disproportionately burden students from less privileged backgrounds, the educational system inadvertently perpetuates the very disparities it seeks to overcome.

3. Negative Impact on Family Dynamics

Homework, a staple of the educational system, is often perceived as a necessary tool for academic reinforcement. However, its impact extends beyond the realm of academics, significantly affecting family dynamics. The negative repercussions of homework on the home environment have become increasingly evident, revealing a troubling pattern that can lead to conflict, mental health issues, and domestic friction.

A study conducted in 2015 involving 1,100 parents sheds light on the strain homework places on family relationships. The findings are telling:

• Increased Likelihood of Conflicts: Families where parents did not have a college degree were 200% more likely to experience fights over homework.
• Misinterpretations and Misunderstandings: Parents often misinterpret their children’s difficulties with homework as a lack of attention in school, leading to feelings of frustration and mistrust on both sides.
• Discriminatory Impact: The research concluded that the current approach to homework disproportionately affects children whose parents have lower educational backgrounds, speak English as a second language, or belong to lower-income groups.

The issue is not confined to specific demographics but is a widespread concern. Samantha Hulsman, a teacher featured in Education Week Teacher , shared her personal experience with the toll that homework can take on family time. She observed that a seemingly simple 30-minute assignment could escalate into a three-hour ordeal, causing stress and strife between parents and children. Hulsman’s insights challenge the traditional mindset about homework, highlighting a shift towards the need for skills such as collaboration and problem-solving over rote memorization of facts.

The need of the hour is to reassess the role and amount of homework assigned to students. It’s imperative to find a balance that facilitates learning and growth without compromising the well-being of the family unit. Such a reassessment would not only aid in reducing domestic conflicts but also contribute to a more supportive and nurturing environment for children’s overall development.

4. Consumption of Free Time

In recent years, a growing chorus of voices has raised concerns about the excessive burden of homework on students, emphasizing how it consumes their free time and impedes their overall well-being. The issue is not just the quantity of homework, but its encroachment on time that could be used for personal growth, relaxation, and family bonding.

Authors Sara Bennett and Nancy Kalish , in their book “The Case Against Homework,” offer an insightful window into the lives of families grappling with the demands of excessive homework. They share stories from numerous interviews conducted in the mid-2000s, highlighting the universal struggle faced by families across different demographics. A poignant account from a parent in Menlo Park, California, describes nightly sessions extending until 11 p.m., filled with stress and frustration, leading to a soured attitude towards school in both the child and the parent. This narrative is not isolated, as about one-third of the families interviewed expressed feeling crushed by the overwhelming workload.

Key points of concern:

• Excessive Time Commitment: Students, on average, spend over 6 hours in school each day, and homework adds significantly to this time, leaving little room for other activities.
• Impact on Extracurricular Activities: Homework infringes upon time for sports, music, art, and other enriching experiences, which are as crucial as academic courses.
• Stifling Creativity and Self-Discovery: The constant pressure of homework limits opportunities for students to explore their interests and learn new skills independently.

The National Education Association (NEA) and the National PTA (NPTA) recommend a “10 minutes of homework per grade level” standard, suggesting a more balanced approach. However, the reality often far exceeds this guideline, particularly for older students. The impact of this overreach is profound, affecting not just academic performance but also students’ attitudes toward school, their self-confidence, social skills, and overall quality of life.

Furthermore, the intense homework routine’s effectiveness is doubtful, as it can overwhelm students and detract from the joy of learning. Effective learning builds on prior knowledge in an engaging way, but excessive homework in a home setting may be irrelevant and uninteresting. The key challenge is balancing homework to enhance learning without overburdening students, allowing time for holistic growth and activities beyond academics. It’s crucial to reassess homework policies to support well-rounded development.

5. Challenges for Students with Learning Disabilities

Homework, a standard educational tool, poses unique challenges for students with learning disabilities, often leading to a frustrating and disheartening experience. These challenges go beyond the typical struggles faced by most students and can significantly impede their educational progress and emotional well-being.

Child psychologist Kenneth Barish’s insights in Psychology Today shed light on the complex relationship between homework and students with learning disabilities:

• Homework as a Painful Endeavor: For students with learning disabilities, completing homework can be likened to “running with a sprained ankle.” It’s a task that, while doable, is fraught with difficulty and discomfort.
• Misconceptions about Laziness: Often, children who struggle with homework are perceived as lazy. However, Barish emphasizes that these students are more likely to be frustrated, discouraged, or anxious rather than unmotivated.
• Limited Improvement in School Performance: The battles over homework rarely translate into significant improvement in school for these children, challenging the conventional notion of homework as universally beneficial.

These points highlight the need for a tailored approach to homework for students with learning disabilities. It’s crucial to recognize that the traditional homework model may not be the most effective or appropriate method for facilitating their learning. Instead, alternative strategies that accommodate their unique needs and learning styles should be considered.

In conclusion, the conventional homework paradigm needs reevaluation, particularly concerning students with learning disabilities. By understanding and addressing their unique challenges, educators can create a more inclusive and supportive educational environment. This approach not only aids in their academic growth but also nurtures their confidence and overall development, ensuring that they receive an equitable and empathetic educational experience.

6. Critique of Underlying Assumptions about Learning

The longstanding belief in the educational sphere that more homework automatically translates to more learning is increasingly being challenged. Critics argue that this assumption is not only flawed but also unsupported by solid evidence, questioning the efficacy of homework as an effective learning tool.

Alfie Kohn , a prominent critic of homework, aptly compares students to vending machines in this context, suggesting that the expectation of inserting an assignment and automatically getting out of learning is misguided. Kohn goes further, labeling homework as the “greatest single extinguisher of children’s curiosity.” This critique highlights a fundamental issue: the potential of homework to stifle the natural inquisitiveness and love for learning in children.

The lack of concrete evidence supporting the effectiveness of homework is evident in various studies:

• Marginal Effectiveness of Homework: A study involving 28,051 high school seniors found that the effectiveness of homework was marginal, and in some cases, it was counterproductive, leading to more academic problems than solutions.
• No Correlation with Academic Achievement: Research in “ National Differences, Global Similarities ” showed no correlation between homework and academic achievement in elementary students, and any positive correlation in middle or high school diminished with increasing homework loads.
• Increased Academic Pressure: The Teachers College Record published findings that homework adds to academic pressure and societal stress, exacerbating performance gaps between students from different socioeconomic backgrounds.

These findings bring to light several critical points:

• Quality Over Quantity: According to a recent article in Monitor on Psychology , experts concur that the quality of homework assignments, along with the quality of instruction, student motivation, and inherent ability, is more crucial for academic success than the quantity of homework.
• Counterproductive Nature of Excessive Homework: Excessive homework can lead to more academic challenges, particularly for students already facing pressures from other aspects of their lives.
• Societal Stress and Performance Gaps: Homework can intensify societal stress and widen the academic performance divide.

The emerging consensus from these studies suggests that the traditional approach to homework needs rethinking. Rather than focusing on the quantity of assignments, educators should consider the quality and relevance of homework, ensuring it truly contributes to learning and development. This reassessment is crucial for fostering an educational environment that nurtures curiosity and a love for learning, rather than extinguishing it.

7. Issues with Homework Enforcement, Reliability, and Temptation to Cheat

In the academic realm, the enforcement of homework is a subject of ongoing debate, primarily due to its implications on student integrity and the true value of assignments. The challenges associated with homework enforcement often lead to unintended yet significant issues, such as cheating, copying, and a general undermining of educational values.

Key points highlighting enforcement challenges:

• Difficulty in Enforcing Completion: Ensuring that students complete their homework can be a complex task, and not completing homework does not always correlate with poor grades.
• Reliability of Homework Practice: The reliability of homework as a practice tool is undermined when students, either out of desperation or lack of understanding, choose shortcuts over genuine learning. This approach can lead to the opposite of the intended effect, especially when assignments are not well-aligned with the students’ learning levels or interests.
• Temptation to Cheat: The issue of cheating is particularly troubling. According to a report by The Chronicle of Higher Education , under the pressure of at-home assignments, many students turn to copying others’ work, plagiarizing, or using creative technological “hacks.” This tendency not only questions the integrity of the learning process but also reflects the extreme stress that homework can induce.
• Parental Involvement in Completion: As noted in The American Journal of Family Therapy , this raises concerns about the authenticity of the work submitted. When parents complete assignments for their children, it not only deprives the students of the opportunity to learn but also distorts the purpose of homework as a learning aid.

In conclusion, the challenges of homework enforcement present a complex problem that requires careful consideration. The focus should shift towards creating meaningful, manageable, and quality-driven assignments that encourage genuine learning and integrity, rather than overwhelming students and prompting counterproductive behaviors.

Addressing Opposing Views on Homework Practices

While opinions on homework policies are diverse, understanding different viewpoints is crucial. In the following sections, we will examine common arguments supporting homework assignments, along with counterarguments that offer alternative perspectives on this educational practice.

1. Improvement of Academic Performance

Homework is commonly perceived as a means to enhance academic performance, with the belief that it directly contributes to better grades and test scores. This view posits that through homework, students reinforce what they learn in class, leading to improved understanding and retention, which ultimately translates into higher academic achievement.

However, the question of why students should not have homework becomes pertinent when considering the complex relationship between homework and academic performance. Studies have indicated that excessive homework doesn’t necessarily equate to higher grades or test scores. Instead, too much homework can backfire, leading to stress and fatigue that adversely affect a student’s performance. Reuters highlights an intriguing correlation suggesting that physical activity may be more conducive to academic success than additional homework, underscoring the importance of a holistic approach to education that prioritizes both physical and mental well-being for enhanced academic outcomes.

2. Reinforcement of Learning

Homework is traditionally viewed as a tool to reinforce classroom learning, enabling students to practice and retain material. However, research suggests its effectiveness is ambiguous. In instances where homework is well-aligned with students’ abilities and classroom teachings, it can indeed be beneficial. Particularly for younger students , excessive homework can cause burnout and a loss of interest in learning, counteracting its intended purpose.

Furthermore, when homework surpasses a student’s capability, it may induce frustration and confusion rather than aid in learning. This challenges the notion that more homework invariably leads to better understanding and retention of educational content.

3. Development of Time Management Skills

Homework is often considered a crucial tool in helping students develop important life skills such as time management and organization. The idea is that by regularly completing assignments, students learn to allocate their time efficiently and organize their tasks effectively, skills that are invaluable in both academic and personal life.

However, the impact of homework on developing these skills is not always positive. For younger students, especially, an overwhelming amount of homework can be more of a hindrance than a help. Instead of fostering time management and organizational skills, an excessive workload often leads to stress and anxiety . These negative effects can impede the learning process and make it difficult for students to manage their time and tasks effectively, contradicting the original purpose of homework.

4. Preparation for Future Academic Challenges

Homework is often touted as a preparatory tool for future academic challenges that students will encounter in higher education and their professional lives. The argument is that by tackling homework, students build a foundation of knowledge and skills necessary for success in more advanced studies and in the workforce, fostering a sense of readiness and confidence.

