Requiring homework on a consistent basis is not an evidence-based practice and actually introduces worse outcomes for kids whose parents/guardians are less present, which disproportionately affects poor kids and kids of color.

Why do we do it? Because there are some parents (you know the ones) who will pester the school and lobby for dropping their funding if they don’t see consistent tangible output from their students. If the kids aren’t coming home with half a dozen papers each day and a bag of books, how can we verify that the teachers aren’t just sitting around on their phones all day not doing shit and collecting a paycheck WITH OUR TAX DOLLARSSSSS?!!!?!?!

So, homework largely serves as busy work to signal to parents that teachers are doing things. And the system is designed for parents to actively encourage and participate in the development of the skills required to regularly complete homework independently by high school. Kids whose parents have less free time are inherently disadvantaged, often labeled as bad kids or lazy early on, and can have a seat on the prison train before they’ve entered middle school. It also harms kids’ self esteem and sets an unhealthy precedent for expectations around work-life balance.

There isn’t a single thing that homework accomplishes by accident which couldn’t be accomplished better on purpose via other methods. Fuck homework.

  • JuneFall [none/use name]
    ·
    10 months ago

    But for the most part, the studies haven’t looked at whether it matters what kind of homework is assigned or whether there are different effects for different demographic student groups. Focusing on those distinctions could be illuminating.

    Quote from one of the articles, which ignores Germand and French studies and literature on the topic of the last 30 years.

    • usernamesaredifficul [he/him]
      ·
      10 months ago

      which article are you quoting there. Because I read those articles and what kind of homework is assigned was highlighted often

      for example in the first linked article

      Homework that is linked to classroom work tends to be more effective. In particular, studies that included feedback on homework had higher impacts on learning

      and

      Pupils eligible for free school meals typically receive additional benefits from homework. However, surveys in England suggest that pupils from disadvantaged backgrounds are less likely to have a quiet working space, are less likely to have access to a device suitable for learning or a stable internet connection and may receive less parental support to complete homework and develop effective learning habits. These difficulties may increase the gap in attainment for disadvantaged pupils.

      Homework clubs can help to overcome these barriers by offering pupils the resources and support needed to undertake homework or revision.