no homework 2023

• The Highlight

Nobody knows what the point of homework is

The homework wars are back.

by Jacob Sweet

As the Covid-19 pandemic began and students logged into their remote classrooms, all work, in effect, became homework. But whether or not students could complete it at home varied. For some, schoolwork became public-library work or McDonald’s-parking-lot work.

Luis Torres, the principal of PS 55, a predominantly low-income community elementary school in the south Bronx, told me that his school secured Chromebooks for students early in the pandemic only to learn that some lived in shelters that blocked wifi for security reasons. Others, who lived in housing projects with poor internet reception, did their schoolwork in laundromats.

According to a 2021 Pew survey , 25 percent of lower-income parents said their children, at some point, were unable to complete their schoolwork because they couldn’t access a computer at home; that number for upper-income parents was 2 percent.

The issues with remote learning in March 2020 were new. But they highlighted a divide that had been there all along in another form: homework. And even long after schools have resumed in-person classes, the pandemic’s effects on homework have lingered.

Over the past three years, in response to concerns about equity, schools across the country, including in Sacramento, Los Angeles , San Diego , and Clark County, Nevada , made permanent changes to their homework policies that restricted how much homework could be given and how it could be graded after in-person learning resumed.

Three years into the pandemic, as districts and teachers reckon with Covid-era overhauls of teaching and learning, schools are still reconsidering the purpose and place of homework. Whether relaxing homework expectations helps level the playing field between students or harms them by decreasing rigor is a divisive issue without conclusive evidence on either side, echoing other debates in education like the elimination of standardized test scores from some colleges’ admissions processes.

I first began to wonder if the homework abolition movement made sense after speaking with teachers in some Massachusetts public schools, who argued that rather than help disadvantaged kids, stringent homework restrictions communicated an attitude of low expectations. One, an English teacher, said she felt the school had “just given up” on trying to get the students to do work; another argued that restrictions that prohibit teachers from assigning take-home work that doesn’t begin in class made it difficult to get through the foreign-language curriculum. Teachers in other districts have raised formal concerns about homework abolition’s ability to close gaps among students rather than widening them.

Many education experts share this view. Harris Cooper, a professor emeritus of psychology at Duke who has studied homework efficacy, likened homework abolition to “playing to the lowest common denominator.”

But as I learned after talking to a variety of stakeholders — from homework researchers to policymakers to parents of schoolchildren — whether to abolish homework probably isn’t the right question. More important is what kind of work students are sent home with and where they can complete it. Chances are, if schools think more deeply about giving constructive work, time spent on homework will come down regardless.

There’s no consensus on whether homework works

The rise of the no-homework movement during the Covid-19 pandemic tapped into long-running disagreements over homework’s impact on students. The purpose and effectiveness of homework have been disputed for well over a century. In 1901, for instance, California banned homework for students up to age 15, and limited it for older students, over concerns that it endangered children’s mental and physical health. The newest iteration of the anti-homework argument contends that the current practice punishes students who lack support and rewards those with more resources, reinforcing the “myth of meritocracy.”

But there is still no research consensus on homework’s effectiveness; no one can seem to agree on what the right metrics are. Much of the debate relies on anecdotes, intuition, or speculation.

Researchers disagree even on how much research exists on the value of homework. Kathleen Budge, the co-author of Turning High-Poverty Schools Into High-Performing Schools and a professor at Boise State, told me that homework “has been greatly researched.” Denise Pope, a Stanford lecturer and leader of the education nonprofit Challenge Success, said, “It’s not a highly researched area because of some of the methodological problems.”

Experts who are more sympathetic to take-home assignments generally support the “10-minute rule,” a framework that estimates the ideal amount of homework on any given night by multiplying the student’s grade by 10 minutes. (A ninth grader, for example, would have about 90 minutes of work a night.) Homework proponents argue that while it is difficult to design randomized control studies to test homework’s effectiveness, the vast majority of existing studies show a strong positive correlation between homework and high academic achievement for middle and high school students. Prominent critics of homework argue that these correlational studies are unreliable and point to studies that suggest a neutral or negative effect on student performance. Both agree there is little to no evidence for homework’s effectiveness at an elementary school level, though proponents often argue that it builds constructive habits for the future.

For anyone who remembers homework assignments from both good and bad teachers, this fundamental disagreement might not be surprising. Some homework is pointless and frustrating to complete. Every week during my senior year of high school, I had to analyze a poem for English and decorate it with images found on Google; my most distinct memory from that class is receiving a demoralizing 25-point deduction because I failed to present my analysis on a poster board. Other assignments really do help students learn: After making an adapted version of Chairman Mao’s Little Red Book for a ninth grade history project, I was inspired to check out from the library and read a biography of the Chinese ruler.

For homework opponents, the first example is more likely to resonate. “We’re all familiar with the negative effects of homework: stress, exhaustion, family conflict, less time for other activities, diminished interest in learning,” Alfie Kohn, author of The Homework Myth, which challenges common justifications for homework, told me in an email. “And these effects may be most pronounced among low-income students.” Kohn believes that schools should make permanent any moratoria implemented during the pandemic, arguing that there are no positives at all to outweigh homework’s downsides. Recent studies , he argues , show the benefits may not even materialize during high school.