Contrarily, an excessive homework load, especially from a young age, can have the opposite effect . It can instill a negative attitude towards education, dampening students’ enthusiasm and willingness to embrace future academic challenges. Overburdening students with homework risks disengagement and loss of interest, thereby defeating the purpose of preparing them for future challenges. Striking a balance in the amount and complexity of homework is crucial to maintaining student engagement and fostering a positive attitude towards ongoing learning.

5. Parental Involvement in Education

Homework often acts as a vital link connecting parents to their child’s educational journey, offering insights into the school’s curriculum and their child’s learning process. This involvement is key in fostering a supportive home environment and encouraging a collaborative relationship between parents and the school. When parents understand and engage with what their children are learning, it can significantly enhance the educational experience for the child.

However, the line between involvement and over-involvement is thin. When parents excessively intervene by completing their child’s homework,  it can have adverse effects . Such actions not only diminish the educational value of homework but also rob children of the opportunity to develop problem-solving skills and independence. This over-involvement, coupled with disparities in parental ability to assist due to variations in time, knowledge, or resources, may lead to unequal educational outcomes, underlining the importance of a balanced approach to parental participation in homework.

Exploring Alternatives to Homework and Finding a Middle Ground

In the ongoing debate about the role of homework in education, it’s essential to consider viable alternatives and strategies to minimize its burden. While completely eliminating homework may not be feasible for all educators, there are several effective methods to reduce its impact and offer more engaging, student-friendly approaches to learning.

Alternatives to Traditional Homework

• Project-Based Learning: This method focuses on hands-on, long-term projects where students explore real-world problems. It encourages creativity, critical thinking, and collaborative skills, offering a more engaging and practical learning experience than traditional homework. For creative ideas on school projects, especially related to the solar system, be sure to explore our dedicated article on solar system projects .
• Flipped Classrooms: Here, students are introduced to new content through videos or reading materials at home and then use class time for interactive activities. This approach allows for more personalized and active learning during school hours.
• Reading for Pleasure: Encouraging students to read books of their choice can foster a love for reading and improve literacy skills without the pressure of traditional homework assignments. This approach is exemplified by Marion County, Florida , where public schools implemented a no-homework policy for elementary students. Instead, they are encouraged to read nightly for 20 minutes . Superintendent Heidi Maier’s decision was influenced by research showing that while homework offers minimal benefit to young students, regular reading significantly boosts their learning. For book recommendations tailored to middle school students, take a look at our specially curated article .

Ideas for Minimizing Homework

• Limiting Homework Quantity: Adhering to guidelines like the “ 10-minute rule ” (10 minutes of homework per grade level per night) can help ensure that homework does not become overwhelming.
• Quality Over Quantity: Focus on assigning meaningful homework that is directly relevant to what is being taught in class, ensuring it adds value to students’ learning.
• Homework Menus: Offering students a choice of assignments can cater to diverse learning styles and interests, making homework more engaging and personalized.
• Integrating Technology: Utilizing educational apps and online platforms can make homework more interactive and enjoyable, while also providing immediate feedback to students. To gain deeper insights into the role of technology in learning environments, explore our articles discussing the benefits of incorporating technology in classrooms and a comprehensive list of educational VR apps . These resources will provide you with valuable information on how technology can enhance the educational experience.

For teachers who are not ready to fully eliminate homework, these strategies offer a compromise, ensuring that homework supports rather than hinders student learning. By focusing on quality, relevance, and student engagement, educators can transform homework from a chore into a meaningful component of education that genuinely contributes to students’ academic growth and personal development. In this way, we can move towards a more balanced and student-centric approach to learning, both in and out of the classroom.

Useful Resources

• Is homework a good idea or not? by BBC
• The Great Homework Debate: What’s Getting Lost in the Hype
• Alternative Homework Ideas

The evidence and arguments presented in the discussion of why students should not have homework call for a significant shift in homework practices. It’s time for educators and policymakers to rethink and reformulate homework strategies, focusing on enhancing the quality, relevance, and balance of assignments. By doing so, we can create a more equitable, effective, and student-friendly educational environment that fosters learning, well-being, and holistic development.

• “Here’s what an education expert says about that viral ‘no-homework’ policy”, Insider
• “John Hattie on BBC Radio 4: Homework in primary school has an effect of zero”, Visible Learning
• HowtoLearn.com
• “Time Spent On Homework Statistics [Fresh Research]”, Gitnux
• “Stress in America”, American Psychological Association (APA)
• “Homework hurts high-achieving students, study says”, The Washington Post
• “National Sleep Foundation’s updated sleep duration recommendations: final report”, National Library of Medicine
• “A multi-method exploratory study of stress, coping, and substance use among high school youth in private schools”, Frontiers
• “The Digital Revolution is Leaving Poorer Kids Behind”, Statista
• “The digital divide has left millions of school kids behind”, CNET
• “The Digital Divide: What It Is, and What’s Being Done to Close It”, Investopedia
• “COVID-19 exposed the digital divide. Here’s how we can close it”, World Economic Forum
• “PBS NewsHour: Biggest Predictor of College Success is Family Income”, America’s Promise Alliance
• “Homework and Family Stress: With Consideration of Parents’ Self Confidence, Educational Level, and Cultural Background”, Taylor & Francis Online
• “What Do You Mean My Kid Doesn’t Have Homework?”, EducationWeek
• “Excerpt From The Case Against Homework”, Penguin Random House Canada
• “How much homework is too much?”, neaToday
• “The Nation’s Report Card: A First Look: 2013 Mathematics and Reading”, National Center for Education Statistics
• “Battles Over Homework: Advice For Parents”, Psychology Today
• “How Homework Is Destroying Teens’ Health”, The Lion’s Roar
• “ Breaking the Homework Habit”, Education World
• “Testing a model of school learning: Direct and indirect effects on academic achievement”, ScienceDirect
• “National Differences, Global Similarities: World Culture and the Future of Schooling”, Stanford University Press
• “When school goes home: Some problems in the organization of homework”, APA PsycNet
• “Is homework a necessary evil?”, APA PsycNet
• “Epidemic of copying homework catalyzed by technology”, Redwood Bark
• “High-Tech Cheating Abounds, and Professors Bear Some Blame”, The Chronicle of Higher Education
• “Homework and Family Stress: With Consideration of Parents’ Self Confidence, Educational Level, and Cultural Background”, ResearchGate
• “Kids who get moving may also get better grades”, Reuters
• “Does Homework Improve Academic Achievement? A Synthesis of Research, 1987–2003”, SageJournals
• “Is it time to get rid of homework?”, USAToday
• “Stanford research shows pitfalls of homework”, Stanford
• “Florida school district bans homework, replaces it with daily reading”, USAToday
• “Encouraging Students to Read: Tips for High School Teachers”, wgu.edu
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Should homework be banned?

Social media has sparked into life about whether children should be given homework - should students be freed from this daily chore? Dr Gerald Letendre, a professor of education at Pennsylvania State University, investigates.

We’ve all done it: pretended to leave an essay at home, or stayed up until 2am to finish a piece of coursework we’ve been ignoring for weeks. Homework, for some people, is seen as a chore that’s ‘wrecking kids’ or ‘killing parents’, while others think it is an essential part of a well-rounded education. The problem is far from new: public debates about homework have been raging since at least the early-1900s, and recently spilled over into a Twitter feud between Gary Lineker and Piers Morgan.

Ironically, the conversation surrounding homework often ignores the scientific ‘homework’ that researchers have carried out. Many detailed studies have been conducted, and can guide parents, teachers and administrators to make sensible decisions about how much work should be completed by students outside of the classroom.

So why does homework stir up such strong emotions? One reason is that, by its very nature, it is an intrusion of schoolwork into family life. I carried out a study in 2005, and found that the amount of time that children and adolescents spend in school, from nursery right up to the end of compulsory education, has greatly increased over the last century . This means that more of a child’s time is taken up with education, so family time is reduced. This increases pressure on the boundary between the family and the school.

Plus, the amount of homework that students receive appears to be increasing, especially in the early years when parents are keen for their children to play with friends and spend time with the family.

Finally, success in school has become increasingly important to success in life. Parents can use homework to promote, or exercise control over, their child’s academic trajectory, and hopefully ensure their future educational success. But this often leaves parents conflicted – they want their children to be successful in school, but they don’t want them to be stressed or upset because of an unmanageable workload.

However, the issue isn’t simply down to the opinions of parents, children and their teachers – governments also like to get involved. In the autumn of 2012, French president François Hollande hit world headlines after making a comment about banning homework, ostensibly because it promoted inequality. The Chinese government has also toyed with a ban, because of concerns about excessive academic pressure being put on children.

The problem is, some politicians and national administrators regard regulatory policy in education as a solution for a wide array of social, economic and political issues, perhaps without considering the consequences for students and parents.

Does homework work?

Homework seems to generally have a positive effect for high school students, according to an extensive range of empirical literature. For example, Duke University’s Prof Harris Cooper carried out a meta-analysis using data from US schools, covering a period from 1987 to 2003. He found that homework offered a general beneficial impact on test scores and improvements in attitude, with a greater effect seen in older students. But dig deeper into the issue and a complex set of factors quickly emerges, related to how much homework students do, and exactly how they feel about it.

In 2009, Prof Ulrich Trautwein and his team at the University of Tübingen found that in order to establish whether homework is having any effect, researchers must take into account the differences both between and within classes . For example, a teacher may assign a good deal of homework to a lower-level class, producing an association between more homework and lower levels of achievement. Yet, within the same class, individual students may vary significantly in how much homework improves their baseline performance. Plus, there is the fact that some students are simply more efficient at completing their homework than others, and it becomes quite difficult to pinpoint just what type of homework, and how much of it, will affect overall academic performance.

Over the last century, the amount of time that children and adolescents spend in school has greatly increased

Gender is also a major factor. For example, a study of US high school students carried out by Prof Gary Natriello in the 1980s revealed that girls devote more time to homework than boys, while a follow-up study found that US girls tend to spend more time on mathematics homework than boys. Another study, this time of African-American students in the US, found that eighth grade (ages 13-14) girls were more likely to successfully manage both their tasks and emotions around schoolwork, and were more likely to finish homework.

So why do girls seem to respond more positively to homework? One possible answer proposed by Eunsook Hong of the University of Nevada in 2011 is that teachers tend to rate girls’ habits and attitudes towards work more favourably than boys’. This perception could potentially set up a positive feedback loop between teacher expectations and the children’s capacity for academic work based on gender, resulting in girls outperforming boys. All of this makes it particularly difficult to determine the extent to which homework is helping, though it is clear that simply increasing the time spent on assignments does not directly correspond to a universal increase in learning.

Can homework cause damage?

The lack of empirical data supporting homework in the early years of education, along with an emerging trend to assign more work to this age range, appears to be fuelling parental concerns about potential negative effects. But, aside from anecdotes of increased tension in the household, is there any evidence of this? Can doing too much homework actually damage children?

Evidence suggests extreme amounts of homework can indeed have serious effects on students’ health and well-being. A Chinese study carried out in 2010 found a link between excessive homework and sleep disruption: children who had less homework had better routines and more stable sleep schedules. A Canadian study carried out in 2015 by Isabelle Michaud found that high levels of homework were associated with a greater risk of obesity among boys, if they were already feeling stressed about school in general.

