So it’s quite possible that much of the homework teachers assign just isn’t particularly effective for many students.
Even if teachers do manage to assign effective homework, it may not show up on the measures of achievement used by researchers—for example, standardized reading test scores.
But for the most part, the studies haven’t looked at whether it matters what kind of homework is assigned or whether there are different effects for different demographic student groups.
Focusing on those distinctions could be illuminating.
We do know that beginning in late middle school, and continuing through high school, there is a strong and positive correlation between homework completion and academic success.
Some schools are eliminating homework, citing research showing it doesn’t do much to boost achievement.
But maybe teachers just need to assign a different kind of homework.
In 2016, a second-grade teacher in Texas delighted her students—and at least some of their parents—by announcing she would no longer assign homework.
Research has found that retrieval practice and similar learning strategies are far more powerful than simply rereading or reviewing material.
One possible explanation for the general lack of a boost from homework is that few teachers know about this research.