In the Marlborough Public Schools, a suburban district 45 minutes west of Boston, school policy committee chair Katherine Hennessy described getting kids to complete their homework during remote education as “a challenge, to say the least.” Teachers found that students who spent all day on their computers didn’t want to spend more time online when the day was over. So, for a few months, the school relaxed the usual practice and teachers slashed the quantity of nightly homework.

Online learning made the preexisting divides between students more apparent, she said. Many students, even during normal circumstances, lacked resources to keep them on track and focused on completing take-home assignments. Though Marlborough Schools is more affluent than PS 55, Hennessy said many students had parents whose work schedules left them unable to provide homework help in the evenings. The experience tracked with a common divide in the country between children of different socioeconomic backgrounds.

So in October 2021, months after the homework reduction began, the Marlborough committee made a change to the district’s policy. While teachers could still give homework, the assignments had to begin as classwork. And though teachers could acknowledge homework completion in a student’s participation grade, they couldn’t count homework as its own grading category. “Rigorous learning in the classroom does not mean that that classwork must be assigned every night,” the policy stated . “Extensions of class work is not to be used to teach new content or as a form of punishment.”

Canceling homework might not do anything for the achievement gap

The critiques of homework are valid as far as they go, but at a certain point, arguments against homework can defy the commonsense idea that to retain what they’re learning, students need to practice it.

“Doesn’t a kid become a better reader if he reads more? Doesn’t a kid learn his math facts better if he practices them?” said Cathy Vatterott, an education researcher and professor emeritus at the University of Missouri-St. Louis. After decades of research, she said it’s still hard to isolate the value of homework, but that doesn’t mean it should be abandoned.

Blanket vilification of homework can also conflate the unique challenges facing disadvantaged students as compared to affluent ones, which could have different solutions. “The kids in the low-income schools are being hurt because they’re being graded, unfairly, on time they just don’t have to do this stuff,” Pope told me. “And they’re still being held accountable for turning in assignments, whether they’re meaningful or not.” On the other side, “Palo Alto kids” — students in Silicon Valley’s stereotypically pressure-cooker public schools — “are just bombarded and overloaded and trying to stay above water.”

Merely getting rid of homework doesn’t solve either problem. The United States already has the second-highest disparity among OECD (the Organisation for Economic Co-operation and Development) nations between time spent on homework by students of high and low socioeconomic status — a difference of more than three hours, said Janine Bempechat, clinical professor at Boston University and author of No More Mindless Homework .

When she interviewed teachers in Boston-area schools that had cut homework before the pandemic, Bempechat told me, “What they saw immediately was parents who could afford it immediately enrolled their children in the Russian School of Mathematics,” a math-enrichment program whose tuition ranges from $140 to about $400 a month. Getting rid of homework “does nothing for equity; it increases the opportunity gap between wealthier and less wealthy families,” she said. “That solution troubles me because it’s no solution at all.”

A group of teachers at Wakefield High School in Arlington, Virginia, made the same point after the school district proposed an overhaul of its homework policies, including removing penalties for missing homework deadlines, allowing unlimited retakes, and prohibiting grading of homework.

“Given the emphasis on equity in today’s education systems,” they wrote in a letter to the school board, “we believe that some of the proposed changes will actually have a detrimental impact towards achieving this goal. Families that have means could still provide challenging and engaging academic experiences for their children and will continue to do so, especially if their children are not experiencing expected rigor in the classroom.” At a school where more than a third of students are low-income, the teachers argued, the policies would prompt students “to expect the least of themselves in terms of effort, results, and responsibility.”

Not all homework is created equal

Despite their opposing sides in the homework wars, most of the researchers I spoke to made a lot of the same points. Both Bempechat and Pope were quick to bring up how parents and schools confuse rigor with workload, treating the volume of assignments as a proxy for quality of learning. Bempechat, who is known for defending homework, has written extensively about how plenty of it lacks clear purpose, requires the purchasing of unnecessary supplies, and takes longer than it needs to. Likewise, when Pope instructs graduate-level classes on curriculum, she asks her students to think about the larger purpose they’re trying to achieve with homework: If they can get the job done in the classroom, there’s no point in sending home more work.

At its best, pandemic-era teaching facilitated that last approach. Honolulu-based teacher Christina Torres Cawdery told me that, early in the pandemic, she often had a cohort of kids in her classroom for four hours straight, as her school tried to avoid too much commingling. She couldn’t lecture for four hours, so she gave the students plenty of time to complete independent and project-based work. At the end of most school days, she didn’t feel the need to send them home with more to do.

A similar limited-homework philosophy worked at a public middle school in Chelsea, Massachusetts. A couple of teachers there turned as much class as possible into an opportunity for small-group practice, allowing kids to work on problems that traditionally would be assigned for homework, Jessica Flick, a math coach who leads department meetings at the school, told me. It was inspired by a philosophy pioneered by Simon Fraser University professor Peter Liljedahl, whose influential book Building Thinking Classrooms in Mathematics reframes homework as “check-your-understanding questions” rather than as compulsory work. Last year, Flick found that the two eighth grade classes whose teachers adopted this strategy performed the best on state tests, and this year, she has encouraged other teachers to implement it.