For useful revision guides and video clips to assist with learning, visit BBC Bitesize . This is a free online study resource for UK students from early years up to GCSEs and Scottish Highers.

It is also worth noting that too much homework can create negative effects that may undermine any positives. These negative consequences may not only affect the child, but also could also pile on the stress for the whole family, according to a recent study by Robert Pressman of the New England Centre for Pediatric Psychology. Parents were particularly affected when their perception of their own capacity to assist their children decreased.

What then, is the tipping point, and when does homework simply become too much for parents and children? Guidelines typically suggest that children in the first grade (six years old) should have no more that 10 minutes per night, and that this amount should increase by 10 minutes per school year. However, cultural norms may greatly affect what constitutes too much.

A study of children aged between 8 and 10 in Quebec defined high levels of homework as more than 30 minutes a night, but a study in China of children aged 5 to 11 deemed that two or more hours per night was excessive. It is therefore difficult to create a clear standard for what constitutes as too much homework, because cultural differences, school-related stress, and negative emotions within the family all appear to interact with how homework affects children.

Should we stop setting homework?

In my opinion, even though there are potential risks of negative effects, homework should not be banned. Small amounts, assigned with specific learning goals in mind and with proper parental support, can help to improve students’ performance. While some studies have generally found little evidence that homework has a positive effect on young children overall, a 2008 study by Norwegian researcher Marte Rønning found that even some very young children do receive some benefit. So simply banning homework would mean that any particularly gifted or motivated pupils would not be able to benefit from increased study. However, at the earliest ages, very little homework should be assigned. The decisions about how much and what type are best left to teachers and parents.

As a parent, it is important to clarify what goals your child’s teacher has for homework assignments. Teachers can assign work for different reasons – as an academic drill to foster better study habits, and unfortunately, as a punishment. The goals for each assignment should be made clear, and should encourage positive engagement with academic routines.

Parents should inform the teachers of how long the homework is taking, as teachers often incorrectly estimate the amount of time needed to complete an assignment, and how it is affecting household routines. For young children, positive teacher support and feedback is critical in establishing a student’s positive perception of homework and other academic routines. Teachers and parents need to be vigilant and ensure that homework routines do not start to generate patterns of negative interaction that erode students’ motivation.

Likewise, any positive effects of homework are dependent on several complex interactive factors, including the child’s personal motivation, the type of assignment, parental support and teacher goals. Creating an overarching policy to address every single situation is not realistic, and so homework policies tend to be fixated on the time the homework takes to complete. But rather than focusing on this, everyone would be better off if schools worked on fostering stronger communication between parents, teachers and students, allowing them to respond more sensitively to the child’s emotional and academic needs.

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No More Homework: 12 Reasons We Should Get Rid of It Completely

Last Updated: February 16, 2024 Fact Checked

This article was co-authored by wikiHow staff writer, Finn Kobler . Finn Kobler graduated from USC in 2022 with a BFA in Writing for Screen/Television. He is a two-time California State Champion and record holder in Original Prose/Poetry, a 2018 finalist for the Los Angeles Youth Poet Laureate, and he's written micro-budget films that have been screened in over 150 theaters nationwide. Growing up, Finn spent every summer helping his family's nonprofit arts program, Showdown Stage Company, empower people through accessible media. He hopes to continue that mission with his writing at wikiHow. There are 12 references cited in this article, which can be found at the bottom of the page. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 127,958 times. Learn more...

The amount of homework students are given has increased dramatically in the 21st century, which has sparked countless debates over homework’s overall value. While some have been adamant that homework is an essential part of a good education, it’s been proven that too much homework negatively affects students’ mood, classroom performance, and overall well-being. In addition, a heavy homework load can stress families and teachers. Here are 12 reasons why homework should be banned (or at least heavily reduced).

School is already a full-time job.

• For years, teachers have followed the “10-minute rule” giving students roughly 10 minutes of homework per grade level. However, recent studies have shown students are completing 3+ hours of homework a night well before their senior years even begin. [2] X Trustworthy Source American Psychological Association Leading scientific and professional organization of licensed psychologists Go to source

Homework negatively affects students’ health.

Homework interferes with student’s opportunities to socialize.

Homework hinders students’ chances to learn new things.

Homework lowers students’ enthusiasm for school.

Homework can lower academic performance.

Homework cuts into family time.

Homework is stressful for teachers.

Homework is often irrelevant and punitive.

• There are even studies that have shown homework in primary school has no correlation with classroom performance whatsoever. [9] X Research source

Homework encourages cheating.

Homework is inequitable.

Other countries have banned homework with great results.

• There are even some U.S. schools that have adopted this approach with success. [13] X Research source

Community Q&A

You Might Also Like

• ↑ https://www.edutopia.org/no-proven-benefits
• ↑ https://www.apa.org/monitor/2016/03/homework
• ↑ https://healthier.stanfordchildrens.org/en/health-hazards-homework/
• ↑ https://teensneedsleep.files.wordpress.com/2011/04/galloway-nonacademic-effects-of-homework-in-privileged-high-performing-high-schools.pdf
• ↑ https://time.com/4466390/homework-debate-research/
• ↑ https://www.tandfonline.com/doi/abs/10.1080/00220485.2022.2075506?role=tab&scroll=top&needAccess=true&journalCode=vece20
• ↑ https://kappanonline.org/teacher-stress-balancing-demands-resources-mccarthy/
• ↑ https://www.chicagotribune.com/lifestyles/ct-life-homework-pros-cons-20180807-story.html
• ↑ https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6294446/
• ↑ https://www.theatlantic.com/business/archive/2016/06/homework-inequality-parents-schedules-grades/485174/
• ↑ https://www.bbc.com/news/education-37716005
• ↑ https://www.wsj.com/articles/no-homework-its-the-new-thing-in-u-s-schools-11544610600

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25 Reasons Homework Should Be Banned (Busywork Arguments)

As students across the globe plow through heaps of homework each night, one question lingers in the minds of educators, parents, and students alike: should homework be banned?

This question is not new, yet it continues to spark lively debate as research findings, anecdotal evidence, and personal experiences paint a complex picture of the pros and cons of homework.

On one hand, proponents of homework argue that it reinforces classroom learning, encourages a disciplined work ethic, and provides teachers with valuable insight into student comprehension. They see homework as an extension of classroom instruction that solidifies and enriches learning while fostering important skills like time management and self-discipline. It also offers an opportunity for parents to be involved in their children's education.

However, some people say there are a lot of downsides. They argue that excessive homework can lead to stress and burnout, reduce time for extracurricular activities and family interactions, exacerbate educational inequalities, and even negatively impact students' mental health.

This article presents 25 reasons why we might need to seriously consider this radical shift in our educational approach. But first, lets share some examples of what homework actually is.

Examples of Homework

These examples cover a wide range of subjects and complexity levels, reflecting the variety of homework assignments students might encounter throughout their educational journey.

• Spelling lists to memorize for a test
• Math worksheets for practicing basic arithmetic operations
• Reading assignments from children's books
• Simple science projects like growing a plant
• Basic geography assignments like labeling a map
• Art projects like drawing a family portrait
• Writing book reports or essays
• Advanced math problems
• Research projects on various topics
• Lab reports for science experiments
• Reading and responding to literature
• Preparing presentations on various topics
• Advanced math problems involving calculus or algebra
• Reading classic literature and writing analytical essays
• Research papers on historical events
• Lab reports for advanced science experiments
• Foreign language exercises
• Preparing for standardized tests
• College application essays
• Extensive research papers
• In-depth case studies
• Advanced problem-solving in subjects like physics, engineering, etc.
• Thesis or dissertation writing
• Extensive reading and literature reviews
• Internship or practicum experiences

Lack of proven benefits

Homework has long been a staple of traditional education, dating back centuries. However, the actual efficacy of homework in enhancing learning outcomes remains disputed. A number of studies indicate that there's no conclusive evidence supporting the notion that homework improves academic performance, especially in primary education . In fact, research suggests that for younger students, the correlation between homework and academic achievement is weak or even negative .

Too much homework can often lead to increased stress and decreased enthusiasm for learning. This issue becomes particularly pressing when considering the common 'more is better' approach to homework, where the quantity of work given to students often outweighs the quality and effectiveness of the tasks. For instance, spending countless hours memorizing facts for a history test may not necessarily translate to better understanding or long-term retention of the subject matter.

However, it's worth noting that homework isn't completely devoid of benefits. It can help foster self-discipline, time management skills, and the ability to work independently. But, these positive outcomes are usually more pronounced in older students and when homework assignments are thoughtfully designed and not excessive in volume.

When discussing the merits and drawbacks of homework, it's critical to consider the nature of the assignments. Routine, repetitive tasks often associated with 'drill-and-practice' homework, such as completing rows of arithmetic problems or copying definitions from a textbook, rarely lead to meaningful learning. On the other hand, assignments that encourage students to apply what they've learned in class, solve problems, or engage creatively with the material can be more beneficial.

Increased stress

Homework can often lead to a significant increase in stress levels among students. This is especially true when students are burdened with large volumes of homework, leaving them with little time to relax or pursue other activities. The feeling of constantly racing against the clock to meet deadlines can contribute to anxiety, frustration, and even burnout.

Contrary to popular belief, stress does not necessarily improve performance or productivity. In fact, high levels of stress can negatively impact memory, concentration, and overall cognitive function. This counteracts the very purpose of homework, which is intended to reinforce learning and improve academic outcomes.

However, one might argue that homework can teach students about time management, organization, and how to handle pressure. These are important life skills that could potentially prepare them for future responsibilities. But it's essential to strike a balance. The pressure to complete homework should not come at the cost of a student's mental wellbeing.

Limited family time

Homework often infringes upon the time students can spend with their families. After spending the entire day in school, children come home to yet more academic work, leaving little room for quality family interactions. This limited family time can hinder the development of important interpersonal skills and familial bonds.

Moreover, family time isn't just about fun and relaxation. It also plays a crucial role in the social and emotional development of children. Opportunities for unstructured play, family conversations, and shared activities can contribute to children's well-being and character building.

Nonetheless, advocates of homework might argue that it can be a platform for parental involvement in a child's education. While this may be true, the involvement should not transform into parental control or cause friction due to differing expectations and pressures.

Reduced physical activity

Homework can often lead to reduced physical activity by eating into the time students have for sports, recreation, and simply being outdoors. Physical activity is essential for children's health, well-being, and even their academic performance. Research suggests that physical activity can enhance cognitive abilities, improve concentration, and reduce symptoms of ADHD .

Homework, especially when it's boring and repetitive, can deter students from engaging in physical activities, leading to a sedentary lifestyle. This lack of balance between work and play can contribute to physical health problems such as obesity, poor posture, and related health concerns.

Homework proponents might point out that disciplined time management could allow students to balance both work and play. However, given the demanding nature of many homework assignments, achieving this balance is often easier said than done.

Negative impact on sleep

A significant concern about homework is its impact on students' sleep patterns. Numerous studies have linked excessive homework to sleep deprivation in students. Children often stay up late to complete assignments, reducing the amount of sleep they get. Lack of sleep can result in a host of issues, from poor academic performance and difficulty concentrating to physical health problems like weakened immunity.

