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The Case Against Homework: How Homework Is Hurting Our Children and What We Can Do About It

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The authors open with a number of anecdotes about the ways in which excessive homework interferes with family dinners, vacations, family conversations, conversations among siblings, pleasure reading, and a variety of other activities that teenagers are normally engaged in. This sets the tone for the whole book; the authors rely extensively on anecdotes to carry their story.

There is no science of homework per se. Teachers make up assignments that they think will be worthwhile for their students. They often use materials that are provided by the textbook publishers, as exercises at the end of the chapter or as supplemental materials provided along with the teacher's edition of the textbook. The textbook publishers themselves do not use rigorous scientific methodologies. They simply do what any teacher would do, which is to attempt to pick out the salient points of a lesson and have the students go over that material as homework in order to reinforce it in their minds.

As with everything to do with schools, including standardized testing, classroom testing, organization of the school day, physical layout of the schools, tracking,... you name it there is a lot of controversy and a plethora of viewpoints. It is in the nature of education. The educational product is incredibly difficult to measure. There is not even agreement on what success would mean in education. It has to be different for students of different interests and abilities. It should not be surprising that one's view of homework would be colored by one's view of the objectives of education, and one's philosophy about the nature of children. Teachers, principals, Ed school professors, parents and students themselves have opinions that range all over the place.

The authors make some good points. Today's kids are becoming more obese, they have less recess time, they certainly spend less time playing out of doors on their own, and their lives are more highly programmed than their parents' were. A lot of homework is simply busy work. A lot of it requires extensive parental involvement, buying materials for projects, reviewing assignments for children, and far too often doing assignments for children. They correctly observe that not all children have equally supportive parents, and that it is unfair to enlist the parent as an unwilling co-teacher.

What is homework? The authors define it as the completion of assignments that are given a class. Some of it is highly structured such as worksheets to be filled out. Some of it is less structured, such as papers to be written. They include studying for quizzes and exams as homework, and "rote learning" of bodies of facts.

Rote learning gets a bad rap in the education schools today. It is taken to be unimaginative, stultifying, and unproductive. There is no doubt that it is not the pleasantest of tasks. Unfortunately, becoming a functioning adults in today's world requires some skills that would seem in fact rather unnatural to our hunter gatherer ancestors. What is natural about doing arithmetic, or writing? A few rather advanced humans started doing these things a few millennia ago, and in so doing they raised the bar for everybody else. It may not be natural, but every human animal has to master these skills in order to function in the modern world.

Rote learning is absolutely essential for some skills such as doing arithmetic. It is also necessary in learning foreign languages; one can't speak a language without knowing the vocabulary. Preparing for the College Board is also involves rote learning. A student has to master at the vocabulary lists suggested by the various study guides. Rather than condemn rote learning, educators should focus on the quality of a particular rote learning exercise. Some of them are essential, but others are indeed rather worthless. It makes sense to know the sequence of events leading up to the American Revolution. It probably makes less sense to remember the names of the principal characters and the Boston tea party.

The authors cite Dr. Harris Cooper's findings that there is almost no correlation between academic achievement and homework production in elementary school, and that the correlation, though positive, is weak in high school. These findings might actually make sense. Academic achievement is strongly related to innate ability, but this factor does not figure into Harris' statistical analyses. In the end the schools my kids attend, students with tutors undoubtedly spend more time at home work then the students without tutors. It is pretty clear that the kids with tutors are the weaker students. If one did a statistical analysis one would conclude that more homework was associated with less academic success. That would be the wrong conclusion. What one should deduce is obvious: weaker students need to spend more time at it.

While there may not be a theory of homework, there are many theories of learning in psychology. Data, or facts, have to enter one's awareness to be massaged in short-term memory. A person rolls the data around as short-term memory to create the associations that make sense out of them, creating what they might call a "chunk" of knowledge that can be stored in long-term memory. This process certainly takes place in the classroom. But it is equally certain that the process takes a different amount of time for a student, and each particular set of data. If a class were paced such that every student could "get it" the first time around, it is certain that the majority of students would be bored to death. Homework has the great virtue that it takes place at the students own pace. The material they grasp quickly goes quickly, and they can take time on the parts they find to be more difficult. Ideally, homework is a complement to class work.

