statistics on homework in america

11 Surprising Homework Statistics, Facts & Data

The age-old question of whether homework is good or bad for students is unanswerable because there are so many “ it depends ” factors.

For example, it depends on the age of the child, the type of homework being assigned, and even the child’s needs.

There are also many conflicting reports on whether homework is good or bad. This is a topic that largely relies on data interpretation for the researcher to come to their conclusions.

To cut through some of the fog, below I’ve outlined some great homework statistics that can help us understand the effects of homework on children.

Homework Statistics List

1. 45% of parents think homework is too easy for their children.

A study by the Center for American Progress found that parents are almost twice as likely to believe their children’s homework is too easy than to disagree with that statement.

Here are the figures for math homework:

46% of parents think their child’s math homework is too easy.
25% of parents think their child’s math homework is not too easy.
29% of parents offered no opinion.

Here are the figures for language arts homework:

44% of parents think their child’s language arts homework is too easy.
28% of parents think their child’s language arts homework is not too easy.
28% of parents offered no opinion.

These findings are based on online surveys of 372 parents of school-aged children conducted in 2018.

2. 93% of Fourth Grade Children Worldwide are Assigned Homework

The prestigious worldwide math assessment Trends in International Maths and Science Study (TIMSS) took a survey of worldwide homework trends in 2007. Their study concluded that 93% of fourth-grade children are regularly assigned homework, while just 7% never or rarely have homework assigned.

3. 17% of Teens Regularly Miss Homework due to Lack of High-Speed Internet Access

A 2018 Pew Research poll of 743 US teens found that 17%, or almost 2 in every 5 students, regularly struggled to complete homework because they didn’t have reliable access to the internet.

This figure rose to 25% of Black American teens and 24% of teens whose families have an income of less than $30,000 per year.

4. Parents Spend 6.7 Hours Per Week on their Children’s Homework

A 2018 study of 27,500 parents around the world found that the average amount of time parents spend on homework with their child is 6.7 hours per week. Furthermore, 25% of parents spend more than 7 hours per week on their child’s homework.

American parents spend slightly below average at 6.2 hours per week, while Indian parents spend 12 hours per week and Japanese parents spend 2.6 hours per week.

5. Students in High-Performing High Schools Spend on Average 3.1 Hours per night Doing Homework

A study by Galloway, Conner & Pope (2013) conducted a sample of 4,317 students from 10 high-performing high schools in upper-middle-class California.

Across these high-performing schools, students self-reported that they did 3.1 hours per night of homework.

Graduates from those schools also ended up going on to college 93% of the time.

6. One to Two Hours is the Optimal Duration for Homework

A 2012 peer-reviewed study in the High School Journal found that students who conducted between one and two hours achieved higher results in tests than any other group.

However, the authors were quick to highlight that this “t is an oversimplification of a much more complex problem.” I’m inclined to agree. The greater variable is likely the quality of the homework than time spent on it.

Nevertheless, one result was unequivocal: that some homework is better than none at all : “students who complete any amount of homework earn higher test scores than their peers who do not complete homework.”

7. 74% of Teens cite Homework as a Source of Stress

A study by the Better Sleep Council found that homework is a source of stress for 74% of students. Only school grades, at 75%, rated higher in the study.

That figure rises for girls, with 80% of girls citing homework as a source of stress.

Similarly, the study by Galloway, Conner & Pope (2013) found that 56% of students cite homework as a “primary stressor” in their lives.

8. US Teens Spend more than 15 Hours per Week on Homework

The same study by the Better Sleep Council also found that US teens spend over 2 hours per school night on homework, and overall this added up to over 15 hours per week.

Surprisingly, 4% of US teens say they do more than 6 hours of homework per night. That’s almost as much homework as there are hours in the school day.

The only activity that teens self-reported as doing more than homework was engaging in electronics, which included using phones, playing video games, and watching TV.

9. The 10-Minute Rule

The National Education Association (USA) endorses the concept of doing 10 minutes of homework per night per grade.

For example, if you are in 3rd grade, you should do 30 minutes of homework per night. If you are in 4th grade, you should do 40 minutes of homework per night.

However, this ‘rule’ appears not to be based in sound research. Nevertheless, it is true that homework benefits (no matter the quality of the homework) will likely wane after 2 hours (120 minutes) per night, which would be the NEA guidelines’ peak in grade 12.

10. 21.9% of Parents are Too Busy for their Children’s Homework

An online poll of nearly 300 parents found that 21.9% are too busy to review their children’s homework. On top of this, 31.6% of parents do not look at their children’s homework because their children do not want their help. For these parents, their children’s unwillingness to accept their support is a key source of frustration.

11. 46.5% of Parents find Homework too Hard

The same online poll of parents of children from grades 1 to 12 also found that many parents struggle to help their children with homework because parents find it confusing themselves. Unfortunately, the study did not ask the age of the students so more data is required here to get a full picture of the issue.

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Interpreting the Data

Unfortunately, homework is one of those topics that can be interpreted by different people pursuing differing agendas. All studies of homework have a wide range of variables, such as:

What age were the children in the study?
What was the homework they were assigned?
What tools were available to them?
What were the cultural attitudes to homework and how did they impact the study?
Is the study replicable?

The more questions we ask about the data, the more we realize that it’s hard to come to firm conclusions about the pros and cons of homework .

Furthermore, questions about the opportunity cost of homework remain. Even if homework is good for children’s test scores, is it worthwhile if the children consequently do less exercise or experience more stress?

Thus, this ends up becoming a largely qualitative exercise. If parents and teachers zoom in on an individual child’s needs, they’ll be able to more effectively understand how much homework a child needs as well as the type of homework they should be assigned.

Related: Funny Homework Excuses

The debate over whether homework should be banned will not be resolved with these homework statistics. But, these facts and figures can help you to pursue a position in a school debate on the topic – and with that, I hope your debate goes well and you develop some great debating skills!

Chris Drew (PhD)

Dr. Chris Drew is the founder of the Helpful Professor. He holds a PhD in education and has published over 20 articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education. [Image Descriptor: Photo of Chris]

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How false reports of homework overload in America have spread so far

Confusing debate suggests homework is too much when it’s often too little.

A previous version of this column mistakenly referred to the education nonprofit Challenge Success as College Success. The column has been corrected.

Recently I saw in the Phi Delta Kappan magazine an attack on homework by a California high school junior, Colin McGrath. Writing the piece as a letter to his younger brother , he said:

“In a 2020 Washington Post article , Denise Pope described what she learned from a survey of more than 50,000 high school students: On average, they complete 2.7 hours of homework a night . That means you won’t be able to play on the trampoline anymore, ride your bike, or explore any other facet of life.”

My reaction: Huh??!! I’ve spent two decades trying to dispel the myth that our kids all get too much homework. The truth, according to several scholarly sources, is that U.S. high school homework averages about an hour a night.

What most teenagers do with the rest of their free time has little connection to trampolines, bicycles or other healthy pursuits. Scholars say their favorite leisure activities are watching TV, playing video games or maybe both at the same time.

So I looked for that Sept. 1, 2020, article in my newspaper that McGrath mentioned. McGrath quoted Pope correctly. I missed that piece when it came out. Maybe most people did. I looked for Wikipedia’s official answer to this frequently asked question: How much time does the average teenager spend on homework?

I was horrified by what I saw, delivered to millions of Wikipedia users: “High schoolers reported doing an average of 2.7 hours of homework per weeknight, according to a study by The Washington Post from 2018 to 2020 of over 50,000 individuals.”

That’s wrong, but I am used to widespread falsehoods about homework overload. Otherwise responsible writers and filmmakers seem unable to resist adding to the hysteria. The popular 2009 film documentary “Race to Nowhere,” screened in 47 states and 20 countries, left the impression that young Americans everywhere were buckling under homework’s weight, yet the film never told viewers that the average amount is an just an hour a night.

Why ‘Race to Nowhere’ documentary is wrong

When Sara Bennett, an attorney and activist parent, and Nancy Kalish, a journalist specializing in parenting issues, went on the “Today” show in 2006 to publicize their book “The Case Against Homework: How Homework Is Hurting Our Children and What We Can Do About It,” they said the average homework load had “skyrocketed.” They used that same word in their book.

They were sensationalizing the fact that the average time 6-to-8-year-olds spent on homework went from eight minutes a day in 1981 to 22 minutes a day in 2003. That supposedly awful demand on their time was the equivalent of watching two episodes of “SpongeBob SquarePants.”

The University of Michigan Institute for Social Research reported in 2003 an average of 50 minutes of homework each weekday for 15-to-17-year-olds, based on a nationally representative sample of 2,907 children and adolescents. A 2019 report by the Pew Research Center , based on Bureau of Labor Statistics data, said 15-to-17- year-olds spent on average an hour a day on homework during the school year. The 2019 UCLA Higher Education Research Institute survey of 95,505 college freshmen reported 57 percent of those students, all good enough to get into college, recalled spending five hours or less a week on homework their senior year of high school. Research shows homework has little value in elementary school, but does correlate with higher achievement in high school.

