Why I Stopped Giving Homework (And What I Do Instead)

For more detail, see our analysis of flipped classroom model.

My third year teaching, I assigned a 20-question worksheet on igneous rock classification for homework. Next day: fifteen students turned it in. Of those fifteen, most had clearly copied from each other or from the internet. The five who didn’t turn it in were mostly the students who needed the practice most. For more detail, see our analysis of why i stopped giving homework (and what i do instead).

I spent forty minutes of the next class reviewing the answers. Total learning gain from that homework cycle: negligible. Total stress generated: substantial. I started asking harder questions about homework. For more detail, see our analysis of red light therapy at home.

What the Research Actually Says

Harris Cooper’s meta-analyses on homework — the most comprehensive in the field — consistently show that for high school students, there is a positive but modest correlation between homework and achievement. For middle school students, the correlation is weak. For elementary students, there is essentially no relationship.^[1] For more detail, see this deep-dive on vagus nerve stimulation at home.

Related: evidence-based teaching guide

Alfie Kohn’s synthesis of the research (2006) is more pointed: most studies showing homework benefits have methodological problems — they measure correlation not causation, they use grades as the achievement metric (which often reflects compliance more than learning), and they fail to account for the quality and type of homework assigned.^[2] For more detail, see our analysis of how kim nan-do’s burnout research transforms modern work.

The takeaway is not “homework never works.” It’s “homework works when it’s purposeful, manageable, and completed — which in practice is less often than we assume.”

Why I Made the Change

Three specific observations pushed me:

1. Equity: Home environments vary enormously. Two hours of quiet, parental support, reliable internet — not universal. Homework systematically advantages students with those resources.
2. Compliance theater: I was grading whether homework was done, not whether learning occurred. That incentivizes copying over understanding.
3. Time cost: The marginal learning gain from most of my homework assignments did not justify the stress on students, families, and my own grading time.

What I Do Instead

Extended class time for practice

I restructured lessons so practice happens in class, where I can observe, intervene, and provide immediate feedback. This is more efficient learning than unsupervised practice at home with no corrective mechanism.

Spaced retrieval at the start of class

Five-minute retrieval quizzes at the beginning of each class (low stakes, not graded, not announced in advance). Research on the testing effect — Roediger and Butler (2011) — shows that retrieval practice is among the most powerful learning strategies available.^[3] This replaces homework review with something more effective.

Optional extension

I share optional extension resources — articles, videos, problem sets — for students who are curious or want more practice. No grades attached. Completion rates are honestly lower than mandatory homework, but engagement rates among completers are dramatically higher.

Reading (when genuinely needed)

When I do assign outside work, it’s reading that genuinely can’t be done in class — background context, current events in earth science, a short article to discuss next session. I assign sparingly, purposefully, and with class time built in for discussion.

What I Tell Parents

This change generates questions. My answer: your child’s learning time is better protected by practices that work — in-class practice, retrieval, discussion — than by compliance-based homework. The science supports this. I’d rather have your child read for pleasure, sleep adequately, and pursue interests outside school than complete worksheets that don’t demonstrably improve learning.

Most parents, once they understand the reasoning, are relieved. Several have mentioned that dinner became less stressful.

I’m not advocating that all homework be abolished universally. I’m saying: in my specific context, with my specific students, removing most homework and replacing it with better in-class practices produced better outcomes. Your mileage may vary — but the question is worth asking.

Citations

1. Cooper, H., Robinson, J. C., & Patall, E. A. (2006). Does homework improve academic achievement? A synthesis of research. Review of Educational Research, 76(1), 1–62.
2. Kohn, A. (2006). The Homework Myth: Why Our Kids Get Too Much of a Bad Thing. Da Capo Press.
3. Roediger, H. L., & Butler, A. C. (2011). The critical role of retrieval practice in long-term retention. Trends in Cognitive Sciences, 15(1), 20–26.

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Read more: Evidence-Based Teaching Guide

Last updated: 2026-04-12

Key Takeaways and Action Steps

Use these practical steps to apply what you have learned about Stopped:

References

• Hattie J. (2012). Visible Learning for Teachers. Routledge.
• Rosenshine B. (2012). Principles of Instruction. American Educator, 36(1).
• National Center for Education Statistics (2024). nces.ed.gov

Frequently Asked Questions

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