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What’s the Right Amount of Homework?

Decades of research show that homework has some benefits, especially for students in middle and high school—but there are risks to assigning too much.

Many teachers and parents believe that homework helps students build study skills and review concepts learned in class. Others see homework as disruptive and unnecessary, leading to burnout and turning kids off to school. Decades of research show that the issue is more nuanced and complex than most people think: Homework is beneficial, but only to a degree. Students in high school gain the most, while younger kids benefit much less.

The National PTA and the National Education Association support the “ 10-minute homework guideline ”—a nightly 10 minutes of homework per grade level. But many teachers and parents are quick to point out that what matters is the quality of the homework assigned and how well it meets students’ needs, not the amount of time spent on it.

The guideline doesn’t account for students who may need to spend more—or less—time on assignments. In class, teachers can make adjustments to support struggling students, but at home, an assignment that takes one student 30 minutes to complete may take another twice as much time—often for reasons beyond their control. And homework can widen the achievement gap, putting students from low-income households and students with learning disabilities at a disadvantage.

However, the 10-minute guideline is useful in setting a limit: When kids spend too much time on homework, there are real consequences to consider.

Small Benefits for Elementary Students

As young children begin school, the focus should be on cultivating a love of learning, and assigning too much homework can undermine that goal. And young students often don’t have the study skills to benefit fully from homework, so it may be a poor use of time (Cooper, 1989 ; Cooper et al., 2006 ; Marzano & Pickering, 2007 ). A more effective activity may be nightly reading, especially if parents are involved. The benefits of reading are clear: If students aren’t proficient readers by the end of third grade, they’re less likely to succeed academically and graduate from high school (Fiester, 2013 ).

For second-grade teacher Jacqueline Fiorentino, the minor benefits of homework did not outweigh the potential drawback of turning young children against school at an early age, so she experimented with dropping mandatory homework. “Something surprising happened: They started doing more work at home,” Fiorentino writes . “This inspiring group of 8-year-olds used their newfound free time to explore subjects and topics of interest to them.” She encouraged her students to read at home and offered optional homework to extend classroom lessons and help them review material.

Moderate Benefits for Middle School Students

As students mature and develop the study skills necessary to delve deeply into a topic—and to retain what they learn—they also benefit more from homework. Nightly assignments can help prepare them for scholarly work, and research shows that homework can have moderate benefits for middle school students (Cooper et al., 2006 ). Recent research also shows that online math homework, which can be designed to adapt to students’ levels of understanding, can significantly boost test scores (Roschelle et al., 2016 ).

There are risks to assigning too much, however: A 2015 study found that when middle school students were assigned more than 90 to 100 minutes of daily homework, their math and science test scores began to decline (Fernández-Alonso, Suárez-Álvarez, & Muñiz, 2015 ). Crossing that upper limit can drain student motivation and focus. The researchers recommend that “homework should present a certain level of challenge or difficulty, without being so challenging that it discourages effort.” Teachers should avoid low-effort, repetitive assignments, and assign homework “with the aim of instilling work habits and promoting autonomous, self-directed learning.”

In other words, it’s the quality of homework that matters, not the quantity. Brian Sztabnik, a veteran middle and high school English teacher, suggests that teachers take a step back and ask themselves these five questions :

• How long will it take to complete?
• Have all learners been considered?
• Will an assignment encourage future success?
• Will an assignment place material in a context the classroom cannot?
• Does an assignment offer support when a teacher is not there?

More Benefits for High School Students, but Risks as Well

By the time they reach high school, students should be well on their way to becoming independent learners, so homework does provide a boost to learning at this age, as long as it isn’t overwhelming (Cooper et al., 2006 ; Marzano & Pickering, 2007 ). When students spend too much time on homework—more than two hours each night—it takes up valuable time to rest and spend time with family and friends. A 2013 study found that high school students can experience serious mental and physical health problems, from higher stress levels to sleep deprivation, when assigned too much homework (Galloway, Conner, & Pope, 2013 ).

Homework in high school should always relate to the lesson and be doable without any assistance, and feedback should be clear and explicit.

Teachers should also keep in mind that not all students have equal opportunities to finish their homework at home, so incomplete homework may not be a true reflection of their learning—it may be more a result of issues they face outside of school. They may be hindered by issues such as lack of a quiet space at home, resources such as a computer or broadband connectivity, or parental support (OECD, 2014 ). In such cases, giving low homework scores may be unfair.

Since the quantities of time discussed here are totals, teachers in middle and high school should be aware of how much homework other teachers are assigning. It may seem reasonable to assign 30 minutes of daily homework, but across six subjects, that’s three hours—far above a reasonable amount even for a high school senior. Psychologist Maurice Elias sees this as a common mistake: Individual teachers create homework policies that in aggregate can overwhelm students. He suggests that teachers work together to develop a school-wide homework policy and make it a key topic of back-to-school night and the first parent-teacher conferences of the school year.

Parents Play a Key Role

Homework can be a powerful tool to help parents become more involved in their child’s learning (Walker et al., 2004 ). It can provide insights into a child’s strengths and interests, and can also encourage conversations about a child’s life at school. If a parent has positive attitudes toward homework, their children are more likely to share those same values, promoting academic success.

But it’s also possible for parents to be overbearing, putting too much emphasis on test scores or grades, which can be disruptive for children (Madjar, Shklar, & Moshe, 2015 ). Parents should avoid being overly intrusive or controlling—students report feeling less motivated to learn when they don’t have enough space and autonomy to do their homework (Orkin, May, & Wolf, 2017 ; Patall, Cooper, & Robinson, 2008 ; Silinskas & Kikas, 2017 ). So while homework can encourage parents to be more involved with their kids, it’s important to not make it a source of conflict.

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First Grade Homework For the Entire Year

susanjones June 17, 2016 4 Comments

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I have one template per month and then change the date and wording each week!

Behind the weekly newsletter I send home different homework pages based on all sorts of factors. I like having options!!!! I made at least one page for each topic I teach throughout the year. Also, I have never been a fan of longgggg homework. I find that it is too overwhelming and I think students just need *quick* reinforcing practice each night so that played a big role in the way I set up my homework. You can see a little more about the homework pages below.

Again, I like having options and I know most teachers do too! Based on the skills I’m teaching that week, a student’s ability level, parent involvement, I will send home what I believe to be a reasonable HW packet for the week. You can do the same for your students!

^^ Again, it’s all up to YOU!^^

Maybe you don’t send home homework because in your community it doesn’t get sent back. Well, these quick check-ins can easily be made into morning work that only takes minutes to complete while students practice their skills.

If you think this type of first grade homework might be for you or you want to try and switch it up this year, go ahead and take a closer look at some of the pages in my unit by clicking the unit below and downloading the preview!

Let me know what you think!

Here are some closeups of a few pages (more to be seen in the preview!):

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Should Kids Get Homework?

Homework gives elementary students a way to practice concepts, but too much can be harmful, experts say.

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Effective homework reinforces math, reading, writing or spelling skills, but in a way that's meaningful.

How much homework students should get has long been a source of debate among parents and educators. In recent years, some districts have even implemented no-homework policies, as students juggle sports, music and other activities after school.

Parents of elementary school students, in particular, have argued that after-school hours should be spent with family or playing outside rather than completing assignments. And there is little research to show that homework improves academic achievement for elementary students.

But some experts say there's value in homework, even for younger students. When done well, it can help students practice core concepts and develop study habits and time management skills. The key to effective homework, they say, is keeping assignments related to classroom learning, and tailoring the amount by age: Many experts suggest no homework for kindergartners, and little to none in first and second grade.

Value of Homework

Homework provides a chance to solidify what is being taught in the classroom that day, week or unit. Practice matters, says Janine Bempechat, clinical professor at Boston University 's Wheelock College of Education & Human Development.

"There really is no other domain of human ability where anybody would say you don't need to practice," she adds. "We have children practicing piano and we have children going to sports practice several days a week after school. You name the domain of ability and practice is in there."

Homework is also the place where schools and families most frequently intersect.

"The children are bringing things from the school into the home," says Paula S. Fass, professor emerita of history at the University of California—Berkeley and the author of "The End of American Childhood." "Before the pandemic, (homework) was the only real sense that parents had to what was going on in schools."

Harris Cooper, professor emeritus of psychology and neuroscience at Duke University and author of "The Battle Over Homework," examined more than 60 research studies on homework between 1987 and 2003 and found that — when designed properly — homework can lead to greater student success. Too much, however, is harmful. And homework has a greater positive effect on students in secondary school (grades 7-12) than those in elementary.

"Every child should be doing homework, but the amount and type that they're doing should be appropriate for their developmental level," he says. "For teachers, it's a balancing act. Doing away with homework completely is not in the best interest of children and families. But overburdening families with homework is also not in the child's or a family's best interest."

Negative Homework Assignments

Not all homework for elementary students involves completing a worksheet. Assignments can be fun, says Cooper, like having students visit educational locations, keep statistics on their favorite sports teams, read for pleasure or even help their parents grocery shop. The point is to show students that activities done outside of school can relate to subjects learned in the classroom.

But assignments that are just busy work, that force students to learn new concepts at home, or that are overly time-consuming can be counterproductive, experts say.

Homework that's just busy work.

Effective homework reinforces math, reading, writing or spelling skills, but in a way that's meaningful, experts say. Assignments that look more like busy work – projects or worksheets that don't require teacher feedback and aren't related to topics learned in the classroom – can be frustrating for students and create burdens for families.

"The mental health piece has definitely played a role here over the last couple of years during the COVID-19 pandemic, and the last thing we want to do is frustrate students with busy work or homework that makes no sense," says Dave Steckler, principal of Red Trail Elementary School in Mandan, North Dakota.

Homework on material that kids haven't learned yet.

With the pressure to cover all topics on standardized tests and limited time during the school day, some teachers assign homework that has not yet been taught in the classroom.

Not only does this create stress, but it also causes equity challenges. Some parents speak languages other than English or work several jobs, and they aren't able to help teach their children new concepts.

" It just becomes agony for both parents and the kids to get through this worksheet, and the goal becomes getting to the bottom of (the) worksheet with answers filled in without any understanding of what any of it matters for," says professor Susan R. Goldman, co-director of the Learning Sciences Research Institute at the University of Illinois—Chicago .

Homework that's overly time-consuming.

The standard homework guideline recommended by the National Parent Teacher Association and the National Education Association is the "10-minute rule" – 10 minutes of nightly homework per grade level. A fourth grader, for instance, would receive a total of 40 minutes of homework per night.

But this does not always happen, especially since not every student learns the same. A 2015 study published in the American Journal of Family Therapy found that primary school children actually received three times the recommended amount of homework — and that family stress increased along with the homework load.

Young children can only remain attentive for short periods, so large amounts of homework, especially lengthy projects, can negatively affect students' views on school. Some individual long-term projects – like having to build a replica city, for example – typically become an assignment for parents rather than students, Fass says.

"It's one thing to assign a project like that in which several kids are working on it together," she adds. "In (that) case, the kids do normally work on it. It's another to send it home to the families, where it becomes a burden and doesn't really accomplish very much."

Private vs. Public Schools

Do private schools assign more homework than public schools? There's little research on the issue, but experts say private school parents may be more accepting of homework, seeing it as a sign of academic rigor.

Of course, not all private schools are the same – some focus on college preparation and traditional academics, while others stress alternative approaches to education.

"I think in the academically oriented private schools, there's more support for homework from parents," says Gerald K. LeTendre, chair of educational administration at Pennsylvania State University—University Park . "I don't know if there's any research to show there's more homework, but it's less of a contentious issue."

How to Address Homework Overload

First, assess if the workload takes as long as it appears. Sometimes children may start working on a homework assignment, wander away and come back later, Cooper says.