The false notion of teenagers averaging 2.7 hours a night was incorrectly derived from a study by Challenge Success, a nonprofit organization that works on identifying problems and implementing best practices in schools. Pope, the author of the piece in my newspaper, is a co-founder of Challenge Success and a senior lecturer at the Stanford University Graduate School of Education.

Pope is a wonderful writer and scholar whom I have quoted in the past. She can’t be blamed for Wikipedia saying wrongly the Challenge Success study was done by The Post. She also tried to tell readers that her study did NOT use a representative sample of U.S. teens.

She said the students in the study were all from “high-performing schools.” I only wish she had revealed that in the same sentence that she reported the 2.7-hours-per-night homework average. Her note that the study was confined to the best schools appeared in a different paragraph. That may explain why McGrath, Wikipedia and careless people like me failed, at least on first reading, to see that the sample was skewed.

The Weak Case Against Homework

Too much homework can be a problem in high-achieving schools that cater to middle- and upper-class children. But they represent only about half the country. People on my side of the argument would say that three hours of homework a night is fine if the courses raise achievement and college readiness. I don’t think our kids’ favorite pastimes, video games and TV, are as good for them as going deep into those courses. And even three hours of homework leaves another three hours or so each night (plus the weekend) for nonacademic pursuits.

My concern is the less advantaged students who bring the national average down to just one hour a night by doing little or no homework at all. Since 1996 I have been studying hundreds of unusually dedicated public high schools in low-income communities that have raised achievement for their students and made it far more likely they will succeed in college or whatever they do after high school.

Those schools consider homework vital. One of them was led by Deborah Meier, a hero to many progressive educators. She created New York City’s Central Park East High School, where the mostly low-income students heard much about the importance of using time wisely.

“We told our kids … that the school’s explicit work probably required a 40-hour week — maybe more, maybe less,” she said to me. The official school week was about 30 hours. So she kept the school open an extra 10 hours a week — maybe an hour before school, an hour after school and Saturday mornings.

She didn’t call the extra time homework, but made clear it was essential. “Everyone had more to read than could be done while at school — mostly five-plus hours a week,” she said, “and probably another five for exploring and preparing and revising work done during school hours.”

Pope thinks in similar ways. She sees her Challenge Success research “as a way to a much larger conversation about how to create more meaningful and engaging learning, … how to add time for advisory/tutorial and more student to teacher interaction, how to make all the kids in the school feel like they belong and are cared for.”

That will require more than our puny national homework average of an hour a night, after an inadequate average of five hours of class a day. More learning takes time. One step in the right direction would be accepting the need for regular homework, particularly in high school, and dispensing with falsehoods about giving kids too much to learn.

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How Much Homework Do American Kids Do?

Various factors, from the race of the student to the number of years a teacher has been in the classroom, affect a child's homework load.

In his Atlantic essay , Karl Taro Greenfeld laments his 13-year-old daughter's heavy homework load. As an eighth grader at a New York middle school, Greenfeld’s daughter averaged about three hours of homework per night and adopted mantras like “memorization, not rationalization” to help her get it all done. Tales of the homework-burdened American student have become common, but are these stories the exception or the rule?

A 2007 Metlife study found that 45 percent of students in grades three to 12 spend more than an hour a night doing homework, including the six percent of students who report spending more than three hours a night on their homework. In the 2002-2003 school year, a study out of the University of Michigan found that American students ages six through 17 spent three hours and 38 minutes per week doing homework.

A range of factors plays into how much homework each individual student gets:

Older students do more homework than their younger counterparts.

This one is fairly obvious: The National Education Association recommends that homework time increase by ten minutes per year in school. (e.g., A third grader would have 30 minutes of homework, while a seventh grader would have 70 minutes).

Studies have found that schools tend to roughly follow these guidelines: The University of Michigan found that students ages six to eight spend 29 minutes doing homework per night while 15- to 17-year-old students spend 50 minutes doing homework. The Metlife study also found that 50 percent of students in grades seven to 12 spent more than an hour a night on homework, while 37 percent of students in grades three to six spent an hour or more on their homework per night. The National Center for Educational Statistics found that high school students who do homework outside of school average 6.8 hours of homework per week.

Race plays a role in how much homework students do.

Asian students spend 3.5 more hours on average doing homework per week than their white peers. However, only 59 percent of Asian students’ parents check that homework is done, while 75.6 percent of Hispanic students’ parents and 83.1 percent of black students’ parents check.

Teachers with less experience assign more homework.

The Metlife study found that 14 percent of teachers with zero to five years of teaching experience assigned more than an hour of homework per night, while only six percent of teachers with 21 or more years of teaching experience assigned over an hour of homework.

Math classes have homework the most frequently.

The Metlife study found that 70 percent of students in grades three to 12 had at least one homework assignment in math. Sixty-two percent had at least one homework assignment in a language arts class (English, reading, spelling, or creative writing courses) and 42 percent had at least one in a science class.

Regardless of how much homework kids are actually doing every night, most parents and teachers are happy with the way things are: 60 percent of parents think that their children have the “right amount of homework,” and 73 percent of teachers think their school assigns the right amount of homework.

Students, however, are not necessarily on board: 38 percent of students in grades seven through 12 and 28 percent of students in grades three through six report being “very often/often” stressed out by their homework.

Should Kids Get Homework?

Homework gives elementary students a way to practice concepts, but too much can be harmful, experts say.

Mother helping son with homework at home

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Effective homework reinforces math, reading, writing or spelling skills, but in a way that's meaningful.

How much homework students should get has long been a source of debate among parents and educators. In recent years, some districts have even implemented no-homework policies, as students juggle sports, music and other activities after school.

Parents of elementary school students, in particular, have argued that after-school hours should be spent with family or playing outside rather than completing assignments. And there is little research to show that homework improves academic achievement for elementary students.

But some experts say there's value in homework, even for younger students. When done well, it can help students practice core concepts and develop study habits and time management skills. The key to effective homework, they say, is keeping assignments related to classroom learning, and tailoring the amount by age: Many experts suggest no homework for kindergartners, and little to none in first and second grade.

Value of Homework

Homework provides a chance to solidify what is being taught in the classroom that day, week or unit. Practice matters, says Janine Bempechat, clinical professor at Boston University 's Wheelock College of Education & Human Development.

"There really is no other domain of human ability where anybody would say you don't need to practice," she adds. "We have children practicing piano and we have children going to sports practice several days a week after school. You name the domain of ability and practice is in there."

Homework is also the place where schools and families most frequently intersect.

"The children are bringing things from the school into the home," says Paula S. Fass, professor emerita of history at the University of California—Berkeley and the author of "The End of American Childhood." "Before the pandemic, (homework) was the only real sense that parents had to what was going on in schools."

Harris Cooper, professor emeritus of psychology and neuroscience at Duke University and author of "The Battle Over Homework," examined more than 60 research studies on homework between 1987 and 2003 and found that — when designed properly — homework can lead to greater student success. Too much, however, is harmful. And homework has a greater positive effect on students in secondary school (grades 7-12) than those in elementary.

"Every child should be doing homework, but the amount and type that they're doing should be appropriate for their developmental level," he says. "For teachers, it's a balancing act. Doing away with homework completely is not in the best interest of children and families. But overburdening families with homework is also not in the child's or a family's best interest."

Negative Homework Assignments

Not all homework for elementary students involves completing a worksheet. Assignments can be fun, says Cooper, like having students visit educational locations, keep statistics on their favorite sports teams, read for pleasure or even help their parents grocery shop. The point is to show students that activities done outside of school can relate to subjects learned in the classroom.

But assignments that are just busy work, that force students to learn new concepts at home, or that are overly time-consuming can be counterproductive, experts say.

Homework that's just busy work.

Effective homework reinforces math, reading, writing or spelling skills, but in a way that's meaningful, experts say. Assignments that look more like busy work – projects or worksheets that don't require teacher feedback and aren't related to topics learned in the classroom – can be frustrating for students and create burdens for families.

"The mental health piece has definitely played a role here over the last couple of years during the COVID-19 pandemic, and the last thing we want to do is frustrate students with busy work or homework that makes no sense," says Dave Steckler, principal of Red Trail Elementary School in Mandan, North Dakota.

Homework on material that kids haven't learned yet.

With the pressure to cover all topics on standardized tests and limited time during the school day, some teachers assign homework that has not yet been taught in the classroom.

Not only does this create stress, but it also causes equity challenges. Some parents speak languages other than English or work several jobs, and they aren't able to help teach their children new concepts.

" It just becomes agony for both parents and the kids to get through this worksheet, and the goal becomes getting to the bottom of (the) worksheet with answers filled in without any understanding of what any of it matters for," says professor Susan R. Goldman, co-director of the Learning Sciences Research Institute at the University of Illinois—Chicago .

Homework that's overly time-consuming.

The standard homework guideline recommended by the National Parent Teacher Association and the National Education Association is the "10-minute rule" – 10 minutes of nightly homework per grade level. A fourth grader, for instance, would receive a total of 40 minutes of homework per night.

But this does not always happen, especially since not every student learns the same. A 2015 study published in the American Journal of Family Therapy found that primary school children actually received three times the recommended amount of homework — and that family stress increased along with the homework load.

