Beyond the Backpack: Rethinking the Purpose of Homework in Our Homes

Author: Gavin Roddy, PA and VT Principal and Teacher

Homework appears to be as deeply rooted in our schools as heavy desks, shiny apples, and those familiar yellow buses. For generations, it has remained an unspoken truth that being a student means carrying a heavy bag and finding gum under a desk. It also means bringing schoolwork home every single night.

Throughout the past decade, however, I have noticed a growing tension between the classroom and the living room. Some voices argue that homework is no longer necessary. At the same time, I have met parents who feel their children are not being challenged enough, while teachers grow frustrated when assignments are left unfinished.

During my years as an educator, I have witnessed the heavy-handed ways schools try to enforce completion:

• Reducing a student's grade by an entire letter.
• Assigning detention or making students work through their lunch.
• Requiring students to call home during class to admit they did not finish their work.
• Revoking access to sports, recess, and field trips.

On the other hand, I have spoken with many parents who are rightfully angry about these consequences. They argue that school is for learning and home is for family. These power struggles often turn into debates over whether the teacher was clear or if the student truly understood the material before they left the building.

With all of this conflict, I have often asked myself if the struggle is worth the cost. Is there a real link between doing homework and achieving success? Does this practice actually help our children learn?

The answer is a qualified yes. Researcher Harris Cooper found that there is a positive and significant correlation between homework and achievement. However, he noted that this relationship is much stronger for students in middle and high school than it is for children in elementary school (2006). Simply put, the benefits for younger children are small but grow as they age.

We must also realize that homework is not just about the number of minutes spent at a desk. For it to matter, students must put in real effort. New evidence suggests that while effort leads to achievement, the actual time spent on tasks does not always correlate with success (Xu et al., 2026). If a student is struggling, they might spend hours on a task with very few results.

The old saying that practice makes perfect only holds true if the practice itself is perfect.

The Hidden Costs for Our Families

We must also consider the physical and emotional toll that heavy workloads take on our children. For high-achieving students, excessive homework is often linked to chronic stress and sleep deprivation (Galloway et al., 2013). These students lose the time they need for social development and extracurricular activities.

As an educator, I saw this firsthand in accelerated programs. These rigorous tracks often burn students out before they even graduate. I have seen students who were once excited about college choose not to go at all because they were exhausted and anxious.

Furthermore, homework can unintentionally widen the achievement gap. As Cathy Vatterrott points out, homework assumes that every child has a quiet room, a parent who is available to help, and high-speed internet (2018). When teachers grade homework, they are often grading the home environment of the student rather than the intelligence of the child. Students with fewer resources at home end up falling further behind their peers who have more support.

Finding a Better Path Together

Where does this leave us? There is no single easy answer. The best approach I have found is to save homework for tasks that truly require extra time, such as writing essays, reading novels, or conducting research. To keep things fair, I have always tried to provide "workshop time" during the school day. This ensures that every student has a set amount of time to work on these tasks while I am there to help.

I also made a major change in how I handle missing work. I used to rely on shame and threats. I would tell students they could not play basketball if their work was not done. I quickly realized that a problem-solving approach works much better. Now, if a student has a barrier at home, the natural consequence is a conversation with me to find a solution.

Our goal should not be to get rid of homework entirely. Instead, we should strive to make it equitable, intentional, and purposeful for every family.

References

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.

Galloway, M., Conner, J., & Pope, D. (2013). Nonacademic effects of homework in privileged, high-achieving high schools. The Journal of Experimental Education, 81(4), 490–510.

Vatterott, C. (2018). Rethinking homework: Best practices that support diverse needs (2nd ed.). ASCD.

Xu, J., Avcı, S., Özgenel, M., & Núñez Pérez, J. C. (2026). Student perceptions of homework feedback quality: Do homework purpose, effort, and management matter? Psychology, Society & Education, 18(1), 1–10.