Even the quality of sleep can be affected. The stress and anxiety from a heavy workload can lead to difficulty falling asleep or restless nights. And let's not forget that students often need to wake up early for school, compounding the negative effects of late-night homework sessions.

On the other hand, some argue that homework can teach children time management skills, suggesting that effective organization could help prevent late-night work. However, when schools assign excessive amounts of homework, even the best time management might not prevent encroachment on sleep time.

Homework can exacerbate existing educational inequalities. Not all students have access to a conducive learning environment at home, necessary resources, or support from educated family members. For these students, homework can become a source of stress and disadvantage rather than an opportunity to reinforce learning.

Children from lower socio-economic backgrounds might need to contribute to household chores or part-time work, limiting the time they have for homework. This can create a gap in academic performance and grades, reflecting not on the students' abilities but their circumstances.

While homework is meant to level the playing field by providing additional learning time outside school, it often does the opposite. It's worth noting that students from privileged backgrounds can often access additional help like tutoring, further widening the gap.

Reduced creativity and independent thinking

Homework, particularly when it involves rote learning or repetitive tasks, can stifle creativity and independent thinking. Students often focus on getting the "right" answers to please teachers rather than exploring different ideas and solutions. This can hinder their ability to think creatively and solve problems independently, skills that are increasingly in demand in the modern world.

Homework defenders might claim that it can also promote independent learning. True, when thoughtfully designed, homework can encourage this. But, voluminous or repetitive tasks tend to promote compliance over creativity.

Diminished interest in learning

Overburdening students with homework can diminish their interest in learning. After long hours in school followed by more academic tasks at home, learning can begin to feel like a chore. This can lead to a decline in intrinsic motivation and an unhealthy association of learning with stress and exhaustion.

In theory, homework can deepen interest in a subject, especially when it involves projects or research. Yet, an excess of homework, particularly routine tasks, might achieve the opposite, turning learning into a source of stress rather than enjoyment.

Inability to pursue personal interests

Homework can limit students' ability to pursue personal interests. Hobbies, personal projects, and leisure activities are crucial for personal development and well-being. With heavy homework loads, students may struggle to find time for these activities, missing out on opportunities to discover new interests and talents.

Supporters of homework might argue that it teaches students to manage their time effectively. However, even with good time management, an overload of homework can crowd out time for personal interests.

Excessive workload

The issue of excessive workload is a common complaint among students. Spending several hours on homework after a full school day can be mentally and physically draining. This workload can lead to burnout, decreased motivation, and negative attitudes toward school and learning.

While homework can help consolidate classroom learning, too much can be counterproductive. It's important to consider the overall workload of students, including school, extracurricular activities, and personal time, when assigning homework.

Limited time for reflection

Homework can limit the time students have for reflection. Reflection is a critical part of learning, allowing students to digest and integrate new information. With the constant flow of assignments, there's often little time left for this crucial process. Consequently, the learning becomes superficial, and the true understanding of subjects can be compromised.

Although homework is meant to reinforce what's taught in class, the lack of downtime for reflection might hinder deep learning. It's important to remember that learning is not just about doing, but also about thinking.

Increased pressure on young children

Young children are particularly vulnerable to the pressures of homework. At an age where play and exploration are vital for cognitive and emotional development, too much homework can create undue pressure and stress. This pressure can instigate a negative relationship with learning from an early age, potentially impacting their future attitude towards education.

Advocates of homework often argue that it prepares children for the rigors of their future academic journey. However, placing too much academic pressure on young children might overshadow the importance of learning through play and exploration.

Lack of alignment with real-world skills

Traditional homework often lacks alignment with real-world skills. Assignments typically focus on academic abilities at the expense of skills like creativity, problem-solving, and emotional intelligence. These are crucial for success in the modern workplace and are often under-emphasized in homework tasks.

Homework can be an opportunity to develop these skills when properly structured. However, tasks often focus on memorization and repetition, rather than cultivating skills relevant to the real world.

Loss of motivation

Excessive homework can lead to a loss of motivation. The constant pressure to complete assignments and meet deadlines can diminish a student's intrinsic motivation to learn. This loss of motivation might not only affect their academic performance but also their love of learning, potentially having long-term effects on their educational journey.

Some believe homework instills discipline and responsibility. But, it's important to balance these benefits against the potential for homework to undermine motivation and engagement.

Disruption of work-life balance

Maintaining a healthy work-life balance is as important for students as it is for adults. Overloading students with homework can disrupt this balance, leaving little time for relaxation, socializing, and extracurricular activities. All of these are vital for a student's overall development and well-being.

Homework supporters might argue that it prepares students for the workloads they'll face in college and beyond. But it's also crucial to ensure students have time to relax, recharge, and engage in non-academic activities for a well-rounded development.

Impact on mental health

There's a growing body of evidence showing the negative impact of excessive homework on students' mental health. The stress and anxiety from heavy homework loads can contribute to issues like depression, anxiety, and even thoughts of suicide. Student well-being should be a top priority in education, and the impact of homework on mental health cannot be ignored.

While some might argue that homework helps students develop resilience and coping skills, it's important to ensure these potential benefits don't come at the expense of students' mental health.

Limited time for self-care

With excessive homework, students often find little time for essential self-care activities. These can include physical exercise, proper rest, healthy eating, mindfulness, or even simple leisure activities. These activities are critical for maintaining physical health, emotional well-being, and cognitive function.

Some might argue that managing homework alongside self-care responsibilities teaches students valuable life skills. However, it's important that these skills don't come at the cost of students' health and well-being.

Decreased family involvement

Homework can inadvertently lead to decreased family involvement in a child's learning. Parents often feel unqualified or too busy to help with homework, leading to missed opportunities for family learning interactions. This can also create stress and conflict within the family, especially when parents have high expectations or are unable to assist.

Some believe homework can facilitate parental involvement in education. But, when it becomes a source of stress or conflict, it can discourage parents from engaging in their child's learning.

Reinforcement of inequalities

Homework can unintentionally reinforce inequalities. Students from disadvantaged backgrounds might lack access to resources like private tutors or a quiet study space, placing them at a disadvantage compared to their more privileged peers. Additionally, these students might have additional responsibilities at home, further limiting their time to complete homework.

While the purpose of homework is often to provide additional learning opportunities, it can inadvertently reinforce existing disparities. Therefore, it's essential to ensure that homework doesn't favor students who have more resources at home.

Reduced time for play and creativity

Homework can take away from time for play and creative activities. These activities are not only enjoyable but also crucial for the cognitive, social, and emotional development of children. Play allows children to explore, imagine, and create, fostering innovative thinking and problem-solving skills.

Some may argue that homework teaches discipline and responsibility. Yet, it's vital to remember that play also has significant learning benefits and should be a part of every child's daily routine.

Increased cheating and academic dishonesty

The pressure to complete homework can sometimes lead to increased cheating and academic dishonesty. When faced with a large volume of homework, students might resort to copying from friends or searching for answers online. This undermines the educational value of homework and fosters unhealthy academic practices.

While homework is intended to consolidate learning, the risk of promoting dishonest behaviors is a concern that needs to be addressed.

Strained teacher-student relationships

Excessive homework can strain teacher-student relationships. If students begin to associate teachers with stress or anxiety from homework, it can hinder the development of a positive learning relationship. Furthermore, if teachers are perceived as being unfair or insensitive with their homework demands, it can impact the overall classroom dynamic.

While homework can provide an opportunity for teachers to monitor student progress, it's important to ensure that it doesn't negatively affect the teacher-student relationship.

Negative impact on family dynamics

Homework can impact family dynamics. Parents might feel compelled to enforce homework completion, leading to potential conflict, stress, and tension within the family. These situations can disrupt the harmony in the household and strain relationships.

Homework is sometimes seen as a tool to engage parents in their child's education. However, it's crucial to ensure that this involvement doesn't turn into a source of conflict or pressure.

Cultural and individual differences

Homework might not take into account cultural and individual differences. Education is not a one-size-fits-all process, and what works for one student might not work for another. Some students might thrive on hands-on learning, while others prefer auditory or visual learning methods. By standardizing homework, we might ignore these individual learning styles and preferences.

Homework can also overlook cultural differences. For students from diverse cultural backgrounds, certain types of homework might seem irrelevant or difficult to relate to, leading to disengagement or confusion.

Encouragement of surface-level learning

Homework often encourages surface-level learning instead of deep understanding. When students are swamped with homework, they're likely to rush through assignments to get them done, rather than taking the time to understand the concepts. This can result in superficial learning where students memorize information to regurgitate it on assignments and tests, instead of truly understanding and internalizing the knowledge.

While homework is meant to reinforce classroom learning, the quality of learning is more important than the quantity. It's important to design homework in a way that encourages deep, meaningful learning instead of mere rote memorization.

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LESSON PLAN

Should schools give summer homework.

Analyzing Authors’ Claims

Read the Article

YES: Harris Cooper, Professor of Psychology and Neuroscience, Duke University NO: Nancy Kalish, co-author, The Case Against Homework

Analyze the debate.

1. Set Focus Frame the inquiry with this essential question: What factors should officials take into consideration when creating curriculum?

2. R ead and Discuss Have students read the debate and then answer the following questions:

• What is the issue being debated? How does it relate to current events? (The issue is whether schools should assign homework to students over the summer break.  The issue is timely because disruptions to education stemming from the Covid-19 pandemic have resulted in significant learning loss for many students.)
• Evaluate why these two authors might be interested in and qualified to comment on this issue. (Harris Cooper is a professor of psychology and neuroscience at Duke University. Nancy Kalish is the co-author of a book that argues against assigning homework.)  
• Analyze Cooper’s view. (Cooper argues in favor of schools assigning summer homework. He says that a long summer vacation without schoolwork leads to forgetting and results in teachers having to waste time reviewing old material in the fall. He says summer homework can minimize these negative results the way summer school has been proven to.)
• Analyze Kalish’s view. (Kalish argues against assigning homework over the summer. She says that doing so might result in more harm than good, such as by stealing time away from play and other forms of learning, reducing time spent on being physically active, and turning reading into a chore. She says students should start the year refreshed.)

Extend & Assess

4. Writing Prompt In an essay, evaluate one of the debaters’ arguments. Assess whether the reasoning is valid and whether it’s supported with evidence. Point out biases or missing information.

5. Classroom Debate Should schools give summer homework? Have students use the authors’ ideas, as well as their own, in a debate. 

6. Vote Go online to vote in Upfront ’s poll—and see how students across the country voted.  

Download a PDF of this Lesson Plan

Debate on Homework Should be Abolished [In Favour and Against]

Homework, a task students complete outside of school hours, sparks a widespread debate. Many argue it should be abolished. Today, with evolving educational methods, the relevance of homework is a hot topic. Its impact on students’ well-being and learning experience is under scrutiny.

Arguments in Favour Of Homework Should be Abolished

Argument 1: positive effects of abolishing homework on student mental health.