Young children can only remain attentive for short periods, so large amounts of homework, especially lengthy projects, can negatively affect students' views on school. Some individual long-term projects – like having to build a replica city, for example – typically become an assignment for parents rather than students, Fass says.

"It's one thing to assign a project like that in which several kids are working on it together," she adds. "In (that) case, the kids do normally work on it. It's another to send it home to the families, where it becomes a burden and doesn't really accomplish very much."

Private vs. Public Schools

Do private schools assign more homework than public schools? There's little research on the issue, but experts say private school parents may be more accepting of homework, seeing it as a sign of academic rigor.

Of course, not all private schools are the same – some focus on college preparation and traditional academics, while others stress alternative approaches to education.

"I think in the academically oriented private schools, there's more support for homework from parents," says Gerald K. LeTendre, chair of educational administration at Pennsylvania State University—University Park . "I don't know if there's any research to show there's more homework, but it's less of a contentious issue."

How to Address Homework Overload

First, assess if the workload takes as long as it appears. Sometimes children may start working on a homework assignment, wander away and come back later, Cooper says.

"Parents don't see it, but they know that their child has started doing their homework four hours ago and still not done it," he adds. "They don't see that there are those four hours where their child was doing lots of other things. So the homework assignment itself actually is not four hours long. It's the way the child is approaching it."

But if homework is becoming stressful or workload is excessive, experts suggest parents first approach the teacher, followed by a school administrator.

"Many times, we can solve a lot of issues by having conversations," Steckler says, including by "sitting down, talking about the amount of homework, and what's appropriate and not appropriate."

Study Tips for High School Students

High angle view of young woman sitting at desk and studying at home during coronavirus lockdown

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The Surprising History of Homework Reform

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

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

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

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

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

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

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

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

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

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

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The truth about homework in America

by: Carol Lloyd | Updated: February 9, 2023

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Not excited about homework? We can hardly blame you. But how families handle homework in America can have a huge impact on their child’s short-term and long-term academic success. Here’s a glimpse at how American families approach homework, and some tips that may help you decide how to handle homework in your home.

Model how much you value your child’s education

Think of your child’s nightly homework as a time to model how much you value your child’s learning and education. Get in the habit of asking your child what homework they have each evening, looking over their homework when they’re done each night, praising their hard work, and marveling at all that they are learning. Your admiration and love is the best magic learning potion available.

Set up a homework routine American parents who want their children to graduate from high school and go to college take learning at home seriously. They turn off the TV and radio at homework time. They take away access to video games and smartphones. They make sure the child gets some exercise and has a healthy snack before starting homework because both are shown to help kids focus. When it’s time for homework, they (try to) ensure their child has a quiet place where they can focus and have access to the grade-appropriate homework basics, like paper, pencils, erasers, crayons, and tape for kids in younger grades and calculators and writing materials for kids in older grades.

Helping with homework when you don’t read/speak English

So how can you help with homework if you can’t read your child’s homework because it’s in English — or because the math is being presented in a way you’ve never seen? If you can’t understand your child’s homework, you can still do a lot to help them. Your physical presence (and your authority to turn off the TV) can help them take homework time seriously. Your encouragement that they take their time and not rush through the work also will help. Finally, your ability to ask questions can do two important things: you can show your interest in their work (and thus reinforce the importance you place on learning and education) and you can help your child slow down and figure things out when they’re lost or frustrated. A lot of learning happens when children have a chance to talk through problems and ideas. Sometimes, just describing the assignment or problem to you can help the solution click for your child.

What’s the right amount of homework?

It’s often in first grade that kids start receiving regular homework and feel stressed and lost if they don’t complete it. If your child is having trouble adjusting to their new routines, know that it’s not just your child. Families all across America are having the same issues in terms of figuring out how to create quiet, focussed time for a young child to read, write, and do math inside a bustling home. In first grade, your child will likely be asked to do somewhere between 10 and 30 minutes of homework a night, sometimes in addition to 20 minutes of bedtime reading. ( The National PTA’s research-based recommendation is 10 to 20 minutes of homework a night in first grade and an additional 10 minutes per grade level thereafter.) If your child is getting a lot more than that, talk to your child’s teacher about how long your child should be spending on homework and what you can do to help.

Comparing U.S. homework time to other countries

If you’ve come from another country and recall your childhood homework taking less time, you may think it’s because you’re foreign. The truth is, most parents who grew up in the U.S. are feeling the same way. In the past few decades homework for younger grades has intensified in many schools. “The amount of homework that younger kids — ages 6 to 9 — have to do has gone up astronomically since the late ’80s,” says Alfie Kohn, author of the 2006 book The Homework Myth: Why Our Kids Get Too Much of a Bad Thing. So if you feel surprised about the quantity of homework your child is bringing home, you’re not alone.

According to an international study of homework, 15-year-olds in Shanghai do 13.8 hours of homework per week compared to 6.1 hours in the U.S. and 5.3 hours in Mexico and 3.4 hours in Costa Rica. But here’s the thing: academic expectations in the U.S. vary widely from school to school. Some American elementary schools have banned homework. Others pile on hours a night — even in the younger grades. By high school, though, most American students who are seriously preparing for four-year college are doing multiple hours of homework most nights.

Not into homework? Try this.

Homework detractors point to research that shows homework has no demonstrated benefits for students in the early elementary grades. “The research clearly shows that there is no correlation between academic achievement and homework, especially in the lower grades,” says Denise Pope, senior lecturer at the Stanford University Graduate School of Education and the author of the 2015 book, Overloaded and Underprepared: Strategies for Stronger Schools and Healthy Successful Kids .

On the other hand, nightly reading is hugely important.

“One thing we know does have a correlation with academic achievement is free reading time,” says Pope. “We know that that is something we want schools to encourage.” Since the scientific evidence shows the most impact comes from reading for pleasure, don’t skip bedtime reading. If your child is not being given any homework, make sure to spend some of that extra time reading books in either English or Spanish.

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The alarming state of the American student in 2022

Subscribe to the brown center on education policy newsletter, robin lake and robin lake director, center on reinventing public education - arizona state university @rbnlake travis pillow travis pillow innovation fellow, center on reinventing public education - arizona state university @travispillow.

November 1, 2022

The pandemic was a wrecking ball for U.S. public education, bringing months of school closures, frantic moves to remote instruction, and trauma and isolation.

Kids may be back at school after three disrupted years, but a return to classrooms has not brought a return to normal. Recent results from the National Assessment of Educational Progress (NAEP) showed historic declines in American students’ knowledge and skills and widening gaps between the highest- and lowest-scoring students.

But even these sobering results do not tell us the whole story.

After nearly three years of tracking pandemic response by U.S. school systems and synthesizing knowledge about the impacts on students, we sought to establish a baseline understanding of the contours of the crisis: What happened and why, and where do we go from here?

This first annual “ State of the American Student ” report synthesizes nearly three years of research on the academic, mental health, and other impacts of the pandemic and school closures.

It outlines the contours of the crisis American students have faced during the COVID-19 pandemic and begins to chart a path to recovery and reinvention for all students—which includes building a new and better approach to public education that ensures an educational crisis of this magnitude cannot happen again.

The state of American students as we emerge from the pandemic is still coming into focus, but here’s what we’ve learned (and haven’t yet learned) about where COVID-19 left us:

1. Students lost critical opportunities to learn and thrive.

• The typical American student lost several months’ worth of learning in language arts and more in mathematics.

• Students suffered crushing increases in anxiety and depression. More than one in 360 U.S. children lost a parent or caregiver to COVID-19.

• Students poorly served before the pandemic were profoundly left behind during it, including many with disabilities whose parents reported they were cut off from essential school and life services.

This deeply traumatic period threatens to reverberate for decades. The academic, social, and mental-health needs are real, they are measurable, and they must be addressed quickly to avoid long-term consequences to individual students, the future workforce, and society.

2. The average effects from COVID mask dire inequities and widely varied impact.

Some students are catching up, but time is running out for others. Every student experienced the pandemic differently, and there is tremendous variation from student to student, with certain populations—namely, Black, Hispanic, and low-income students, as well as other vulnerable populations—suffering the most severe impacts.

The effects were more severe where campuses stayed closed longer. American students are experiencing a K-shaped recovery, in which gaps between the highest- and lowest-scoring students, already growing before the pandemic, are widening into chasms. In the latest NAEP results released in September , national average scores fell five times as much in reading, and four times as much in math, for the lowest-scoring 10 percent of nine-year-olds as they had for the highest-scoring 10 percent.

At the pace of recovery we are seeing today, too many students of all races and income levels will graduate in the coming years without the skills and knowledge needed for college and careers.

3. What we know at this point is incomplete. The situation could be significantly worse than the early data suggest.

The data and stories we have to date are enough to warrant immediate action, but there are serious holes in our understanding of how the pandemic has affected various groups of students, especially those who are typically most likely to fall through the cracks in the American education system.

We know little about students with complex needs, such as those with disabilities and English learners. We still know too little about the learning impacts in non-tested subjects, such as science, civics, and foreign languages. And while psychologists , educators , and the federal government are sounding alarms about a youth mental health crisis, systematic measures of student wellbeing remain hard to come by.