Teachers know that plenty of homework is tedious and unproductive. Jeannemarie Dawson De Quiroz, who has taught for more than 20 years in low-income Boston and Los Angeles pilot and charter schools, says that in her first years on the job she frequently assigned “drill and kill” tasks and questions that she now feels unfairly stumped students. She said designing good homework wasn’t part of her teaching programs, nor was it meaningfully discussed in professional development. With more experience, she turned as much class time as she could into practice time and limited what she sent home.

“The thing about homework that’s sticky is that not all homework is created equal,” says Jill Harrison Berg, a former teacher and the author of Uprooting Instructional Inequity . “Some homework is a genuine waste of time and requires lots of resources for no good reason. And other homework is really useful.”

Cutting homework has to be part of a larger strategy

The takeaways are clear: Schools can make cuts to homework, but those cuts should be part of a strategy to improve the quality of education for all students. If the point of homework was to provide more practice, districts should think about how students can make it up during class — or offer time during or after school for students to seek help from teachers. If it was to move the curriculum along, it’s worth considering whether strategies like Liljedahl’s can get more done in less time.

Some of the best thinking around effective assignments comes from those most critical of the current practice. Denise Pope proposes that, before assigning homework, teachers should consider whether students understand the purpose of the work and whether they can do it without help. If teachers think it’s something that can’t be done in class, they should be mindful of how much time it should take and the feedback they should provide. It’s questions like these that De Quiroz considered before reducing the volume of work she sent home.

More than a year after the new homework policy began in Marlborough, Hennessy still hears from parents who incorrectly “think homework isn’t happening” despite repeated assurances that kids still can receive work. She thinks part of the reason is that education has changed over the years. “I think what we’re trying to do is establish that homework may be an element of educating students,” she told me. “But it may not be what parents think of as what they grew up with. ... It’s going to need to adapt, per the teaching and the curriculum, and how it’s being delivered in each classroom.”

For the policy to work, faculty, parents, and students will all have to buy into a shared vision of what school ought to look like. The district is working on it — in November, it hosted and uploaded to YouTube a round-table discussion on homework between district administrators — but considering the sustained confusion, the path ahead seems difficult.

When I asked Luis Torres about whether he thought homework serves a useful part in PS 55’s curriculum, he said yes, of course it was — despite the effort and money it takes to keep the school open after hours to help them do it. “The children need the opportunity to practice,” he said. “If you don’t give them opportunities to practice what they learn, they’re going to forget.” But Torres doesn’t care if the work is done at home. The school stays open until around 6 pm on weekdays, even during breaks. Tutors through New York City’s Department of Youth and Community Development programs help kids with work after school so they don’t need to take it with them.

As schools weigh the purpose of homework in an unequal world, it’s tempting to dispose of a practice that presents real, practical problems to students across the country. But getting rid of homework is unlikely to do much good on its own. Before cutting it, it’s worth thinking about what good assignments are meant to do in the first place. It’s crucial that students from all socioeconomic backgrounds tackle complex quantitative problems and hone their reading and writing skills. It’s less important that the work comes home with them.

Jacob Sweet is a freelance writer in Somerville, Massachusetts. He is a frequent contributor to the New Yorker, among other publications.

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Bong Revilla Pushes “No Homework Policy” for Elem, Junior High

Sen bong revilla files “no homework policy” for elem, junior high students.

Senator Ramon “Bong” Revilla Jr files a “no homework policy” for elementary and junior high school students.

The Senator introduced Senate Bill No. 1792, often known as the “No Homework Act of 2023,” on Saturday, February 11. The measure seeks to establish a policy that prohibits the requirement of assigning homework to elementary and junior high school pupils every weekend.

According to a report by the Philippine News Agency, Sen. Revilla stated that take-home assignments impair pupils’ academic performance and productivity. He stressed that it also contributes to a high dropout rate.

In countries with drastically reduced homework loads on students explain that there is a link between assigning more homework to students and an increased level of anxiety, which leads to low motivation in schoolwork. According to Revilla’s explanation note, the extra time allows the children to relax their thoughts and improves their ability to grasp things.

Students can only be assigned mandatory take-home assignments on weekdays, according to the measure. However, if they are assigned homework, it should be short so that they do not spend more than two hours completing it. It is also stated that their participation in such homework should be entirely voluntary.

“Less homework gives parents more time with their children, allowing the latter to engage in more co-curricular activities,” said Revilla.

READ ALSO: Ruffa Gutierrez On Bashing Due To Her Shows Outside ABS-CBN

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SENATOR FILES NO HOMEWORK BILL

SENATOR Ramon “Bong” Revilla Jr. filed a bill that will institutionalize the no-homework policy in elementary and secondary schools.

He said that Senate Bill 1792 or the proposed No Homework Act of 2023 seeks to provide students a balanced life and protect their welfare.

Under the bill, students in elementary and junior high school will not be given any homework on weekends.

Assigning mandatory homework to students will only be allowed on weekdays provided that such homework shall be minimal and will not require more than two hours to finish.

Revilla cited in his measure a study conducted by the Organization for Economic Cooperation and Development’s Program for International Student Association which found out that the additional time invested in homework has a negligible impact on students’ performance.

The study showed that there is a correlation to assigning more homework to students and increased level of anxiety that leads to low motivation in school work.

