Louisiana State UniversityLSU Digital Commons 2014 The Dog Ate My Homework: A Qualitative Study of Students' Views of Their Homework Experiences Elizabeth Yvette Stogner Louisiana State
INTRODUCTION
After more than 20 years of teaching, I still question the role of homework in shaping learning and outcomes I’ve cycled through phases of heavy, light, and even minimal homework, only to reevaluate its value and impact along the way Should I assign homework at all, and if so, what kinds of tasks truly support student learning, motivation, and long-term mastery? How should I respond when students do not complete their homework, and what factors contribute to non-completion? Why do some students struggle to complete assignments, and what changes in homework policies, design, or support can boost engagement and outcomes? In the end, the ongoing questions about homework effectiveness, assignment design, and student engagement continue to guide my classroom practice.
After all these years, I still have no answers about homework I have never participated in a meeting to discuss whether homework benefits or harms students, how much time students should spend on homework, how homework should be designed, how often it should be assigned, or whether it should be assessed Although other school districts and even other schools in my district have established homework policies, my school has never set any homework expectations I have worked with five principals, three assistant principals of curriculum, and one curriculum coach, yet none has ever proposed a school-wide homework policy or even voiced an opinion about homework in general At first, one might consider me fortunate to have the freedom to decide how to teach my students; however, after a few moments of reflection, one might also begin to question whether my ignorance actually is something to be viewed positively What do I know about designing effective homework?
Early in my teaching career, I assigned homework to build a reputation as a dedicated teacher, but I grew frustrated when students showed up to class without their completed assignments Without the homework, I couldn’t review or discuss topics meaningfully, and class time felt unproductive I asked students what happened, and the predictable answer always surfaced: “I forgot.” This pattern highlighted a gap in student accountability and signaled the need to rethink homework routines and classroom management to support learning.
I hear a string of common excuses—“I didn’t do it,” “I didn’t want to,” “I didn’t know how,” “I didn’t have time”—and, of course, the most irritating line of all, “What, we had homework?” I felt insulted when students did not place my homework assignments at the top of their to‑do lists, and I was baffled by their lack of embarrassment or remorse in class What are they thinking? Why don’t they care? It’s clear that my perspective on homework diverges from that of my students In this study, I did not set out to prove that I am right and they are wrong; instead, I aimed to understand how students perceive homework and what informs their attitudes toward completion, focusing on homework completion, student accountability, and the broader educational implications.
Over the past century, psychologists and educators have deepened their understanding of how the mind works and how learning occurs, driving the development of learning theories that shape classroom instruction and spur teachers to design innovative homework activities This evolution, highlighted by researchers such as Mayer (1999) and Epstein and Van Voorhis (2001), has not only guided effective teaching but also redefined the very concept of homework through new approaches in educational practice and assessment.
In his 1989 study, Homework, Harris Cooper, one of America's leading authorities on homework, defined homework as "tasks assigned to students by school teachers that are meant to be carried out during non-school hours" (p 7) Twenty years later, as perspectives on homework evolved, Cooper revised his original definition to reflect the changing understanding of how and when homework is assigned and completed In an interview discussing these changes, he explains how the modern view of homework differs from his initial characterization and what this means for educators and students today.
Bembenutty (2011) notes Cooper's substitution of the phrase "during noninstructional time" for "nonschool hours" (p 340), a distinction that narrows the scope of homework to exclude guided study activities or tutoring, courses taught through home study or correspondence, and team sports and club activities (p 34) Cooper is not the only homework researcher who recognizes the need to adjust the definition of homework.
An interview with Bembenutty (2009) features Lyn Corno, a leading homework researcher, describing an expanded definition of homework beyond teacher-assigned tasks due on a specific date Corno notes that homework can include any work students choose to do, such as getting a head start on future assignments or activities completed with peers in after-school programs These examples imply a very different “definition” of homework; today, homework is a process in which the completion of academic tasks infiltrates family and peer dynamics and reshapes teaching in both community organizations and schools (Bembenutty, 2009, p 142) This shift illustrates the evolution in education research on homework, and for the purposes of this study, the term is defined as any academic work, study, project, or activity undertaken by students during non-school time.
Searching for answers about homework opened up a broad debate on its effectiveness, revealing a large volume of articles contributing to the conversation By September 2013, Google Scholar returned more than 245,000 results for "homework education," and by August 2014 that number had grown to over 304,000, signaling sustained interest in the homework debate The discussion extends beyond scholarly journals, with national newspapers like The New York Times publishing pieces on proposed changes to homework policy in local school districts.
In Hu’s 2011 article, “New recruit in homework revolt: The principal,” she presents people’s responses to a proposal from New Jersey’s Galloway School District to limit weeknight
Discussion of a proposed policy to ban homework on weekends, holidays, and vacations in the district has highlighted the split between supporters and opponents Supporters, including Ms Cushlanis, a parent with children in the district, argue that kids shouldn’t be overwhelmed by homework and need time to play and pursue other outlets Opponents contend that growing up involves a substantial daily homework load, with William Parker—the uncle of a student at the same school—maintaining that students should expect regular assignments as part of their development.