Homework can sometimes feel like a never-ending cycle of stress and pressure for students. Imagine a world where students could focus on learning in the classroom without the looming burden of homework hanging over their heads. Abolishing homework could have a profoundly positive impact on student mental health.

One primary reason why abolishing homework would benefit students’ mental health is the reduction of stress and anxiety. Students often feel overwhelmed by the amount of homework they have to complete, leading to high levels of stress that can affect their overall well-being. By removing this extra pressure, students would have more time to relax, unwind, and engage in activities that bring them joy.

Moreover, abolishing homework can improve students’ sleep quality. Many students stay up late trying to finish assignments, sacrificing valuable hours of sleep in the process. Sleep is essential for mental health, and getting enough rest allows students to focus better in school and feel more refreshed and energized.

Additionally, abolishing homework can help students maintain a healthier work-life balance. Students deserve time to pursue their interests, spend time with family and friends, and engage in extracurricular activities. Without the burden of homework, students would have more opportunities to explore their passions and develop a well-rounded lifestyle.

Furthermore, abolishing homework can enhance students’ confidence and self-esteem. When students are constantly struggling to complete assignments, it can take a toll on their belief in their abilities. By eliminating homework, students can feel more confident in their academic skills and approach learning with a positive attitude.

In conclusion, abolishing homework could be a significant step towards promoting better mental health among students. By reducing stress, improving sleep quality, fostering a healthier work-life balance, and boosting confidence, students can thrive academically and emotionally in a homework-free environment.

Argument 2: Fostering Family Bonding and Social Skills Through the Abolition of Homework

When homework is abolished, families have more opportunities to bond and connect with each other. Instead of being engrossed in individual tasks, students and their families can engage in shared activities like cooking together, playing games, or simply talking about their day. These moments of togetherness can strengthen family relationships and create lasting memories that may not have been possible if homework were taking up all the time.

Furthermore, abolishing homework can also help students develop important social skills. Without the burden of homework, students have more time to interact with their siblings, parents, and even neighbors. These interactions allow them to practice communication, empathy, and teamwork in a real-world setting. Through conversations and activities with family members, students can learn how to express themselves effectively, resolve conflicts peacefully, and understand different perspectives.

In addition, by abolishing homework, schools can encourage students to participate in community activities and events. Students can join clubs, sports teams, or volunteer organizations, fostering a sense of belonging and social responsibility. These extracurricular activities not only provide opportunities for students to make new friends but also help them develop leadership skills, teamwork, and resilience.

In conclusion, abolishing homework can have a positive impact on fostering family bonding and social skills among students. By prioritizing quality time with family members and engaging in social activities outside of school, students can develop stronger relationships, communication skills, and a sense of community. Ultimately, by promoting these aspects, schools can contribute to the holistic development of students and prepare them for success in both their personal and professional lives.

Arguments Against Of Homework Should be Abolished

Argument 1: detrimental impact on academic performance and learning retention.

Homework can be a source of stress and anxiety for many students. It takes away precious time that could be spent on other activities like hobbies, sports, or spending time with family and friends. This burden of homework can lead to students feeling overwhelmed and exhausted, affecting their overall well-being and mental health.

Furthermore, the pressure to complete homework assignments can sometimes result in students rushing through their work just to meet deadlines. This rush to finish tasks can compromise the quality of their learning and understanding of the material. Instead of deeply engaging with the subject matter, students may simply focus on completing the assignment quickly, leading to surface-level learning that is quickly forgotten.

Research has shown that excessive homework can actually have a negative impact on academic performance. When students are overloaded with homework, they may struggle to retain the information they are trying to learn. This can result in lower test scores and a lack of true mastery of the material. Without sufficient time to review and consolidate what they have learned in class, students may find themselves falling behind academically.

Moreover, the stress and pressure associated with homework can create a barrier to effective learning. Students may feel demotivated and disengaged from their studies when faced with an overwhelming amount of homework to complete. This can hinder their ability to develop a genuine interest in the subjects they are studying and can lead to a lack of enthusiasm for learning.

In conclusion, the detrimental impact of homework on academic performance and learning retention is a significant concern that should not be overlooked. By abolishing homework, we can create a more balanced and holistic approach to education that prioritizes student well-being and genuine understanding of the material.

Argument 2: Loss of Individual Accountability and Work Ethic

Homework can sometimes lead to a loss of individual accountability and work ethic among students. When homework is assigned, some students may rely on others to complete it for them, instead of taking responsibility for their own learning. This can create a habit of dependency, where students do not develop the skills needed to work independently and take ownership of their education.

Additionally, when students are given homework tasks that they do not understand, it can be demotivating and lead to a lack of effort in completing the assignments. This lack of motivation can hinder the development of a strong work ethic, as students may not see the value in putting in the effort to complete tasks that they perceive as irrelevant or too challenging.

Moreover, the pressure to complete homework assignments on time can sometimes cause students to prioritize speed over quality. This can result in rushed and incomplete work, which does not foster a sense of pride in one’s accomplishments or encourage students to strive for excellence in their academic pursuits.

Furthermore, when students are burdened with excessive amounts of homework, it can take away from valuable time that could be spent engaging in other activities that promote personal growth and development. Without the opportunity to participate in extracurricular activities, hobbies, or simply relax and recharge, students may struggle to maintain a healthy work-life balance.

In conclusion, the practice of assigning homework can inadvertently contribute to a loss of individual accountability and work ethic among students. By abolishing homework, we can create a learning environment that encourages students to take ownership of their education, develop a strong work ethic, and prioritize meaningful learning experiences over rote tasks.

That’s it! I hope the debate helped you.

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The New York Times

The learning network | should students be barred from taking cellphones to school.

Should Students Be Barred From Taking Cellphones to School?

Questions about issues in the news for students 13 and older.

• See all Student Opinion »

New York City will be ending its longstanding ban on cellphones in public schools. For years the city argued that cellphones had no place in schools, and that they disrupted student learning. Many parents countered that cellphones were a vital link to their children.

Should students be allowed to take cellphones to school?

In the article “With School Ban Nearing End, New York City Works on How and When to Allow Cellphones,” Motoko Rich and Kate Taylor write:

As New York prepares to lift its longstanding ban on cellphones carried by students in schools, it joins an increasing number of cities, including Chicago and Miami, where school leaders are yielding to the ubiquity of mobile phones and the futility of trying to keep them out of the classroom. In an era when many parents want constant access to their children and students live in a digital social milieu, banning cellphones from schools is increasingly seen as counterproductive. And teachers are experimenting with technology and finding that the miniature computers many students carry in their pockets can be valuable classroom tools. Schools are trying out various policies, with some permitting students to use their phones only during breaks or at lunch. Others are encouraging students to bring cellphones to school, where teachers invite them to conduct web searches or view educational videos. Even in districts with bans in place, educators realize they cannot stop students from using their phones. “I don’t think it’s going to be very long before it becomes very standard” for schools to allow all students to carry cellphones, said Daniel A. Domenech, executive director of the American Association of School Administrators. “I think the horse is pretty much out of the barn in general.” In New York, after years of tolerating a “don’t ask, don’t tell” policy in some schools while practicing strict enforcement in others, the Education Department is working out the details of how and when to allow phones in schools.

Students: Read the entire article, then tell us …

— Should students be allowed to take cellphones to school? Or should cellphones be banned in schools, as New York City has officially done for several years?

— What is your school’s policy regarding cellphones? Do you take a phone to school? Has your cellphone helped or hurt your learning?

— Do you think cellphones are a distraction in school? Do students look at their phones instead of paying attention in class? Do you ever see students using phones to cheat? Do phones foster unhealthy social drama, or even bullying, in school?

— On the other hand, do students ever use their phones as a learning tool in school? For example, to do research, as a calculator, video camera or notetaking device?

— Is it important that parents and students can communicate with each other via celllphone during the school day? Why?

Students 13 and older are invited to comment below. Please use only your first name. For privacy policy reasons, we will not publish student comments that include a last name.

Comments are no longer being accepted.

1. I think students should be able to take there phone to school cause it could help with certain things. 2. We are aloud to to bring it to school we just can’t be on it while there talking or taking notes.My phone has helped me keep track of some of my notes and other work. 3. They can be a distraction if you make it be.Some people in my class do look at there phones instead of the teachers.Ive never seen someone actually use there phones to cheat on something.Phones can be used in bullying or recording fights or other things that shouldn’t be recorded. 4. I’ve used my phone to do things I can do on a computer like looking up things for a project.Ive also used the calculator. 5. Yes, cause there could be a emergency your parents need to know about and something could happen at school and you could use your phone to get help.

Yes evacuee I it helps the students keep in touch with their Parents.

Our policy is not to text during class or play during class

I do think that phones are distracting in school our friends are texting us consant during school and out of school

Yes students do use phones to take notes and do hard math problems in school

Yes I think that we schold have phones during school so we can comunacat with our parents so we can tell if we are filling bad or sick or to come pick us up if we are filling sick

-Yes students should be allowed to take phones to school. -Schools policy on phones is to not have them out in class unless your teacher says otherwise.yes I take a phone to school. It has helped me in my learning. -I think cellphones can be a distraction if the student isn’t mature enough to take on the responsibility to know when to use it or not. Yes plenty of students take out there phones in class when there not supposed to. I have seen students use there phone to cheat on an assignment. Phones can cause a lot of drama on social media in which gets to kids at school and can cause distraction to your learning. -I use my phone in school as a calculator or a search engine or to take notes when convenient. -Yes it is important to be able to contact your parent or guardian via cellphone in case of an emergency such as, I need you to be ready because there is an emergency, or your stuck at school and you need a ride so you call your mom or dad to come get you.

-Yeah they should be allowed to be allowed for school cause like you can listen to music and stuff if you’re allowed to or like if your mom or dad messages you like, “you can not go to drama club cause blah blah.” -Hoggard Phone policy is like you aren’t supposed to have your phone out but people do it anyway like some teachers are really okay with it but some teachers are like NOPE. My phone hasn’t hurt my grade but it hasn’t helped either so it’s like neutral I guess but i personally don’t use my phone unless im allowed to. But whatever. -it’s kind of a disraction cause’ like when someone messages me I’m just like oh. Suspense. And I check it but like I only reply if it’s like an OMG text thing. I mean I really don’t pay attention to other people in class but like I see people texting and junk so I’m like oh thats okay. I have cellular data off while I’m at school unless I’m playing Nemo’s reef or something and Im not exactly brought into “gossip” or “drama” so I don’t have a problem in that area. -I haven’t used my phone yet for anything school wise cause I’ve just received it and stuff but in the past we have used them for like QR codes and stuff. And in my math class like if my teacher even sees your hand go to your pocket or like if your looking down she would take your phone even if you weren’t messing with it. -my mom doesn’t text me regularly. So yeah.