"Parents don't see it, but they know that their child has started doing their homework four hours ago and still not done it," he adds. "They don't see that there are those four hours where their child was doing lots of other things. So the homework assignment itself actually is not four hours long. It's the way the child is approaching it."

But if homework is becoming stressful or workload is excessive, experts suggest parents first approach the teacher, followed by a school administrator.

"Many times, we can solve a lot of issues by having conversations," Steckler says, including by "sitting down, talking about the amount of homework, and what's appropriate and not appropriate."

Study Tips for High School Students

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What’s the Right Amount of Homework? Many Students Get Too Little, Brief Argues

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Arguments against homework are well-documented, with some parents, teachers, and researchers saying these assignments put unnecessary stress on students and may not actually be helping them learn.

But a new article for the journal Education Next argues that many American students don’t have too much homework—they have too little.

Anxiety about overscheduled students with upwards of three or four hours of homework a night has overshadowed another problem, writes Janine Bempechat, a clinical professor of human development at the Boston University Wheelock College of Education and Human Development: Low-income students aren’t getting enough homework, and they may be suffering academically as a result.

“Eliminating homework is probably not as big a problem for high-income kids, because they have parents who will expose them to what they may not be getting after school,” Bempechat said in an interview with Education Week . “It’s lower-income students who are hurt the most when people argue that homework should be entirely eliminated.”

A widely endorsed metric for how much homework to assign is the 10-minute rule. It dictates that children should receive 10 minutes of homework per grade level—so a 1st grader would be given 10 minutes a day, while a senior in high school would have 120 minutes.

It’s hard to say exactly how closely American teachers hew to those guidelines. A 2013 study conducted by the University of Phoenix found that high school students are assigned about 3.5 hours of homework a night . But results from the Organisation for Economic Co-operation and Development’s 2012 Programme for International Student Assessment found that 15-year-olds in the U.S. say they have much less than that—about six hours of homework a week .

But the averages obscure the range in assigned work between low-income and high-income students, Bempechat argues. According to the PISA results, disadvantaged students in the U.S. spend three hours less a week on homework than advantaged students (five hours versus eight hours).

Some students may be receiving even less than that. In interviews with low-income students at two low-performing high schools in northern California, Bempechat and her colleagues found that most students reported receiving what she called “minimal homework": “perhaps one or two worksheets or textbook pages, the occasional project, and 30 minutes of reading per night.”

This is a problem, she writes, because high-quality homework—the kind that allows students to problem solve and comes with clear instructions and strategies for working through difficult problems—helps students develop key academic skills. Some research supports this claim: In a 2004 study , researchers at Columbia University and Mississippi State University found that homework can prepare students with the perseverance they would need to hold jobs in the future.

The research on whether homework leads to increased academic achievement is mixed: a 2006 meta-analysis found that at-home assignments led to increased scores on some tests in some grades , but other studies show no relationship for elementary age students.

But goal-setting, self-regulation, and “resilience in the face of challenge” can all be learned through homework, said Bempechat. These skills only become more important as students progress into higher grades with greater expectations for learner autonomy, she said.

Some critics of homework raise concerns that assigning outside work puts low-income students at a disadvantage, because their parents may not be able to offer as much guidance as higher-income parents.

Bempechat writes that it’s more important that parents support homework completion rather than give hands-on help with assignments . She cites a 2014 study by researchers at the City University of New York that found that low-income parents providing structure around homework was a significant predictor of middle school students’ math grades .

But other barriers to home-based assignments persist for low-income students, including the “homework gap:" the inequality between students who have internet at home and those who don’t, and the difficulty that students without access face in completing assignments. About 40 percent of students didn’t have internet access at home as of 2015. But most teachers—70 percent—assign homework that requires connectivity, according to a 2016 survey from the Consortium for School Networking, a national association for school technology leaders.

Teachers should be mindful of the resources students have at home, said Bempechat, and not assign work that requires tools they don’t have—whether that be internet access or even crayons and markers.

Image: Getty

A version of this news article first appeared in the Teaching Now blog.

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ARTS & CULTURE

Do kids have too much homework.

Across the United States, parents, teachers and administrators alike are rethinking their approach to after-school assignments

LynNell Hancock

Homework horror stories are as timeworn as school bullies and cafeteria mystery meat. But as high-stakes testing pressures have mounted over the past decade—and global rankings for America’s schools have declined—homework has come under new scrutiny.

Diane Lowrie says she fled an Ocean County, New Jersey, school district three years ago when she realized her first grader’s homework load was nearly crushing him. Reading logs, repetitive math worksheets, and regular social studies reports turned their living room into an anguished battleground. “Tears were shed, every night,” says Lowrie, 47, an environmental educator, who tried to convince school district administrators that the work was not only numbing, but harmful. “Iain started to hate school, to hate learning, and he was only 6 years old,” she told me in a recent interview.

A 2003 Brookings Institution study suggests that Iain’s experience may be typical of a few children in pressure-cooker schools, but it’s not a widespread problem. Still, a 2004 University of Michigan survey of 2,900 six- to seventeen-year-old children found that time spent each week on homework had increased from 2 hours 38 minutes to 3 hours 58 minutes since 1981. And in his 2001 and 2006 reviews of academic studies of homework outcomes, Harris Cooper, a professor of psychology and neuroscience at Duke University, found little correlation between the amount of homework and academic achievement in elementary school (though higher in middle school and high school). Cooper supports the influential ten-minute homework rule, which recommends adding ten daily minutes of homework per grade beginning in first grade, up to a maximum of two hours. Some districts have added no homework on weekends to the formula.

The question of how much homework is enough is widely debated and was a focus of the 2009 documentary Race to Nowhere , a galvanizing cri de coeur about the struggles of kids in high-performing schools. “I can’t remember the last time I had the chance to go in the backyard and just run around,” a teenage girl laments in the film. “I’ve gone through bouts of depression” from too much homework, another confesses. A bewildered-looking third girl says: “I would spend six hours a night on my homework.”

The results of international tests give the homework skeptics ammunition. David Baker and Gerald LeTendre, professors of education at Penn State, found that in countries with the most successful school systems, like Japan, teachers give small amounts homework, while teachers in those with the lowest scores, such as Greece and Iran, give a lot. (Of course the quality of the assignment and the teacher’s use of it also matter.) The United States falls somewhere in the middle—average amounts of homework and average test results. Finnish teachers tend to give minimal amounts of homework throughout all the grades; the New York Times reported Finnish high-school kids averaged only one-half hour a night.

Sara Bennett, a Brooklyn criminal attorney and mother of two, began a second career as an anti-homework activist when her first-grade son brought home homework only a parent could complete. The 2006 book she co-wrote, The Case Against Homework , is credited with propelling a nationwide parent movement calling for time limits on homework.

Last year, the affluent village of Ridgewood, New Jersey, was shaken by two young suicides, causing school officials to look for ways they could ease kids’ anxieties. Anthony Orsini, principal of Ridgewood’s Benjamin Franklin Middle School, eliminated homework for elective courses and set up an online system that lets families know how long many homework assignments should take. “We have a high-powered district,” says Orsini. “The pressures are palpable on these students to succeed. My community is not ready to eliminate homework altogether.”

The trend, instead, is to lessen the quantity while improving the quality of homework by using it to complement classroom work, says Cathy Vatterott, a professor of education at University of Missouri at St. Louis and author of Rethinking Homework: Best Practices That Support Diverse Needs (2009). Cynthia Schneider, principal of World Journalism Preparatory school in Queens for 570 sixth through twelfth graders, plans to encourage all students to read for pleasure every night, then write a thoughtful response. There are also initiatives to “decriminalize” not finishing homework assignments.

As for Diane Lowrie, who left Ocean County because of too much homework, she says Iain, now 10 and heading for fifth grade in Roosevelt, New Jersey, is less stressed out. He recently spent 40 hours working on a book report and diorama about the Battle of Yorktown. “But,” says his mother, “it was his idea and he enjoyed it.”

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How Much Homework?

Giving students an excessive amount of homework in the early grades can turn them away from learning. It also robs young children of a chance to do other activities after doing six or more hours of academic work in the classroom. It is only when children reach sixth grade that the amount of homework that they do is directly related to how well they achieve in school. Before then, the effect of homework on achievement is almost nonexistent.

Rather than discussing with individual teachers how much homework your children should have, a better approach would be to work through the parent-teacher organization to have the school establish a homework policy. Otherwise, there may be little consistency between how much homework Ms. A and Mr. B assign in third grade. This leads to some students being overburdened by assignments while others rarely do any homework. Also, as students get older and learn different subjects taught by different teachers, it's extremely important to have a school policy that spells out which days of the week individual teachers have to make homework assignments and how much daily homework is appropriate.

Please note: This "Expert Advice" area of FamilyEducation.com should be used for general information purposes only. Advice given here is not intended to provide a basis for action in particular circumstances without consideration by a competent professional. Before using this Expert Advice area, please review our General and Medical Disclaimers.

Is Homework Good for Kids?

Research suggests that homework may be most beneficial when it is minimal..

Updated October 3, 2023 | Reviewed by Devon Frye

• Why Education Is Important
• Find a Child Therapist
• Research finds that homework can academically benefit middle and high schoolers, but not elementary students.
• There are non-academic benefits to homework, but too much work may interfere with other areas of development.
• Research suggests students should be given about 10 minutes of homework per grade level.
• Parents can help with homework by encouraging a growth mindset and supporting their child's autonomy.

In recent years, homework has become a very hot topic. Many parents and educators have raised concerns about homework and questioned how effective it is in enhancing students’ learning. There are also concerns that students may simply be getting too much homework, which ultimately interferes with quality family time and opportunities for physical activity and play.

Research suggests that these concerns may be valid. For example, one study reported that elementary school students, on average, are assigned three times the recommended amount of homework.

What does the research say? What are the potential risks and benefits of homework, and how much is “too much”?

Academic vs. Non-Academic Benefits

First, research finds that homework is associated with higher scores on academic standardized tests for middle and high school students, but not elementary school students . A recent experimental study in Romania found some benefits for a small amount of writing homework in elementary students but not math homework. Yet, interestingly, this positive impact only occurred when students were given a moderate amount of homework (about 20 minutes on average).

Yet the goal of homework is not simply to improve academic skills. Research finds that homework may have some non-academic benefits, such as building responsibility , time management skills, and task persistence . Homework may also increase parents’ involvement in their children’s schooling.

Yet too much homework may also have some negative impacts on non-academic skills by reducing opportunities for free play , which is essential for the development of language, cognitive, self-regulation , and social-emotional skills. Homework may also interfere with physical activity ; indeed, too much homework is associated with an increased risk of being overweight . As with the research on academic benefits, this research also suggests that homework may be beneficial when it is minimal.

What is the “Right” Amount of Homework?

Research suggests that homework should not exceed 1.5 to 2.5 hours per night for high school students and no more than 1 hour per night for middle school students. Homework for elementary school students should be minimal and assigned with the aim of building self-regulation and independent work skills. Any more than this and homework may no longer have a positive impact.

The National Education Association recommends 10 minutes of homework per grade and there is also some experimental evidence that backs this up.

What Can Parents Do?

Research finds that parental help with homework is beneficial but that it matters more how the parent is helping rather than how often the parent is helping.

So how should parents help with homework (according to the research)?