“Relatedly, less homework creates more parent-child time that allows the child to engage in more curricular activities. The additional time allows the children to relax their mind, and increases their ability to better grasp concepts,” Revilla said in his explanatory note.

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Should homework for schoolkids be a thing of the past?

Research shows homework offers little to no academic benefit for elementary school students.

By Laura Yuen

On the first day of school, teacher Maya Kruger announced to her sixth-graders at St. Anthony Middle School that her policy is to give them time to work on their assignments in class. Anything that students don't complete in school, they'll need to take home to finish.

But beyond that, there will be no homework, she explained. Most of the kids were shocked.

Kruger arrived at her no-homework approach after more than a decade of trial and error, starting her teaching career sending home thick study guide packets, then only assigning work that she didn't have time to cover in class. She eased up on homework entirely after reading research articles suggesting it was virtually pointless.

"It's when a lot of those education blogs caught on and drew huge conclusions with clickbait-y headlines about homework, like, 'It's bad!' 'It's damaging!' or 'Here's one thing you can do,' " she recalled. "Young me was like, 'All right!' "

Kruger was dipping her toe into a homework abolition movement that has gained popularity in schools, particularly among lower grades. Several books have been written decrying the "myth" of homework , saying it often amounts to busywork, robs kids of sacred family time, overburdens overscheduled kids, and widens inequities already in the home.

Oh, yeah, and there's basically no evidence that homework in elementary school boosts academic achievement.

A vastly different childhood

My fifth-grader typically brings home no work at all. For years, his main assignment has been to spend 20 to 30 minutes a day reading a book of his choice. While we occasionally have studied state capitals or spelling words for an upcoming test, he usually finishes all of his worksheets at school, so his nights are free from any ounce of academic pressure. He is advancing through his elementary school years without having the consistent drumbeat of homework that I remember from my childhood.

As a parent, I am not complaining. Daily homework would be a nightly battle between my kids and me, and it would be ugly. My home-schooling attempts during the pandemic proved I am not capable of coaxing, commanding or inspiring headstrong souls to finish the simplest of written assignments. But I do wonder what is lost in a world without homework.

When will my child learn to buckle down and learn to study? Will a lack of independent problem-solving come back to bite him as he gets older? And isn't it irrefutable that repeated practice can lead to mastery of a new skill?

Michael Rodriguez excelled in school and now serves as the dean of the College of Education and Human Development at the University of Minnesota, so I expected him to be on Team Homework. But even he advocates for a middle ground. Too much homework, especially if it's rote and meaningless, can be harmful, he said.

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"When we continually ask kids to do busywork, we're continually demonstrating to them that perhaps school isn't for them," he told me. "We're diminishing their own internal joy of learning. That's my biggest fear."

My earliest recollection of homework goes all the way back to second grade. Foreshadowing what would become an extreme life flaw, I had put off a coloring assignment until the last minute. It was well beyond my bedtime, and I had enlisted my mother to join me at our kitchen table with a set of crayons to help me color a stack of photocopied worksheets. (She didn't appreciate it when I, already a procrastinating perfectionist at 7, critiqued her for scribbling outside the lines.)

We can probably agree that coloring was a frivolous exercise. Now imagine a teacher sending home busywork to a kid whose parents work multiple jobs, can't speak English or aren't able to teach their kid the concept at hand.

Homework should be relevant to students' lives and extend their learning opportunities, Rodriguez added. The amount should be low in early grades, and "a bit more" in higher grades. (He also thinks homework should be forbidden on Fridays, which I'm sure would delight high school students everywhere.)

When Rodriguez studied the impact of homework years ago, he found that students who performed the weakest on a standardized math test were receiving more homework — typically from workbooks. Those students whose teachers assigned them creative math activities that were embedded in real-world problems earned much higher test scores.

"Ideally, we would want to give the meaningful, enriching kinds of activities to all students, not just the highest-performing," he said. "Instead, we give the very rote, meaningless worksheets to the students that really need the additional supports. And one thing we know is that if something's not working in the classroom, it's not going to work after school."

We all want our kids to catch up after learning losses during the pandemic. The latest test scores show that Minnesota students are way behind in literacy and math proficiency, performing lower than even before COVID-19. Perhaps the right kind of homework, at least in the higher grades, can help narrow these gaps. Rodriguez said students can grow when there are opportunities for them to do their homework after school, with the help of tutors, peers or teachers.

"A zero-homework policy is not the right answer and not the right message," Rodriguez said.

Some kids want homework

I was surprised by one development Kruger shared with me: Though she stopped assigning homework, some kids invariably ask for the extra work to take home. She's happy to help them explore options. For others, she said it's important to meet students where they're at and help them develop their interests. "Not every kid wants to be a CEO," she said.

As she's matured as a teacher, she said she's confident she's giving her students enough opportunities to learn and practice a new skill — in her classroom, with her support and surrounded by their peers. If they goof off at their desks, they will still need to complete the assignment at home. So it ends up being an exercise in time management.

Like me, Kruger grew up with homework, but she's not sold on the belief that it helped her learn. Will she ever go back to assigning it?

