Homework in Education: Why We Don’t Give It—and What We Do Instead
There tend to be strong opinions when it comes to homework.
Our goal here isn't to add fuel to that debate. We simply want to explain our philosophy, acknowledge that teachers may disagree, and share some ideas for what we'd do if we did give homework.
Does Homework Help Students Learn?
Research on homework is more nuanced than a simple yes or no.
A major research synthesis by Harris Cooper and colleagues found that homework was more strongly associated with academic achievement in grades 7–12 than in elementary grades. The researchers also noted limitations in the available studies, so it's difficult to make sweeping claims about homework's effectiveness.
In other words, homework can have academic benefits, particularly for older students—but more homework isn't necessarily better homework.
That's important context because we ultimately choose not to give homework.
Why We Don't Give Homework
It all comes down to my experience in the classroom.
Early in my career, I gave homework. But I started noticing unintended consequences.
Homework isn't always an equitable assignment.
Many of my students didn't have the conditions they needed to successfully complete homework outside of school.
Some didn't have basic supplies. Others didn't have reliable internet or technology. Some students were already struggling with the math and didn't have anyone at home who could help them.
And some of my students went directly from school to work to help support their families. There simply wasn't enough time.
Of course, every school and community is different. These barriers may not exist to the same degree everywhere.
But even when they don't, students have extracurricular activities, family responsibilities, and—quite frankly—a need for time to be kids.
I know that in my own work life, I prefer to leave work at work and focus my attention at home. That's something I'd like to model for my students, too.
Homework can distort grades.
This was another major issue for me.
When I graded homework, students sometimes ended up with low grades even though they understood the math. The problem wasn't their understanding of the content. They simply weren't completing every assignment.
Those zeros added up.
Eventually, a student's grade could become more reflective of homework completion than what they actually understood about mathematics.
That's not what I wanted my gradebook to communicate.
Ultimately, I decided that homework wasn't worth the tradeoffs in my classroom.
What Do We Do Instead of Homework?
If we aren't sending students home with assignments, we have to make our time together count.
1. Maximize class time.
We try to work bell to bell.
Because students aren't expected to complete additional assignments at home, I make sure there's always something meaningful for them to work on in class—even if we finish the day's lesson early.
I generally prepare more work than I expect the class to finish.
The goal isn't to keep students busy. It's to make sure valuable learning time doesn't disappear.
2. Stay flexible with pacing.
I also try not to treat the pacing guide like a train schedule.
If students need more time with a concept, we spend more time.
If they're demonstrating understanding quickly, I may move on sooner.
Of course, we still have district assessments and learning targets to consider. But whenever I have flexibility, I'd rather respond to what students actually understand than rush through content simply because the calendar says we should.
3. Use spiraling practice.
Spiraling practice is a major part of our curriculum.
Instead of constantly moving forward and leaving old concepts behind, students regularly encounter problems involving concepts they've already learned.
This gives students repeated opportunities to recall and apply previously learned material.
Spacing learning over time and re-exposing students to important content are also supported by learning research summarized by the Institute of Education Sciences.
For us, this is one of the biggest alternatives to homework: we build ongoing practice into the school day instead of relying on students to practice independently at home.
What We'd Try If We Did Give Homework
We're not judging you if you give homework.
Teachers should implement systems that fit their students, their context, and their educational philosophy.
But if we did give homework, here's where we'd start.
Keep it ungraded.
I'd make homework optional extra practice rather than something that directly affects a student's grade.
And yes, I realize that creates an obvious problem: students may not do it.
If homework were something I really wanted students to complete, I'd probably experiment with some kind of incentive.
Maybe I'd even channel my inner elementary-school teacher and have students earn classroom dollars for completing homework that could be used for snacks or other things teenagers actually want.
I'm not a huge fan of external motivation, but I'd rather experiment with that than turn homework into a pile of zeros in the gradebook.
Try "lagging homework."
One idea I'm particularly intrigued by is lagging homework, a concept described by math educator Henri Picciotto.
The basic idea is simple: don't assign homework on the material students learned that day. Instead, assign homework on concepts introduced about a week earlier.
Picciotto argues that this gives students more time to absorb new ideas, allows teachers to focus on the current day's learning without rushing, and gives students another opportunity to work with material after they've had some time away from it.
I especially like the first part.
One of the biggest problems with traditional homework is asking students to work independently on something they may not understand yet.
With lagging homework, students have already had some exposure to the content. They've had a chance to work through it with their teacher and classmates before they're asked to tackle it again at home.
Keep it short.
I'd also be mindful of how much homework students are getting across all of their classes.
The commonly used "10-minute rule" suggests roughly 10 minutes of homework per grade level per night. The National Education Association describes this as a useful rule of thumb rather than a hard rule.
If you're assigning homework, I'd rather see a short, purposeful assignment than a long worksheet simply because there's time to fill.
So, Should You Give Homework?
That's ultimately up to you.
The research doesn't give us a simple answer, and neither does classroom experience.
For me, the combination of equity concerns, grading concerns, and the desire to protect students' time outside of school led me to stop assigning homework.
Instead, I try to make classroom time count, adjust pacing when possible, and use strategies like spiraling practice to keep previously learned ideas alive.
And if you do give homework, I'd encourage you to think less about how much homework students are doing and more about why you're assigning it.
The goal isn't homework.
The goal is learning.
Looking for an Extra Support Resource?
Our parent and student courses are designed to provide additional math support at home without requiring students to figure everything out on their own.
If you have families who are able to pay for additional support, we'd love for you to take a look.
And if cost is a barrier for a family who could genuinely benefit from the courses, email me. Let's see if we can make it equitable together.
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