We must acknowledge that what we know at this point is incomplete, since the pandemic closures and following recovery have been so unprecedented in recent times. It’s possible that as we continue to dig into the evidence on the pandemic’s impacts, some student groups or subjects may have not been so adversely affected. Alternatively, the situation could be significantly worse than the early data suggest. Some students are already bouncing back quickly. But for others, the impact could grow worse over time.

In subjects like math, where learning is cumulative, pandemic-related gaps in students’ learning that emerged during the pandemic could affect their ability to grasp future material. In some states, test scores fell dramatically for high schoolers nearing graduation. Shifts in these students’ academic trajectories could affect their college plans—and the rest of their lives. And elevated rates of chronic absenteeism suggest some students who disconnected from school during the pandemic have struggled to reconnect since.

4. The harms students experienced can be traced to a rigid and inequitable system that put adults, not students, first.

• Despite often heroic efforts by caring adults, students and families were cut off from essential support, offered radically diminished learning opportunities, and left to their own devices to support learning.

• Too often, partisan politics, not student needs , drove decision-making.

• Students with complexities and differences too often faced systems immobilized by fear and a commitment to sameness rather than prioritization and problem-solving.

So, what can we do to address the situation we’re in?

Diverse needs demand diverse solutions that are informed by pandemic experiences

Freed from the routines of rigid systems, some parents, communities, and educators found new ways to tailor learning experiences around students’ needs. They discovered learning can happen any time and anywhere. They discovered enriching activities outside class and troves of untapped adult talent.

Some of these breakthroughs happened in public schools—like virtual IEP meetings that leveled power dynamics between administrators and parents advocating for their children’s special education services. Others happened in learning pods or other new environments where families and community groups devised new ways to meet students’ needs. These were exceptions to an otherwise miserable rule, and they can inform the work ahead.

We must act quickly but we must also act differently. Important next steps include:

• Districts and states should immediately use their federal dollars to address the emergent needs of the COVID-19 generation of students via proven interventions, such as well-designed tutoring, extended learning time, credit recovery, additional mental health support, college and career guidance, and mentoring. The challenges ahead are too daunting for schools to shoulder alone. Partnerships and funding for families and community-driven solutions will be critical.

• By the end of the 2022–2023 academic year, states and districts must commit to an honest accounting of rebuilding efforts by defining, adopting, and reporting on their progress toward 5- and 10-year goals for long-term student recovery. States should invest in rigorous studies that document, analyze, and improve their approaches.

• Education leaders and researchers must adopt a national research and development agenda for school reinvention over the next five years. This effort must be anchored in the reality that the needs of students are so varied, so profound, and so multifaceted that a one-size-fits-all approach to education can’t possibly meet them all. Across the country, community organizations who previously operated summer or afterschool programs stepped up to support students during the school day. As they focus on recovery, school system leaders should look to these helpers not as peripheral players in education, but as critical contributors who can provide teaching , tutoring, or joyful learning environments for students and often have trusting relationships with their families.

• Recovery and rebuilding should ensure the system is more resilient and prepared for future crises. That means more thoughtful integration of online learning and stronger partnerships with organizations that support learning outside school walls. Every school system in America should have a plan to keep students safe and learning even when they can’t physically come to school, be equipped to deliver high-quality, individualized pathways for students, and build on practices that show promise.

Our “State of the American Student” report is the first in a series of annual reports the Center on Reinventing Public Education intends to produce through fall of 2027. We hope every state and community will produce similar, annual accounts and begin to define ambitious goals for recovery. The implications of these deeply traumatic years will reverberate for decades unless we find a path not only to normalcy but also to restitution for this generation and future generations of American students.

The road to recovery can lead somewhere new. In five years, we hope to report that out of the ashes of the pandemic, American public education emerged transformed: more flexible and resilient, more individualized and equitable, and—most of all— more joyful.

5.1 Continuous Probability Functions

For each probability and percentile problem, draw the picture.

Consider the following experiment. You are one of 100 people enlisted to take part in a study to determine percentage of nurses in America with an R.N. (registered nurse) degree. You ask nurses if they have an R.N. degree. The nurses answer yes or no. You then calculate the percentage of nurses with an R.N. degree. You give that percentage to your supervisor.

What part of the experiment will yield discrete data?
What part of the experiment will yield continuous data?

When age is rounded to the nearest year, do the data stay continuous, or do they become discrete? Why?

5.2 The Uniform Distribution

Births are approximately uniformly distributed between the 52 weeks of the year. They can be said to follow a uniform distribution from one to 53 (spread of 52 weeks).

X ~ _________
Graph the probability distribution.
f ( x ) = _________
μ = _________
σ = _________
Find the probability that a person is born at the exact moment week 19 starts. That is, find P ( x = 19) = _________
P (2 < x < 31) = _________
Find the probability that a person is born after week 40.
P (12 < x | x < 28) = _________
Find the 70 th percentile.
Find the minimum for the upper quarter.

A random number generator picks a number from one to nine in a uniform manner.

P (3.5 < x < 7.25) = _________
P ( x > 5.67)
P ( x > 5| x > 3) = _________
Find the 90 th percentile.

According to a study by Dr. John McDougall of his live-in weight loss program, the people who follow his program lose between six and 15 pounds a month until they approach trim body weight. Let’s suppose that the weight loss is uniformly distributed. We are interested in the weight loss of a randomly selected individual following the program for one month.

Define the random variable. X = _________
Find the probability that the individual lost more than 10 pounds in a month.
Suppose it is known that the individual lost more than 10 pounds in a month. Find the probability that he lost less than 12 pounds in the month.
P (7 < x < 13| x > 9) = __________. State this result in a probability question, similarly to Parts g and h, draw the picture, and find the probability.

A subway train arrives every eight minutes during rush hour. We are interested in the length of time a commuter must wait for a train to arrive. The time follows a uniform distribution.

Define the random variable. X = _______
X ~ _______
f ( x ) = _______
μ = _______
σ = _______
Find the probability that the commuter waits less than one minute.
Find the probability that the commuter waits between three and four minutes.
Sixty percent of commuters wait more than how long for the train? State this result in a probability question, similarly to Parts g and h, draw the picture, and find the probability.

The age of a first grader on September 1 at Garden Elementary School is uniformly distributed from 5.8 to 6.8 years. We randomly select one first grader from the class.

Find the probability that she is over 6.5 years old.
Find the probability that she is between four and six years old.
Find the 70 th percentile for the age of first graders on September 1 at Garden Elementary School.

Use the following information to answer the next three exercises. The Sky Train from the terminal to the rental–car and long–term parking center is supposed to arrive every eight minutes. The waiting times for the train are known to follow a uniform distribution.

What is the average waiting time (in minutes)?

Find the 30 th percentile for the waiting times (in minutes).

The probability of waiting more than seven minutes given a person has waited more than four minutes is?

The time (in minutes) until the next bus departs a major bus depot follows a distribution with f ( x ) = 1 20 1 20 where x goes from 25 to 45 minutes.

Define the random variable. X = ________
X ~ ________
The distribution is ______________ (name of distribution). It is _____________ (discrete or continuous).
μ = ________
σ = ________
Find the probability that the time is at most 30 minutes. Sketch and label a graph of the distribution. Shade the area of interest. Write the answer in a probability statement.
Find the probability that the time is between 30 and 40 minutes. Sketch and label a graph of the distribution. Shade the area of interest. Write the answer in a probability statement.
P (25 < x < 55) = _________. State this result in a probability statement, similarly to Parts g and h, draw the picture, and find the probability.
Find the 90 th percentile. This means that 90 percent of the time, the time is less than _____ minutes.
Find the 75 th percentile. In a complete sentence, state what this means. (See Part j.)
Find the probability that the time is more than 40 minutes given (or knowing that) it is at least 30 minutes.

Suppose that the value of a stock varies each day from $16 to $25 with a uniform distribution.

Find the probability that the value of the stock is more than $19.
Find the probability that the value of the stock between $19 and $22.
Find the upper quartile — 25 percent of all days the stock is above what value? Draw the graph.
Given that the stock is greater than $18, find the probability that the stock is more than $21.

A fireworks show is designed so that the time between fireworks is between one and five seconds, and follows a uniform distribution.

Find the average time between fireworks.
Find the probability that the time between fireworks is greater than four seconds.

The number of miles driven by a truck driver falls between 300 and 700, and follows a uniform distribution.

Find the probability that the truck driver goes more than 650 miles in a day.
Find the probability that the truck driver goes between 400 and 650 miles in a day.
At least how many miles does the truck driver travel on the 10 percent of days with the highest mileage?

5.3 The Exponential Distribution (Optional)

Suppose that the length of long-distance phone calls, measured in minutes, is known to have an exponential distribution with the average length of a call equal to eight minutes.

Define the random variable. X = ________________.
Is X continuous or discrete?
Draw a graph of the probability distribution. Label the axes.
Find the probability that a phone call lasts less than nine minutes.
Find the probability that a phone call lasts more than nine minutes.
Find the probability that a phone call lasts between seven and nine minutes.
If 25 phone calls are made one after another, on average, what would you expect the total to be? Why?