"I'm always open to new information," she said. "If somehow it comes out that this is the ticket to student success and happiness, I'm all in."

about the writer

Laura Yuen, a Star Tribune features columnist, writes opinion as well as reported pieces exploring parenting, gender, family and relationships, with special attention on women and underrepresented communities. With an eye for the human tales, she looks for the deeper resonance of a story, to humanize it, and make it universal.

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Senator Ramon “Bong” Revilla Jr. eyes lighter academic load for elementary and junior high school students, hinting that home works are counter-productive for the children.

Revilla filed Senate Bill 1792, dubbed “No Homework Act of 2023,” meant to give the parents more quality time with the kids who could then engage in non-academic activities.

According to Revilla, take-home assignments lower the productivity and attitude of the students toward education, which in turn leads to more dropout rates and lower grades.

SB 1792 mandates that homework would be allowed only during weekdays, thus only no mandatory homework or assignments on weekends. The measure also provides that the students’ assignments must be minimal, should not require more than two hours to finish on voluntary basis.

The senator cited a 2009 study conducted by The Organization for Economic Cooperation and Development’s Program for International Student Assessment (OECD PISA) which indicated that the additional time invested in homework has a negligible impact on a student’s performance.

“Countries that have significantly reduced homework load on students expounds that there is a correlation between assigning more homework to students and increased level of anxiety that leads to low motivation in school work. The additional time allows the children to relax their mind, and increases their ability to better grasp concepts,“ Revilla explained.

The proposed law, according to Revilla, aims to institutionalize and expand the Department of Education (DepEd) Memorandum Circular No. 392, s. 2010, which provides guidelines on giving homework to all public elementary school pupils.

The circular is in response to the parents’ concerns about the amount of time pupils consume in accomplishing their homework, instead of having enjoyable and quality time with the family, Revilla said.

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No Homework Day – March 6, 2025

No Homework Day, celebrated on March 6, is a holiday that seeks to give students a break from homework assignments. Homework refers to a set of tasks assigned to students by their teachers to be completed outside the classroom. Common homework could include any of a variety of required reading, mathematical exercises to be completed, information to be reviewed before a test, or other skills to be practiced, depending on the discretion of the teacher involved. The issue of how effective homework assignments are has been debated over the years. In a general sense, homework does not particularly improve the academic performance of students.

History of No Homework Day

No Homework Day was created by couple Thomas and Ruth Roy as a means to help students focus on activities other than homework. It is expected that on this day, parents give their children a break from homework and that teachers at school equally take a break from giving homework.

Research has shown that homework can lead to stress, thereby being counterproductive to the learning process. Homework eats up children’s free time for other activities necessary for development, and its importance in learning is rather obscure. Professors at Duke University have suggested that the 10-minute rule should apply to homework.

The No Homework Day isn’t about removing homework completely from the picture, but it is meant for everyone involved to take a step back and relax. It is about giving children a break. No Homework Day encourages students to take a break from homework for a day and focus on other rewarding activities like sleeping, reading a good novel, creating art, playing a sport, or any other such activity.

No Homework Day timeline

The first-ever high school, Shishi High School, based in Chengdu, China, is established.

American politician Horace Mann, who played a major role in the development of the foundational academic curricular system in the U.S., is born.

The Italian educator who is said to have “invented” homework, Roberto Nevilis, is born.

American filmmaker and co-founder of the holiday, No Homework Day, Thomas Roy, is born.

No Homework Day FAQ s

What is no homework day.

No Homework Day is an international holiday that was created to help students focus on activities other than homework.

When is No Homework Day?

No Homework Day is celebrated this year on March 6.

Who created No Homework Day?

No Homework Day was created by Thomas and Ruth Roy of “Wellcat.com.”

No Homework Day Activities

Skip homework.

The best way to celebrate No Homework Day is to skip homework altogether. Ideally, no one should be getting homework that day anyway, so it would be justified.

Engage in a hobby

In the absence of any homework, this is an opportunity to feed any of your hobbies, which could be anything from seeing a movie to playing a video game. Enjoy the day!

Share the fun online

No Homework Day is fun for everyone, so whatever hobby you decide to devote that free time to, let everyone know by sharing on social media with the #NoHomeworkDay hashtag! Start a conversation about it online!

5 Interesting Facts About Homework

It helps with memory retention.

Taking home assignments based on work done in school tends to help students retain the knowledge of what has been taught.

It provides hands-on experience

Doing homework gives the student the opportunity of having practical experience on the subject.

Homework could be stressful

Having to deal with a load of homework every day or every other day, could increase stress levels in a student and cause a lack of interest in school work.

Homework affects students’ social lives

Homework usually gets in the way of students having an active social life, and if it gets too overwhelming, it could have negative effects on the students.

Homework doesn’t guarantee hard work

In the age of the internet, it is very easy for students to plagiarize homework and not necessarily put the required amount of time into learning the subject.

Why We Love No Homework Day

It’s more time for fun.

No Homework Day means less academic work to deal with for the day and therefore more time to indulge in varying ideas of fun. We love fun!

It’s good for balance

No Homework Day is good for helping the students balance out their lives seeing as they get homework every other day. Balance is important in life.

Parents can bond with children over something else

On most days of the week, parents bond with their children over academic work. No Homework Day allows us to bond over something else, anything but homework.

No Homework Day dates

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‘No Homework’ Bill Filed At House

One News Sheila Crisostomo Article Link DP 2022-23

A lawmaker cautioned that having too much homework causes stress and physical health problems.

