9/9/2019 Homework Research Study

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Homework Research Study

Katie Novak, Ed.D.

Assistant Superintendent
November 18, 2015

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Current Handbook Guidelines

PK-4 5-8

Recommended Accumulation of Daily Homework assignments will be

Assignments reflected in the student's final grade.
• Pre-K: Homework is not a Approximate homework expectations
requirement for each grade level are:
• K: Up to 30 minutes per week • Grade 5: 1 hour per night
• Grades 1-2: 60–75 minutes per • Grade 6: 1 to 1 1/2 hours per night
week • Grade 7: 1 to 2 hours per night
• Grade 3: 75–100 minutes per • Grade 8: 1 1/2 to 2 hours per
week night.
• Grade 4: 120–180 minutes per
week

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The Process
• Review of 42 peer-reviewed articles
• Code research studies in a meta-analysis to determine
themes
• Present research to SC – most prominent findings, which
have been replicated
• Present research to GDRSD staff and discuss implications
and next steps
• Publish research paper with findings from research and data
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9/9/2019 Homework Research Study

from teacher surveys, focus groups, and staff meeting data

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Homework and Achievement

The Research Base:
One of the most cited studies on the positive impact of homework on
achievement was a meta-analysis conducted by Cooper, Robinson, and
Patall (2006).

Cooper (1989, 2007) posited that homework has benefits for academic
achievement among students, particularly for middle and high school
students.

These studies, however, has recently come under fire as none of the
studies in the meta-analyses directly evaluated the amount of homework
in each course and the grade in that course. Also, the study did not
examine other factors that may correlate to higher grades (Maltese, Tai
and Fan, 2012).

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Homework and Achievement

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9/9/2019 Homework Research Study

When Maltese, Tai and Fan (2012) examined homework amount and
grades in each course and accounted for differences in demographics,
academic engagement, and prior academic achievement, there was no
relationship. The authors noted, “We entered this analysis believing
that the completion of homework likely reinforced material
covered during class time and that extra learning time with
material would lead to higher grades and test scores for
students completing it. However, our results indicate that,
after controlling for relevant factors, completing any amount
of homework is associated with no significant improvement to
student grades” (p.66).

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Homework Outcomes
• In elementary school, homework does not correlate to increased
academic achievement. However, research suggests that homework
does increase parent involvement in the educational process which
leads to better outcomes later in school (Hampshire, Butera &
Hourcade, 2014). Homework in grades K-5, however, should not
exceed the 10-minute rule, per grade, per night.
• In middle and high school, homework does not relate to student
course grades. Homework, is, however, associated with increased
organizational, self-management, time management skills
(Protheroe, 2009),and self-regulation (Xu, 2008a, 2008b) but these
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homework benefits plateau at 90 minutes in middle school and two

hours per night in high school (Galloway, Connor & Pope, 2013).

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● Once recommended thresholds are

Too much passed, homework is correlated to

homework? negative outcomes. As homework load
increases, psychological and physical well
being decrease as well as quality sleep
(Yang, et. al, 2005), and time to spend in
extracurricular activities and with family
and friends (Galloway, Connor & Pope,
2013).

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● Elementary homework should extend education

to the home by engaging adults in interesting
Most Valuable ways (i.e, reading) (Bembenutty 2011).
Homework? ● Secondary homework should focus on authentic
tasks that relate to students interest (Saam &
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9/9/2019 Homework Research Study

Jeong, 2013).
● Homework assignments should be authentic,
“student-owned” and incorporate self-reflection
(Vatterott, 2014).
● Rote practice is out. “They don’t read a section of
assigned text; they apply complex reading
strategies to a text of their choice. They don’t
complete 40 essentially identical math problems”
(Vatterott, 2014).
● Homework should not be graded: Once we
remove the threat of the bad grade, we free
students to embrace the struggle that is necessary
for deeper learning (Zmuda, 2008).

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Next Steps

• We will present results to all teachers and collect data on their current
practices
• A full research study, including this information, as well as a complete
list of references will be shared in December with recommendations
for homework practices in GD

Questions?
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