The homework debate continues to divide educators, parents, and students. Some advocate for practice at home, believing it solidifies learning, while others argue that homework places unnecessary stress on students and families.
Before I go further, I want to note that many educators question the equity of homework in general, because we simply cannot control what students go home to, and therefore believe that we should not design instruction that requires the use of homework for success in learning outcomes.
With that said, the homework vs no homework debate continues, and there is research available to back both sides. However, the central issue of this question can often be overlooked: Instead of simply questioning whether homework is assigned or not, we should be evaluating what kind of work is being assigned and what its purpose is especially when being done from outside of the classroom.
When we shift the focus from the amount of homework to its purpose and quality, the conversation changes.
Homework shouldn’t be about checking a box or fulfilling a quota—it should be about enriching the learning experience. So, how do we determine if the work we assign our students is meaningful…or just busy work?
Reframing the Homework Debate
Instead of asking, “Should I assign homework or not?” we should ask, “If I need to assign homework, what purpose should it serve?”
Homework for homework’s sake doesn’t benefit anyone. Think about it: when students are inundated with repetitive, uninspiring tasks, are they truly learning? Or are they just going through the motions to avoid getting a zero?
We need to prioritize quality over quantity. A well-designed assignment doesn’t need to be long to be impactful. If students end up needing to take that work home, it should either reinforce what they learned in class, prepare them for what’s to come, or help them develop skills like critical thinking, time management, and self-discipline. When homework aligns with these goals, it moves beyond busy work and becomes a meaningful part of the learning process.
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What Does Meaningful Homework Look Like
Meaningful homework has several key characteristics:
- It Extends Learning: Homework should build on what students are already learning in the classroom. A 15–20 minute task that requires students to apply a concept or practice a skill is far more effective than an hour of rote memorization or worksheets with no clear connection to the day’s lessons.
- Example: If students are learning about fractions, meaningful homework could involve identifying fractions in a recipe or measuring objects at home, rather than completing a long list of fraction problems.
- It’s Manageable: Students should be able to complete homework independently without feeling overwhelmed. If an assignment requires significant parental involvement or hours of work, it’s likely doing more harm than good. Students need to feel successful in completing their work, not defeated by its complexity.
- It Encourages Engagement: Assignments that tap into students’ curiosity or interests are far more likely to be completed—and completed well. Creative, open-ended tasks that allow for choice can make homework a positive experience rather than a dreaded chore.
- Example: Instead of assigning a book report on a specific title, allow students to choose a book they love and present their thoughts in a way that suits them—whether it’s a written review, a video, or a drawing.
The Problem with Busy Work
Busy work often stems from well-intentioned habits or systemic pressures. Teachers may feel obligated to assign homework because it’s “just what we do.” Schools may have policies requiring a certain number of minutes of homework per grade level. But when the focus shifts to quantity over quality, the value of homework diminishes.
Here are some signs homework might just be busy work:
- It’s repetitive: Assignments with the same types of problems or tasks over and over again don’t challenge students to think critically or apply their knowledge.
- It lacks a clear purpose: If you can’t explain how an assignment benefits student learning, it’s likely not worth assigning.
- It’s more about compliance than learning: Homework shouldn’t be about keeping students occupied or making sure they “do something.” It should have a meaningful connection to classroom objectives.
When deciding whether to assign homework, ask yourself these three questions:
- Is this a good use of the student’s time? Students have busy lives outside of school, and their time is valuable. Homework should respect that by providing tasks that are worth their effort.
- Is this a good use of my time as a teacher? Will this assignment provide insights into student understanding or progress? If grading it feels like a burden or doesn’t give you actionable data, it’s probably not worth assigning.
- Is this homework meaningful? Does it align with your learning objectives? Does it deepen understanding or practice an essential skill? If the answer is no, reconsider whether it’s necessary.
A Shift in Mindset
By focusing on the quality and purpose of homework, we can reframe the conversation entirely.
It’s not about eliminating homework or assigning it just because we feel we should—it’s about making every assignment count. When all the work we assign is meaningful, even work that needs to be taken home becomes an opportunity for students to learn, rather than an obligation for them to fulfill.
Imagine the shift in classroom culture if students approached homework with curiosity and enthusiasm instead of dread. This doesn’t happen overnight, but it starts with intentionality. As educators, we have the power to create assignments that matter, building a stronger connection between classroom learning and at-home practice.
Final Thoughts
Homework can be a valuable tool when used correctly, but it’s not a one-size-fits-all solution. By asking the right questions, focusing on quality, and aligning assignments with meaningful learning goals, we can ensure that when homework is necessary, it acts as a bridge to deeper understanding—not just another task to check off the list.
It’s not “Homework or no homework?” It’s “Is this homework meaningful?”
About Jeff Gargas
Jeff is the COO/Co-founder of the Teach Better Team and co-author of “Teach Better.” He works with educators to increase student engagement and improve student success. He also leads the EDUcreator Club Mastermind and MBA Programs as part of the EDUcreator Club+ Community, and offers 1-on-1 coaching for teachers who have a product or idea they want to share with others to better education.
Prior to co-founding Teach Better, Jeff was the owner of ENI Multimedia, an online marketing firm, where he worked with entrepreneurs and small businesses, assisting them with web design, social media, content marketing, and brand awareness. Prior to all of this, Jeff was an adjunctive professor at Kent State University and spent 10+ years in the music industry. He has spoken at conferences around the country, and has successfully promoted more than 500 events and launched 7 businesses in a variety of industries.
Jeff is passionate about music, and enjoys spending time with his family as often as possible.
