sat down with Bempechat and Erin Bruce (Wheelock’17,’18), a new fourth-grade teacher at a suburban Boston school, and future teacher freshman Emma Ardizzone (Wheelock) to talk about what quality homework looks like, how it can help children learn, and how schools can equip teachers to design it, evaluate it, and facilitate parents’ role in it.
Parents and educators who are against homework in elementary school say there is no research definitively linking it to academic performance for kids in the early grades. Bempechat: I think teachers assign homework in elementary school as a way to help kids develop skills they’ll need when they’re older—to begin to instill a sense of responsibility and to learn planning and organizational skills.
Critics have objected that even if homework doesn’t increase grades or test scores, it has other benefits, like fostering good study habits and providing parents with a window into what kids are doing in school.
Those arguments have merit, but why homework boost academic achievement?
A study that looked specifically at math homework, for example, found it boosted achievement in elementary school than in middle school—just the opposite of the findings on homework in general.
And while one study found that parental help with homework generally doesn’t boost students’ achievement—and can even have a negative effect— another concluded that economically disadvantaged students whose parents help with homework improve their performance significantly.
But maybe teachers just need to assign a different kind of homework.
In 2016, a second-grade teacher in Texas delighted her students—and at least some of their parents—by announcing she would no longer assign homework.
Research has found that retrieval practice and similar learning strategies are far more powerful than simply rereading or reviewing material.
One possible explanation for the general lack of a boost from homework is that few teachers know about this research.