The question that the authors really ought to address is not whether homework makes sense, but what homework makes sense. They're absolutely right that some of it is nonsense, and some of it takes far too long. On the other hand, consider adult life. We give ourselves home work all the time. We need to figure out how to use Quicken to pay our bills. We need to research home mortgages. Graduate school is almost all homework. With some guidance from our professors, we select projects that we will accomplish on our own over the course of the semester. Undergraduate studies involve a mixture of self-directed and structured work. And so it goes, back through high school, middle school and elementary school. The earlier the grade, the shorter the assignments and the more structured they are. It is a continuum. The authors claim that homework is never useful would be totally untenable at the college or postgraduate level. The question then should be, at what level does it make sense, and what type of homework is appropriate at each level? This is a topic that deserves more research by education schools, and probably more consideration by classroom teachers.

This book was extraordinary in presenting multiple examples of how we as parents are feeling about the homework load our kids are being subjected to. All across the fruited plains are parents just like us who have trouble coping with the 'all work, no play' attitude that teachers and school districts are taking. If you follow the money, that is where it all starts; districts and teachers get paid bonuses and grants according to test scores, and they PUSH students so hard, it affects the livelihood of parents, students, and families. The fighting and stress that occur due to mounds of homeword do not need to happen, and this book provides some solid, possible solutions to this epidemic. Read the book and join the FIGHT!

How much homework should students have to complete each night? This question is open to much debate but the authors of this book feel that the present amount of homework is far too high. They feel that the overall mental and physical health of students is being sacrificed because of excessive homework that cuts into the activities and family time that all kids should enjoy. They feel that homework is overstressed as a means to learn and a means to improve standardized test scores and they feel that the evidence suggests that homework is not the answer to high achievement. They are convinced that homework should be sharply curbed or eliminated at the younger age levels.

This book emphasizes the damage done by homework and its authors point out that not only is homework (the proper way to administer, how much is enough; etc) not part of the college curriculum, the assignments given are often irrelevant to learning and a serious waste of valuable time. The authors cite many examples of homework assignments that are commonly issued for grade yet have nothing to do with learning. They also talk about the fact that parents often complete the assignments for their students; that homework takes away too much time free time out of each day; that homework leaves students mentally exhausted; and that students have to sacrifice family time to complete homework as proof that something needs to be done to change this trend and move toward a more balanced approach to work and play.

I have experienced the homework dilemma both as a student and a teacher. My homework experience as a student was almost non- existent until I reached high school because, back then, homework was an insignificant part of the learning experience. As a teacher, my experience with homework is from the perspective of an adult level (college teaching) and homework has always been a part of my classroom agenda. My experience has shown, however, that some homework assignments are certainly more helpful than others so I can agree with the author in this area. Like the authors of this book correctly point out, some homework assignments are a complete waste of time and should not be part of the curriculum at all. Assignments like word searches and certain projects are nothing more than busy work. They accomplish next to nothing in terms of learning and should be eliminated from schools.

But does this mean that all homework is a waste of time? The authors of this book do not take it quite that far but they come close. Their basic argument is that a seven hour school day is plenty of time to teach what needs to be taught and that forcing kids to continue working each evening at home is detrimental to students on many levels. It robs students of social time with friends; family time with parents and siblings; time for participation in sports and hobbies; etc. These various activities, in the authors' opinions, are just as important as academics in making a student healthy and well- rounded.

One thing about this book that readers will recognize right away is that it is very contrived. There are plenty of examples and quotations taken from students and parents who are frustrated with the homework situation at their respective schools and all of the examples given (as expected) are negative in nature. There is no opposing viewpoint to be found in this book and there is no attempt to balance the argument by showing counter- viewpoints and then refuting them one by one. This makes the book a little less effective than it could have been. It offers continuous rants from anti- homework students and parents, explaining how homework is excessive and how it is tearing their families apart.

There are some official studies cited in this book and these studies help to back the authors' claims that too much homework is damaging to the overall health of students and doesn't accomplish its main goal to help students learn. These studies help add some validity to the book but I was expecting it to go much further. There is no mention, for example, of the system of standardized tests and whether or not they are worthwhile indicators of future success. This book sticks strictly with the issue of homework and why it needs to be kept under control.

