Rethinking the Role of Homework in Education

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In August, a second-grade educator, Sarah Mitchell, sent a letter to the parents of her students announcing her decision to eliminate homework. She highlighted that “Research has not definitively shown that homework enhances student achievement.” Rather, she encouraged families to engage in activities that contribute to academic success, such as enjoying family dinners, reading together, playing outdoors, and ensuring children have adequate sleep.

As a parent of two elementary school children—one in second grade and the other in fourth—and an educator at the collegiate level, I have observed this debate from multiple perspectives. Since beginning my journey in education in Minnesota in 2009, I have held various roles in higher education, including instructor and academic advisor. My experiences have provided me with insight into the challenges faced by students as they transition from high school to college.

Throughout my years of working with diverse student populations, I’ve seen an alarming trend. Many freshmen seem ill-prepared for the academic demands that await them outside the classroom. Although my observations are not grounded in formal research, they stem from years of interaction with students from various backgrounds. My concerns primarily arise from witnessing talented individuals struggle not because of a lack of intelligence, but due to an inadequate understanding of the effort required to succeed in college.

While I don’t dispute Ms. Mitchell’s assertion regarding the lack of evidence supporting the efficacy of homework for young students, I believe we must consider the broader implications. In my own upbringing during the 1980s on a small farm in Utah, I learned the value of hard work through chores—whether it was mowing the lawn or caring for livestock. This rigorous lifestyle instilled in me a strong work ethic that I have carried into adulthood.

My children, however, have a vastly different upbringing. Living in a suburban setting, their responsibilities are limited to basic chores, and they do not experience the same level of physical labor that shaped my childhood. This raises the question: What constitutes “real work” in today’s context? During my father’s generation, a solid work ethic was paramount; now, a college education is often perceived as the key to a successful career.

As we transition from manual labor to intellectual tasks, have we inadvertently lost something essential? The increasing absence of homework in the curriculum worries me. My children often resist their assignments, echoing my childhood reluctance to help with chores. They prefer to engage with their tablets rather than complete their homework.

While I am uncertain about the appropriate amount of homework for young students—perhaps adhering to the ten-minute rule or some variation thereof—eliminating it entirely raises concerns. Many college students I encounter require varying amounts of time to grasp concepts, and I fear that my children may enter college even less equipped to manage their responsibilities than the current freshmen.

In a world that values resilience, I want my children to cultivate a strong work ethic. They need to learn how to tackle challenges, focus diligently, and understand that academic success often hinges on effort rather than innate intelligence. Most importantly, I want them to grasp that the learning process extends beyond the classroom and continues until mastery is achieved. For this reason, I believe homework should remain a part of their educational experience.

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In summary, while the debate over the necessity of homework continues, it is crucial to consider its role in developing resilience and preparing children for future academic challenges.

Keyphrase: Homework in Education

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