Researchers have struggled for decades to identify a causal, or even correlational, relationship between time spent in school and improved learning outcomes for students. Some studies have focused on the length of a school year while others have focused on hours in a day and others on hours in the week. In this blog post, we will look at time spent outside of school—specifically time spent doing homework—among different racial and socio-economic groups. Measuring the relationship between out-of-school time and outcomes like test scores can be difficult. Researchers are primarily confounded by an inability to determine what compels students to choose homework during their time off over other activities.
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A s kids return to school, debate is heating up once again over how they should spend their time after they leave the classroom for the day. The no-homework policy of a second-grade teacher in Texas went viral last week , earning praise from parents across the country who lament the heavy workload often assigned to young students. Brandy Young told parents she would not formally assign any homework this year, asking students instead to eat dinner with their families, play outside and go to bed early. But the question of how much work children should be doing outside of school remains controversial, and plenty of parents take issue with no-homework policies, worried their kids are losing a potential academic advantage.
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