The authors of this book- Sara Bennett and Nancy Kalish- are not professional educators and this, once again, could negatively impact the credibility of this book. Bennett is a criminal defense attorney and Kalish is a columnist and editor for some well- known magazines. Personally, I don't think a person has to be a certified expert in a given field to lend credibility to their own personal (and often very strong) opinions. But I also know that some people will not take the book as seriously as they otherwise would when they discover the professional background of the two authors. Adding a professional educator to the ranks of authorship would have been a good idea.

Homework does take an increasingly high amount of a student's free time and there is certainly more of it today than in the past. Whether or not the elimination of a majority or even a fraction of homework assignments would improve physical and mental health is open to wide debate. I know some people who would agree whole- heartedly with the conclusions of this book and who would like to see deep cuts in homework assignments and possibly even the outright elimination of homework. For myself, I think some homework is justified, including at the elementary school level (which is where this book is primarily concerned). Some homework is useful as a means to practice for tests and I don't see how elimination of homework will lead to great improvements in mental health, physical health, or academic achievement. Some students certainly need homework more than others in order to learn and to prepare for tests. But homework assignments have to be kept consistent across the board and that means giving out homework to everyone, regardless of whether or not it is helpful to every student.

Overall, The Case Against Homework is a decently- written book that tackles a tough subject that many wouldn't dare to touch. It isn't as convincing as it could be and I would have approached the book in a completely different way if I was the author. But I respect Bennett and Kalish for their dogged determination to lessen the impact of homework on students' everyday lives. They feel that too much homework is severely damaging to students and they urge parents to unite against the education system and demand reforms.

In the array of topics in education that are addressed by the pendulum of public opinion, the case of homework has jumped to the forefront recently. Alfie Kohn's The Homework Myth hit the stands and he made his tour of the popular news shows. Also, we have The Case Against Homework by Bennett and Kalish. I don't recall having seen them on TV but I find their book to be a better one than Kohn's.

They cover much of the same ground: how homework is hurting kids & families, how there is little research showing the benefits of homework, how homework assignments are often little more than busy work, how teachers & schools don't monitor the rising piles of homework, how teachers are not given guidance in developing good homework assignments. Some of these points can be argued; however, any reasonable person involved in educations would be willing to concede points here.

The advantage that Bennett & Kalish have is they take a much more balanced and practical approach to their thesis. Unlike Kohn, whose book comes off pretty much as a rant, Bennett & Kalish have provided a useful guide. They seem to be taking their audience as concerned parents and they give a lot of useful tips to help parents who truly feel that homework is hurting their kids. They also have the sense to transmit respect for educational professionals. They admit points of "the other side" such as the fact that research does show the benefits of homework to high school students. They realize that some parents want their kids to have more homework.

Ultimately, they come across as reasonable people which is to the advantage of their argument. They are not necessarily advocating the complete elimination of homework--just a more humane approach that encourages a positive response from parents and students. If the prose sometimes comes off as a little weak and anecdotal, that's okay, since they've written a book that could have real positive impact on people's lives.

I found this book useful in providing information on a topic that is having a negative impact on quality family time and the overall well-being of my children. I've had the opportunity to employ a few of the techniques in the book to help alleviate the insane workload my middle school child has been experiencing. Although I am not an advocate of a no homework policy I certainly do not subscribe to the "more is better" approach. If you care about letting your kids be kids without the stresses of being overburdened and overworked, read this book and do something. Our children deserve a childhood. As parents, it is our responsibility that it is not taken away from them.

A book that all educators and parents should read. As a teacher, a parent, AND a teacher trainer I applaud the extensive research done by Kalish and Bennet on this rarely discussed, taught, or examined issue. Truth be told, teachers are under myriad pressures themselves, including the pressure to demonstrate the "rigorous" education the lucky children in their classrooms are getting. What better way to show this than to send tons of homework (often, fairly mindless) home. Some parents and many school administrators are oddly impressed by this.
Kalish and Bennet have packed this book full of fascinating and important research about the benefits (or lack, thereof) of after school assignments.
Any contradiction here is the one that exists in an educational system that purports to teach without the benefit of research based methods. Ironically, my informal (and unscientific) research has shown that parents (and teachers) take sides on this issue based on whether or not their own child/children breeze through assignments effortlessly, or whether they need prodding, pushing and nagging. Which raises another important point: educators give lip service to the notion that all children learn differently, yet they use a "one size fits all" approach when it comes to homework. This book can help parents and others think about homework policy in an important and nuanced way.