• Focus on providing general monitoring, guidance, and encouragement, but allow children to complete their homework as independently as possible. Research shows that allowing children more autonomy in completing homework may benefit their academic skills.
• Only provide help when your child asks for it and step away whenever possible. Research finds that too much parental involvement or intrusive and controlling involvement with homework is associated with worse academic performance .
• Help your children to create structure and develop some routines that help your child to independently complete their homework. Research finds that providing this type of structure and responsiveness is related to improved academic skills.
• Set specific rules around homework. Research finds an association between parents setting rules around homework and academic performance.
• Help your child to view homework as an opportunity to learn and improve skills. Parents who view homework as a learning opportunity (that is, a “mastery orientation”) rather than something that they must get “right” or complete successfully to obtain a higher grade (that is, a “performance orientation”) are more likely to have children with the same attitudes.
• Encourage your child to persist in challenging assignments and emphasize difficult assignments as opportunities to grow. Research finds that this attitude is associated with student success. Research also indicates that more challenging homework is associated with enhanced academic performance.
• Stay calm and positive during homework. Research shows that mothers’ showing positive emotions while helping with homework may improve children’s motivation in homework.
• Praise your child’s hard work and effort during homework. This type of praise is likely to increase motivation. In addition, research finds that putting more effort into homework may be associated with enhanced development of conscientiousness in children.
• Communicate with your child and the teacher about any problems your child has with homework and the teacher’s learning goals. Research finds that open communication about homework is associated with increased academic performance.

Cara Goodwin, Ph.D., is a licensed clinical psychologist who specializes in translating scientific research into information that is useful, accurate, and relevant for parents.

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Homework; the term elicits a myriad of responses. Students are naturally opposed to the idea of homework. No student ever says, “I wish my teacher would assign me more homework.” Most students begrudge homework and find any opportunity or possible excuse to avoid doing it.

Educators themselves are split on the issue. Many teachers assign daily homework seeing it as a way to further develop and reinforce core academic skills, while also teaching students responsibility. Other educators refrain from assigning daily homework. They view it as unnecessary overkill that often leads to frustration and causes students to resent school and learning altogether. 

Parents are also divided on whether or not they welcome homework. Those who welcome it see it as an opportunity for their children to reinforce critical learning skills. Those who loathe it see it as an infringement of their child’s time. They say it takes away from extra-curricular activities, play time, family time, and also adds unnecessary stress.

Research on the topic is also inconclusive. You can find research that strongly supports the benefits of assigning regular homework, some that denounce it as having zero benefits, with most reporting that assigning homework offers some positive benefits, but also can be detrimental in some areas.

The Effects of Homework

Since opinions vary so drastically, coming to a consensus on homework is nearly impossible. We sent a survey out to parents of a school regarding the topic, asking parents these two basic questions:

• How much time is your child spending working on homework each night?
• Is this amount of time too much, too little, or just right?

The responses varied significantly. In one 3 rd grade class with 22 students, the responses regarding how much time their child spends on homework each night had an alarming disparity. The lowest amount of time spent was 15 minutes, while the largest amount of time spent was 4 hours. Everyone else fell somewhere in between. When discussing this with the teacher, she told me that she sent home the same homework for every child and was blown away by the vastly different ranges in time spent completing it. The answers to the second question aligned with the first. Almost every class had similar, varying results making it really difficult to gauge where we should go as a school regarding homework.

While reviewing and studying my school’s homework policy and the results of the aforementioned survey, I discovered a few important revelations about homework that I think anyone looking at the topic would benefit from:

1. Homework should be clearly defined. Homework is not unfinished classwork that the student is required to take home and complete. Homework is “extra practice” given to take home to reinforce concepts that they have been learning in class. It is important to note that teachers should always give students time in class under their supervision to complete class work. Failing to give them an appropriate amount of class time increases their workload at home. More importantly, it does not allow the teacher to give immediate feedback to the student as to whether or not they are doing the assignment correctly. What good does it do if a student completes an assignment if they are doing it all incorrectly? Teachers must find a way to let parents know what assignments are homework and which ones are classwork that they did not complete.

2. The amount of time required to complete the same homework assignment varies significantly from student to student. This speaks to personalization. I have always been a big fan of customizing homework to fit each individual student. Blanket homework is more challenging for some students than it is for others. Some fly through it, while others spend excessive amounts of time completing it.  Differentiating homework will take some additional time for teachers in regards to preparation, but it will ultimately be more beneficial for students.

The National Education Association recommends that students be given 10-20 minutes of homework each night and an additional 10 minutes per advancing grade level. The following chart adapted from the National Education Associations recommendations can be used as a resource for teachers in Kindergarten through the 8 th grade.

It can be difficult for teachers to gauge how much time students need to complete an assignment. The following charts serve to streamline this process as it breaks down the average time it takes for students to complete a single problem in a variety of subject matter for common assignment types. Teachers should consider this information when assigning homework. While it may not be accurate for every student or assignment, it can serve as a starting point when calculating how much time students need to complete an assignment. It is important to note that in grades where classes are departmentalized it is important that all teachers are on the same page as the totals in the chart above is the recommended amount of total homework per night and not just for a single class.

Kindergarten – 4th Grade (Elementary Recommendations)

*If students are required to write the questions, then you will need to add 2 additional minutes per problem. (i.e. 1-English problem requires 4 minutes if students are required to write the sentence/question.)

5th – 8th Grade (Middle School Recommendations)

*If students are required to write the questions, then you will need to add 2 additional minutes per problem. (i.e. 1-English problem requires 5 minutes if students are required to write the sentence/question.)

Assigning Homework Example

It is recommended that 5 th graders have 50-60 minutes of homework per night. In a self-contained class, a teacher assigns 5 multi-step math problems, 5 English problems, 10 spelling words to be written 3x each, and 10 science definitions on a particular night.

3. There are a few critical academic skill builders that students should be expected to do every night or as needed. Teachers should also consider these things. However, they may or may not, be factored into the total time to complete homework. Teachers should use their best judgment to make that determination:

• Independent Reading – 20-30 minutes per day
• Study for Test/Quiz - varies
• Multiplication Math Fact Practice (3-4) – varies - until facts are mastered
• Sight Word Practice (K-2) – varies - until all lists are mastered

4. Coming to a general consensus regarding homework is almost impossible.  School leaders must bring everyone to the table, solicit feedback, and come up with a plan that works best for the majority. This plan should be reevaluated and adjusted continuously. What works well for one school may not necessarily be the best solution for another.

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• How Much Homework Should Students Have?

Do our kids have too much homework?

by: Marian Wilde | Updated: January 31, 2024

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Many students and their parents are frazzled by the amount of homework being piled on in the schools. Yet many researchers say that American students have just the right amount of homework.

“Kids today are overwhelmed!” a parent recently wrote in an email to GreatSchools.org “My first-grade son was required to research a significant person from history and write a paper of at least two pages about the person, with a bibliography. How can he be expected to do that by himself? He just started to learn to read and write a couple of months ago. Schools are pushing too hard and expecting too much from kids.”

Diane Garfield, a fifth grade teacher in San Francisco, concurs. “I believe that we’re stressing children out,” she says.

But hold on, it’s not just the kids who are stressed out . “Teachers nowadays assign these almost college-level projects with requirements that make my mouth fall open with disbelief,” says another frustrated parent. “It’s not just the kids who suffer!”

“How many people take home an average of two hours or more of work that must be completed for the next day?” asks Tonya Noonan Herring, a New Mexico mother of three, an attorney and a former high school English teacher. “Most of us, even attorneys, do not do this. Bottom line: students have too much homework and most of it is not productive or necessary.”

Research about homework

How do educational researchers weigh in on the issue? According to Brian Gill, a senior social scientist at the Rand Corporation, there is no evidence that kids are doing more homework than they did before.

“If you look at high school kids in the late ’90s, they’re not doing substantially more homework than kids did in the ’80s, ’70s, ’60s or the ’40s,” he says. “In fact, the trends through most of this time period are pretty flat. And most high school students in this country don’t do a lot of homework. The median appears to be about four hours a week.”

Education researchers like Gill base their conclusions, in part, on data gathered by the National Assessment of Educational Progress (NAEP) tests.

“It doesn’t suggest that most kids are doing a tremendous amount,” says Gill. “That’s not to say there aren’t any kids with too much homework. There surely are some. There’s enormous variation across communities. But it’s not a crisis in that it’s a very small proportion of kids who are spending an enormous amount of time on homework.”

Etta Kralovec, author of The End of Homework: How Homework Disrupts Families, Overburdens Children, and Limits Learning , disagrees, saying NAEP data is not a reliable source of information. “Students take the NAEP test and one of the questions they have to fill out is, ‘How much homework did you do last night’ Anybody who knows schools knows that teachers by and large do not give homework the night before a national assessment. It just doesn’t happen. Teachers are very clear with kids that they need to get a good night’s sleep and they need to eat well to prepare for a test.

“So asking a kid how much homework they did the night before a national test and claiming that that data tells us anything about the general run of the mill experience of kids and homework over the school year is, I think, really dishonest.”

Further muddying the waters is an AP/AOL poll that suggests that most Americans feel that their children are getting the right amount of homework. It found that 57% of parents felt that their child was assigned about the right amount of homework, 23% thought there was too little and 19% thought there was too much.

One indisputable fact

One homework fact that educators do agree upon is that the young child today is doing more homework than ever before.

“Parents are correct in saying that they didn’t get homework in the early grades and that their kids do,” says Harris Cooper, professor of psychology and director of the education program at Duke University.

Gill quantifies the change this way: “There has been some increase in homework for the kids in kindergarten, first grade, and second grade. But it’s been an increase from zero to 20 minutes a day. So that is something that’s fairly new in the last quarter century.”

The history of homework

In his research, Gill found that homework has always been controversial. “Around the turn of the 20th century, the Ladies’ Home Journal carried on a crusade against homework. They thought that kids were better off spending their time outside playing and looking at clouds. The most spectacular success this movement had was in the state of California, where in 1901 the legislature passed a law abolishing homework in grades K-8. That lasted about 15 years and then was quietly repealed. Then there was a lot of activism against homework again in the 1930s.”

The proponents of homework have remained consistent in their reasons for why homework is a beneficial practice, says Gill. “One, it extends the work in the classroom with additional time on task. Second, it develops habits of independent study. Third, it’s a form of communication between the school and the parents. It gives parents an idea of what their kids are doing in school.”

The anti-homework crowd has also been consistent in their reasons for wanting to abolish or reduce homework.

“The first one is children’s health,” says Gill. “A hundred years ago, you had medical doctors testifying that heavy loads of books were causing children’s spines to be bent.”

The more things change, the more they stay the same, it seems. There were also concerns about excessive amounts of stress .

“Although they didn’t use the term ‘stress,'” says Gill. “They worried about ‘nervous breakdowns.'”

“In the 1930s, there were lots of graduate students in education schools around the country who were doing experiments that claimed to show that homework had no academic value — that kids who got homework didn’t learn any more than kids who didn’t,” Gill continues. Also, a lot of the opposition to homework, in the first half of the 20th century, was motivated by a notion that it was a leftover from a 19th-century model of schooling, which was based on recitation, memorization and drill. Progressive educators were trying to replace that with something more creative, something more interesting to kids.”

The more-is-better movement

Garfield, the San Francisco fifth-grade teacher, says that when she started teaching 30 years ago, she didn’t give any homework. “Then parents started asking for it,” she says. “I got In junior high and high school there’s so much homework, they need to get prepared.” So I bought that one. I said, ‘OK, they need to be prepared.’ But they don’t need two hours.”

Cooper sees the trend toward more homework as symptomatic of high-achieving parents who want the best for their children. “Part of it, I think, is pressure from the parents with regard to their desire to have their kids be competitive for the best universities in the country. The communities in which homework is being piled on are generally affluent communities.”

The less-is-better campaign

Alfie Kohn, a widely-admired progressive writer on education and parenting, published a sharp rebuttal to the more-homework-is-better argument in his 2006 book The Homework Myth: Why Our Kids Get Too Much of a Bad Thing . Kohn criticized the pro-homework studies that Cooper referenced as “inconclusive… they only show an association, not a causal relationship” and he titled his first chapter “Missing Out on Their Childhoods.”

Vera Goodman’s 2020 book, Simply Too Much Homework: What Can We Do? , repeats Kohn’s scrutiny and urges parents to appeal to school and government leaders to revise homework policies. Goodman believes today’s homework load stresses out teachers, parents, and students, deprives children of unstructured time for play, hobbies, and individual pursuits, and inhibits the joy of learning.