A lawmaker is pushing for legislation that will impose the “no-homework policy” in all primary and secondary schools in the country.

In House Bill 8243, Tutok To Win party-list Rep. Sam Verzosa explained that “there is very little, if any evidence, that time spent on homework in most subject areas has a positive effect on the achievement” of students, citing various publications.

Verzosa noted that based on the World Population Review, the Philippines ranked 111th of 199 countries, with an average intellectual quotient of 81.64 – far from the global average IQ of a person, which is 100.

Based on the Program for International Student Assessment’s 2018 assessment, the Philippines scored lowest in reading and second lowest in science and mathematics.

Meanwhile, the Philippine Institute for Development Studies stated that the country still has “high attendance rates at all levels of the education system compared to countries of similar development state.”

Verzosa said the findings could be interpreted to mean that an “average Filipino student spent more time in school, but less productively than their counterparts in comparator countries.”

The bill indicated the country needs to increase the learning productivity in school and reduce homework.

The lawmaker also cautioned that having too much homework causes stress and physical health problems.

He pointed out that having too much homework could also be a factor why, according to the Department of Education, the country had 404 cases of suicide and 2,147 attempted suicide by students in the last school year.

“The optimal amount of time (that should be spent) on homework is 90-100 minutes daily, and once that threshold is passed, the time spent and the amount of homework stop being effective and end up being detrimental,” Verzosa’s bill stated.

The proposed measure, however, underscored that “the most effective is not always the most efficient.”

“Around one hour a day of homework seems to be sufficient time to achieve satisfactory results,” it said.

“There is also a disparity between the rich and the poor when it comes to doing homework. Kids from wealthier homes are more likely to have resources, such as computers, internet connections, dedicated areas to do schoolwork and parents who tend to be more educated and more available to help them with their homework,” it added.

Children from disadvantaged homes, according to the bill, are more likely to work after school hours, or to be home without supervision in the evenings, take care of their siblings while their parents work multiple jobs.

It further stated that adding homework into the mix “is one more thing to deal with – and if the student is struggling, the task of completing homework can be too much to consider at the end of an already long school (period).”

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"No Homework" Calendar for Next Year

• Posted June 15, 2023

June 15, 2023

Dear Shrewsbury Families,

Last evening, the School Committee approved the "no homework" calendar for the 2023-2024 school year.  The establishment of dates when no homework is due and no assessments requiring studying will be given is part of the  updated Homework Policy  that was approved in late April, with the goal of establishing "a shared responsibility between home and school to ensure that students have balance in their lives while pursuing educational excellence."  

Please see the list of “no homework” dates  HERE . For a calendar view of the “no homework” dates, click  HERE .

Please note the following information regarding the “no homework” calendar:

• The “no homework” calendar applies to grades 1-12; there is no homework required in PreK or K

• Homework on weekends is only for grades 5-12, so very few “no homework” dates in this calendar apply to grades 1-4

• Some of the “no homework” dates correspond with major religious holidays where many students will have religious obligations, but it is important to note that  all  students will not be assigned homework on the dates listed as “no homework." 

• In addition to these dates, whenever a student is not available due to participating in a religious obligation in the evening or causing them to be absent from school on  any  date, the student will be provided with the opportunity to make up missed homework and classwork without penalty, per School Committee policy and state law.  We ask that families and older students communicate with teachers when such accommodations are needed.

• There are 15 dates specified where no homework will be due and no assessments requiring studying will be given. This represents 8% of the 180 total school days. Only two of these dates fall during the middle of a week; 13 of them are the day following a weekend, including long weekends and school vacation periods.

• Because of the way dates fall next year, there will be 15 “no homework weekends” out of 45 weekends during the school year, or 33%.

School leaders and teachers will provide additional detailed information about homework expectations when the new school year begins.  I am confident that with the support of educators and families, our students will strengthen their academic skills and build strong independent work habits through meeting expectations for regular homework completion, with "no homework" dates providing balance for family time and other pursuits, especially during vacations and long weekends.

Respectfully,

Joe Sawyer Superintendent of Schools 

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Bill aims to give students ‘no homework’ weekends

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MANILA, Philippines — Saying children are “overworked” with 10 hours spent at school on weekdays, Tutok to Win Rep. Sam Versoza has filed House Bill No. 8243 — the proposed “No Homework Law” — to stop teachers from giving homework to elementary and high school students during weekends so as to allow students to “rest and recharge.”

A 2010 Department of Education memorandum circular advised teachers to limit the giving of homework to public elementary school students to a reasonable quantity on weekdays, while no homework is to be given on weekends. HB 8243 sought to institutionalize this for all elementary and high schools across the country.

Since the 17th Congress (2016-2019), lawmakers have tried to institute a no homework policy on weekends, but such measures remained pending before the House basic education and culture committee.

Versoza, in a privilege speech on Monday, said students work extra hours to accomplish their homework. In some instances, parents themselves would finish their children’s tasks.

“The Filipino youth are overworked and yet the Philippines is trailing behind other countries,” Versoza said in his privilege speech.

He cited recent reports that the average intelligence quotient (IQ) of Filipinos was 81.64, while the global average IQ was 100. The Philippines ranked 111th out of 200 countries in terms of average IQ.

