In August, a second grade teacher, Lisa Thompson, sent a letter to her students’ parents announcing that she would not assign homework. She explained, “There’s been no conclusive evidence that homework boosts student achievement. Instead, I encourage you to spend your evenings engaged in activities that truly benefit learning. Enjoy family dinners, read together, play outdoors, and ensure your child gets enough rest.”
As a father to two elementary school children—one in second grade and the other in fourth—I find myself reflecting on this approach. I also work in the field of education at the college level. My journey began in Minnesota as a graduate assistant back in 2009, and I currently teach in Oregon. Throughout my career, I have held various roles, from instructor to academic counselor, and have coordinated programs aimed at helping students transition from high school to college. This experience has exposed me to a diverse array of students, from low-income individuals to first-generation college attendees.
One notable trend I’ve observed is that increasingly, freshmen struggle with understanding the expectations of work outside the classroom. Many seem to grapple with the concept of hard work itself. While I have not conducted formal research on this matter, my observations over the years have led me to worry about my children’s readiness for the challenges of higher education.
I won’t dispute Mrs. Thompson’s assertion regarding the lack of evidence supporting homework’s effectiveness for younger students. It appears that for elementary-aged children, this point is valid. Moreover, some studies indicate that early homework can lead to fatigue, foster negative feelings about learning, and cut into valuable playtime.
However, I can’t help but compare my children’s experience to my own upbringing in the 1980s in rural Utah. My childhood involved significant physical labor, from mowing lawns to herding cattle. I learned the importance of hard work by being surrounded by those who toiled daily. While I might have resented chores at the time, they instilled a work ethic that has served me well into adulthood.
Today, however, my children’s tasks seem minimal. Living in a suburban neighborhood with a small yard, their chores—like cleaning their rooms and caring for a cat—pale in comparison to the labor I faced. They lack exposure to what my grandfather would have deemed “real work.”
So, what constitutes “real work” in today’s context? In previous generations, a solid work ethic was paramount, particularly before college became a crucial ticket to a decent living. Now, however, the academic landscape has shifted, and the demands of college seem to overshadow traditional labor.
This brings me to the central question: Is abolishing homework really beneficial for children? Don’t get me wrong; I struggle with my children over their homework, just as I did with my parents about household chores. Currently, my son is quite adept at resisting homework, opting for tablet time instead.
I genuinely question the appropriate amount of homework for young learners. Perhaps the 10-minute rule is adequate, but setting the bar at zero is concerning. My experiences with college students suggest that some require substantial time to grasp concepts, and I fear my children might enter college even less prepared for independent study than the freshmen I see today.
In a world where perseverance is highly regarded, I want my children to understand the value of hard work. I want them to grapple with challenging problems, recognize that academic success often hinges more on diligence than on innate intelligence, and appreciate that learning continues beyond the classroom. For these reasons, I believe that homework remains an essential component of their education.
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In summary, while the debate on homework continues, the underlying skills developed through structured tasks cannot be overlooked, especially as we prepare our children for the future.