Homework guidelines

What’s a parent to do, you ask? Fortunately, there are some sanity-saving homework guidelines.

Cooper points to “The 10-Minute Rule” formulated by the National PTA and the National Education Association, which suggests that kids should be doing about 10 minutes of homework per night per grade level. In other words, 10 minutes for first-graders, 20 for second-graders and so on.

Too much homework vs. the optimal amount

Cooper has found that the correlation between homework and achievement is generally supportive of these guidelines. “We found that for kids in elementary school there was hardly any relationship between how much homework young children did and how well they were doing in school, but in middle school the relationship is positive and increases until the kids were doing between an hour to two hours a night, which is right where the 10-minute rule says it’s going to be optimal.

“After that it didn’t go up anymore. Kids that reported doing more than two hours of homework a night in middle school weren’t doing any better in school than kids who were doing between an hour to two hours.”

Garfield has a very clear homework policy that she distributes to her parents at the beginning of each school year. “I give one subject a night. It’s what we were studying in class or preparation for the next day. It should be done within half an hour at most. I believe that children have many outside activities now and they also need to live fully as children. To have them work for six hours a day at school and then go home and work for hours at night does not seem right. It doesn’t allow them to have a childhood.”

International comparisons

How do American kids fare when compared to students in other countries? Professors Gerald LeTendre and David Baker of Pennsylvania State University conclude in their 2005 book, National Differences, Global Similarities: World Culture and the Future of Schooling, that American middle schoolers do more homework than their peers in Japan, Korea, or Taiwan, but less than their peers in Singapore and Hong Kong.

One of the surprising findings of their research was that more homework does not correlate with higher test scores. LeTendre notes: “That really flummoxes people because they say, ‘Doesn’t doing more homework mean getting better scores?’ The answer quite simply is no.”

Homework is a complicated thing

To be effective, homework must be used in a certain way, he says. “Let me give you an example. Most homework in the fourth grade in the U.S. is worksheets. Fill them out, turn them in, maybe the teacher will check them, maybe not. That is a very ineffective use of homework. An effective use of homework would be the teacher sitting down and thinking ‘Elizabeth has trouble with number placement, so I’m going to give her seven problems on number placement.’ Then the next day the teacher sits down with Elizabeth and she says, ‘Was this hard for you? Where did you have difficulty?’ Then she gives Elizabeth either more or less material. As you can imagine, that kind of homework rarely happens.”

Shotgun homework

“What typically happens is people give what we call ‘shotgun homework’: blanket drills, questions and problems from the book. On a national level that’s associated with less well-functioning school systems,” he says. “In a sense, you could sort of think of it as a sign of weaker teachers or less well-prepared teachers. Over time, we see that in elementary and middle schools more and more homework is being given, and that countries around the world are doing this in an attempt to increase their test scores, and that is basically a failing strategy.”

Quality not quantity?

“ The Case for (Quality) Homework: Why It Improves Learning, and How Parents Can Help ,” a 2019 paper written by Boston University psychologist Janine Bempechat, asks for homework that specifically helps children “confront ever-more-complex tasks” that enable them to gain resilience and embrace challenges.

Similar research from University of Ovideo in Spain titled “ Homework: Facts and Fiction 2021 ” says evidence shows that how homework is applied is more important than how much is required, and it asserts that a moderate amount of homework yields the most academic achievement. The most important aspect of quality homework assignment? The effort required and the emotions prompted by the task.

Robyn Jackson, author of How to Plan Rigorous Instruction and other media about rigor says the key to quality homework is not the time spent, but the rigor — or mental challenge — involved. ( Read more about how to evaluate your child’s homework for rigor here .)

Nightly reading as a homework replacement

Across the country, many elementary schools have replaced homework with a nightly reading requirement. There are many benefits to children reading every night , either out loud with a parent or independently: it increases their vocabulary, imagination, concentration, memory, empathy, academic ability, knowledge of different cultures and perspectives. Plus, it reduces stress, helps kids sleep, and bonds children to their cuddling parents or guardians. Twenty to 30 minutes of reading each day is generally recommended.

But, is this always possible, or even ideal?

No, it’s not.

Alfie Kohn criticizes this added assignment in his blog post, “ How To Create Nonreaders .” He cites an example from a parent (Julie King) who reports, “Our children are now expected to read 20 minutes a night, and record such on their homework sheet. What parents are discovering (surprise) is that those kids who used to sit down and read for pleasure — the kids who would get lost in a book and have to be told to put it down to eat/play/whatever — are now setting the timer… and stopping when the timer dings. … Reading has become a chore, like brushing your teeth.”

The take-away from Kohn? Don’t undermine reading for pleasure by turning it into another task burdening your child’s tired brain.

Additional resources

Books Simply Too Much Homework: What Can We do? by Vera Goodman, Trafford Publishing, 2020

The Case Against Homework: How Homework is Hurting Children and What Parents Can Do About It by Sara Bennett and Nancy Kalish, Crown Publishers, 2007

The Homework Myth: Why Our Kids Get Too Much of a Bad Thing by Alfie Kohn, Hatchett Books, 2006 The End of Homework: How Homework Disrupts Families, Overburdens Children, and Limits Learning by Etta Kralovec and John Buell, Beacon Press, 2001.

The Battle Over Homework: Common Ground for Administrators, Teachers, and Parents by Harris M. Cooper, Corwin Press, 2001.

Seven Steps to Homework Success: A Family Guide to Solving Common Homework Problems by Sydney Zentall and Sam Goldstein, Specialty Press, 1998.

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Homeschooling and the Optimal Amount of Homework?

May 9, 2023 | Homeschool Support , How to Start Homeschooling

The concept of “homework” might seem a little redundant if you are a home educator. After all, if you are doing school at home, then by definition all school work is “homework.”

In a homeschool setting, “homework” is independent work your student is expected to complete on his or her own time outside of your regular instructional periods. Calculating how much homework should be given to children can be daunting. On the one hand, no parent wants to crush their child beneath an unreasonable load of homework, sucking the joy out of education. On the other hand, many parents fear their student is not doing enough homework.

Suppose your son is given fifteen Algebra equations to solve for homework. He sits down at the kitchen table, opens his notebook, and less than ten minutes later says, “Done,” and saunters off to play video games. These sorts of situations may leave you wondering, “Did I assign him enough to do? Should I increase his workload?”

Or, suppose your daughter has been laboring away in her room translating Latin sentences for the last two hours. It’s past 10:00 PM and she still has her nose to the grindstone with no sign of letting up. Is this normal? All students pull a late night now and then, but how often is “now and then”?

While determining homework load is always going to have some degree of subjectivity based on your child’s study habits, cognitive development, or potential learning disabilities, there is a rule of thumb for what constitutes the optimal amount of homework ( optimal denoting enough homework to deepen students’ understanding of the material but not enough to lead to mental fatigue).

The Ten Minute Rule

The rule of thumb for daily homework is ten minutes per grade level, starting at 1st grade. This number is all-inclusive, meaning for all classes, not per class. So, for example, the ideal amount of homework for a 2nd grader is 20 minutes per day, while the optimal amount for a 6th grader is 60 minutes. Using this system, daily homework allotment across grade levels would look like this:

1st Grade: 10 minutes 2nd Grade: 20 minutes 3rd Grade: 30 minutes 4th Grade: 40 minutes 5th Grade: 50 minutes 6th Grade: 60 minutes 7th Grade: 70 minutes 8th Grade: 80 minutes 9th Grade: 90 minutes 10th Grade: 100 minutes 11th Grade: 110 minutes 12th Grade: 120 minutes

This rule of thumb has been affirmed by independent studies ( source ), and supported both by the National Education Association and the National Parent Teachers Association ( source ). It is safe to say there is a broad consensus on the question across academia. However, as homeschoolers, we have to keep in mind a few caveats:

First , these numbers represent how long the teacher (or in your case, parent) expects the homework to take. In order for these numbers to be helpful, you ought to have a realistic expectation of how long an assignment will take a child. This can be difficult to gauge when viewing it through adult eyes. You may assign your child a chapter of Dante’s Inferno and expect it to take 10 minutes because you love the text and you had no trouble reading it, but your child might spend 45 minutes struggling through it. As always, use your own child’s specific situation as your baseline.

Second , these numbers represent the optimal amount of homework, not the recommended amount. What’s the difference? Saying “the optimal amount of homework for a 3rd grader is 30 minutes per day” means that, if you are going to assign homework to a 3rd grader, around 30 minutes is a solid amount. It is not a recommendation that you make sure your 3rd grader gets a half-hour of homework every day. It is not a prescription for a certain amount of homework, but merely a guideline for what amount of homework is ideal when and if you assign it.

Third , remember that these are only averages. You are not overburdening your child if you sometimes go over these numbers; you are not neglecting your child if you dip below them. These numbers represent a rule of thumb—useful for general application, but admitting of occasional exceptions. A senior preparing for a final exam is obviously going to spend more time than usual studying; a child who is a math whiz may spend less time than usual on homework. There are all sorts of variables that need to be allowed for.

The Purpose of Homework

Really, though, before you assign homework, you should stop to ask yourself why you are assigning it. “That’s a silly question,” you might think. “Homework is simply part of school.” But why? What is the benefit of giving children additional work to complete outside of regular edcuational time? There are several reasons when this is necessary:

1. When the subject requires drills or repetitions in order to master. For example, working through twenty geometry problems to master the Pythagoream Theorem, practicing a list of vocabulary words when learning French, or reading and re-reading a scene from Shakespeare to memorize for a play.

2. When additional reading is required to cover material not covered in class. For example, when working through a science chapter with your child, the explanation of a certain concept takes longer than anticipated, leading you to have to end class without finishing the chapter; you ask your child to finish reading the chapter on his own and be ready to discuss it the following day.

3. When the class structure requires regular outside reading. For example, a literature class where the class time is based around lectures delivered on texts the student is expected to read on his or her own time.

4. When preparing for a class project or presentation. For example, a history student working on a poster project for an oral presentation, or researching/writing a term paper.

You may have noticed, each of these examples reflect a scenario where homework is necessary . One reason it is not necessary is “because a class should have homework.” You should not assign homework just because you feel like a class ought to have it. Assign homework with a purpose, to reinforce a specific skill or impart specific information; do not assign it merely for the sake of “having homework.” It is perfectly acceptable for certain classes to not have regular homework if the demands of the course do not require it. If you are using an unschooling model, you may not assign any homework at all.

Assigning homework is always going to be subject to a host of variables, but hopefully this has helped take some of the guesswork out of it.

About the Author

Mr. Phillip Campbell  is a history teacher for Homeschool Connections. He is also the author of the popular ” Story of Civilization ” series from TAN Books, as well as many other titles on subjects of Catholic history and culture. Mr. Campbell lives in rural Michigan with his children and has been involved in the Catholic homeschooling world for over twenty years. You can visit Mr. Campbell’s website at  www.phillipcampbell.ne t.

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How To: Choose the Right Amount of Daily Homework

Despite the differences in the recommendations from these sources, the table shows broad agreement about how much homework to assign at each grade. At grades 1-3, homework should be limited to an hour or less per day, while in grades 4-6, homework should not exceed 90 minutes. The upper limit in grades 7-8 is 2 hours and the limit in high school should be 2.5 hours.

Teachers can use the homework time recommendations included here as a point of comparison: in particular, schools should note that assigning homework that exceeds the upper limit of these time estimates is not likely to result in additional learning gains--and may even be counter-productive (Cooper, Robinson, & Patall, 2006).

It should also be remembered that the amount of homework assigned each day is not in itself a sign of high academic standards. Homework becomes a powerful tool to promote learning only when students grasp the purpose of each homework assignment, clearly understand homework directions, perceive that homework tasks are instructionally relevant, and receive timely performance feedback (e.g., teacher comments; grades) on submitted homework (Jenson, Sheridan, Olympia, & Andrews, 1994).