Suppose that the useful life of a particular car battery, measured in months, decays with parameter 0.025. We are interested in the life of the battery.

Define the random variable. X = _________________________________.
On average, how long would you expect one car battery to last?
On average, how long would you expect nine car batteries to last, if they are used one after another?
Find the probability that a car battery lasts more than 36 months.
Seventy percent of the batteries last at least how long?

The percent of persons (ages five and older) in each state who speak a language at home other than English is approximately exponentially distributed with a mean of 9.848. Suppose we randomly pick a state.

Find the probability that percentage is less than 12.
Find the probability that percentage is between eight and 14.
Why is this number different from 9.848 percent?
What would make this number higher than 9.848 percent?

The time (in years) after reaching age 60 that it takes an individual to retire is approximately exponentially distributed with a mean of about five years. Suppose we randomly pick one retired individual. We are interested in the time after age 60 to retirement.

X ~ = ________
Find the probability that the person retired after age 70.
Do more people retire before age 65 or after age 65?
In a room of 1,000 people over age 80, how many do you expect will not have retired yet?

The cost of all maintenance for a car during its first year is approximately exponentially distributed with a mean of $150.

Find the probability that a car required over $300 for maintenance during its first year.

Use the following information to answer the next three exercises. The average lifetime of a certain new cell phone is three years. The manufacturer will replace any cell phone failing within two years of the date of purchase. The lifetime of these cell phones is known to follow an exponential distribution.

What is the decay rate?

What is the probability that a phone will fail within two years of the date of purchase?

What is the median lifetime of these phones (in years)?

Let X ~ Exp (0.1).

decay rate = ________
Graph the probability distribution function.
On the graph, shade the area corresponding to P ( x < 6), and find the probability.
Sketch a new graph, shade the area corresponding to P (3 < x < 6), and find the probability.
Sketch a new graph, shade the area corresponding to P ( x < 7), and find the probability.
Sketch a new graph, shade the area corresponding to the 40 th percentile and find the value.
Find the average value of x .

Suppose that the longevity of a light bulb is exponential with a mean lifetime of eight years.

Find the probability that a light bulb lasts less than one year.
Find the probability that a light bulb lasts between six and 10 years.
Seventy percent of all light bulbs last at least how long?
A company decides to offer a warranty to give refunds to light bulbs whose lifetime is among the lowest two percent of all bulbs. To the nearest month, what should be the cutoff lifetime for the warranty to take place?
If a light bulb has lasted seven years, what is the probability that it fails within the 8 th year?

At a 911 call center, calls come in at an average rate of one call every two minutes. Assume that the time that elapses from one call to the next has the exponential distribution.

On average, how much time occurs between five consecutive calls?
Find the probability that after a call is received, it takes more than three minutes for the next call to occur.
Ninety-percent of all calls occur within how many minutes of the previous call?
Suppose that two minutes have elapsed since the last call. Find the probability that the next call will occur within the next minute.
Find the probability that fewer than 20 calls occur within an hour.

In major league baseball, a no-hitter is a game in which a pitcher, or pitchers, doesn't give up any hits throughout the game. No-hitters occur at a rate of about three per season. Assume that the duration of time between no-hitters is exponential.

What is the probability that an entire season elapses with a single no-hitter?
If an entire season elapses without any no-hitters, what is the probability that there are no no-hitters in the following season?
What is the probability that there are more than three no-hitters in a single season?

During the years 1998–2012, a total of 29 earthquakes of magnitude greater than 6.5 occurred in Papua New Guinea. Assume that the time spent waiting between earthquakes is exponential. Assume that the current year is 2013

What is the probability that the next earthquake occurs within the next three months?
Given that six months has passed without an earthquake in Papua New Guinea, what is the probability that the next three months will be free of earthquakes?
What is the probability of zero earthquakes occurring in 2014?
What is the probability that at least two earthquakes will occur in 2014?

According to the American Red Cross, about one out of nine people in the United States have type B blood. Suppose the blood types of people arriving at a blood drive are independent. In this case, the number of type B blood types that arrive roughly follows the Poisson distribution.

If 100 people arrive, how many on average would be expected to have type B blood?
What is the probability that more than 10 people out of these 100 have type B blood?
What is the probability that more than 20 people arrive before a person with type B blood is found?

A website experiences traffic during normal working hours at a rate of 12 visits per hour. Assume that the duration between visits has the exponential distribution.

Find the probability that the duration between two successive visits to the website is more than 10 minutes.
The top 25 percent of durations between visits are at least how long?
Suppose that 20 minutes have passed since the last visit to the website. What is the probability that the next visit will occur within the next five minutes?
Find the probability that fewer than seven visits occur within a one-hour period.

At an urgent care facility, patients arrive at an average rate of one patient every seven minutes. Assume that the duration between arrivals is exponentially distributed.

Find the probability that the time between two successive visits to the urgent care facility is less than two minutes.
Find the probability that the time between two successive visits to the urgent care facility is more than 15 minutes.
If 10 minutes have passed since the last arrival, what is the probability that the next person will arrive within the next five minutes?
Find the probability that more than eight patients arrive during a half-hour period.

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Want to cite, share, or modify this book? This book uses the Creative Commons Attribution License and you must attribute Texas Education Agency (TEA). The original material is available at: https://www.texasgateway.org/book/tea-statistics . Changes were made to the original material, including updates to art, structure, and other content updates.

Access for free at https://openstax.org/books/statistics/pages/1-introduction

Authors: Barbara Illowsky, Susan Dean
Publisher/website: OpenStax
Book title: Statistics
Publication date: Mar 27, 2020
Location: Houston, Texas
Book URL: https://openstax.org/books/statistics/pages/1-introduction
Section URL: https://openstax.org/books/statistics/pages/5-homework

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Key facts about asian americans living in poverty.

Asian Americans are often portrayed as educationally and financially successful when compared with other racial or ethnic groups. However, Asian origin groups in the United States vary widely in their economic status and education level . Indeed, more than 2.3 million Asian Americans – about one-in-ten – lived in poverty in 2022, according to a Pew Research Center analysis of U.S. Census Bureau data.

Learn more about Asian Americans’ experiences with economic hardship in our data essay and short film .

Here are nine facts about Asian Americans living in poverty.

Pew Research Center conducted this analysis to better understand the characteristics, experiences and views of Asian Americans living in poverty today. It is part of a three-part study that includes an analysis of 18 focus groups conducted with 144 Asians living with economic hardship completed in February 2023 and a short film about Asian families who have experienced economic hardship .

This analysis is based on two main data sources. The first data source is the U.S. Census Bureau’s 2022 American Community Survey (ACS) provided through Integrated Public Use Microdata Series (IPUMS) from the University of Minnesota. In this analysis, poverty status is determined using the 2022 federal poverty line for the 48 contiguous states and the District of Columbia, Alaska, or Hawaii, depending on respondents’ state of residence, published by the U.S. Department of Health and Human Services. For example, a family of four living in 48 contiguous states and the District of Columbia were categorized as living “in poverty” if they make a yearly income of $27,750 or less.

The second data source is Pew Research Center’s 2022-23 survey of Asian American adults, conducted from July 2022 to January 2023 in six languages among 7,006 respondents. The survey analysis included 561 Asian adults whose approximate family income is at or below the 2022 federal poverty line for the 48 contiguous states and the District of Columbia, regardless of their state of residence. For more details, refer to the survey methodology . For questions used in this analysis, refer to the topline questionnaire .

Pew Research Center is a subsidiary of The Pew Charitable Trusts, its primary funder. The Center’s Asian American portfolio was funded by The Pew Charitable Trusts, with generous support from The Asian American Foundation; Chan Zuckerberg Initiative DAF, an advised fund of the Silicon Valley Community Foundation; the Robert Wood Johnson Foundation; the Henry Luce Foundation; the Doris Duke Foundation; The Wallace H. Coulter Foundation; The Dirk and Charlene Kabcenell Foundation; The Long Family Foundation; Lu-Hebert Fund; Gee Family Foundation; Joseph Cotchett; the Julian Abdey and Sabrina Moyle Charitable Fund; and Nanci Nishimura.

We would also like to thank the Leaders Forum for its thoughtful leadership and valuable assistance in helping make this survey possible.

The strategic communications campaign used to promote the research was made possible with generous support from the Doris Duke Foundation.

The terms Asians and Asian Americans are used interchangeably throughout this post to refer to individuals who self-identify as Asian, either alone or in combination with other races or Hispanic identity.

The terms living in poverty and living near or below the federal poverty line are used interchangeably throughout this post to refer to those whose family income is close to or below the 2022 federal poverty line.

For results on Asian adults from the survey , this refers to adults whose approximate family income falls at or below 100% of the federal poverty line.
For data on the total U.S. Asian population from the U.S. Census Bureau , this refers to all Asian Americans whose family income is at or below 100% of the federal poverty line.

The term U.S. born refers to people who are U.S. citizens at birth, including people born in the 50 U.S. states, the District of Columbia, Puerto Rico, or other U.S. territories, as well as those born elsewhere to at least one parent who is a U.S. citizen.

