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ERIC Number: ED542436
Record Type: Non-Journal
Publication Date: 2013-Jun-10
Pages: 10
Abstractor: As Provided
Reference Count: 17
ISBN: N/A
ISSN: N/A
Does Homework Really Improve Achievement?
Costley, Kevin C.
Online Submission
Should public school teachers assign daily homework? Should school districts have policies requiring teachers to assign homework? Is homework beneficial to students? Do students learn from completing daily homework? In this article, a review of literature is included offering pros and cons to students doing homework with various counterpoint viewpoints on the usefulness or lack thereof of assigning homework, which for many decades has become a traditional practice in American schools. In this paper, a discussion is presented as well as conclusions which suggest that public school policies thoughtfully be examined and reviewed by school districts, parents and teachers. In addition, it is recommended that school districts and teachers carefully consider the length of time that students should spend on homework each night as well as what types of homework should be assigned to students.
Publication Type: Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A