Attachments

• Download This Blog Entry in PDF Format: How To: Choose the Right Amount of Daily Homework
• Barkley, R. A. (2008). 80+ classroom accommodations for children or teens with ADHD. The ADHD Report, 16 (4), 7-10.
• Cooper, H., Robinson, J. C., & Patall, E A. (2006). Does homework improve academic achievement? A synthesis of research, 1987-2003. Review of Educational Research, 76 (1), 1-62. 
• Jenson, W. R., Sheridan, S. M., Olympia, D., & Andrews, D. (1994). Homework and students with learning disabilities and behavior disorders: A practical, parent-based approach. Journal of Learning Disabilities, 27 , 538-548.

• March 18 Eight a day
• March 14 ‘Upping our game’
• March 9 Senior Joshua Percy wins Mr. Bellaire
• March 5 Falling short in the postseason
• February 29 Cardinals continue magical playoff run

Three Penny Press

Students spend three times longer on homework than average, survey reveals

Sonya Kulkarni and Pallavi Gorantla | Jan 9, 2022

Graphic by Sonya Kulkarni

The National Education Association and the National Parent Teacher Association have suggested that a healthy number of hours that students should be spending can be determined by the “10-minute rule.” This means that each grade level should have a maximum homework time incrementing by 10 minutes depending on their grade level (for instance, ninth-graders would have 90 minutes of homework, 10th-graders should have 100 minutes, and so on).

As ‘finals week’ rapidly approaches, students not only devote effort to attaining their desired exam scores but make a last attempt to keep or change the grade they have for semester one by making up homework assignments.

High schoolers reported doing an average of 2.7 hours of homework per weeknight, according to a study by the Washington Post from 2018 to 2020 of over 50,000 individuals. A survey of approximately 200 Bellaire High School students revealed that some students spend over three times this number.

The demographics of this survey included 34 freshmen, 43 sophomores, 54 juniors and 54 seniors on average.

When asked how many hours students spent on homework in a day on average, answers ranged from zero to more than nine with an average of about four hours. In contrast, polled students said that about one hour of homework would constitute a healthy number of hours.

Junior Claire Zhang said she feels academically pressured in her AP schedule, but not necessarily by the classes.

“The class environment in AP classes can feel pressuring because everyone is always working hard and it makes it difficult to keep up sometimes.” Zhang said.

A total of 93 students reported that the minimum grade they would be satisfied with receiving in a class would be an A. This was followed by 81 students, who responded that a B would be the minimum acceptable grade. 19 students responded with a C and four responded with a D.

“I am happy with the classes I take, but sometimes it can be very stressful to try to keep up,” freshman Allyson Nguyen said. “I feel academically pressured to keep an A in my classes.”

Up to 152 students said that grades are extremely important to them, while 32 said they generally are more apathetic about their academic performance.

Last year, nine valedictorians graduated from Bellaire. They each achieved a grade point average of 5.0. HISD has never seen this amount of valedictorians in one school, and as of now there are 14 valedictorians.

“I feel that it does degrade the title of valedictorian because as long as a student knows how to plan their schedule accordingly and make good grades in the classes, then anyone can be valedictorian,” Zhang said.

Bellaire offers classes like physical education and health in the summer. These summer classes allow students to skip the 4.0 class and not put it on their transcript. Some electives also have a 5.0 grade point average like debate.

Close to 200 students were polled about Bellaire having multiple valedictorians. They primarily answered that they were in favor of Bellaire having multiple valedictorians, which has recently attracted significant acclaim .

Senior Katherine Chen is one of the 14 valedictorians graduating this year and said that she views the class of 2022 as having an extraordinary amount of extremely hardworking individuals.

“I think it was expected since freshman year since most of us knew about the others and were just focused on doing our personal best,” Chen said.

Chen said that each valedictorian achieved the honor on their own and deserves it.

“I’m honestly very happy for the other valedictorians and happy that Bellaire is such a good school,” Chen said. “I don’t feel any less special with 13 other valedictorians.”

Nguyen said that having multiple valedictorians shows just how competitive the school is.

“It’s impressive, yet scary to think about competing against my classmates,” Nguyen said.

Offering 30 AP classes and boasting a significant number of merit-based scholars Bellaire can be considered a competitive school.

“I feel academically challenged but not pressured,” Chen said. “Every class I take helps push me beyond my comfort zone but is not too much to handle.”

Students have the opportunity to have off-periods if they’ve met all their credits and are able to maintain a high level of academic performance. But for freshmen like Nguyen, off periods are considered a privilege. Nguyen said she usually has an hour to five hours worth of work everyday.

“Depending on the day, there can be a lot of work, especially with extra curriculars,” Nguyen said. “Although, I am a freshman, so I feel like it’s not as bad in comparison to higher grades.”

According to the survey of Bellaire students, when asked to evaluate their agreement with the statement “students who get better grades tend to be smarter overall than students who get worse grades,” responders largely disagreed.

Zhang said that for students on the cusp of applying to college, it can sometimes be hard to ignore the mental pressure to attain good grades.

“As a junior, it’s really easy to get extremely anxious about your GPA,” Zhang said. “It’s also a very common but toxic practice to determine your self-worth through your grades but I think that we just need to remember that our mental health should also come first. Sometimes, it’s just not the right day for everyone and one test doesn’t determine our smartness.”

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Anonymous • Nov 21, 2023 at 10:32 am

It’s not really helping me understand how much.

josh • May 9, 2023 at 9:58 am

Kassie • May 6, 2022 at 12:29 pm

Im using this for an English report. This is great because on of my sources needed to be from another student. Homework drives me insane. Im glad this is very updated too!!

Kaylee Swaim • Jan 25, 2023 at 9:21 pm

I am also using this for an English report. I have to do an argumentative essay about banning homework in schools and this helps sooo much!

Izzy McAvaney • Mar 15, 2023 at 6:43 pm

I am ALSO using this for an English report on cutting down school days, homework drives me insane!!

E. Elliott • Apr 25, 2022 at 6:42 pm

I’m from Louisiana and am actually using this for an English Essay thanks for the information it was very informative.

Nabila Wilson • Jan 10, 2022 at 6:56 pm

Interesting with the polls! I didn’t realize about 14 valedictorians, that’s crazy.

Does Homework Really Help Students Learn?

A conversation with a Wheelock researcher, a BU student, and a fourth-grade teacher

“Quality homework is engaging and relevant to kids’ lives,” says Wheelock’s Janine Bempechat. “It gives them autonomy and engages them in the community and with their families. In some subjects, like math, worksheets can be very helpful. It has to do with the value of practicing over and over.” Photo by iStock/Glenn Cook Photography

Do your homework.

If only it were that simple.

Educators have debated the merits of homework since the late 19th century. In recent years, amid concerns of some parents and teachers that children are being stressed out by too much homework, things have only gotten more fraught.

“Homework is complicated,” says developmental psychologist Janine Bempechat, a Wheelock College of Education & Human Development clinical professor. The author of the essay “ The Case for (Quality) Homework—Why It Improves Learning and How Parents Can Help ” in the winter 2019 issue of Education Next , Bempechat has studied how the debate about homework is influencing teacher preparation, parent and student beliefs about learning, and school policies.

She worries especially about socioeconomically disadvantaged students from low-performing schools who, according to research by Bempechat and others, get little or no homework.

BU Today  sat down with Bempechat and Erin Bruce (Wheelock’17,’18), a new fourth-grade teacher at a suburban Boston school, and future teacher freshman Emma Ardizzone (Wheelock) to talk about what quality homework looks like, how it can help children learn, and how schools can equip teachers to design it, evaluate it, and facilitate parents’ role in it.

BU Today: Parents and educators who are against homework in elementary school say there is no research definitively linking it to academic performance for kids in the early grades. You’ve said that they’re missing the point.

Bempechat : I think teachers assign homework in elementary school as a way to help kids develop skills they’ll need when they’re older—to begin to instill a sense of responsibility and to learn planning and organizational skills. That’s what I think is the greatest value of homework—in cultivating beliefs about learning and skills associated with academic success. If we greatly reduce or eliminate homework in elementary school, we deprive kids and parents of opportunities to instill these important learning habits and skills.

We do know that beginning in late middle school, and continuing through high school, there is a strong and positive correlation between homework completion and academic success.

That’s what I think is the greatest value of homework—in cultivating beliefs about learning and skills associated with academic success.

You talk about the importance of quality homework. What is that?

Quality homework is engaging and relevant to kids’ lives. It gives them autonomy and engages them in the community and with their families. In some subjects, like math, worksheets can be very helpful. It has to do with the value of practicing over and over.

What are your concerns about homework and low-income children?

The argument that some people make—that homework “punishes the poor” because lower-income parents may not be as well-equipped as affluent parents to help their children with homework—is very troubling to me. There are no parents who don’t care about their children’s learning. Parents don’t actually have to help with homework completion in order for kids to do well. They can help in other ways—by helping children organize a study space, providing snacks, being there as a support, helping children work in groups with siblings or friends.

Isn’t the discussion about getting rid of homework happening mostly in affluent communities?

Yes, and the stories we hear of kids being stressed out from too much homework—four or five hours of homework a night—are real. That’s problematic for physical and mental health and overall well-being. But the research shows that higher-income students get a lot more homework than lower-income kids.

Teachers may not have as high expectations for lower-income children. Schools should bear responsibility for providing supports for kids to be able to get their homework done—after-school clubs, community support, peer group support. It does kids a disservice when our expectations are lower for them.

The conversation around homework is to some extent a social class and social justice issue. If we eliminate homework for all children because affluent children have too much, we’re really doing a disservice to low-income children. They need the challenge, and every student can rise to the challenge with enough supports in place.

What did you learn by studying how education schools are preparing future teachers to handle homework?

My colleague, Margarita Jimenez-Silva, at the University of California, Davis, School of Education, and I interviewed faculty members at education schools, as well as supervising teachers, to find out how students are being prepared. And it seemed that they weren’t. There didn’t seem to be any readings on the research, or conversations on what high-quality homework is and how to design it.

Erin, what kind of training did you get in handling homework?

Bruce : I had phenomenal professors at Wheelock, but homework just didn’t come up. I did lots of student teaching. I’ve been in classrooms where the teachers didn’t assign any homework, and I’ve been in rooms where they assigned hours of homework a night. But I never even considered homework as something that was my decision. I just thought it was something I’d pull out of a book and it’d be done.

I started giving homework on the first night of school this year. My first assignment was to go home and draw a picture of the room where you do your homework. I want to know if it’s at a table and if there are chairs around it and if mom’s cooking dinner while you’re doing homework.

The second night I asked them to talk to a grown-up about how are you going to be able to get your homework done during the week. The kids really enjoyed it. There’s a running joke that I’m teaching life skills.

Friday nights, I read all my kids’ responses to me on their homework from the week and it’s wonderful. They pour their hearts out. It’s like we’re having a conversation on my couch Friday night.

It matters to know that the teacher cares about you and that what you think matters to the teacher. Homework is a vehicle to connect home and school…for parents to know teachers are welcoming to them and their families.

Bempechat : I can’t imagine that most new teachers would have the intuition Erin had in designing homework the way she did.

Ardizzone : Conversations with kids about homework, feeling you’re being listened to—that’s such a big part of wanting to do homework….I grew up in Westchester County. It was a pretty demanding school district. My junior year English teacher—I loved her—she would give us feedback, have meetings with all of us. She’d say, “If you have any questions, if you have anything you want to talk about, you can talk to me, here are my office hours.” It felt like she actually cared.

Bempechat : It matters to know that the teacher cares about you and that what you think matters to the teacher. Homework is a vehicle to connect home and school…for parents to know teachers are welcoming to them and their families.