“This is alarming and proves that the Philippines is in the middle of an educational crisis. If the system is not working, let us improve the system,” Versoza said.

He noted that Finland, China, South Korea, Japan, and other progressive nations already cut back on giving homework to students and that the Philippines should consider this as well.

Versoza said an hour of homework a day was “sufficient to achieve satisfactory results” and that increasing the number of hours for homework “may cause stress to students and their families.”

The lawmaker also pointed to the disparity between the rich and poor in completing school tasks.

“Kids from wealthier homes are more likely to have resources such as computers, internet connection, dedicated areas to do schoolwork, and parents who tend to be more educated and more available to help them with their homework,” Versoza said.

On the other hand, children from disadvantaged homes are more likely to take on after-school jobs, be at home without parents’ supervision, or take care of siblings instead of doing homework.

He also cited data from the Philippine Statistics Authority, which showed that the Philippines had the highest dropout rate among Southeast Asian countries, with a lack of interest in school as one of the reasons cited.

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“This only shows that school is not fun anymore,” Versoza said.

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Deped to issue ‘more precise’ guidelines on students’ homework policy, homework ban to promote ‘holistic approach’ among families — solon, deped: no-homework plan to help students attain school-life balance.

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A Change in Federal Funding May Make the ‘Homework Gap’ Worse

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Funding for a program created to provide students and teachers with internet access and digital devices they can use at home is not included in the federal budget for fiscal 2023 .

That decision will make it harder to close the so-called “homework gap,” the term used to describe the lack of internet access that still exists for many students at home, experts say.

Schools are increasingly relying on technology for teaching and learning in the classroom, from learning management systems to multimedia curriculum to internet research. And in some cases, schools are turning snow days into remote learning days. So it’s even more imperative that students have sufficient internet connectivity and devices to access learning materials while at home, even though most schools are no longer closing their buildings to curb the spread of COVID-19.

The Federal Communications Commission’s Emergency Connectivity Fund was established during the pandemic to help schools and libraries provide the tools their communities needed for remote learning. Congress, through the American Rescue Plan Act of 2021, appropriated $7.2 billion for the program. So far, the FCC has doled out $6.5 billion and the fund has helped millions of students and educators who didn’t have access to broadband or digital devices at home.

“The program was incredibly successful,” said Jon Bernstein, the president of the Bernstein Strategy Group, and co-chair of the Homework Gap Big Tent Coalition. “We believe it has made a significant dent in the existing homework gap.”

But in the federal budget for fiscal 2023 , there is not any additional funding to continue the program, even though there is still a lot of demand for it and even after dozens of education groups asked lawmakers to continue funding it .

“There’s about $1.3 billion in demand that is left, but there’s only $600 million left to satisfy that demand,” Bernstein said. “So you’re looking at hundreds and hundreds of millions of dollars worth of demand from school districts and libraries for ECF funds that are going to go unfulfilled unless we find some more money for this program.”

While the Emergency Connectivity Fund was not meant to be a permanent program, digital equity advocates say it’s important to find a long-term, sustainable solution to the homework gap. The problem is that when these dollars run out, students will still have the devices but not the money to pay for home internet access, Bernstein added. That likely means students from the most disadvantaged communities will be the ones left without access.

“We’re at a crossroads now where Congress has identified a need and provided a temporary fix but [has] not at all advanced on a substantive or sustainable platform for continuing to address a continuing need,” said Noelle Ellerson Ng, the associate executive director of advocacy and governance for AASA, the School Superintendents Association.

“We are looking at a scenario where this initial investment of significant money could ultimately be for naught,” Ellerson Ng said.

Advocates are hoping that Congress will pass additional funding, whether through a stand-alone bill or as part of the next fiscal year’s budget. But with a divided government, it might be a steep hill to climb, Bernstein said.

States and school districts might also be able to step up to offer some patchwork funding to provide these services to their residents and students. But a recent survey from the National Center for Education Statistics found that schools are winding down their efforts to supply students with home internet access, most likely driven by federal COVID-relief aid drying up.

“There could also be a conversation among stakeholders to see what telecommunications companies can do to be more earnest, to ensure that they’re actually making good-faith efforts to provide connectivity to all of these areas,” Ellerson Ng said. Part of the problem is that companies decide whether to run fiber optic lines to certain areas at an affordable price point or they decide not to do that, she said.

At the end of the day, Bernstein said, there needs to be “a stable source of funding.”

“We don’t want to go back in terms of the progress we made in closing the homework gap,” he said.

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‘No homework policy’ sa elem, junior high, isinulong ni Sen. Bong Revilla

Inihain ni Senador Ramon "Bong" Revilla ang Senate Bill No 1792 o ang “No Homework Act of 2023” nitong Sabado, Pebrero 11, na naglalayong magkaroon ng polisiya na magbabawal sa mandatong pagbibigay ng homework sa mga estudyante sa elementary at junior high school tuwing weekends.

Sa ulat ng PNA, sinabi ni Sen. Revilla na nagpapababa sa performance at pagiging produktibo ng mga estudyante sa edukasyon ang take-home assignments, kaya nagiging daan din ito sa pagkakaroon ng maraming dropout rates.