Yes and no But the part for yes is because some students will use it for the right reasons like for a calculator or for when they some quick resources. Another reason is because in the passage a guy who did some type of political work had a son who took his phone to school but he said it was for him to be able to contact him just in case of an accident. The reason I said no is because some people might use it for cheating during a test or the most talked about problem “cyber bullying “. Which some parents might get worried that there child might be getting bullied at school. 1. Yes I think they should be able to take their phones to school in case of an emergency or they might be feeling sick or something like that. 2. Yes I have taken my phone to school and it does not hurt my learning because some should know a time to be on it and a time not be on it. 3. Sometimes they might become a distraction to some with social becoming really big and cyber bullying by taking pictures that should be taken or saying things that shouldn’t be said. 4. Some student might use their cell phones as a tool like for quick research or for a calculator just to make sure that their doing their work right. 5. To make sure that their child is ok, not being bullied by anyone or just to check up on them cause that’s just how parents are nowadays.

1.) Yes I think that students should be allowed to have their phones at school if they can be responsible. 2.) Our school police is no phones out in the classroom, unless the teacher alows it. Yes I take my phone to school so that. I can keep it touch with my parents 3.)Phones can be very distracting to people that don’t know how to control themselves. Yes many students look at their phone instead of doing their work or listening to the teacher. I have seen people use calculators on their phone to cheat on meth test. Yes I beleive that phones can start drama by texting. 4.) yes they can use their phones to Learn like, looking up something for a class for a project, they can use a calculator to help them with class work. 5.) if there is an emergency I think that a student should be allowed contact their parents.

1.) I think students should be able to take phones to school because they could really need it. Phones should not be banned from school because I like my phone. 2.) My schools policy on phones is to not use it during class time but you may use it during lunch or unless a teacher says it’s ok. Yes I bring a phone to school because if I have to my mom wants me to contact her. It has helped my learning like me using a calculator for math. 3.) I think that phones can be distracting to certain people but not all. Yes students look at their phones for texting and using apps and calculators to cheat when they don’t know the answer. I have seen other students using their to cheat many times by looking up the answer to questions or using a calculator. I can’t really say if they can foster social drama or bullying because I haven’t seen it happen yet. 4.) I have used my phone as a learning tool like going to websites or a calculator. 5.) Yes it is very important for students to be able to communicate with their parents in case there is an emergency if anything happens to the student or to their family. ALL DONE!!!

I think that’s sutdents should be able to take cell phones to school only because what if they need to call home during the day what are they going to call off of, yes I understand that the school has phones you can call you’re Parents off of. I always take my phone to school everyday it does affect my learning only because I love to be on my phone and I’m always on my phone. I would have to say my cell phone is definitely a distraction at school for me I’m always on it and barely learning wha I need to learn for my classes and that’s probably why I’m failing my classes. I haven’t ever really seen any students use there phone to cheat. Social media can create so real drama and bullying in school I dont use social media for drama or bullying. Sometimes I use my phone to use the calculator or to look something up during class. It’s not really that important to communicate to anyone during you’re learning class I think I should start leaving my phone at home only because Im failing my classes because I have my phone in my hand during class.

1. I think students should be allowed to use phones in school. 2. The school in which I am in allows phones. My phone has not helped me in learning. 3. Phones can help with drama. But for me, it isn’t a distraction. But for others it is. 4. I have not seen anyone use their phones for learning. 5. It is very important for a student or anyone to be able to contact someone.

1. I Strongly think that students should be allowed to bring there celllphones to school.

2. My school’s policy regarding cellphones is that we’re not allowed to pull our cellphones out during class if the teacher said we can’t ,but if we need them for an educational tool we can you them. But our school isn’t in charge for any damage or property loss that happens to your cellphone.

3. I personally think that celllphones are a distraction if you let it be. I have seen students look at there phone during class, everyone will do it once in there life’s. I haven’t seen student use there cellphones to cheat. Although, by allowing students to have there cellphones during school there is a slight chance that unhealthy social drama, bullying, (exc.) could occur.

4. I have seen teacher’s ask students to pull out there phones for research, or to download an app. I Think it’s nothing wrong with that, I used my phone to do research for projects and to also take pictures of things that were learning in school so I can study by using my celllphone.

5. I think that it’s very important for students to communicate with there parents during school because some Parents are extra pariodnod. I don’t think that students should pull there phones out during class to call there mom and there dad but I do think that when students go on lunch, they should have the right to talk to there kids.

-I think students should be allowed to use their cellphones in school. They should be allowed to use their phones for them to connect with their parents and teathers. – My school’s policy is if they see your phone they take your phone. Yes I do take a phone to school.i think my phone has helped and hurt my learning. – I think phones are sometimes a distraction in school. Yes some students do not pay attention because of their phones. Yes I do see students using their phone to cheat. They take pictures of answers or use apps to cheat. I think they do because the social media can start drama for people in school. – Yes I think some students use their phones as a tool in school to help them with their school work or homework. Yes I used a calculator on my phone all the time in math class. – I think it is important for students and parents to communicate in school because if there is something wrong, the parents will know what happen to their children. If their is a lockdown and something happens their children they will know because the child will be able to communicate with their parents. Or if they are not feeling good they can call their parents and tell them.

1) Yes students should be able to use their phones at school 2) The rules at my school for phones are not to have them in class an less your teacher says you can,yes I bring my phone to school,it has helped me in the past with checking my grades and thing 3) I think that phones can be a distraction during class, because people look at them during class, playing games,social media,texting,etc. and these things cause drama and yes even bullying. I’ve never someone cheat with their phone in school. 4) Yes I use the calculator and research on my phone in in class. 5) It is important that students stay in touch with their parents/family because something could happen in school like an they need something for a sports practice or something or something at home like a family crisis.

I think students should be able to take their cellphones to school instead of being banned. My school’s policy on phones is that we can have our phones and we can use them during class if our teachers say we can,but we also have a whole hour to be on our phones. Yes I take a phone to school. My phone has helped me learn in school because in some classes I might need to look up some information about whatever I need to look up. I think cellphones are not really a distraction in school depending on who is using the phone. Some students play games on their phones instead of paying attention during class. I have seen many students use their phones to cheat during math class. Phones can make bullying happen more but it would depend on who is using the phone. Many students use their phones as a search tool for maybe a little research. It is very important for parents to be able to communicate with their students just in case an emergency happens or maybe a student is going to be late coming home.

No it shouldn’t be banned from schools because it can be a very helpful tool for the learning environment. Not sure what the school policy is about

Student should be able to take cell phone to school case of emergency. We can’t be on our phone in class yes I take my phone to school.neither. Yes because ppl text on there phone and not pay attention .yes. Yes by takin pictures and set in it as a screen saver yasssss a lot of it specially on tweeter and Instagram. Yes to do research on a paper and to us a calculator in math Yes because students might have something going on with them and need to let their parents know

~No, I don’t think cellphones should be banned because they have many uses and people use it in their everyday life’s, nowadays every age group and basically everyone is using or in need of a phone, the world revolves around the Internet now and I just think it would be wrong to take it away from students. Unless they deprive the teachers as well then that’s different I guess but the phones are good for when we need the Internet but don’t have access to a computer or iPad at school. ~I don’t really know the official policy on the cellphones here at my school but the teachers that I have really don’t mind. My math teacher doesn’t approve because when we are doing calculator inactive work some people take their phones and use it as a calculator. I take my shone to school, I use it when I’m looking information up in science or English, I use it to look for monologues in drama and sometimes during math class for exponents. After school or sometimes during class (when allowed) I listen to music, I have anxiety and stress to much and I play music on my PHONE. I think me being allowed to use my phone has helped me more then hurt me. I guess it is distracting but overall it helps. ~it depends on the person I think, I get distracted easily and it’s easier for my mind to wonder off and think about using my phone but on the other hand, some people have more self control and they don’t bother with their phones until later on In the day. Again, it depends on the person, in class I focus on the lesson but some kids are texting or checking Instagram so it varies but mostly I’ve noticed people paying attention. Yes,I’ve seen people cheating in group work or quizzes by looking up the riddle answer or using their calculator or now they have apps that give you the answer! I guess a little, when people dislike each other nowadays, our generation hides behind a phone or computer screen and insult them from there but that will happen at home or at school so we really can’t stop that. ~yes! All the time. Most of the time a phone is being used to look up research for a report or homework. We had a project where we had to make a video and the phone came in handy for editing and stuff like that. ~ oh god yes. With everything happening in schools and hopefully that won’t happen here but with all the shootings, we should ALWAYS have a way to contact them to let them know we are okay and safe. My end view is that phones should be allowed because it’s a helpful item to have at all times

1.i think students should be able to take there phones to school because sometimes we have to contact our parents. 2.our school policy is that we shouldn’t have cell phones out or seen in class. 3.yes I take my phone to school because I need it for important reasons , like contacting my parents. 4.my phone helped my learning because I have reading apps so that I can read whenever I’m not busy and it also helped me do a lot of research. 5.i think phones are only a distraction to people who doesn’t care about there grades because a phone can help with a lot of work. 6.yes some people look at there phones instead if working when there work gets boring. 7.no I have never seen anybody cheat on a assignment with there phone. 8.yes I think phones have kind of increased bullying because of social websites or some people comment bad things on peoples picture. 9.yes I use my phone as a learning tool such as a calculator or use it to research things. 10.yes it’s very important for a child to use there phone to contact there mother because anything could happen to a child during anytime of the day .

No it shouldn’t be banned from schools because it can be a very helpful tool for the learning environment. Not sure what the school policy is about cellphones, however I do know they cannot be used during class hours unless otherwise stated by the teacher.

Yes and no, they are a good resource and everything but they do cause trouble in a lot of schools. Our school policy is that we can have them at school but can’t have them out in class or a teacher can take it away. Yes I take a phone to school, but I only use it for school purposes. I use it for a calculator, research for a project, and the web for a class. It helps me a lot it my classes, and I’ve come a far ways to loose it. Yes, some people actually use their cellphones as a distraction to their own learning. Some people in my classes actually do pay more attention to their phones then to the teacher. Yes I have seen many of people cheat on test and quizes before just so they don’t have a bad grade in that class. Yes phones do cause bullying and that will cause drama between people. Some people use their phones for social learning like I do. I take notes and also do reaserching for my classes. It is very important for a parent to keep in contact with their child through via cellphone and during the school day so they can make sure nothing happened to them.

yes students should be bale to bring their cell phone if students needed to contact their parents during an emergency or something and they had no phone on them well that could cause problems

I believe that as a student, having your cellphone at school is very necessary. I do not believe that carrying a cellphone on you during school should be banned for students. My school policy regarding cellphones is that as a student it is allowed to be brought to school but turned off and put away during school hours. Although, it is allowed to be used if you have a free period or a lunch period. I personally bring my phone to school everyday. My cellphone has both helped and hurt my learning. Sometimes having a cellphone can be a great learning tool for certain activities during school. Also, during my free period , first period it has helped me with finishing my online homework without me needing to go to the library and use the computer. Having my cellphone during school has also hurt my learning because sometimes it can be used as a distraction during class. I believe that cellphones can be a distraction during school to a certain extent because some kids are focused on their work and know when and when not to use their phone and others care more about the use of their phones then actually learning. Sometimes when someones phone goes off during class or they feel the need to text someone they might use their phones during class and they will not be focused on the lesson that their teacher has present to them. I myself have seen a student use their phone to cheat but it is not something that happens often. I feel as if cellphones do cause social media drama and bullying during school at times but that can also happen at home or anywhere. I believe that some students use their phones for good learning tools during school and others may use it as a distraction depending on the student. A big reason why kids need their phones during school is to communicate with their parents. I, myself use my phone to contact my mother after school everyday because I do not have busing to and from school. There are many different personal reasons why someone might need to contact a parent during school.

