In a bold educational move that has sparked widespread discussion, the LaSalle Parish school district in Louisiana has decided to eliminate mandatory homework. The district’s 2,500 students are now free from the burden of after-school assignments, with Superintendent Jonathan Garrett affirming that while parents may request extra practice work, it will not be compulsory or graded.
Garrett’s decision stemmed from longstanding grievances about homework, often cited as a major source of stress and dissatisfaction among students and parents. “When there was a negative feeling about school, it usually stemmed from what kids are bringing home,” Garrett explained, emphasizing the frustration and difficulty homework often introduces into family life.
Concerns about the repetitive nature of assignments, particularly in mathematics, and the evolving educational challenges posed by Artificial Intelligence also influenced this decision. The overwhelmingly positive response to the announcement on social media suggests broad support, with the district’s Facebook post receiving significant attention and shares.
Changing Trends in Homework
The LaSalle Parish’s no-homework policy aligns with a broader educational trend. Data from federal surveys indicate a notable decline in math homework for fourth and eighth graders over the past decade. While some studies suggest that more homework correlates with improved academic performance, others argue its impact is negligible, especially in elementary education.
For instance, a 2021 study involving students from Germany, Uruguay, and the Netherlands found enhanced math performance with increased homework time. Conversely, earlier research from Duke University highlighted minimal gains from homework in younger grades, sometimes even associating it with negative attitudes towards school.
Superintendent Garrett noted, “The best educators figured out a long time ago that we can control what we can control,” emphasizing the shift towards focusing on classroom activities rather than homework.
The Homework Debate: Quality vs. Quantity
For over a century, the debate surrounding homework has been contentious, with opinions oscillating frequently. Researching its efficacy remains challenging due to the varied time students spend on assignments. While practice is crucial, especially in subjects like math, concerns persist regarding the potential decline in math achievement as homework diminishes.
Tom Loveless, a researcher who has studied homework, argues, “The best argument for homework is that mathematical procedures require practice, and you don’t want to waste classroom time on practice, so you send that home.”
Artificial Intelligence and Homework
The rise of generative AI introduces new complexities to the homework discussion. Pew Research Center reports that over half of teenagers have used chatbots for schoolwork, with some relying heavily on virtual assistants. Meanwhile, an EdWeek Research Center survey shows a reduction in homework assignments, partly attributed to AI’s influence on its perceived value.
This trend is evident in the increasing number of students reporting no math homework, rising from 4-6% in 1996 to over a quarter by 2024. Ariel Taylor Smith from the National Parents Union highlights the equity issue in homework, noting disparities in parental support available to students.
Rethinking Homework Practices
Research has long grappled with determining appropriate homework levels, often suggesting 10 minutes per grade level. However, the variability in student completion time complicates these recommendations. A 2014 Stanford study noted diminishing returns from homework beyond two hours, linking excessive time to stress and poor sleep.
Joyce Epstein from Johns Hopkins University advocates for purposeful, concise homework, particularly in math. “The interesting issue is not should there be more homework, but should there be better homework,” she suggests, emphasizing quality over quantity.
In response to these findings, Wendy Birhanzel, superintendent in Colorado, has shifted her district’s approach to focus on meaningful assignments rather than lengthy drills. Similarly, Garrett in LaSalle Parish has encouraged math teachers to allow more in-class practice time, even at the expense of covering less content annually.
This evolving approach aims to address the challenges associated with traditional homework models, potentially offering a more balanced and effective educational experience for students.
This story was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Contact writer Ariel Gilreath on Signal at arielgilreath.46 or at gilreath@hechingerreport.org.
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