‘I can’t come out and play because I have to stay in and do homework’” (para 21)
I have always treated homework as an expected part of going to school, much like Mr Parker and countless others, and I even heard about districts experimenting with homework policies—New Jersey’s Ridgewood High School’s homework-free winter break and Bleckley County, Georgia’s “no homework nights”—which made me think it was a broader trend I soon realized I was mistaken: American education researchers were studying homework long before these initiatives, dating back to 1926, and a 1927 study by Cooper compared the effects of homework versus in-school supervised study on the achievement of eleven- and twelve-year-olds.
Debate about homework persists, with supporters presenting it as a fundamental part of student learning and critics arguing it undermines students’ well-being The discussion is passionately held, and at times heated enough to accuse the other side of un-American political or ideological agendas (Gill & Schlossman, 2003) Although the next chapter will lay out the arguments for and against homework, this chapter traces the key paradigm shifts in American education to show how guiding principles and values continue to shape contemporary views on homework.
In the United States, from its colonial beginnings into the start of the 20th century, home- work was an accepted practice among educators They believed homework was a way to disci- pline students’ minds, to practice skills learned at school, and to prepare for future class lessons (Cooper & Valentine, 2001; Laconte, 1981; Marzano & Pickering, 2007) Although most edu- cators agreed about the need for some homework, they often debated how much homework should be assigned and at what age students should have homework (Laconte, 1981)
During the late 1890s, students were learning more advanced concepts than their parents could understand, and many parents were unable to assist their students in completing their homework assignments (Nelms, 2008) Eventually, American parents became frustrated by the homework assignments their children brought home Ladies Home Journal editor Edward Bok exposed their collective sentiment in 1900 when he published “A National Crime at the Feet of American Parents.” In his article, Bok argues that homework should be abolished for students under the age of 15 and limited to no more than one hour a night for students aged 15 and older (Kralovec, 2007; Mehta, 2009; Nelms, 2008) He suggests that homework is detrimental to students because it poses health risks and nervous disorders (Nelms, 2008), forces students to carry heavy book bags, and deprives them of sunshine and fresh air (Kralovec, 2007) His article caused parents to rally against homework, condemning it as a form of imperialism, invading family life (Kralovec, 2007; Nelms, 2008) Bok’s article created a stir across the nation For example, in 1901, California policy makers responded by enacting laws that banned homework for students under the age of 15 and limited homework for students aged 15 and older The revolution was short-lived, and the homework laws were reversed in 1917 (Mehta, 2009)
Bok was not the only voice opposing homework; the Progressive Education Movement's founders urged a learn-by-doing approach that emphasized problem solving and thinking skills They criticized the drill of skill and memorization in homework for failing to promote experiential learning While the movement earned respect from many educators, academics, and parents, it never achieved nationwide acceptance, and most schools continued with drill-based instruction and routine homework as the norm.
LITERATURE REVIEW
Understanding homework is a complex puzzle with no one-size-fits-all answer A survey of the literature identifies key themes: time spent on homework, its effects on student achievement, how parents can support their children, how teachers can design effective assignments, reconsidering the purposes of homework, self-regulation strategies, and the comparison between online and paper homework Many studies surface competing claims—should we assign more homework or less, and does homework boost test scores or simply increase student stress—but every author shares the goal of helping students learn Despite that common aim, these works often overlook the perspectives of the students themselves, leaving their voices unheard in the ongoing conversation about homework.
This literature review unfolds in three sections and begins by introducing education stakeholders and their views on homework, acknowledging that these stakeholders can shape classroom teachers who assign the tasks that shape students’ experiences Although the study aims to present the unheard voices of students, the opening here foregrounds the perspectives of those already represented in homework research Understanding how these stakeholder groups fit into the ongoing conversations about homework provides essential background for readers, highlighting the links among policy, classroom practice, and student experience.
This chapter begins by exploring the conversations around homework, then presents teachers' views and purposes for assigning homework, and outlines a range of homework options By explaining why teachers assign homework, it offers crucial background that helps readers understand the potential effects of homework on academic achievement and personal growth.
This review starts with four sections that provide strong support for homework, establishing a solid foundation for understanding its role in learning To fairly represent diverse perspectives, the final section discusses common problems associated with homework.
Organizing this literature review by education stakeholder group provides readers with context about who these stakeholders are and what their stake in homework is The Glossary of Education Reform defines education stakeholders as anyone invested in the welfare and success of schools and students This study identifies several stakeholder groups: policy makers and elected officials, school administrators, parents, future employers, and teachers.