I think that they should be aloud to bring their phones to school because there might be an emergency and they need to tell their parents but during school they have to turn their phone off or put it on vibrate.

I think that students should have there phones because there might be in emergency at their house and the kids might not be able to reach them if they don’t have there phones.

I do think kids should have their phones with them at school. What if there’s an emergence or they need to call their mom. But if kids are playing on their phone during class thats diffrent. If they are doing that then they need to be punished. Also it can teach kids!

Yes they should because it is not a distraction

What's Next

Donald Trump's trial should be televised. Here's the case for courtroom transparency

4-minute read.

On Day One of The Trial, the former president’s hair and skin looked darker. And his mood was dark, too. And, why not? He was facing a tawdry criminal trial in his hometown, New York City, that will drag him and maybe his wife through the mud again in what promises to be a rough-and-tumble court case during the thick of his reelection campaign. 

It is a trial that will not only remind voters of his grab-the-lower-region-of-women’s-private parts remarks, but also of his alleged affair with a pornographic movie actress who he allegedly tried to silence with a $130,000 payment in an alleged attempt to protect his 2016 campaign. A conviction on 34 counts of fraudulently altering business records could land him in prison for four years. Who wouldn’t be gloomy? A lot of allegedlys floating around.

Yet, on Day One, he dozed off in court.  His head jerked up when he got a note from his defense attorney. He then urged counsel to argue with the judge on a motion. He showed dismay when the judge hesitated granting him a day off to attend his son’s graduation.

On the second day, as jury selection started, he muttered and motioned toward one of the potential jurors, and the judge, who has already gagged him on certain out-of-court statements, harshly rebuked the former president: “I won’t have any jurors intimidated in this courtroom.”

Why won't we see any of the Trump trial ourselves?

If Trump had stood trial in New York in 1996, cameras would have captured the snoozes, the gestures, the mutterings that the press can only now use words to describe.

New York, you see, has not allowed TV cameras since 1997, one of only two states that forbid video coverage even for the trial of the first president to be criminally prosecuted in 247 years. 

“New York is an extreme outlier among the states,” asserts a 2022 Fund for Modern Courts report.

We will miss so much more: his glaring when Michael Cohen, his former fixer turned accuser, takes the stand; his disdain when Stormy Daniels testifies; Lord knows what he will do when and if Melania comes to court — you will have to take the word of the assembled press what it looks like and how it plays out. People in the courtroom will see it, but the rest of us won’t.

If and when he goes on trial in Georgia, we will see it. But not his two trials in the federal courts — and not in New York.

The great state of New York, the Empire State, the state has that has been at the center of so many progressive causes, has failed miserably for 25 years. Even though the state permitted cameras for a decade, its Legislature has failed time and again to bring them back.

Mike Kelly: Can Americans trust a verdict in Donald Trump's hush-money case? Will they?

It is baffling.

“The public benefit outweighs any negatives,” lawyer and professor Jay C. Carlisle told me. “It’s a perfect example of something that should be available. It is a tragedy.” 

Carlisle was one of 12 members of a state commission that in a definitive 1997 report argued for permitting cameras. The commission found “no evidence that the presence of cameras in New York cases has actually interfered in a particular case with the fair administration of justice.” 

Adds Carlisle, “The bottom line is that there is an extraordinarily strong compelling public interest in the trial, which requires coverage by cameras in the courtroom.”

Opinion: Trump was unhinged during first week of hush money trial. He'll only get weirder.

We know cameras in courtrooms fuel fair trials

I’ve written about this issue for more than 25 years. And I’ve read report after report concluding there is little danger for an individual charged with a crime from getting a fair trial simply by the presence of cameras. Sure, the Sixth Amendment guarantees a fair trial to all citizens, but it  does not expressly or implicitly prohibit a public trial. Thus, states can pass laws permitting cameras subject to reasonable regulations.

There was a time when flashbulb pops and wires snaking through court were disruptive to judicial serenity — and a fair trial. But not now. Cameras whir silently and the result is clear: Judges behave better. Attorneys come more prepared. The press cannot distort or sensationalize. The people in the glass house know they are being watched. 

Three times the New York Legislature has extended its “experiment.” All with success. Even Judge Judith Kaye, then chief judge of New York Court of Appeals, the state's highest court, wanted the televising to be made permanent. Last year New York came closer than ever when its Senate passed legislation to permit cameras. However, the Assembly, usually the more progressive of the two branches of the Legislature, refused to pass a version. The attempt failed again.

This is an old story in New York, notoriously corrupt as well as progressive. In 1997 the powerful speaker of the assembly, Sheldon Silver, now deceased after dying in prison while serving a sentence for taking $4 million in bribes, killed legislation making it permanent. Lobbyists for defense lawyers, wealthy and strong in New York, can sway the lawyers in the state Assembly.

That camera-shy defense lawyers get away with this befuddles me. It’s the fuzzy brush of authoritarianism melding with corruption, another old American story.

We are in 2024. We’ve been living with TV for 75 years. Livestreaming is now our life. Life is a movie. We can all watch. And, after all, in the Sixth Amendment to the Constitution the Founders wanted trials to be “public.”

They didn’t envision television, of course. But wasn’t the purpose for the public to see governing events — like a trial of a former president — in order to make up their minds about voting? Was not public meant to stop those in power — the authoritarians — from getting away with things behind closed doors? Didn’t we want people to make up their own minds about public events based on informed close scrutiny?

The Trump trial raises a lot of free press and fair trial questions, aside from cameras in the courts. Can pre-trial publicity be controlled? Can the press be stopped from describing jurors? How much can the judge gag defendant Trump? It’s messy. But democracy is messy. And we are better off if we see the mess than if we try to sweep it under a rug.

Professor Carlisle rightly observes: “People are curious, they want to learn, draw their own opinions. Especially on an issue of this historic importance. What better way than to see firsthand and live? So much goes on visually that paints a full picture.”

I agree. I want to feel what it is like in the courtroom so I can judge if my former president — who wants us to hail him as the chief again — is really a crook like the New York prosecutors and a lot of evidence insists. 

Rob Miraldi’s writing on the First Amendment has won numerous awards. He taught journalism at the State University of New York. Email: [email protected].

RFK Jr.’s third-party threat: Does it hurt Biden or Trump more?

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Tempted to make a bet on the rematch between President Biden and former President Trump?

There are a lot of reasons that would be a bad idea. Here’s a big one — Robert F. Kennedy Jr.

Polls, pollsters and pundits disagree about how much support Kennedy has — or even which candidate he potentially would hurt more.

The Trump and Biden campaigns, however, seem more in agreement: They’re both acting as if Kennedy poses a small, but significant threat to Biden’s reelection.

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They’re probably right.

An exceedingly close contest

With the election now just over six months away, the vast majority of voters, probably about 9 in 10, have made up their minds. Only a handful of states are truly in doubt. But those locked-in voters and states are evenly balanced between the two sides.

Within the closely divided states, the sliver of the electorate who remain uncertain about which candidate they will vote for — or whether they’ll vote at all — will be critical to the outcome.

A newly released study by the Pew Research Center finds that 91% of people who voted for Biden last time and 94% of those who voted for Trump plan to vote for the same person this year. Registered voters who did not cast a ballot in 2020 are almost evenly divided, Pew found.

So it’s not surprising that over the past year, the race has fluctuated only within a very narrow band.

In most polls during the first half of last year, Biden led by a small margin. Trump took a small lead in surveys during the last few months of the year, which he held until early spring.

Now, Biden appears to have regained some ground, especially among his fellow Democrats, and the race appears to be back to a dead heat, at least in national surveys.

One thing hasn’t changed: A lot of voters don’t like this choice . That’s especially true of less partisan voters. In theory, the unpopularity of both Biden and Trump provides an opening for a third-party or independent candidate.

Whether Kennedy is well positioned to take advantage of that opening is unclear.

Gauging Kennedy’s support

One reason it’s hard to guess how much support Kennedy will win this fall is that polls have a hard time measuring how much support he has now.

The most recent Quinnipiac University national poll for example, showed 16% of registered voters saying they would support Kennedy if the election were being held today. Several other surveys have shown results in a similar range.

By contrast, the Economist/YouGov poll, also released this week, pegged Kennedy’s support at just 3% among registered voters.

The wide variation underscores the problem pollsters face in measuring Kennedy voters. His backers come from both the left and the right and disagree widely on many issues. What most of them share is disaffection from the political system. Disaffected people are inherently hard to poll — they tend not to readily respond to surveys — and hard to predict in terms of turnout.

Another big challenge: We don’t know whether Kennedy will be on the ballot in all, or even most, swing states.

Kennedy got access to his first swing-state ballot, Michigan, earlier this month, when the state’s Natural Law Party — a one-person operation that has maintained itself on the ballot for two decades — agreed to give its slot to him and his running mate, Nicole Shanahan .

Utah and Hawaii have also placed Kennedy on their ballots. Unlike Michigan, neither state is remotely in contention.

Shanahan’s large fortune means that Kennedy likely will have the money to run petition drives in other states, but the outcome won’t be known until later this year.

Even small vote totals can matter

In the vast majority of U.S. elections, third-party and independent candidates fade as the election approaches. Some exceptions exist: Ross Perot received just under 19% in 1992 — the high point for an independent — but that came in an era when partisan loyalties were much weaker than today.

But in a close race, a third-party candidate needn’t get double-digit support to change the outcome.

Ralph Nader may well have cost Al Gore the election in 2000, for example, by swinging the outcome in Florida: He won 97,488 votes there, about 1.5% of the state’s total, and Gore lost the state by fewer than 600 disputed ballots.

In 2016, candidates other than Trump and Hillary Clinton took 5.6% of the vote , with most of that going to Libertarian candidate Gary Johnson and the Green Party’s Jill Stein. In three swing states, Stein’s total exceeded Trump’s margin.

It’s impossible to know how many of Stein’s voters might have voted for Hillary Clinton, but the claim that she cost Clinton the election is at least plausible.

In 2020, by contrast, all the independent and third-party candidates combined took less than 1.8% of the vote.

Which side does Kennedy hurt?

Kennedy, of course, has a famous Democratic name. But surveys have given mixed results on whether he would siphon more support from Biden or Trump.

“His role and who he takes votes from is likely to be quite dynamic” as the campaign develops, said Lis Smith, the veteran Democratic strategist who leads the party’s efforts against Kennedy.

Recent polls have shown Kennedy getting more support from the Republican camp, which could be “a function of our getting the word out about him,” Smith said. That has included a public endorsement of Biden earlier this month by 15 members of the Kennedy family.

The latest NBC News poll , for example, asked voters two horse-race questions. First, it asked about a Biden-Trump matchup and found Trump ahead 46%-44% — a result well within the survey’s margin of error.

Then the pollsters asked about a five-way race involving Biden, Trump, Kennedy, Stein and Cornel West, the philosopher and political activist. In that matchup, Biden led by two points — 39%-37%.