The term immigrants , when referring to Census Bureau data, includes those who were not U.S. citizens at birth – in other words, those born outside the 50 U.S. states or the District of Columbia, Puerto Rico, or other U.S. territories to parents who were not U.S. citizens. When referring to survey respondents, this group only includes those born outside the 50 U.S. States or the District of Columbia, Puerto Rico or other U.S. territories.

About 10% of Asian Americans overall live in poverty, but poverty rates vary widely across origin groups. Burmese (19%) and Hmong Americans (17%) were among the Asian origin groups with the highest poverty rates in 2022. Meanwhile, Filipino (7%) and Indian Americans (6%) were among the groups with the lowest poverty rates.

A dot plot showing that poverty rates vary widely across Asian origin groups in the U.S.

A third of Asian Americans ages 25 and older who live in poverty have a bachelor’s degree. By comparison, among non-Asians 25 and older who live in poverty, only 14% have a bachelor’s degree.

A table showing the demographics of Asian Americans by poverty status.

Asian Americans 25 and older with at least a bachelor’s degree are still less likely to live in poverty (5%) than those with less formal education (13%).

Nearly six-in-ten Asian Americans who live in poverty are immigrants. And relatively few of these immigrants speak English proficiently.

Among Asian immigrants ages 5 and older living below the poverty line, 44% are proficient in English (meaning they either speak only English or speak the language very well). By comparison, 61% of those immigrants above the poverty line speak English proficiently.

A map of the U.S. showing that about 1 in 4 Asians who live below the poverty line reside in the New York, L.A. or San Francisco metro areas.

About 1 million Asians who are below the poverty line live in 10 U.S. metropolitan areas. In fact, more than 500,000 live in just three metropolitan areas: New York City, Los Angeles and San Francisco. These metro areas each have about 100,000 or more Asians living in poverty, and together they hold 26% of all Asian Americans living in poverty.

Fresno, California (19%), Buffalo, New York (18%) and Pittsburgh, Pennsylvania (15%) are among the metro areas with the highest poverty rates among Asian Americans. Still, Asian Americans who live in poverty largely reside in places with larger Asian populations than these metro areas.

Refer to a downloadable spreadsheet for detailed data on the number and share of Asians living in poverty by metro area.

Around eight-in-ten Asian adults who live in poverty (79%) have experienced financial challenges in some way in the past 12 months, according to a Pew Research Center survey of Asian adults conducted in 2022 and 2023. By contrast, 48% of Asian adults living above the poverty line say they have experienced the same. Among the specific financial challenges they faced:

A bar chart showing that a majority of Asian adults living in poverty say they are unable to save for emergencies.

57% of Asian adults living in poverty were unable to save for emergencies, compared with 40% of Asian adults living above the poverty line.
42% had trouble paying their bills, more than twice the share of Asian adults living above the poverty line who said the same (17%).
38% have gotten food from a food bank or charitable organization, about six times the share among Asians living above the poverty line (6%).

Financial difficulties tend to come in bundles: Among those living in poverty who say they experienced at least one of the financial challenges asked about, 65% experienced two or more.

A majority of Asian adults who live in poverty (61%) have turned to family or friends for help with bills, housing, food or employment.

A bar chart showing that about 6 in 10 Asian adults living in poverty have turned to family or friends for help with living expenses or job.

A large share (49%) also say they have sought help from local, state or federal governments. Smaller shares have sought help from religious institutions such as churches or temples (21%) or Asian community groups (13%).

However, 19% of Asian adults living in poverty say they have not sought help from any of the sources asked about in the survey.

Why Asian immigrants came to the U.S. is linked to whether they have received help from the government. For example, a third of all Asian immigrants, regardless of poverty status, who came to the U.S. due to conflict or persecution in their home country have received help with bills, housing, food or employment from governments (33%). By comparison, smaller shares of Asian immigrants who came for educational opportunities (14%) or economic opportunities (16%) or who migrated to be with family (25%) say the same.

Roughly half of Asian Americans who live in poverty (47%) say the American dream is out of reach, but others say they have achieved it (15%) or are on their way to achieving it (36%). By comparison, Asians living above the poverty line are more optimistic about their chances of achieving the American dream: 26% say it is out of reach for them, while 27% say they have achieved it and 46% say they are on their way to achieving it.

A bar chart showing that about half of Asian adults living in poverty say the American dream is out of reach for them.

Asian adults who live below the poverty line and those who live above it have similar views on what’s important to achieving the American dream. For Asians living in poverty, the vast majority say having freedom of choice in how to live one’s life (91%), a good family life (91%), children having the best opportunities (91%) and retiring comfortably (90%) are important to their view of the American dream. Among Asian adults living above the poverty line, similar shares say these elements are important.

Homeownership is also seen as key: 81% of Asian adults living in poverty and 87% of those living above the poverty line say owning a home is important to their view of the American dream. However, Asian adults in poverty are much less likely than those above the poverty line to be homeowners (40% vs. 71%), according to Census Bureau data.

Note: For more details, refer to the survey methodology . For questions used in this analysis, refer to the topline questionnaire .

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About Pew Research Center Pew Research Center is a nonpartisan fact tank that informs the public about the issues, attitudes and trends shaping the world. It conducts public opinion polling, demographic research, media content analysis and other empirical social science research. Pew Research Center does not take policy positions. It is a subsidiary of The Pew Charitable Trusts .

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Get the facts: what's on the milwaukee ballot.

Milwaukee voters have a lot of decisions to make Tuesday, and election officials encourage people to do their homework before going to the polls

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Polls open at 7 a.m. Tuesday for Wisconsin's spring election and 2024 presidential primary. WISN 12 News is Getting the Facts for Milwaukee voters about what's on the ballot.

Perhaps the biggest issue on the ballot is a $252 million ask for Milwaukee Public Schools.

"Voting yes for MPS absolutely is very important to me. That is my main reason for voting tomorrow," said Rhiannon, a Milwaukee voter who did not want to reveal her last name.

Election officials encourage people to do their homework before going to the polls. The executive director of the Milwaukee Election Commission explains what's up for grabs.

"All 15 Common Council seats, city attorney, city treasurer, city comptroller, and of course, the mayor is on the ballot," Claire Woodall said.

"County executive, county comptroller, county supervisor," she added, about the Milwaukee County races.

City of Milwaukee reside Alexandra Ellis talked about what she's most concerned about on the ballot.

"I would probably say my aldermanic district," she said.

Geoffrey Pearson of West Allis has a plan.

"I'm going to personally be voting more for Democrats, and that's straight down the ticket," he said.

Voters will also have to say yes or no to two questions regarding how state elections are conducted.

"The two statewide referendums are binding. They will be amending the state constitution," Woodall said.

Don't forget to bring a photo ID. Polls are open from 7 a.m. to 8 p.m., and you can register to vote at your polling place.

"Voting is the foundation of being civically engaged. It's the simplest way we can get engaged in our local community," Woodall said.

A reminder, poll workers are prohibited from answering questions about referenda. For more information about what's on the ballot, visit the 1 2 News Voter Guide .

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Here's what to know about dengue, as Puerto Rico declares a public health emergency

Joe Hernandez

Victoria Micieli, director and scientist at the Center for Parasitological and Vector Studies of the national scientific research institute CONICET, classifies different species of mosquitoes at a laboratory in La Plata, in Argentina's Buenos Aires Province, on Tuesday. Luis Robayo/AFP via Getty Images hide caption

Puerto Rico has issued a public health emergency after recording an unusually rapid rise in dengue cases over the first few months of this year.

It's the latest area to grapple with a surge of infections of the mosquito-borne disease, which sickens an estimated 100–400 million people globally each year.

According to Puerto Rico's health department, the territory has recorded 549 cases since the start of the year, nearly half of which have occurred in the San Juan region. Puerto Rico saw a total of 1,293 cases throughout all of last year, the Associated Press reported .

Goats and Soda

With a million cases of dengue so far this year, brazil is in a state of emergency.

"This year, dengue cases have exceeded historical figures," Puerto Rico's health secretary Carlos Mellado López said in a statement.

Dengue has been surging elsewhere, too. Brazil has seen a dramatic uptick in dengue this year, with more than one million cases, while Peru experienced a record number of infections last summer. Argentina is also on the cusp of a record-breaking dengue outbreak .

According to the World Health Organization, about half of the world's population is now at risk for the disease.

What is dengue?

People typically contract dengue through the bite of an Aedes mosquito infected with one of the four types of the dengue virus.

Most people with dengue will show no signs of infection or experience only mild symptoms , such as fever, muscle and joint pain and nausea. They typically recover in one or two weeks.

According to the Centers for Disease Control and Prevention, only a quarter of people infected with dengue get sick.

Shots - Health News

The u.s. is unprepared for the growing threat of mosquito- and tick-borne viruses.

In rare cases, dengue can require hospitalization and be potentially fatal. More severe symptoms include bleeding gums and nose, abdominal pain and persistent vomiting.

Those who've gotten dengue previously are more likely to become seriously ill with a subsequent infection.