Ardizzone : But can’t it lead to parents being overbearing and too involved in their children’s lives as students?

Bempechat : There’s good help and there’s bad help. The bad help is what you’re describing—when parents hover inappropriately, when they micromanage, when they see their children confused and struggling and tell them what to do.

Good help is when parents recognize there’s a struggle going on and instead ask informative questions: “Where do you think you went wrong?” They give hints, or pointers, rather than saying, “You missed this,” or “You didn’t read that.”

Bruce : I hope something comes of this. I hope BU or Wheelock can think of some way to make this a more pressing issue. As a first-year teacher, it was not something I even thought about on the first day of school—until a kid raised his hand and said, “Do we have homework?” It would have been wonderful if I’d had a plan from day one.

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Senior Contributing Editor

Sara Rimer A journalist for more than three decades, Sara Rimer worked at the Miami Herald , Washington Post and, for 26 years, the New York Times , where she was the New England bureau chief, and a national reporter covering education, aging, immigration, and other social justice issues. Her stories on the death penalty’s inequities were nominated for a Pulitzer Prize and cited in the U.S. Supreme Court’s decision outlawing the execution of people with intellectual disabilities. Her journalism honors include Columbia University’s Meyer Berger award for in-depth human interest reporting. She holds a BA degree in American Studies from the University of Michigan. Profile

She can be reached at [email protected] .

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There are 81 comments on Does Homework Really Help Students Learn?

Insightful! The values about homework in elementary schools are well aligned with my intuition as a parent.

when i finish my work i do my homework and i sometimes forget what to do because i did not get enough sleep

same omg it does not help me it is stressful and if I have it in more than one class I hate it.

Same I think my parent wants to help me but, she doesn’t care if I get bad grades so I just try my best and my grades are great.

I think that last question about Good help from parents is not know to all parents, we do as our parents did or how we best think it can be done, so maybe coaching parents or giving them resources on how to help with homework would be very beneficial for the parent on how to help and for the teacher to have consistency and improve homework results, and of course for the child. I do see how homework helps reaffirm the knowledge obtained in the classroom, I also have the ability to see progress and it is a time I share with my kids

The answer to the headline question is a no-brainer – a more pressing problem is why there is a difference in how students from different cultures succeed. Perfect example is the student population at BU – why is there a majority population of Asian students and only about 3% black students at BU? In fact at some universities there are law suits by Asians to stop discrimination and quotas against admitting Asian students because the real truth is that as a group they are demonstrating better qualifications for admittance, while at the same time there are quotas and reduced requirements for black students to boost their portion of the student population because as a group they do more poorly in meeting admissions standards – and it is not about the Benjamins. The real problem is that in our PC society no one has the gazuntas to explore this issue as it may reveal that all people are not created equal after all. Or is it just environmental cultural differences??????

I get you have a concern about the issue but that is not even what the point of this article is about. If you have an issue please take this to the site we have and only post your opinion about the actual topic

This is not at all what the article is talking about.

This literally has nothing to do with the article brought up. You should really take your opinions somewhere else before you speak about something that doesn’t make sense.

we have the same name

so they have the same name what of it?

lol you tell her

totally agree

What does that have to do with homework, that is not what the article talks about AT ALL.

Yes, I think homework plays an important role in the development of student life. Through homework, students have to face challenges on a daily basis and they try to solve them quickly.I am an intense online tutor at 24x7homeworkhelp and I give homework to my students at that level in which they handle it easily.

More than two-thirds of students said they used alcohol and drugs, primarily marijuana, to cope with stress.

You know what’s funny? I got this assignment to write an argument for homework about homework and this article was really helpful and understandable, and I also agree with this article’s point of view.

I also got the same task as you! I was looking for some good resources and I found this! I really found this article useful and easy to understand, just like you! ^^

i think that homework is the best thing that a child can have on the school because it help them with their thinking and memory.

I am a child myself and i think homework is a terrific pass time because i can’t play video games during the week. It also helps me set goals.

Homework is not harmful ,but it will if there is too much

I feel like, from a minors point of view that we shouldn’t get homework. Not only is the homework stressful, but it takes us away from relaxing and being social. For example, me and my friends was supposed to hang at the mall last week but we had to postpone it since we all had some sort of work to do. Our minds shouldn’t be focused on finishing an assignment that in realty, doesn’t matter. I completely understand that we should have homework. I have to write a paper on the unimportance of homework so thanks.

homework isn’t that bad

Are you a student? if not then i don’t really think you know how much and how severe todays homework really is

i am a student and i do not enjoy homework because i practice my sport 4 out of the five days we have school for 4 hours and that’s not even counting the commute time or the fact i still have to shower and eat dinner when i get home. its draining!

i totally agree with you. these people are such boomers

why just why

they do make a really good point, i think that there should be a limit though. hours and hours of homework can be really stressful, and the extra work isn’t making a difference to our learning, but i do believe homework should be optional and extra credit. that would make it for students to not have the leaning stress of a assignment and if you have a low grade you you can catch up.

Studies show that homework improves student achievement in terms of improved grades, test results, and the likelihood to attend college. Research published in the High School Journal indicates that students who spent between 31 and 90 minutes each day on homework “scored about 40 points higher on the SAT-Mathematics subtest than their peers, who reported spending no time on homework each day, on average.” On both standardized tests and grades, students in classes that were assigned homework outperformed 69% of students who didn’t have homework. A majority of studies on homework’s impact – 64% in one meta-study and 72% in another – showed that take home assignments were effective at improving academic achievement. Research by the Institute for the Study of Labor (IZA) concluded that increased homework led to better GPAs and higher probability of college attendance for high school boys. In fact, boys who attended college did more than three hours of additional homework per week in high school.

So how are your measuring student achievement? That’s the real question. The argument that doing homework is simply a tool for teaching responsibility isn’t enough for me. We can teach responsibility in a number of ways. Also the poor argument that parents don’t need to help with homework, and that students can do it on their own, is wishful thinking at best. It completely ignores neurodiverse students. Students in poverty aren’t magically going to find a space to do homework, a friend’s or siblings to help them do it, and snacks to eat. I feel like the author of this piece has never set foot in a classroom of students.

THIS. This article is pathetic coming from a university. So intellectually dishonest, refusing to address the havoc of capitalism and poverty plays on academic success in life. How can they in one sentence use poor kids in an argument and never once address that poor children have access to damn near 0 of the resources affluent kids have? Draw me a picture and let’s talk about feelings lmao what a joke is that gonna put food in their belly so they can have the calories to burn in order to use their brain to study? What about quiet their 7 other siblings that they share a single bedroom with for hours? Is it gonna force the single mom to magically be at home and at work at the same time to cook food while you study and be there to throw an encouraging word?

Also the “parents don’t need to be a parent and be able to guide their kid at all academically they just need to exist in the next room” is wild. Its one thing if a parent straight up is not equipped but to say kids can just figured it out is…. wow coming from an educator What’s next the teacher doesn’t need to teach cause the kid can just follow the packet and figure it out?

Well then get a tutor right? Oh wait you are poor only affluent kids can afford a tutor for their hours of homework a day were they on average have none of the worries a poor child does. Does this address that poor children are more likely to also suffer abuse and mental illness? Like mentioned what about kids that can’t learn or comprehend the forced standardized way? Just let em fail? These children regularly are not in “special education”(some of those are a joke in their own and full of neglect and abuse) programs cause most aren’t even acknowledged as having disabilities or disorders.

But yes all and all those pesky poor kids just aren’t being worked hard enough lol pretty sure poor children’s existence just in childhood is more work, stress, and responsibility alone than an affluent child’s entire life cycle. Love they never once talked about the quality of education in the classroom being so bad between the poor and affluent it can qualify as segregation, just basically blamed poor people for being lazy, good job capitalism for failing us once again!

why the hell?

you should feel bad for saying this, this article can be helpful for people who has to write a essay about it

This is more of a political rant than it is about homework

I know a teacher who has told his students their homework is to find something they are interested in, pursue it and then come share what they learn. The student responses are quite compelling. One girl taught herself German so she could talk to her grandfather. One boy did a research project on Nelson Mandela because the teacher had mentioned him in class. Another boy, a both on the autism spectrum, fixed his family’s computer. The list goes on. This is fourth grade. I think students are highly motivated to learn, when we step aside and encourage them.

The whole point of homework is to give the students a chance to use the material that they have been presented with in class. If they never have the opportunity to use that information, and discover that it is actually useful, it will be in one ear and out the other. As a science teacher, it is critical that the students are challenged to use the material they have been presented with, which gives them the opportunity to actually think about it rather than regurgitate “facts”. Well designed homework forces the student to think conceptually, as opposed to regurgitation, which is never a pretty sight

Wonderful discussion. and yes, homework helps in learning and building skills in students.

not true it just causes kids to stress

Homework can be both beneficial and unuseful, if you will. There are students who are gifted in all subjects in school and ones with disabilities. Why should the students who are gifted get the lucky break, whereas the people who have disabilities suffer? The people who were born with this “gift” go through school with ease whereas people with disabilities struggle with the work given to them. I speak from experience because I am one of those students: the ones with disabilities. Homework doesn’t benefit “us”, it only tears us down and put us in an abyss of confusion and stress and hopelessness because we can’t learn as fast as others. Or we can’t handle the amount of work given whereas the gifted students go through it with ease. It just brings us down and makes us feel lost; because no mater what, it feels like we are destined to fail. It feels like we weren’t “cut out” for success.

homework does help

here is the thing though, if a child is shoved in the face with a whole ton of homework that isn’t really even considered homework it is assignments, it’s not helpful. the teacher should make homework more of a fun learning experience rather than something that is dreaded

This article was wonderful, I am going to ask my teachers about extra, or at all giving homework.

I agree. Especially when you have homework before an exam. Which is distasteful as you’ll need that time to study. It doesn’t make any sense, nor does us doing homework really matters as It’s just facts thrown at us.

Homework is too severe and is just too much for students, schools need to decrease the amount of homework. When teachers assign homework they forget that the students have other classes that give them the same amount of homework each day. Students need to work on social skills and life skills.

I disagree.

Beyond achievement, proponents of homework argue that it can have many other beneficial effects. They claim it can help students develop good study habits so they are ready to grow as their cognitive capacities mature. It can help students recognize that learning can occur at home as well as at school. Homework can foster independent learning and responsible character traits. And it can give parents an opportunity to see what’s going on at school and let them express positive attitudes toward achievement.

Homework is helpful because homework helps us by teaching us how to learn a specific topic.

As a student myself, I can say that I have almost never gotten the full 9 hours of recommended sleep time, because of homework. (Now I’m writing an essay on it in the middle of the night D=)

I am a 10 year old kid doing a report about “Is homework good or bad” for homework before i was going to do homework is bad but the sources from this site changed my mind!

Homeowkr is god for stusenrs

I agree with hunter because homework can be so stressful especially with this whole covid thing no one has time for homework and every one just wants to get back to there normal lives it is especially stressful when you go on a 2 week vaca 3 weeks into the new school year and and then less then a week after you come back from the vaca you are out for over a month because of covid and you have no way to get the assignment done and turned in

As great as homework is said to be in the is article, I feel like the viewpoint of the students was left out. Every where I go on the internet researching about this topic it almost always has interviews from teachers, professors, and the like. However isn’t that a little biased? Of course teachers are going to be for homework, they’re not the ones that have to stay up past midnight completing the homework from not just one class, but all of them. I just feel like this site is one-sided and you should include what the students of today think of spending four hours every night completing 6-8 classes worth of work.

Are we talking about homework or practice? Those are two very different things and can result in different outcomes.

Homework is a graded assignment. I do not know of research showing the benefits of graded assignments going home.

Practice; however, can be extremely beneficial, especially if there is some sort of feedback (not a grade but feedback). That feedback can come from the teacher, another student or even an automated grading program.