I am a middle school math teacher, and I found many sound points in this book. Some of those include: homework produces a hatred of school; homework is usually busy work instead of meaningful work; and teachers are not trained on how much or what homework to give. There is a rule about giving 10 minutes of homework for each grade level, so at 7th or 8th grade, students should be getting 70-80 minutes of homework per night (4 nights/wk.) So it's important to know that the book does not suggest no homework, but rather less homework, and more meaningful homework.

The Case Against Homework is an interesting book in that it combines statistical data and antidotal evidence to show how homework does not help students until middle school, then only slightly. The stories however are primarily from people who support the argument against homework.

What I have found in my 7 year old, first grade daughter and touched on in the book is that there are two types of homework: Rote work and life based skills. My daughter's kindergarten teacher, who was excellent in the classroom, gave rote homework other than the nightly reading log. It taught my daughter two things, also pointed out in the book for kids who are proficient, but required to do the work anyway, homework is a "cinch" and you do not have to take it seriously.

First grade is an entirely different story. The homework is fun, interest and relevant. Looking for patterns (odd number houses on the right, even on the left, police, fire and library are city government, governor is the State government, etc. Math in October is estimating the weight, circumference and number of seeds in a pumpkin. Writing is about things, people and events for which you are thankful. Reading includes parental visits to the public library, writing a book report, etc.

There is also a difference of nightly work vs weekly packets which give flexibility to families.

In general I believe the book to be reasonably fair and objective but I'm concerned too many people will see the title read a little and believe that homework in any form or amount does not matter. And it does; particularly for children who have not had access to books, museums, libraries, concerts, people outside their own culture and/or language or people who read. For all events there is balance. Homework which enriches family life is very different from homework that interferes with it.

In high school, as I found in middle school, they cover subjects that will not be beneficial to life. The kids hate the subject matter and cannot wait till the courses end as they are boring and dull. If you get a great teacher who can provide insight instead of just testing (and I'm talking private school here), then it can make the class entertaining. But the sciences have at least 2 hours of homework a night in a regular class and more in honors. For what? Unless you are going into related careers, the average student does not need this kind of information or to waste their time doing it. All I ever hear from the kids is, we studied it on Thursday and forgot it by weekend. Math is even worse. I have only found one good math teacher in an expensive private school. He was fabulous I must admit. He told the kids that if they did not do well in his class, it was HIS fault not theirs because he did not effectively communicate or teach it well. They fired him because he did not believe in a lot of test taking, and he believe there should be math for kids going into the arts, math for science, math for history. Not give the same difficult subject matter to all kids as some just don't get it. He also advocated singapore math which is the best in the world. The head of the math dept had him ousted. She is the worst teacher of all going so fast in a beginning level class of algebra II -there are accelerated and honors classes. Then next year AP classes start. The race goes on and on. And what happens is that the kids think they must take ap classes and those require 2-3 hrs of homework per night per subject. Where is the down time? there isn't any. My child hates sports and would prefer dance, but she can't do that as that would cut into homework time. She's already given up theater as rehearsals start 7-9pm because they have to accommodate the sports kids - so everyone has to wait around for those kids and if you live at a distance, good luck. The kids average 4-6 hours of sleep at night and for a teen that is inadequate. The schools should teach all the students need to know during the long days that start at 7am and finish it all by 4pm. To add another 6-7 hours of homework after that, to me, is clear cut child abuse.

This book is a must read for any parent that has looked at their child's homework and wondered just what is the purpose? It turns out that the purpose may be simply to give your child homework. This book addresses many of the questions, concerns and problems I've encountered throughout my children's scholastic careers thus far, and has given me ample tools and resources for the coming school year.
This book validates my feelings that homework can indeed interfere with a child's love of learning.