Kennedy picked up 15% of those who had chosen Trump in the two-way matchup and 7% of those who had chosen Biden, giving him 13% overall, the poll found.

Ideologically, that makes some sense: Kennedy’s anti-vaccine theories, which form a key part of his platform, may appeal more to the political right than the left.

Some of his other views also clearly wouldn’t sit well with groups of Democrats who are disenchanted with Biden, especially those on the left.

In an interview last month with Reuters, for example, Kennedy strongly supported Israel and expressed skepticism about a cease-fire in Gaza. Every previous cease-fire “has been used by Hamas to rearm, to rebuild and then launch another surprise attack. So what would be different this time?” he said.

In an interview late last year, he referred to the Palestinians as “ pampered by international aid organizations. ”

But the bulk of voters who are attracted to Kennedy aren’t activists. They skew young, but also tend to be less focused on politics and less likely to vote at all, polls show.

Smith says the “most effective message” for moving those voters away from Kennedy is simply that “he’s a spoiler for Donald Trump.”

“He was encouraged by Trump allies,” including Steve Bannon , Trump’s former top strategist, and “is being propped up” by big Trump donors, like Timothy Mellon, the banking heir who is by far Kennedy’s biggest contributor. Mellon, 81, has given $20 million to Kennedy’s super-PAC, American Values 2024 , and has also given tens of millions to Republicans, including $16.5 million over the past two years to Trump’s Make America Great Again PAC.

Democrats have also zeroed in on Kennedy’s equivocal statements on abortion, including one in August in which he said he would sign a national ban on abortions after 15 weeks . His campaign later disavowed that statement.

Republicans have no equivalent to Smith’s operation

The difference reflects the strategic calculations of the two campaigns.

Trump’s campaign isn’t premised on winning a majority, something a Republican has managed only once in the past eight presidential elections, (George W. Bush in 2004).

Trump took 46% in 2016 and 47% in 2020. His campaign’s best bet is to sufficiently hold Biden’s vote down in the key swing states to allow 46% or 47% to prevail. That scenario requires third parties to win a significant vote.

By contrast, Biden, who won 51% of the vote last time, knows that Trump’s core vote is solid. Rather than try to chip away at Trump’s total, his goal has to be to get past him.

Kennedy stands as a threat to that. How serious that threat will be is one of the great unknowns of the current campaign.

WHAT ELSE YOU SHOULD BE READING

This week’s must read: Big cities, including Los Angeles, have stopped bleeding population ; urban America appears to be coming back from its pandemic-era slump.

Poll of the week: Pew took a deep look at Americans’ foreign policy priorities .

The L.A. Times special : The treatment of miscarriages is upending the abortion debate , Seema Mehta writes.

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David Lauter writes the Saturday Los Angeles Times Politics newsletter from Washington, D.C. He began writing news in Washington in 1981 and has covered Congress, the Supreme Court, the White House under Presidents George H.W. Bush, Bill Clinton and six U.S. presidential campaigns. He served as Washington bureau chief from 2011-20. Lauter lived in Los Angeles from 1995 to 2011, where he was The Times’ deputy Foreign editor, deputy Metro editor and then assistant managing editor responsible for California coverage.

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The Mostly Persuasive Logic Behind the New Ban on Noncompetes

By Peter Coy

Opinion Writer

The Federal Trade Commission used two very different rationales to get to its near-total ban this week on noncompete agreements. One of them is a no-brainer. The other is provocative but not completely obvious. I guess I’d call it a brainer.

As you may have read, the F.T.C. commissioners on Tuesday voted 3 to 2 on a final rule against noncompete clauses in employment contracts, which limit the ability of an employee to quit and immediately go work for a rival. The commission determined that they are an “unfair method of competition.” The rule takes effect 120 days after its publication in the Federal Register, unless a court blocks it before then.

The easy prong of the ban for the F.T.C. to justify is the one that applies to nurses, hairdressers, truck drivers — actually, every kind of worker except for senior executives. For 99 percent of the American work force, the F.T.C. said, requiring workers to sign noncompete agreements as a condition of employment is “coercive and exploitative conduct.”The agency’s 570-page ruling cites articles in The Times and The Wall Street Journal in which workers came forward to say, in the F.T.C.’s words, that noncompete agreements “derailed their careers, destroyed their finances, and upended their lives.” I agree. I wrote a piece in 2021 titled , “Why Are Fast Food Workers Signing Noncompete Agreements?”

But the “coercive and exploitative” rationale doesn’t work for senior executives, who aren’t so easy to coerce or exploit. They’re more likely to have lawyers look over contract offers. They typically have some power in the employment negotiation and know how to use it. Many won’t sign a noncompete agreement unless they get something in return, such as a sweetened pay package.

The F.T.C. defined senior executives as people earning more than $151,164 per year who are in a “policy-making position,” and estimated that fewer than 1 percent of workers meet the description. Under the rule, existing noncompetes for senior executives can remain in force but most new ones are banned. The rule doesn’t apply to clauses that are related to the sale of a business.

For noncompetes involving senior executives, the F.T.C. fell back on another argument, which is that the agreements are “restrictive and exclusionary conduct” that harms competition in product, service and labor markets. (The F.T.C. says that this second argument also applies to other workers, but for them I think it’s overshadowed by the “coercive and exploitative” argument.)

This is a bit subtle. It requires you to think of the employer and the senior executive as being in cahoots rather than fighting each other. Together they cook up a noncompete that rewards the executive for agreeing to deprive other potential employers of her or his talents, and depriving the customers of those other companies of potentially better products and services. In economists’ terms, noncompete signatories are “maximizing their bilateral surplus” at the expense of others.

The logic is that the company that can’t hire the executive might have better growth prospects, so holding it back is bad for society as a whole. Or, after leaving the old employer, the executive has to be (wastefully) inactive for six months or so to wait out what finance people call the garden leave. Or the new employer has to pay a large sum to buy out the noncompete clause — again, socially wasteful.

“There can be sizable gains from restricting these contracts,” Liyan Shi of Carnegie Mellon’s Tepper School of Business wrote in a 2023 article in the journal Econometrica.

As I said, this is an interesting and even persuasive argument. But it’s not simple to make.

“If this becomes the approach,” Sean Heather, the senior vice president for international regulatory affairs and antitrust at the U.S. Chamber of Commerce, asked me, will any contract that doesn’t take into account the interests of third parties be “no longer viable?”

Charles Tharp, a professor of the practice at Boston University’s Questrom School of Business, said that while banning the noncompete might benefit a future employer, it harms the current employer, so there’s no net benefit; it’s a wash.

But two other economists I contacted disagreed with Tharp and Heather. Evan Penniman Starr, an associate professor at the University of Maryland’s Smith School of Business who is an expert on noncompete agreements, wrote to me that governments shouldn’t always put third parties first, but shouldn’t ignore them either, citing smoking bans to protect third parties from secondhand smoke. As for Tharp’s point, he wrote, “If match quality is higher at the subsequent firm, it is not a wash. It’s an efficient move that would destroy value if it wasn’t made.”

Sandeep Vaheesan, the legal director of the Open Markets Institute, emailed me that companies could still retain senior executives through higher pay packages and fixed-term contracts. Noncompetes are a “stick,” he wrote. “Public policy should encourage employers to use carrots instead. The F.T.C. noncompete ban does exactly that.”

Vaheesan also sided with the F.T.C.’s argument that companies have other ways to protect themselves when a key employee leaves, such as trade secret protection and agreements that prohibit people from soliciting customers of the companies they used to work for.

There’s precedent for taking into account the interests of third parties, Starr told me. He cited an American Bar Association model rule on professional conduct , which forbids restricting attorneys from working elsewhere, not only because it harms the attorney but also because it “limits the freedom of clients to choose a lawyer.”

The strongest evidence against noncompete agreements is that Silicon Valley has thrived even though — or maybe even partly because — the state of California has long banned noncompete agreements in most circumstances, under a law passed in 1872. The prohibition does not seem to have discouraged companies from sharing valuable inside information with employees who might leave. And it has enabled the germination of ideas as people flit from company to company like pollinating honeybees.

“Noncompetes are a pain in the neck for us,” Dr. Stephen DeCherney, who is the chair of New York-based Helios Clinical Research, told me. “Overall I won’t be sorry to see them go.”

Still, this is going to be messy for a while. The U.S. Chamber of Commerce has filed a lawsuit against the F.T.C. to block the rule, arguing that the agency doesn’t have the power to issue such a ban and that even if it did, a categorical ban isn’t lawful. Eugene Scalia, who was President Trump’s secretary of labor for a year and a half, also filed a lawsuit, this one on behalf of Ryan LLC, a tax services firm in Texas whose chief executive, Brint Ryan , is a Republican donor who has advised Trump.

Even if the F.T.C. wins on the legality of its rule, enforcing it is going to be tricky. Let’s say a company gets rid of its noncompete clause, but it imposes a nondisclosure agreement that’s so broad and strict that it “has the same functional effect” of preventing someone from taking a job elsewhere. According to the F.T.C., “such a term is a noncompete clause under the final rule.”

Arguing over what’s “the same functional effect” is going to keep a lot of lawyers busy. Same for nonsolicitation agreements and trade secret protection. “‘You can’t work for a competitor for a year’ is a pretty clear rule; ‘you can’t use our secrets at a competitor’ will mean more lawsuits,” Matt Levine, a columnist for Bloomberg Opinion, wrote Wednesday.

I admire the F.T.C. for looking at the entire economic landscape in evaluating the pros and cons of noncompete agreements, not just the interests of the employer and employee. It’s a bold step, though.

The Readers Write

You wrote that most right-to-work laws were passed in the 1940s and 1950s, when Southern states were solidly Democratic. True, but in the ’60s after the passage of the Civil Rights Act the Southern Democrats were wholly absorbed by the Republican Party. Right-to-work is an anti-union strategy implemented by the same power elite that discouraged workers in this most recent vote. Their failure is significant. When Southerners start thinking for themselves, I view that as a hopeful development.

Rebecca Bartlett Brattleboro, Vt.

I’m a 47-year union member enjoying my retirement with an old-fashioned, union-negotiated pension and lifetime medical coverage. As those Volkswagen workers told you, to a certain degree, it doesn’t matter who the president is when it comes to what union members are paid. But it does matter to all employees who the president appoints to critical agencies such as the National Labor Relations Board, the Occupational Safety and Health Administration, the Equal Employment Opportunity Commission, and many more. Those agencies have real day-to-day impact on workers’ lives and futures.

Jim Griffin King George, Va.

Concerning your newsletter on Donald Trump’s economic agenda: He is clearly advocating an isolationist strategy. One does not have to look far to see that isolationism is a dead-end street. Is there anything to love about North Korea’s economy? How about Brexit?

Bob Kerst San Francisco

Quote of the Day

“Got no diamond, got no pearlStill I think I’m a lucky girlI got the sun in the morning and the moon at night”

— Irving Berlin, “I Got the Sun in the Morning” (1946)

Peter Coy is a writer for the Opinion section of The Times, covering economics and business. Email him at [email protected] . @ petercoy