Policy Makers and Elected Officials
Policy makers and elected officials who advocate for education reform argue that increasing the rigor of lessons and assignments, including homework, helps position the United States as a global competitor They prioritize raising standardized test scores as a primary measure of student achievement and rely on these scores to evaluate learning outcomes In this view, standardized tests are seen as direct indicators of student learning, so underperformance on these assessments is interpreted as a sign that the country is not internationally competitive.
Many policymakers believe that increasing the amount of challenging homework helps students practice essential skills, deepen their knowledge, and perform better on tests, a belief tied to the notion of the United States’ educational superiority (Nelms, 2008) Consequently, policymakers often advocate for heavier homework loads and more rigorous assignments as a strategy to boost academic achievement and maintain national competitiveness in education.
16 urge educators to strive for ways to promote more rigorous standards in the classroom
According to Gill and Schlossman (2003), homework is considered a “key symbol, method, yardstick of serious commitment to education reform” (p 319)
At the Washington Research Symposium on November 11, 1994, then House Republican Whip Newt Gingrich outlined five changes he believed would organize Washington politics over the next two years, noting that he would soon teach a course titled “Renewing American Civilization” at Reinhardt College in Waleska, Georgia; in discussing the second change, he asserted that Americans must take a specific action to advance his agenda.
Rethink the assumptions that grew up in a self-indulgent national economy…
By reorganizing core policy areas—litigation, taxation, regulation, welfare, education, government, and health—we aim to make our society the most competitive and the most attractive destination for investment and job creation, while building a workforce that is the best trained and most entrepreneurial, deeply committed to William Deming’s principles of quality.
In his next statement, he acknowledged the challenge inherent to this goal and argued:
One essential policy step is to require every child in America to complete at least two hours of homework each night, because otherwise their long-term ability to compete with countries like Germany, Japan, and China is at stake There should be no federal department of homework checkers; instead, the policy should put the responsibility on families To that end, we should tell every parent in the country, "Your child ought to be doing two hours of homework."
To ensure learning, the speaker says that if a student isn’t meeting goals, you should talk to the teacher; if you can’t persuade the teacher, find a better one and take on the assignment yourself in the meantime He argues that historically the United States was a results‑driven nation that held people accountable instead of blaming others, and he calls for a renewed sense of civic responsibility that is unfamiliar today He frames homework as not just a personal habit but a cornerstone of building and sustaining a competitive global economy in America Throughout his remarks, Gingrich pushes parents to be more involved in their children’s education, rejects excuses, and highlights the need for consistent effort, implying that doing at least two hours of homework each night is part of civic duty.
17 sign of a dedicated American Gingrich sought to motivate his audience to believe that educational reform is part of sustaining a successful American presence throughout the world
Reform aims to improve practices, so reformers should back strategies that research has shown to work In 2001, Cooper and Valentine demonstrated that research can inform policy and practice They examined two documents—the US Department of Education’s What Works from the 1980s and the 1996 parent guide Helping Your Child Get the Most out of Homework, produced collectively by the National Parent-Teacher Association (NPTA) and the National Education Association (NEA)—and compared them with Cooper’s 1989 homework meta-analysis, which found a positive correlation between homework and achievement only among high school students The authors’ goal was to assess how closely each document’s recommendations for school administrators, educators, and parents align with the evidence found in research.
Policy makers promote education agendas as a route to improve student performance, yet they are often not fully aware of the issues surrounding homework Cooper and Valentine (2001) found that the document produced by the National PTA and the National Education Association aligned with research findings, while the document from the US Department of Education contained omissions and was misleading in its claim that homework increases academic achievement equally across elementary through high school students They suggest that policy makers look to current research to inform homework policy decisions, asking themselves whether the recommendations they make and the practices they espouse are consistent with the best evidence available (p 152) Given the constant pressure to improve student outcomes, an evidence-based approach to homework policy is essential.
18 education, policy makers often advise administrators to promote education reform strategies, which frequently encourage homework (Gill & Schlossman, 2003)
Many administrators assume that assigning challenging homework loads to students is a sign of increased the academic achievement of successful schools (Kralovec & Buell, 2000,
Homework is a central driver of school achievement, with Bennett and Kalish (2007) describing it as a main component of fostering student success The notion that more homework equates to greater student learning persists, as Kohn (2006) notes, and many administrators believe that the best teachers are those who regularly assign homework (Corno, 1996) Administrators aim to keep students connected to academics to boost achievement, hoping this sustained engagement will improve standardized test scores, as argued by Kralovec & Buell (2000).
According to Watkins and Stevens’ (2013) review of the No Child Left Behind website,
Although homework was not directly addressed, there was a belief that homework makes a difference Watkins and Stevens conducted a case study of a rural Midwestern high school, collecting data through focus groups with faculty and students, interviews with administrators, and quantitative measures Facing a risk of losing accreditation, the principal sent a representative group of teachers to a conference to seek new ideas to improve student success Upon their return, the faculty and administration designed and implemented a “No Excuses Homework program.”