“Countries that have significantly reduced homework load on students expounds that there is a correlation between assigning more homework to students and increased level of anxiety that leads to low motivation in school work. The additional time allows the children to relax their mind, and increases their ability to better grasp concepts,“ ani Revilla sa kaniyang explanatory note.

Sa ilalim ng panukalang batas, tuwing weekdays lamang maaaring bigyan ng mandatory take-home assignments ang mga estudyante. Ngunit kapag binigyan sila ng homework, kinakailangang minimal lamang o hindi sila gugugol ng mahigit dalawang oras para tapusin ito. Dapat din umanong boluntaryo lamang ang kanilang paggawa sa naturang homework.

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“Less homework gives parents more time with their children, allowing the latter to engage in more co-curricular activities,” ani Revilla.

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Embracing autonomous building technology: you must do your homework.

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Brian Haines, Chief Strategy Officer, FM:Systems .

What if your building could adjust window shading based on the weather forecast, address an impending equipment failure or check in visitors, all without human intervention? Thanks to advances in machine learning (ML) and artificial intelligence (AI), technologies that empower buildings to adapt to occupier preferences, eliminate inefficiency and encourage productivity have emerged out of the realm of fantasy and into sales pitches.

But organizations should be deliberate about how they approach these shiny new solutions and stay wary of providers who present these technologies as a cure-all. Getting the most out of autonomous building technology requires familiarizing yourself with both its capabilities and limitations, understanding what you hope to gain from adopting it and laying the groundwork for its implementation.

In this article, we’ll look at how building technology has evolved to get us to this point, the potential risks of “leaping before you look”—and what organizations can do to mitigate those risks.

The Tip Of The Building Technology Pyramid

Autonomous building solutions are the amalgamation of information age advancements in real estate technology, from Internet of Things (IoT) devices to building management systems (BMSs) and smart meters. Today, sensors and meters collect the data, and BMSs help humans visualize and act on it. In the future, ML and AI will increasingly enable stakeholders to remove humans from that equation.

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This transition to autonomous building capability will not happen quickly, however. As impactful as these foundational technologies can be, actual adoption rates represent a drop in the bucket. While more than 1.5 billion IoT devices have been installed in commercial buildings, according to a report from SmartCitiesWorld, 90% of commercial structures operate with little or no help from digital technology.

Since 2020, the evolution of cloud computing, fiber optics and high-speed wireless data transmission has given rise to “connected” buildings that leverage these sensors, along with other technologies like digital twins and smart meters, to gain broader, actionable insights. Still, a Forrester Consulting study commissioned by Johnson Controls found that only 10% of respondents have fully integrated their buildings systems and equipment.

Today, we’re in the midst of the “smart” phase, where buildings parse these endless streams of data into projections, predictions and recommendations that can be actioned by humans. Three-quarters of buildings constructed between 2022 and 2027 will include at least one element of smart building technology, according to research from information services company Mind Commerce, and this type of building should be the norm by 2029, setting the stage for the leap to “autonomous” facilities.

There Are No Shortcuts To Doing Autonomous Building Implementation Right

Over the next decade, advanced ML- and AI-driven solutions will become more prevalent, as organizations upgrade from “IoT,” “smart” and “connected” technology sets. Autonomous building technology promises to accelerate progress toward sustainability and deliver better security, reduced costs and healthier and more productive occupants. But all of these outcomes represent the destination—the road to getting there will be different for every organization, and therein lies the risk for companies eager to embrace these innovations.

First and foremost, organizations planning to deploy this technology must have a clear understanding of what they hope to gain from a fully autonomous building. They also need to consider who’s going to be using it, how it will be rolled out and what eventualities may occur down the road that might impact usability and ROI. For example, a system built to handle only a limited number of data streams could require costly and disruptive upgrades, or even replacement, if the organization’s structure or needs change.

Knowing ahead of time who will be responsible for managing the system, and including them in the evaluation process, will help ensure that you don’t end up deploying a system that lacks features you need or leaves you paying for bells and whistles you don’t. That should also reduce the chances that you’ll pick a system that requires a steep learning curve to master.

Finally, to ensure that potential ML and AI solutions are secure and won’t compromise occupant safety, disrupt operations or increase liability risks, IT, HR, legal, security and facility management teams should also be involved in evaluating potential smart or autonomous building solutions. Tying all of these stakeholders into a holistic data management structure is paramount.

Gaining agreement about which data streams will be accessed and how they’ll be used will prevent disagreements or obstacles later on. Establishing protocols for interdepartmental communication about data, and designating who will be responsible for monitoring the accuracy and integrity of data flows, will avoid a “garbage in, garbage out” scenario. Adopting a standards-based data strategy can also help in this regard, while facilitating information sharing between partners and vendors.

A Careful Approach Now, A Better Outcome Later

Autonomous building innovations may seem akin to magic, and given the rise in sustainability-related regulations, the imperative to cut costs and the need to compete in a crowded marketplace, viewing them as a quick fix is understandable. But failing to define your desired outcomes and laying the groundwork to achieve them can make ROI elusive and push you further from attaining your goals. Cutting corners may save you time now but cause more aggravation in the future, while picking the cheapest option is likely to cost you more money down the road, as you’re forced to fill holes in capability, capacity or scalability to make the system match your needs.

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