Though there is no specific medicine to treat dengue, sufferers can take acetaminophen to control their fever and reduce pain.

How to keep yourself safe

Roughly half of the Earth's population could catch dengue where they live. Found most commonly in tropical and subtropical climates, dengue is endemic to more than 100 countries in Asia, Africa, the Americas and elsewhere, according to the WHO, and has been spreading to parts of Europe. Last year Florida and Texas reported dengue cases.

There is a vaccine for dengue called Dengvaxia. In the U.S., it is approved for use in children between ages 9–16 who have previously been infected with the disease, and in other parts of the world it is available to adults up to age 45.

Experts say the best way to avoid contracting dengue is to prevent mosquito bites .

There's A Promising New Vaccine For One Of The World's Top Health Threats

Insect repellents such as DEET, Picaridin and IR3535 can help keep mosquitoes at bay. People can also wear loose-fitting clothing that covers their arms and legs and use mosquito nets.

At home, people should have screens in windows and doors and regularly dump standing water from items like flower pots to prevent mosquitoes from laying eggs.

Puerto Rico

Cicadas are nature's weirdos. They pee stronger than us and an STD can turn them into zombies

Strongest urinators in the animal kingdom you probably wouldn't guess cicadas but they put humans and elephants to shame, by seth borenstein | associated press • published april 1, 2024 • updated on april 1, 2024 at 12:39 pm.

The periodical cicadas that are about to infest two parts of the United States aren't just plentiful, they're downright weird.

These insects are the strongest urinators in the animal kingdom with flows that put humans and elephants to shame. They have pumps in their heads that pull moisture from the roots of trees, allowing them to feed for more than a decade underground. They are rescuers of caterpillars.

Feeling out of the loop? We'll catch you up on the Chicago news you need to know. Sign up for the weekly Chicago Catch-Up newsletter here.

And they are being ravaged by a sexually transmitted disease that turns them into zombies.

PUMPS IN THE HEAD

Inside trees are sugary, nutrient-heavy saps that flow through tissue called phloem. Most insects love the sap. But not cicadas — they go for tissue called xylem, which carries mostly water and a bit of nutrients.

And it's not easy to get into the xylem, which doesn't just flow out when a bug taps into it because it's under negative pressure. The cicada can get the fluid because its outsized head has a pump, said University of Alabama Huntsville entomologist Carrie Deans.

They use their proboscis like a tiny straw — about the width of a hair — with the pump sucking out the liquid, said Georgia Tech biophysics professor Saad Bhamla. They spend nearly their entire lives drinking, year after year.

“It's a hard way to make a living,” Deans said.

FDA warns people with seafood allergies: Don't eat Cicadas

Going with the flow.

All that watery fluid has to come out the other end. And boy does it.

Bhamla in March published a study of the urination flow rates of animals across the world. Cicadas were clearly king, peeing two to three times stronger and faster than elephants and humans. He couldn't look at the periodical cicadas that mostly feed and pee underground, but he used video to record and measure the flow rate of their Amazon cousins, which topped out around 10 feet per second (3 meters per second).

They have a muscle that pushes the waste through a tiny hole like a jet, Bhamla said. He said he learned this when in the Amazon he happened on a tree the locals called a “weeping tree” because liquid was flowing down, like the plant was crying. It was cicada pee.

“You walk around in a forest where they're actively chorusing on a hot sunny day. It feels like it's raining,” said University of Connecticut entomologist John Cooley. That's their honeydew or waste product coming out the back end ... It's called cicada rain."

Billions of cicadas will emerge in the US this year in a rare double-brood event

One key strategy to minimize cicadas in your yard, good for caterpillars.

In the years and areas where cicadas come out, caterpillars enjoy a cicada reprieve.

University of Maryland entomologist Dan Gruner studied caterpillars after the 2021 cicada emergence in the mid-Atlantic. He found that the bugs that turn into moths survived the spring in bigger numbers because the birds that usually eat them were too busy getting cicadas.

Periodical cicadas are “lazy, fat and slow,” Gruner said. “They're extraordinarily easy to capture for us and for their predators.”

ZOMBIE CICADAS

There's a deadly sexually transmitted disease, a fungus, that turns cicadas into zombies and causes their private parts to fall off, Cooley said.

It's a real problem that “is even stranger than science fiction,” Cooley said. “This is a sexually transmitted zombie disease.”

Cooley has seen areas in the Midwest where up to 10% of the individuals were infected.

The fungus is also the type that has hallucinatory effects on birds that would eat them, Cooley said.

This white fungus takes over the male, their gonads are torn from their body and chalky spores are spread around to nearby other cicadas, he said. The insects are sterilized, not killed. This way the fungus uses the cicadas to spread to others.

“They're completely at the mercy of the fungus,” Cooley said. “They're walking dead.”

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Kansas City Chiefs player Rashee Rice reportedly sought after multi-vehicle crash caused by speeding luxury cars

Dallas police are reportedly looking to speak with Kansas City Chiefs wide receiver Rashee Rice after two luxury cars were involved in a high-speed crash and the occupants of the vehicles walked away from the scene.

Rice is cooperating with authorities "and will take all necessary steps to address this situation responsibly," his attorney, Royce West, said in a statement. West is a Democratic state senator whose district includes part of the Dallas area.

"On behalf of Rashee Rice, his thoughts are with everyone impacted by the automobile accident on Saturday," West said in the statement.

Officers were called to North Central Expressway in Dallas at 6:25 p.m. Saturday after two speeding drivers lost control and crashed, "causing a chain reaction collision involving four other vehicles."

Police told The Dallas Morning News on Sunday that the drivers were in a Corvette and a Lamborghini and that the Lamborghini veered onto the shoulder and hit the expressway's median wall.

The Morning News reported that one of the cars is leased or registered to Rice and that a Dallas police call sheet seen by the newspaper lists Rice as the person who authorities believe was behind the wheel of the Corvette.

Police have not identified any of the people involved in the crash.

“The occupants of the Lamborghini and the Corvette all ran from the scene without stopping to determine if anyone needed medical help or providing their information,” police told the newspaper.

No major injuries were reported, according to police, but two people were treated at the scene, and two others were taken to a local hospital.

Video posted on social media by Kayla Quinn, who said she was in one of the cars that was hit, appears to show the damage to the driver's side of her vehicle. A Facebook post from someone who said she is Quinn's mother said Quinn's 4-year-old son was in the car.

Video taken by a bystander and shared on social media by Quinn's mother shows several people walking away from the scene. The bystander asks them whether they are all right and whether they are “just gonna leave it.”

Rice, who grew up in the Dallas area, was drafted by the Chiefs in the second round of the 2023 NFL draft and was part of the team's Super Bowl win in February.

He logged 39 yards on six receptions during the Super Bowl, an impressive achievement for a rookie receiver in a hard-fought championship game against the San Francisco 49ers.

The NFL declined to comment on the crash.

The Chiefs have not responded to a request for comment.

In an interview on “Mundo in the Morning” on Kansas City radio station KCMO, Chiefs president Mark Donovan said the team will “react accordingly” after all the facts are gathered.

“In all these situations you have to wait until you have all the facts, and frankly, we don’t have all the facts at this point,” Donovan told Pete Mundo on Monday. “The one comforting fact that we do have is that there was a multi-car crash in Texas, in Dallas, and fortunately, it doesn’t appear that anyone was hurt, and we should be grateful for that. We’ll get to the bottom of it, we’ll gather the facts, and we’ll react accordingly.”

Doha Madani is a senior breaking news reporter for NBC News. Pronouns: she/her.

Elisha Fieldstadt is a breaking news editor for NBC News.

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Information about the Port of Baltimore

In response to the Francis Scott Key Bridge collapse on the morning of March 26, 2024, the Bureau of Transportation Statistics (BTS) provides the following information:

The Port of Baltimore is among the top 20 ports in the United States by tonnage and number of containers handled, is 10th largest port for dry bulk, and is a major hub for the import and export of motorized vehicles.
As of 4pm on March 27, vessel tracking data show 3 bulk carriers, 2 general cargo ships, 1 vehicles carrier, 1 tanker, 4 Maritime Administration (MARAD) Ready Reserve Force vessels, and the container ship "DALI" behind the fallen bridge in the Baltimore harbor. There is 1 vehicles carrier in the port beyond the bridge. There are 9 bulk carriers, 1 vehicles carrier, and 2 general cargo vessels at anchorage beyond the bridge.
At least two cruise ships, one of which has a capacity of more than 2,000 passengers and more than 700 crew are scheduled to return to Baltimore. Many people will need to be reunited with their motor vehicles parked at the terminal in the harbor.
The Francis Scott Key Bridge carried 12.5 million vehicles in 2023, averaging more than 34,000 vehicles a day over the year. This is 15 percent of the total traffic for all 3 harbor crossings, and the diverted traffic would add 18 percent to the combined volumes for the Fort McHenry and Harbor Tunnels.
Trucks that carry hazardous cargo, which are not allowed in the I-95 and I-895 tunnels, and use I-695 to pass through the Baltimore region. The shorter route on I-695 is over the Key Bridge and is 24.3 miles around the eastern and southern sides of Baltimore. The longer route on I-695 is 27.5 miles around the northern and western sides of the Baltimore beltway rather than the 24.3 mile route around the eastern and southern sides of Baltimore and is more frequently congested. Population exposure is increased from over 38,000 people live within 1/2 mile of the shorter route to more than 100,000 people live within 1/2 mile of the longer route. The longer route is also more affected by peak period congestion.
Take a look at the port profile for Baltimore.
Explore the tabulations of the tonnage and value of commodities that move through the Port of Baltimore from the Freight Analysis Framework .

