Debate on Homework: Balancing Academic Growth and Student Well-being
Recent observations indicate a shift in educational practices, with some schools opting to reduce or completely eliminate homework. This trend, while welcomed by some families, leaves others concerned about its potential impact on learning. To delve into this issue, education experts Holly Korbey and Elizabeth Matthew offer their perspectives on the evolving role of homework in schools.
SACHA PFEIFFER, HOST: The landscape of homework in schools is changing. Many parents observe their children receiving less homework than before, or in some cases, none at all. This shift brings both relief and concern. We invited education reporter Holly Korbey and writer Elizabeth Matthew to discuss the implications of this trend.
ELIZABETH MATTHEW: As a proponent of homework, I believe it plays a crucial role in both academic development and fostering executive functions in children. The push to eliminate homework appears to stem from higher education’s attempt to create equality by leveling performance standards, which is problematic. Historically, an excessive focus on homework, even in preschool, triggered a counter-movement that now seeks to eliminate it entirely.
HOLLY KORBEY: There’s a public perception shift that views learning as needing to be fun and creative, unlike other activities like sports or music, where practice is essential. This contrasts with the notion of “drill and kill” often associated with homework. Academic skills require practice, much like sports, a perspective that needs revisiting.
PFEIFFER: What does research indicate about the effectiveness of homework?
KORBEY: Studies show that homework benefits middle and high school students academically, although findings are mixed for younger students. Homework should be seen as practice. For example, practicing multiplication tables is fundamental for advancing in math, akin to athletes honing their skills through repetition.
PFEIFFER: How do socioeconomic factors influence the homework debate?
MATTHEW: Parents, especially those from upper-middle-class backgrounds, often express concerns about homework burdens. Yet, for lower-income families, homework can be a valuable after-school activity amidst declining sports participation. It’s a constructive alternative to screen time, reinforcing skills and responsibility.
PFEIFFER: Are there broader factors like socioeconomic status or learning differences affecting the homework discussion?
KORBEY: Homework needs a revamp to be perceived as meaningful practice. Understanding how the brain learns challenges the misconception that information is solely accessible online. Knowledge stored in long-term memory enriches creativity and problem-solving, emphasizing homework’s value.
PFEIFFER: Are some schools adopting a no-homework philosophy?
KORBEY: Yes, more schools are moving towards eliminating homework completely. This is concerning as national reading and math scores have declined, a trend preceding the pandemic. Homework, framed as practice, could help reverse this decline.
PFEIFFER: Summing up, it seems the debate isn’t about homework’s presence but about ensuring its effectiveness and value.
MATTHEW: Homework instills responsibility and independence, essential childhood traits. It’s a counter to helicopter parenting, encouraging children to meet expectations from non-parental figures. The post-pandemic era saw a rise in homework elimination, a concern given the educational achievement gap.
PFEIFFER: Thank you to Holly Korbey and Elizabeth Matthew for your insights.
KORBEY: Thank you for having me.
MATTHEW: Thank you for having us.
Accuracy and availability of NPR transcripts may vary. Transcript text may be revised to correct errors or match updates to audio. Audio on npr.org may be edited after its original broadcast or publication. The authoritative record of NPR’s programming is the audio record.