As a former band director, I assigned daily practice. I never once thought it would be appropriate for me to require the students to turn in a recording of their practice for me to grade. Instead, I had in-class assignments/assessments that were graded and directly related to the practice assigned.

I would really like to read articles on “homework” that truly distinguish between the two.

oof i feel bad good luck!

thank you guys for the artical because I have to finish an assingment. yes i did cite it but just thanks

thx for the article guys.

Homework is good

I think homework is helpful AND harmful. Sometimes u can’t get sleep bc of homework but it helps u practice for school too so idk.

I agree with this Article. And does anyone know when this was published. I would like to know.

It was published FEb 19, 2019.

Studies have shown that homework improved student achievement in terms of improved grades, test results, and the likelihood to attend college.

i think homework can help kids but at the same time not help kids

This article is so out of touch with majority of homes it would be laughable if it wasn’t so incredibly sad.

There is no value to homework all it does is add stress to already stressed homes. Parents or adults magically having the time or energy to shepherd kids through homework is dome sort of 1950’s fantasy.

What lala land do these teachers live in?

Homework gives noting to the kid

Homework is Bad

homework is bad.

why do kids even have homework?

Comments are closed.

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25 Questions (and Answers!) About the Great North American Eclipse

The McDonald Observatory’s guide to one of nature’s most beautiful and astounding events: What you might see, how to view it safely, how astronomers will study it, how animals might react, and some of the mythology and superstitions about the Sun’s great disappearing act.

1. What’s happening?

The Moon will cross directly between Earth and the Sun, temporarily blocking the Sun from view along a narrow path across Mexico, the United States, and Canada. Viewers across the rest of the United States will see a partial eclipse, with the Moon covering only part of the Sun’s disk.

2. When will it happen?

The eclipse takes place on April 8. It will get underway at 10:42 a.m. CDT, when the Moon’s shadow first touches Earth’s surface, creating a partial eclipse. The Big Show—totality—begins at about 11:39 a.m., over the south-central Pacific Ocean. The shadow will first touch North America an hour and a half later, on the Pacific coast of Mexico. Moving at more than 1,600 miles (2,575 km) per hour, the path of totality will enter the United States at Eagle Pass, Texas, at 1:27 p.m. CDT. The lunar shadow will exit the United States and enter the Canadian province of New Brunswick near Houlton, Maine, at 2:35 p.m. (3:35 p.m. EDT).

3. How long will totality last?

The exact timing depends on your location. The maximum length is 4 minutes, 27 seconds near Torreon, Mexico. In the United States, several towns in southwestern Texas will see 4 minutes, 24 seconds of totality. The closer a location is to the centerline of the path of totality, the longer the eclipse will last.

4. What will it look like?

Eclipse veterans say there’s nothing quite like a total solar eclipse. In the last moments before the Sun disappears behind the Moon, bits of sunlight filter through the lunar mountains and canyons, forming bright points of light known as Baily’s beads. The last of the beads provides a brief blaze known as a diamond ring effect. When it fades away, the sky turns dark and the corona comes into view— million-degree plasma expelled from the Sun’s surface. It forms silvery filaments that radiate away from the Sun. Solar prominences, which are fountains of gas from the surface, form smaller, redder streamers on the rim of the Sun’s disk.

5. What safety precautions do I need to take?

It’s perfectly safe to look at the total phase of the eclipse with your eyes alone. In fact, experts say it’s the best way to enjoy the spectacle. The corona, which surrounds the intervening Moon with silvery tendrils of light, is only about as bright as a full Moon.

During the partial phases of the eclipse, however, including the final moments before and first moments after totality, your eyes need protection from the Sun’s blinding light. Even a 99-percent-eclipsed Sun is thousands of times brighter than a full Moon, so even a tiny sliver of direct sunlight can be dangerous!

To stay safe, use commercially available eclipse viewers, which can look like eyeglasses or can be embedded in a flat sheet that you hold in front of your face. Make sure your viewer meets the proper safety standards, and inspect it before you use it to make sure there are no scratches to let in unfiltered sunlight.

You also can view the eclipse through a piece of welder’s glass (No. 14 or darker), or stand under a leafy tree and look at the ground; the gaps between leaves act as lenses, projecting a view of the eclipse on the ground. With an especially leafy tree you can see hundreds of images of the eclipse at once. (You can also use a colander or similar piece of gear to create the same effect.)

One final mode of eclipse watching is with a pinhole camera. You can make one by poking a small hole in an index card, file folder, or piece of stiff cardboard. Let the Sun shine through the hole onto the ground or a piece of paper, but don’t look at the Sun through the hole! The hole projects an image of the eclipsed Sun, allowing you to follow the entire sequence, from the moment of first contact through the Moon’s disappearance hours later.

6. Where can I see the eclipse?

In the United States, the path of totality will extend from Eagle Pass, Texas, to Houlton, Maine. It will cross 15 states: Texas, Oklahoma, Arkansas, Missouri, Illinois, Indiana, Kentucky, Ohio, Pennsylvania, New York, Vermont, New Hampshire, Maine, Tennessee, and Michigan (although it barely nicks the last two).

In Texas, the eclipse will darken the sky over Austin, Waco, and Dallas—the most populous city in the path, where totality (the period when the Sun is totally eclipsed) will last 3 minutes, 51 seconds.

Other large cities along the path include Little Rock; Indianapolis; Dayton, Toledo, and Cleveland, Ohio; Erie, Pennsylvania; Buffalo and Rochester, New York; and Burlington, Vermont.

Outside the path of totality, American skywatchers will see a partial eclipse, in which the Sun covers only part of the Sun’s disk. The sky will grow dusky and the air will get cooler, but the partially eclipsed Sun is still too bright to look at without proper eye protection. The closer to the path of totality, the greater the extent of the eclipse. From Memphis and Nashville, for example, the Moon will cover more than 95 percent of the Sun’s disk. From Denver and Phoenix, it’s about 65 percent. And for the unlucky skywatchers in Seattle, far to the northwest of the eclipse centerline, it’s a meager 20 percent.

The total eclipse path also crosses Mexico, from the Pacific coast, at Mazatlán, to the Texas border. It also crosses a small portion of Canada, barely including Hamilton, Ontario. Eclipse Details for Locations Around the United States • aa.usno.navy.mil/data/Eclipse2024 • eclipse.aas.org • GreatAmericanEclipse.com

7. What causes solar eclipses?

These awe-inspiring spectacles are the result of a pleasant celestial coincidence: The Sun and Moon appear almost exactly the same size in Earth’s sky. The Sun is actually about 400 times wider than the Moon but it’s also about 400 times farther, so when the new Moon passes directly between Earth and the Sun—an alignment known as syzygy—it can cover the Sun’s disk, blocking it from view.

8. Why don’t we see an eclipse at every new Moon?

The Moon’s orbit around Earth is tilted a bit with respect to the Sun’s path across the sky, known as the ecliptic. Because of that angle, the Moon passes north or south of the Sun most months, so there’s no eclipse. When the geometry is just right, however, the Moon casts its shadow on Earth’s surface, creating a solar eclipse. Not all eclipses are total. The Moon’s distance from Earth varies a bit, as does Earth’s distance from the Sun. If the Moon passes directly between Earth and the Sun when the Moon is at its farthest, we see an annular eclipse, in which a ring of sunlight encircles the Moon. Regardless of the distance, if the SunMoon-Earth alignment is off by a small amount, the Moon can cover only a portion of the Sun’s disk, creating a partial eclipse.

9. How often do solar eclipses happen?

Earth sees as least two solar eclipses per year, and, rarely, as many as five. Only three eclipses per two years are total. In addition, total eclipses are visible only along narrow paths. According to Belgian astronomer Jean Meuss, who specializes in calculating such things, any given place on Earth will see a total solar eclipse, on average, once every 375 years. That number is averaged over many centuries, so the exact gap varies. It might be centuries between succeeding eclipses, or it might be only a few years. A small region of Illinois, Missouri, and Kentucky, close to the southeast of St. Louis, for example, saw the total eclipse of 2017 and will experience this year’s eclipse as well. Overall, though, you don’t want to wait for a total eclipse to come to you. If you have a chance to travel to an eclipse path, take it!

10. What is the limit for the length of totality?

Astronomers have calculated the length of totality for eclipses thousands of years into the future. Their calculations show that the greatest extent of totality will come during the eclipse of July 16, 2186, at 7 minutes, 29 seconds, in the Atlantic Ocean, near the coast of South America. The eclipse will occur when the Moon is near its closest point to Earth, so it appears largest in the sky, and Earth is near its farthest point from the Sun, so the Sun appears smaller than average. That eclipse, by the way, belongs to the same Saros cycle as this year’s.

11. When will the next total eclipse be seen from the United States?

The next total eclipse visible from anywhere in the United States will take place on March 30, 2033, across Alaska. On August 22, 2044, a total eclipse will be visible across parts of Montana, North Dakota, and South Dakota. The next eclipse to cross the entire country will take place on August 12, 2045, streaking from northern California to southern Florida. Here are the other total solar eclipses visible from the contiguous U.S. this century:

March 30, 2052 Florida, Georgia, tip of South Carolina May 11, 2078 From Louisiana to North Carolina May 1, 2079 From Philadelphia up the Atlantic coast to Maine September 14, 2099 From North Dakota to the Virginia-North Carolina border

12. What is the origin of the word ‘eclipse?’

The word first appeared in English writings in the late 13th century. It traces its roots, however, to the Greek words “ecleipsis” or “ekleipein.” According to various sources, the meaning was “to leave out, fail to appear,” “a failing, forsaking,” or “abandon, cease, die.”

13. Do solar eclipses follow any kind of pattern?

The Moon goes through several cycles. The best known is its 29.5-day cycle of phases, from new through full and back again. Other cycles include its distance from Earth (which varies by about 30,000 miles (50,000 km) over 27.5 days) and its relationship to the Sun’s path across the sky, known as the ecliptic (27.2 days), among others. These three cycles overlap every 6,585.3 days, which is 18 years, 11 days, and 8 hours.

This cycle of cycles is known as a Saros (a word created by Babylonians). The circumstances for each succeeding eclipse in a Saros are similar—the Moon is about the same distance from Earth, for example, and they occur at the same time of year. Each eclipse occurs one-third of the way around Earth from the previous one, however; the next eclipse in this Saros, for example, will be visible from parts of the Pacific Ocean.

Each Saros begins with a partial eclipse. A portion of the Moon just nips the northern edge of the Sun, for example, blocking only a fraction of the Sun’s light. With each succeeding eclipse in the cycle, the Moon covers a larger fraction of the solar disk, eventually creating dozens of total eclipses. The Moon then slides out of alignment again, this time in the opposite direction, creating more partial eclipses. The series ends with a grazing partial eclipse on the opposite hemisphere (the southern tip, for example).

Several Saros cycles churn along simultaneously (40 are active now), so Earth doesn’t have to wait 18 years between eclipses. They can occur at intervals of one, five, six, or seven months.

The April 8 eclipse is the 30th of Saros 139, a series of 71 events that began with a partial eclipse, in the far north, and will end with another partial eclipse, this time in the far southern hemisphere. The next eclipse in this Saros, also total, will take place on April 20, 2042.

First eclipse May 17, 1501

First total eclipse December 21, 1843

Final total eclipse March 26, 2601

Longest total eclipse July 16, 2186,  7 minutes, 29 seconds

Final partial eclipse July 3, 2763

All eclipses 71 (43 total, 16 partial, 12 hybrid)

Source: NASA Catalog of Solar Eclipses: eclipse.gsfc.nasa.gov/SEsaros/SEsaros139.html

14. What about eclipse seasons?

Eclipses occur in “seasons,” with two or three eclipses (lunar and solar) in a period of about five weeks. Individual eclipses are separated by two weeks: a lunar eclipse at full Moon, a solar eclipse at new Moon (the sequence can occur in either order). If the first eclipse in a season occurs during the first few days of the window, then the season will have three eclipses. When one eclipse in the season is poor, the other usually is much better.

