MED 6010

March 28, 2018

Evolution of Homework

The homework debate is multi-faceted and always trending in discussions between

educators and parents. Each has their own view of the purpose of homework and how much

should be assigned. Studies are continually conducted to look for correlation between homework

and improving test scores, but the substantial amounts of homework continue to frustrate parents

and teachers alike. Has homework continued to stay its course because of tradition? Has our

culture skewed homework’s original purpose? Looking at how homework originated gives us a

better understanding of the reasons it is so engrained in our schools and culture. Homework has

evolved with the demands of our country’s expectations and temperature of societal opinion

creating a debate that has need for reexamination by stepping through history’s pages.

Practices of homework date back to the Chinese Dynasties and Ancient Rome.

Homework in America at the end of the nineteenth century developed as student learning

focused on rote memorization. With mixed grade-levels in one class, students were required to

memorize and recite facts in front of their peers. Brian Gill from the University of Berkley states

in his look at homework through history, “At a time when students were required to say their

lessons in class in order to demonstrate their academic prowess, they had little alternative but to

say those lessons over and over at home the night before. A family had to decided that chores

and other family obligations would not interfere with the predictable nightly homework hours

that would go into preparing the next day’s lesson” (Gill pg.174). Families could not always

afford the sacrifice of time spent away from chores and their children often stopped going to

school because of the time consumed by homework (Vatterrott).

 In the twentieth century the value of memorization and recitation came into question, thus

putting the practice of homework into examination as well. People started to view homework as

something that affected children’s well being and diminished their amounts of social interaction.

The opposition to homework grew so strong that there was an eventual call to abolish homework

in some states such as California. “In the 1930s and 1940s, although few districts abolished

homework outright, many abolished it in grades K–6. And even where homework was not

abolished, it was often assigned only in small amounts—in secondary schools as well as

elementary schools” (Gill pg.32).

Homework continued to be out of favor until the “Space Age” began in the late 1950’s.

All of the sudden society began to question if students were academically prepared for the rigor

of competing technologically with other countries. The solution: more homework. The US

wanted to compare to Russia equally in all areas which led to a demand on education. “A

commitment to heavy homework loads was alleged to reveal seriousness of purpose in

education; homework became an instrument of national defense policy” (Vatterrott). Pressure

from society was put on students to reach high standards and an easy solution was homework.

From this era on the pendulum has swung back and forth between pro and anti-homework

debates. These swings in the pendulum have been governed by society and the national press.

From claiming “mediocracy in schools” to increase more homework to the anxiety of

overwhelming amounts of homework, the question of homework affecting student’s well-being

for the better and worse continues to cause scrutiny. As society has faced problems somehow

increasing homework has continued to be the solution; a quick and easy fix. As Peggy Wildman

of Texas Women’s University stated, “Whenever reformers attempt to improve the academic

outcomes of American schooling, more homework seems a first step. The justification for this
probably has more to do with philosophy (students should work harder) and with the ease of

implementation (increased homework costs no extra money and requires no major program

modifications) than with new research findings” (Wildman).

Wildman brings up the point that increasing homework is not always the answer for

reaching state and nation academic goals. Harris Cooper from Duke University states in regards

to homework, “The effect gets larger as kids move through the grades and can have positive

effects…but if there’s too much or if it’s too difficult, it can lead to frustration and that’s not a

good thing” (Zimbler). Through the decades this search for balance has hung on a thin thread.

The balance of homework even affected the nation’s state of national defense in the 1950’s and

60’s, showing just how important students’ education holds for the future.

As important as it is for our students to gain academic excellence and achievement, we

can see through history that balance must be maintained. When society’s opinion becomes

fearful or anxious, instead of jumping to the conclusion that homework will skyrocket student

outcomes, we should let teachers find the balance in their own classroom. When public opinion

scrutinizes correlation between homework and the nation’s achievement, we needn’t jump to

abolishing homework nor increasing it four-fold. Homework has a purpose but it is not the end-

all. Taking a look at what implementations can be made in the classroom for the students should

be the first step, even though increasing homework seems like an easy solution. History repeats

itself, so the homework debate will fluctuate continually. However, this could be because society

is so highly focused on a tradition so embedded in education’s history that it holds more

precedence than other solutions to academic success.

Taking a closer look at history helps us evaluate the problems education faces today. A

reason the homework debate is consistently at the forefront of education news, is because it has
been part of our culture and part of our tradition for a century. Can we let it go without fearing

we will be behind in the next “race for space”? With such a strong foothold in the evolution of

education, we can look at homework as part of our past but think more critically how it should

mold and shape for the future. Traditions can take new forms and be reexamined when it

becomes a problem for educators or students. When society dictates change, often the student’s

best needs are overlooked and that is what should be at the forefront of the debate. Looking at

how homework has evolved as a tradition brings new perspective to our habits and inclinations

and allows us to reexamine the best practices for the future.

 Works Cited

Gill, B., & Schlossman, S. (1996). A sin against childhood: Progressive education and the

crusade to abolish homework, 1897–1941. American Journal of Education, 27–66.

Vatterott, Cathy. Rethinking Homework: Best Practices that Support Diverse Needs. 2009.

Retreived from: http://www.ascd.org/publications/books/108071.aspx

Wildman, P. R. (1968). Homework pressures. Peabody Journal of Education, 204.

Zimbler, Suzanne. The Homework Debate. Time for Kids (Grades 3-4). 11/3/2017, Vol. 8 Issue
8, p4-4. 1p.