In an unexpected move, a school district in rural Louisiana has decided to eliminate homework for its students. This decision, made by the LaSalle Parish school district, affects all 2,500 students across grade levels, from elementary to high school. Parents now have the option to request practice materials, but these will not be graded, according to Superintendent Jonathan Garrett.
Feedback from parents and students about homework consistently ranked as one of the top complaints, Garrett noted. He explained, “When there was a negative feeling about school, it usually stemmed from what kids are bringing home, the frustrations they feel completing that, and that parents and guardians feel trying to help them complete it.”
Garrett’s decision is part of a broader trend observed by educators and researchers: a gradual shift away from assigning homework. This trend is particularly noticeable in math, where federal data indicates a steady decline in homework assignments for fourth and eighth graders over the past decade.
The decision has been met with significant support, becoming the district’s most popular Facebook post this year. Many parents from other districts have even expressed interest in adopting similar policies.
While the reduction in homework has been praised by some, the debate over its effectiveness continues. Some studies suggest that students who spend more time on homework perform better academically. For instance, a 2021 study across Germany, Uruguay, and the Netherlands found improved math performance among students who dedicated more time to math homework.
Conversely, other research indicates minimal academic benefits from homework assignments. A 1998 study by Duke University researchers found no significant impact of homework on standardized test scores for elementary students, although slight improvements in class grades were noted.
Homework in Math: A Necessity or a Burden?
The debate over homework, particularly in math, is complex. While some argue that students need practice to master mathematical skills, others worry that excessive homework can lead to negative attitudes toward school. Tom Loveless, a researcher and former teacher, emphasized, “The best argument for homework is that mathematical procedures require practice, and you don’t want to waste classroom time on practice, so you send that home.”
The Challenge of AI and Homework
Generative artificial intelligence is reshaping the homework landscape. According to a Pew Research Center survey, over half of teenagers use chatbots for schoolwork, with about 10% relying on virtual assistants for most of their assignments. This technological shift is reflected in a survey by the EdWeek Research Center, where 40% of teachers reported a decrease in homework assignments, with some attributing the change to AI’s diminishing the value of traditional homework.
The reduction in homework is evident in national surveys, with more fourth and eighth graders reporting no math homework on a given night. Ariel Taylor Smith, from the National Parents Union, noted that some educators see this as an equity issue, as not all parents can support their children’s homework needs. However, Smith argues that students still need independent practice to catch up academically.
For some families, like Jim Malliard’s in Pennsylvania, school-related anxiety and bullying have made homework a source of stress. Malliard eventually enrolled his children in a virtual charter school to alleviate these pressures.
Finding the Right Balance
Determining the appropriate amount of homework remains a challenge. Many education experts recommend a guideline of 10 minutes per grade level each night. However, the effectiveness of this approach varies, as shown by a Stanford University study, which found that benefits plateau after two hours of homework per night for high school students.
Joyce Epstein, a homework researcher at Johns Hopkins University, suggests focusing on the quality rather than the quantity of homework. “The interesting issue for folks to consider is not should there be more homework, but should there be better homework,” she remarked. Shorter, purposeful assignments could provide the necessary practice without overwhelming students.
In Colorado’s Harrison School District 2, Superintendent Wendy Birhanzel has implemented this approach, emphasizing quality over quantity in homework assignments. In Louisiana, Superintendent Garrett has encouraged teachers to slow down instruction and incorporate more practice time during class.
As schools navigate these changes, educators and parents continue to explore the best strategies for fostering academic success while considering students’ overall well-being.
This story was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Contact writer Ariel Gilreath on Signal at arielgilreath.46 or at gilreath@hechingerreport.org.