Take a closer look at the map below .

A map depicting the location of the collapsed Francis Scott Key Bridge and nearby transportation infrastructure in Baltimore, Maryland.

Sources: Vessel location information is from the USDOT Volpe Center SeaVision system. Vehicle counts are from the Maryland Transportation Authority FY 2024 Traffic and Toll Revenue Forecast Update, November 3, 2023. The map, statistics on hazardous cargo routes, and tabulations of the Freight Analysis Framework are by the Bureau of Transportation Statistics.

IMAGES

Homework in America
Chart: Where Parents Help Their Kids With Homework
Homework: How much is too much?
Homework: A New User's Guide
The Great Homework Debate: What's Getting Lost in the Hype
How Much Homework is Too Much?

VIDEO

while doing statistics homework, I edited this clip
Statistics in America
World's Best Education System!🇫🇮📖
The Anti-Homework Era of the 1900s
Elementary Statistics
America’s 1st grader homework 🤩

COMMENTS

11 Surprising Homework Statistics, Facts & Data (2024)
Homework Statistics List 1. 45% of Parents think Homework is Too Easy for their Children. A study by the Center for American Progress found that parents are almost twice as likely to believe their children's homework is too easy than to disagree with that statement.. Here are the figures for math homework: 46% of parents think their child's math homework is too easy.
Homework in America
Responses indicating no homework on the "usual" question in 2004 were: 2% for age 9-year-olds, 5% for 13 year olds, and 12% for 17-year-olds. These figures are much less than the ones reported ...
Percentage of elementary and secondary school students who do homework
The primary purpose of the Digest of Education Statistics is to provide a compilation of statistical information covering the broad field of American education from prekindergarten through graduate school. The Digest includes a selection of data from many sources, both government and private, and draws especially on the results of surveys and activities carried out by the National Center for ...
How false reports of homework overload in America have spread so far
A 2019 report by the Pew Research Center, based on Bureau of Labor Statistics data, said 15-to-17- year-olds spent on average an hour a day on homework during the school year.
A New Report Reveals That Homework in the United States is ...
October 1, 2003. Two new reports debunk the notion that U.S. schoolchildren suffer from a growing homework load, with little time to play and just be kids. The great majority of students at all ...
Does Homework Work?
Africa Studio / Shutterstock / The Atlantic. March 28, 2019. America has long had a fickle relationship with homework. A century or so ago, progressive reformers argued that it made kids unduly ...
PDF National Household Education Surveys Program
Earlier administrations of the NHES—in 1996, 1999, 2003, 2007, 2012, and 2016—also focused on parent and family involvement in education. The PFI data collection was conducted by the U.S. Census Bureau, from January through August of 2019. This section provides a brief description of the study methodology.
Analyzing 'the homework gap' among high school students
Initial attempts to explain the homework gap. We hypothesized that these racial and income-based time gaps could potentially be explained by other factors, like work, time spent caring for others ...
How Much Homework Do American Kids Do?
The National Center for Educational Statistics found that high school students who do homework outside of school average 6.8 hours of homework per week. Metlife Survey of the American Teacher
Key findings about online learning and the homework gap amid COVID-19
America's K-12 students are returning to classrooms this fall after 18 months of virtual learning at home during the COVID-19 pandemic. Some students who lacked the home internet connectivity needed to finish schoolwork during this time - an experience often called the "homework gap" - may continue to feel the effects this school year. Here is what Pew Research Center surveys found ...
Homework and Higher Standards
He believes that research supports the 10-minute rule—that students should be able to complete their homework in no more than 10 minutes multiplied by their grade. For example, this would amount ...
Should Kids Get Homework?
Too much, however, is harmful. And homework has a greater positive effect on students in secondary school (grades 7-12) than those in elementary. "Every child should be doing homework, but the ...
Key Lessons: What Research Says About the Value of Homework
Too much homework may diminish its effectiveness. While research on the optimum amount of time students should spend on homework is limited, there are indications that for high school students, 1½ to 2½ hours per night is optimum. Middle school students appear to benefit from smaller amounts (less than 1 hour per night).
PDF Report on the Condition of Education 2023
May 2023. On behalf of the National Center for Education Statistics (NCES), I am pleased to present the 2023 edition of the Condition of Education. The Condition is an annual report mandated by the U.S. Congress that summarizes the latest data on education in the United States, including international comparisons.
The Surprising History of Homework Reform
One teacher proposed "homework" consisting of after-school "field trips to the woods, factories, museums, libraries, art galleries.". In 1937, Carleton Washburne, an influential educator who was the superintendent of the Winnetka, Illinois, schools, proposed a homework regimen of "cooking and sewing…meal planning…budgeting, home ...
Homework Pros and Cons
And, in 1986, the US government included homework as an educational quality boosting tool. A 2014 study found kindergarteners to fifth graders averaged 2.9 hours of homework per week, sixth to eighth graders 3.2 hours per teacher, and ninth to twelfth graders 3.5 hours per teacher. A 2014-2019 study found that teens spent about an hour a day on ...
The truth about homework in America
According to an international study of homework, 15-year-olds in Shanghai do 13.8 hours of homework per week compared to 6.1 hours in the U.S. and 5.3 hours in Mexico and 3.4 hours in Costa Rica. But here's the thing: academic expectations in the U.S. vary widely from school to school. Some American elementary schools have banned homework.
Ch. 1 Homework
Crime-related and demographic statistics for 47 US states in 1960 were collected from government agencies, including the FBI's Uniform Crime Report. One analysis of this data found a strong connection between education and crime indicating that higher levels of education in a community correspond to higher crime rates.
35% of workers who can work from home now do this all the time in U.S
Roughly three years after the COVID-19 pandemic upended U.S. workplaces, about a third (35%) of workers with jobs that can be done remotely are working from home all of the time, according to a new Pew Research Center survey. This is down from 43% in January 2022 and 55% in October 2020 - but up from only 7% before the pandemic.
Overwork Killed More Than 745,000 People In A Year, WHO Finds
The global study, which the WHO calls the first of its kind, found that in 2016, 488 million people were exposed to the risks of working long hours. In all, more than 745,000 people died that year ...
2023 Work in America Survey
In October 2022, U.S. Surgeon General Vivek Murthy, MD, released the office's first-ever Surgeon General's Framework for Workplace Mental Health and Well-Being. The results of APA's 2023 Work in America Survey confirmed that psychological well-being is a very high priority for workers themselves. Specifically:
The alarming state of the American student in 2022
1. Students lost critical opportunities to learn and thrive. • The typical American student lost several months' worth of learning in language arts and more in mathematics. • Students ...
Ch. 5 Homework
Consider the following experiment. You are one of 100 people enlisted to take part in a study to determine percentage of nurses in America with an R.N. (registered nurse) degree. You ask nurses if they have an R.N. degree. The nurses answer yes or no. You then calculate the percentage of nurses with an R.N. degree.
Key facts about Asian Americans living in poverty
About 10% of Asian Americans overall live in poverty, but poverty rates vary widely across origin groups. Burmese (19%) and Hmong Americans (17%) were among the Asian origin groups with the highest poverty rates in 2022. Meanwhile, Filipino (7%) and Indian Americans (6%) were among the groups with the lowest poverty rates.
Get The Facts: What's on the Milwaukee ballot?
WISN 12 News is Getting the Facts for Milwaukee voters about what's on the ballot. Perhaps the biggest issue on the ballot is a $252 million ask for Milwaukee Public Schools. "Voting yes for MPS ...
Studocu
Studocu - Free summaries, lecture notes & exam prep
There's a dengue health emergency in Puerto Rico. What to know about
Luis Robayo/AFP via Getty Images. Puerto Rico has issued a public health emergency after recording an unusually rapid rise in dengue cases over the first few months of this year. It's the latest ...
Cicada facts: Insect top of animal kingdom in urination rate
Bhamla in March published a study of the urination flow rates of animals across the world. Cicadas were clearly king, peeing two to three times stronger and faster than elephants and humans. He ...
Kansas City Chiefs player Rashee Rice reportedly sought after multi
Kansas City Chiefs wide receiver Rashee Rice TK TK after two luxury cars caused an accident on a highway and fled the scene, Dallas police said. Officers were called to the Central Expressway in ...
Information about the Port of Baltimore
Thursday, March 28, 2024. In response to the Francis Scott Key Bridge collapse on the morning of March 26, 2024, the Bureau of Transportation Statistics (BTS) provides the following information: The Port of Baltimore is among the top 20 ports in the United States by tonnage and number of containers handled, is 10th largest port for dry bulk ...