In August, a second-grade teacher named Sarah Mitchell made headlines when she informed her students’ parents that she would not assign homework. In her note, she stated, “Studies have not definitively shown that homework boosts student performance. Instead, I encourage you to spend your evenings on activities that genuinely contribute to success: have family dinners, read together, play outside, and ensure your child gets to bed early.”
As a father of two elementary-aged kids—one in second grade and another in fourth—and an educator at the college level, I have a vested interest in this topic. Since 2009, I’ve been working with college students, starting as a graduate assistant in Minnesota and later transitioning to various roles in Oregon’s state universities. Throughout my career, I’ve interacted with a diverse range of students, from first-generation college-goers to student-athletes, and I’ve noticed a concerning trend. Each year, it seems more freshmen struggle with the demands of academic work outside the classroom. Many of them seem to grapple with the very concept of hard work.
Now, let me clarify that I haven’t conducted formal research on this issue. My observations stem from years of working with students and witnessing their challenges firsthand. I worry about my own children and their readiness for college, particularly when I see so many students struggle—not due to a lack of intelligence, but because they don’t understand the effort required to excel in their studies.
I won’t dispute Mrs. Mitchell’s claim that “studies have not proven homework enhances performance.” At the elementary level, this appears to be accurate. I recognize that some research indicates early homework can lead to stress, negative attitudes toward learning, and a reduction in free time for children.
However, I can’t help but reflect on how different childhood is today compared to mine. Growing up in the ’80s in rural Utah, I spent hours mowing lawns, mending fences, and helping with my grandfather’s cattle farm. I was surrounded by hardworking individuals, and though I often approached chores with reluctance, those experiences instilled a sense of work ethic that has served me well in my adult life.
In contrast, my children’s lives in suburbia don’t offer the same hands-on experiences. With only a small yard to maintain and a few chores to complete, they lack the opportunities to engage in what my grandfather would have called “real work.” So, what does “real work” look like for them? Is it simply the mental labor required for academic success? My father valued a strong work ethic and hands-on skills, but today, a college education seems paramount for financial stability.
As we shift from physical labor to intellectual pursuits, I can’t help but wonder if we’ve sacrificed something essential along the way. Removing homework entirely raises a red flag for me, especially when I consider the students I encounter in college who often need more time to grasp concepts.
I’ll be honest: I’m not sure how much homework is appropriate for elementary students. Perhaps there’s a magic number, like the infamous 10-minute rule, but the idea of setting that number to zero makes me uneasy. The last thing I want is for my children to enter college even less prepared for the rigors of academia than the students I currently teach.
In a world that prizes resilience and determination, I want my kids to understand the value of hard work. I want them to learn how to tackle challenging problems and recognize that success in academia is often more about effort than intellect. Most importantly, I want them to grasp that learning transcends classroom hours and continues until mastery is achieved—hence, the need for homework.
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In summary, while the idea of eliminating homework may seem appealing, we must consider the long-term implications for our children’s preparedness for the future. Balancing academic responsibilities with essential life skills is crucial in nurturing well-rounded individuals.