That’s certainly the case with the season that includes the April 8 eclipse. It begins with a penumbral lunar eclipse on the night of March 24, in which the Moon will pass through Earth’s outer shadow. The eclipse will cover the Americas, although the shadow is so faint that most skywatchers won’t notice it.

This article was previously published in the March/April 2024 issue of StarDate  magazine, a publication of The University of Texas at Austin’s McDonald Observatory. Catch StarDate’s daily radio program on more than 300 stations nationwide or subscribe online at  stardate.org .

15. How can astronomers forecast eclipses so accurately?

They’ve been recording eclipses and the motions of the Moon for millennia. And over the past half century they’ve been bouncing laser beams off of special reflectors carried to the Moon by Apollo astronauts and Soviet rovers. Those observations reveal the Moon’s position to within a fraction of an inch. Using a combination of the Earth-Moon distance, the Moon’s precise shape, Earth’s rotation and its distance from the Sun, and other factors, astronomers can predict the timing of an eclipse to within a fraction of a second many centuries into the future.

Edmond Halley made the first confirmed solar eclipse prediction, using the laws of gravity devised only a few decades earlier by Isaac Newton. Halley forecast that an eclipse would cross England on May 3, 1715. He missed the timing by just four minutes and the path by 20 miles, so the eclipse is known as Halley’s Eclipse.

16. What are the types of solar eclipses?

Total : the Moon completely covers the Sun.

Annular : the Moon is too far away to completely cover the Sun, leaving a bright ring of sunlight around it.

Partial : the Moon covers only part of the Sun’s disk.

Hybrid : an eclipse that is annular at its beginning and end, but total at its peak.

17. What are Baily’s beads?

During the minute or two before or after totality, bits of the Sun shine through canyons and other features on the limb of the Moon, producing “beads” of sunlight. They were first recorded and explained by Edmond Halley, in 1715. During a presentation to the Royal Academy of Sciences more than a century later, however, astronomer Frances Baily first described them as “a string of beads,” so they’ve been known as Baily’s beads ever since. Please note that Baily’s beads are too bright to look at without eye protection!

18. Will Earth always see total solar eclipses?

No, it will not. The Moon is moving away from Earth at about 1.5 inches (3.8 cm) per year. Based on that rate of recession, in about 600 million years the Moon would have moved so far from Earth that it would no longer appear large enough to cover the Sun. The speed at which the Moon separates from Earth changes over the eons, however, so scientists aren’t sure just when Earth will see its final total solar eclipse.

19. How will the eclipse affect solar power?

If your solar-powered house is in or near the path of totality, the lights truly will go out, as they do at night. For large power grids, the eclipse will temporarily reduce the total amount of electricity contributed by solar generation. During the October 14, 2023, annular eclipse, available solar power plummeted in California and Texas. At the same time, demand increased as individual Sun-powered homes and other buildings began drawing electricity from the power grid. Both networks were able to compensate with stations powered by natural gas and other sources.

The power drop during this year’s eclipse could be more dramatic because there will be less sunlight at the peak of the eclipse.

20. What are some of the myths and superstitions associated with solar eclipses?

Most ancient cultures created stories to explain the Sun’s mysterious and terrifying disappearances.

In China and elsewhere, it was thought the Sun was being devoured by a dragon. Other cultures blamed a hungry frog (Vietnam), a giant wolf loosed by the god Loki (Scandinavia), or the severed head of a monster (India). Still others saw an eclipse as a quarrel (or a reunion) between Sun and Moon. Some peoples shot flaming arrows into the sky to scare away the monster or to rekindle the solar fire. One especially intriguing story, from Transylvania, said that an eclipse occurred when the Sun covered her face in disgust at bad human behavior.

Eclipses have been seen as omens of evil deeds to come. In August 1133, King Henry I left England for Normandy one day before a lengthy solar eclipse, bringing prophesies of doom. The country later was plunged into civil war, and Henry died before he could return home, strengthening the impression that solar eclipses were bad mojo.

Ancient superstitions claimed that eclipses could cause plague and other maladies. Modern superstitions say that food prepared during an eclipse is poison and that an eclipse will damage the babies of pregnant women who look at it. None of that is true, of course. There’s nothing at all to fear from this beautiful natural event.

21. How do animals react to solar eclipses?

Scientists haven’t studied the topic very thoroughly, but they do have some general conclusions. Many daytime animals start their evening rituals, while many nighttime animals wake up when the eclipse is over, perhaps cursing their alarm clocks for letting them sleep so late!

During the 2017 total eclipse, scientists observed 17 species at Riverbanks Zoo in Columbia, South Carolina. About three-quarters of the species showed some response as the sky darkened. Some animals acted nervous, while others simply headed for bed. A species of gibbon had the most unusual reaction, moving excitedly and chattering in ways the zookeepers hadn’t seen before.

Other studies have reported that bats and owls sometimes come out during totality, hippos move toward their nighttime feeding grounds, and spiders tear down their webs, only to rebuild them when the Sun returns. Bees have been seen to return to their hives during totality and not budge until the next day, crickets begin their evening chorus, and, unfortunately, mosquitoes emerge, ready to dine on unsuspecting eclipse watchers.

A NASA project, Eclipse Soundscapes, is using volunteers around the country to learn more about how animals react to the changes. The project collected audio recordings and observations by participants during the annular eclipse last year, and will repeat the observations this year. Volunteers can sign up at eclipsesoundscapes.org

22. How will scientists study this year’s eclipse?

Astronomers don’t pay quite as much professional attention to solar eclipses as they did in decades and centuries past. However, they still schedule special observations to add to their knowledge of the Sun and especially the inner edge of the corona.

Sun-watching satellites create artificial eclipses by placing a small disk across the face of the Sun, blocking the Sun’s disk and revealing the corona, solar prominences, and big explosions of charged particles known as coronal mass ejections.

Because of the way light travels around the edges of an eclipsing disk, however, it’s difficult to observe the region just above the Sun’s visible surface, which is where much of the action takes place. The corona is heated to millions of degrees there, and the constant flow of particles known as the solar wind is accelerated to a million miles per hour or faster, so solar astronomers really want to see that region in detail. The eclipsing Moon doesn’t create the same effects around the limb of the Sun, so a solar eclipse still provides the best way to look close to the Sun’s surface.

For this year’s eclipse, some scientists will repeat a series of experiments they conducted in 2017 using a pair of highaltitude WB-57 aircraft to “tag team” through the lunar shadow, providing several extra minutes of observations.

Other scientists will use the eclipse to study Earth’s ionosphere, an electrically charged layer of the atmosphere that “bends” radio waves, allowing them to travel thousands of miles around the planet. Sunlight rips apart atoms and molecules during the day, intensifying the charge. At night, the atoms and molecules recombine, reducing the charge.

Physicists want to understand how the ionosphere reacts to the temporary loss of sunlight during an eclipse. They will do so with the help of thousands of volunteer ham radio operators, who will exchange messages with others around the planet. During last October’s annular eclipse, when the Moon covered most but not all of the Sun, the experiment showed a large and immediate change in the ionosphere as the sunlight dimmed.

NASA also will launch three small “sounding” rockets, which loft instruments into space for a few minutes, to probe the ionosphere shortly before, during, and shortly after the eclipse.

Another project will use radar to study changes in the interactions between the solar wind and Earth’s atmosphere, while yet another will use a radio telescope to map sunspots and surrounding regions as the Moon passes across them.

One project will piece together images of the eclipse snapped through more than 40 identical telescopes spaced along the path of totality to create a one-hour movie of the eclipse. The telescopes will be equipped with instruments that see the three-dimensional structure of the corona, allowing solar scientists to plot how the corona changes.

23. What have astronomers learned from eclipses?

Solar eclipses have been powerful tools for studying the Sun, the layout of the solar system, and the physics of the universe.

Until the Space Age, astronomers could see the Sun’s corona only during eclipses, so they traveled around the world to catch these brief glimpses of it.

Eclipses also offered a chance to refine the scale of the solar system. Watching an eclipse from different spots on Earth and comparing the angles of the Moon and Sun helped reveal the relative sizes and distances of both bodies, which were important steps in understanding their true distances.

During an eclipse in 1868, two astronomers discovered a new element in the corona. It was named helium, after Helios, a Greek name for the Sun. The element wasn’t discovered on Earth until a quarter of a century later.

An eclipse in 1919 helped confirm General Relativity, which was Albert Einstein’s theory of gravity. The theory predicted that the gravity of a massive body should deflect the path of light rays flying near its surface. During the eclipse, astronomers found that the positions of background stars that appeared near the Sun were shifted by a tiny amount, which was in perfect agreement with Einstein’s equations.

Today, astronomers are using records of eclipses dating back thousands of years to measure changes in Earth’s rotation rate and the distance to the Moon.

24. How did astronomers study eclipses in the past?

With great effort! From the time they could accurately predict when and where solar eclipses would be visible, they organized expeditions that took them to every continent except Antarctica, on trips that lasted months and that sometimes were spoiled by clouds or problems both technical and human.

During the American Revolution, for example, a group of Harvard scientists led by Samuel Williams received safe passage from the British army to view an eclipse from Penobscot Bay, Maine, on October 21, 1780. Williams slightly miscalculated the eclipse path, though, so the group missed totality by a few miles. (The expedition did make some useful observations, however.)

In 1860, an expedition headed by Simon Newcomb, one of America’s top astronomers, journeyed up the Saskatchewan River, hundreds of miles from the nearest city, braving rapids, mosquitoes, and bad weather. After five grueling weeks, they had to stop short of their planned viewing site, although at a location still inside the eclipse path. Clouds covered the Sun until almost the end of totality, however, so the expedition came up empty.

King Mongkut of Siam invited a French expedition and hundreds of other dignitaries to view an eclipse from present-day Thailand in 1868. He built an observatory and a large compound to house his guests at a site Mongkut himself had selected as the best viewing spot. The eclipse came off perfectly, but many visitors contracted malaria. So did Mongkut, who died a few weeks later.

An expedition in 1914, to Russia, was plagued by both clouds and the start of World War I. The team abandoned its instruments at a Russian observatory and escaped through Scandinavia.

The eclipse of July 29, 1878, offered fewer impediments. In fact, it was a scientific and social extravaganza. The eclipse path stretched from Montana Territory to Texas. Teams of astronomers from the United States and Europe spread out along the path. Thomas Edison stationed his group in Wyoming, where he used a tasimeter, a device of his own creation, to try to measure the temperature of the corona. Samuel Pierpoint Langley, a future secretary of the Smithsonian, was atop Pikes Peak in Colorado. Maria Mitchell, perhaps America’s leading female scientist, decamped to Denver. And Asaph Hall, who had discovered the moons of Mars just the year before, journeyed to the flatlands of eastern Colorado.

Thousands of average Americans joined the festivities, paying outrageous prices for some of the best viewing spots. Some things, it seems, never change.

25. What about lunar eclipses?

While solar eclipses happen during new Moon, lunar eclipses occur when the Moon is full, so it aligns opposite the Sun in our sky. The Moon passes through Earth’s shadow. In a total eclipse, the entire lunar disk turns orange or red. In a partial eclipse, Earth’s inner shadow covers only a portion of the Moon. And during a penumbral eclipse, the Moon passes through the outer portion of Earth’s shadow, darkening the Moon so little that most people don’t even notice it.

Lunar eclipses happen as often as solar eclipses—at least twice per year. This is a poor year for lunar eclipses, however. There is a penumbral eclipse on the night of March 24, with the Moon slipping through Earth’s faint outer shadow, and a partial eclipse on the night of September 17, in which the Moon barely dips into the darker inner shadow. Both eclipses will be visible from most of the United States.

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