Homework improves learning for young children

Homework improves learning for young children
	UNSUPPORTED
	"Assigning regular homework to elementary school children significantly improves their academic achievement, so more homework in the early grades leads to better learning."
Domain	Education & Learning
Tactic	Statistical & Evidentiary Distortion;
Era	Current
First seen	1980s
Origin	A widespread assumption in schools and among parents, reinforced in the 1980s by concerns about academic rigor following the 1983 report A Nation at Risk
Last reviewed	2026-10-27
	Further reading: books on Education & Learning

The claim that homework improves learning for young children is a common belief among parents and educators, and homework in the early grades increased in the United States from the 1980s onward. Research syntheses have found a positive relationship between homework and achievement for students in middle and high school, but little or no relationship for students in elementary school. Homework may have other purposes for younger children, such as building study habits or involving parents, but the evidence does not show that more homework raises young children's achievement. The status here is Unsupported because the evidence is weak and mostly correlational, rather than showing clear harm or benefit.

The claim

Many schools assign nightly homework from kindergarten or first grade, sometimes amounting to an hour or more a night. Supporters argue it reinforces skills, teaches responsibility and prepares children for later schooling. Critics argue it takes time away from play, reading for pleasure, family time and sleep.

What the evidence shows

Research synthesis. Harris Cooper of Duke University and colleagues reviewed studies from 1987 to 2003 and published their synthesis in the Review of Educational Research in 2006. They found generally positive correlations between homework and achievement for students in grades 7 to 12, but weak or no relationship for students in kindergarten through grade 6.
Diminishing returns. Cooper's research suggested that benefits for older students level off beyond a certain amount, and he endorsed a guideline, also promoted by the National Education Association and the National PTA, of about 10 minutes per night per grade level.
Correlation, not causation. Most homework studies are correlational. Students who do more homework may differ in other ways, and struggling students may spend more time on homework because they find it harder.
Other purposes. Researchers note that homework for young children may help build habits and connect families to schools, but these purposes are different from improving achievement, and homework can also cause family conflict and stress.
International comparisons. Analyses of international assessments have found that countries assigning more homework do not necessarily have higher achievement.

Why it persists

Homework is a long-standing tradition and is seen by many parents as a sign of a rigorous school. It is visible evidence of learning, and reducing it can be seen as lowering standards. Critics such as Alfie Kohn, in his 2006 book The Homework Myth, have challenged the assumption, but practices vary widely and change slowly.

Lessons for readers

Effects found for older students may not apply to younger ones.
Correlational studies cannot show that homework causes achievement.
Consider what purpose a practice is supposed to serve, and whether the evidence matches.
More is not always better; benefits can level off.
Ask schools how homework is designed, not just how much is assigned.

Sources

Harris Cooper, Jorgianne Civey Robinson and Erika A. Patall, "Does Homework Improve Academic Achievement? A Synthesis of Research, 1987–2003," Review of Educational Research 76, no. 1 (2006).
Harris Cooper, The Battle Over Homework: Common Ground for Administrators, Teachers, and Parents, 3rd ed. (Corwin Press, 2007).
Alfie Kohn, The Homework Myth: Why Our Kids Get Too Much of a Bad Thing (Da Capo Press, 2006).