Universal Design for Learning (UDL) aims to break down barriers to student learning, and one notable area of focus is the assignment of homework. Proponents of homework argue that it strengthens classroom learning, fosters independent study habits, and offers vital practice. However, critics highlight that homework can deepen educational disparities. This is because not every student has access to a supportive study environment or additional resources at home. Other real-life factors, such as employment, childcare responsibilities, and varying home dynamics, can lead to poorer grades, increased stress, and a decline in the enjoyment of learning.
As I delved deeper into the research for this article, it became clear that the effectiveness of homework has been a long-standing and unresolved debate since the early 1900s. It seems that homework could be beneficial under ideal conditions (which are seldom met), especially if it is limited to a reasonable amount of time per night, depending on the grade level (e.g., 20 minutes for second graders), and does not directly influence a student’s grades.
The challenge with homework is that it's not a level playing field; not all students are in a position to complete it. Here's a list of 8 common reasons why homework lacks equity, accompanied by UDL strategies to improve this situation.
| Problems | UDL Suggestions |
|---|---|
|
Excessive Homework |
Teachers should reduce the quantity of homework and focus on its quality. The guideline of 10 minutes of homework per grade level each night is a good benchmark. For example, a third-grader should have no more than 30 minutes of homework daily. This approach ensures that homework is manageable and doesn't overwhelm students. |
|
"Vanishing Childhood" |
Children today have schedules filled with activities, leaving little time for free play and social development. Homework can be made optional or deadlines extended to reduce this burden. Integrating homework with daily activities, like observing environmental changes for a science class during playtime, can allow our youngest learners to integrate learning and play. |
|
The Digital Divide |
Despite advances in technology, a significant percentage of students still lack reliable internet access at home. To ensure equitable access to homework, offer both digital and physical copies of assignments. This way, all students, regardless of their internet access, have the opportunity to complete their homework. |
|
Access to Assistance |
Recognizing that not all students can get help at home, it's important to provide clear homework instructions. Tools like QR codes linked to instructional videos or written instructions that can be easily translated can help bridge this gap. |
|
Time Constraints Due to After-School Jobs |
Many students have after-school jobs for their family's financial stability. Flexible homework deadlines and promoting group work during school hours can help. This approach considers the busy schedules of these students and ensures that their job responsibilities do not impede their academic progress. |
|
Executive Function Challenges |
Students, especially younger ones, might struggle with organizing and completing tasks. It can be helpful to provide them with checklists to manage and break down their homework into smaller steps. |
|
Time Management Skills |
Homework often requires self-discipline and time management, skills many students are still developing. Teach students time management by setting clear expectations for how long tasks should take. Encourage them to stop working after the allotted time, provided they've been focused, to avoid burnout and promote efficient study habits. |
|
Lack of Interest in Homework |
Homework that doesn't engage students can feel like busy work and be counterproductive. Assignments should be interesting, meaningful, and an extension of classroom activities. For example, integrating project-based homework that involves family participation can make learning more interactive and enjoyable for students. |
So, your homework assignment for this blog is to think about how you are using homework to improve equity in your classroom and increase the achievement of your students. Reflect on the strategies and types of assignments you currently use, considering their impact on all your students' learning experiences. Are they accessible and engaging for everyone? Do they cater to diverse life circumstances? Do they increase student learning? If the answer is not yet, it’s time for a change!
References
- Addressing the problem with homework. (2022, June 29). Room to Discover. https://roomtodiscover.com/problem-with-homework
- CAST. (2023, October 16). UDL: The UDL guidelines. https://udlguidelines.cast.org
- 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. https://doi.org/10.3102/00346543076001001
- Gershon, L. (2020, May 29). The surprising history of homework reform. JSTOR Daily. https://daily.jstor.org/the-surprising-history-of-homework-reform
- Horaczek, S. (2021, September 23). Homework might actually be bad. Popular Science. https://www.popsci.com/science/do-kids-need-homework
- Rainie, L. (2005, August 2). The internet at school. Pew Research Center: Internet, Science & Tech. https://www.pewresearch.org/internet/2005/08/02/the-internet-at-school/
- University, S. (2014, March 10). Stanford research shows pitfalls of homework. Stanford News. https://news.stanford.edu/2014/03/10/too-much-homework-031014
- Weir, K. (2016, March 1). Is homework a necessary evil? Https://Www.Apa.Org. https://www.apa.org/monitor/2016/03/homework
