homework research elementary school

Is Homework Good for Kids? Here’s What the Research Says

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. Here’s what you need to know:

For decades, the homework standard has been a “10-minute rule,” which recommends a daily maximum of 10 minutes of homework per grade level. Second graders, for example, should do about 20 minutes of homework each night. High school seniors should complete about two hours of homework each night. The National PTA and the National Education Association both support that guideline.

But some schools have begun to give their youngest students a break. A Massachusetts elementary school has announced a no-homework pilot program for the coming school year, lengthening the school day by two hours to provide more in-class instruction. “We really want kids to go home at 4 o’clock, tired. We want their brain to be tired,” Kelly Elementary School Principal Jackie Glasheen said in an interview with a local TV station . “We want them to enjoy their families. We want them to go to soccer practice or football practice, and we want them to go to bed. And that’s it.”

A New York City public elementary school implemented a similar policy last year, eliminating traditional homework assignments in favor of family time. The change was quickly met with outrage from some parents, though it earned support from other education leaders.

New solutions and approaches to homework differ by community, and these local debates are complicated by the fact that even education experts disagree about what’s best for kids.

The research

The most comprehensive research on homework to date comes from a 2006 meta-analysis by Duke University psychology professor Harris Cooper, who found evidence of a positive correlation between homework and student achievement, meaning students who did homework performed better in school. The correlation was stronger for older students—in seventh through 12th grade—than for those in younger grades, for whom there was a weak relationship between homework and performance.

Cooper’s analysis focused on how homework impacts academic achievement—test scores, for example. His report noted that homework is also thought to improve study habits, attitudes toward school, self-discipline, inquisitiveness and independent problem solving skills. On the other hand, some studies he examined showed that homework can cause physical and emotional fatigue, fuel negative attitudes about learning and limit leisure time for children. At the end of his analysis, Cooper recommended further study of such potential effects of homework.

Despite the weak correlation between homework and performance for young children, Cooper argues that a small amount of homework is useful for all students. Second-graders should not be doing two hours of homework each night, he said, but they also shouldn’t be doing no homework.

Not all education experts agree entirely with Cooper’s assessment.

Cathy Vatterott, an education professor at the University of Missouri-St. Louis, supports the “10-minute rule” as a maximum, but she thinks there is not sufficient proof that homework is helpful for students in elementary school.

“Correlation is not causation,” she said. “Does homework cause achievement, or do high achievers do more homework?”

Vatterott, the author of Rethinking Homework: Best Practices That Support Diverse Needs , thinks there should be more emphasis on improving the quality of homework tasks, and she supports efforts to eliminate homework for younger kids.

“I have no concerns about students not starting homework until fourth grade or fifth grade,” she said, noting that while the debate over homework will undoubtedly continue, she has noticed a trend toward limiting, if not eliminating, homework in elementary school.

The issue has been debated for decades. A TIME cover in 1999 read: “Too much homework! How it’s hurting our kids, and what parents should do about it.” The accompanying story noted that the launch of Sputnik in 1957 led to a push for better math and science education in the U.S. The ensuing pressure to be competitive on a global scale, plus the increasingly demanding college admissions process, fueled the practice of assigning homework.

“The complaints are cyclical, and we’re in the part of the cycle now where the concern is for too much,” Cooper said. “You can go back to the 1970s, when you’ll find there were concerns that there was too little, when we were concerned about our global competitiveness.”

Cooper acknowledged that some students really are bringing home too much homework, and their parents are right to be concerned.

“A good way to think about homework is the way you think about medications or dietary supplements,” he said. “If you take too little, they’ll have no effect. If you take too much, they can kill you. If you take the right amount, you’ll get better.”

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Credit: August de Richelieu

Does homework still have value? A Johns Hopkins education expert weighs in

Joyce epstein, co-director of the center on school, family, and community partnerships, discusses why homework is essential, how to maximize its benefit to learners, and what the 'no-homework' approach gets wrong.

By Vicky Hallett

The necessity of homework has been a subject of debate since at least as far back as the 1890s, according to Joyce L. Epstein , co-director of the Center on School, Family, and Community Partnerships at Johns Hopkins University. "It's always been the case that parents, kids—and sometimes teachers, too—wonder if this is just busy work," Epstein says.

But after decades of researching how to improve schools, the professor in the Johns Hopkins School of Education remains certain that homework is essential—as long as the teachers have done their homework, too. The National Network of Partnership Schools , which she founded in 1995 to advise schools and districts on ways to improve comprehensive programs of family engagement, has developed hundreds of improved homework ideas through its Teachers Involve Parents in Schoolwork program. For an English class, a student might interview a parent on popular hairstyles from their youth and write about the differences between then and now. Or for science class, a family could identify forms of matter over the dinner table, labeling foods as liquids or solids. These innovative and interactive assignments not only reinforce concepts from the classroom but also foster creativity, spark discussions, and boost student motivation.

"We're not trying to eliminate homework procedures, but expand and enrich them," says Epstein, who is packing this research into a forthcoming book on the purposes and designs of homework. In the meantime, the Hub couldn't wait to ask her some questions:

What kind of homework training do teachers typically get?

Future teachers and administrators really have little formal training on how to design homework before they assign it. This means that most just repeat what their teachers did, or they follow textbook suggestions at the end of units. For example, future teachers are well prepared to teach reading and literacy skills at each grade level, and they continue to learn to improve their teaching of reading in ongoing in-service education. By contrast, most receive little or no training on the purposes and designs of homework in reading or other subjects. It is really important for future teachers to receive systematic training to understand that they have the power, opportunity, and obligation to design homework with a purpose.

Why do students need more interactive homework?

If homework assignments are always the same—10 math problems, six sentences with spelling words—homework can get boring and some kids just stop doing their assignments, especially in the middle and high school years. When we've asked teachers what's the best homework you've ever had or designed, invariably we hear examples of talking with a parent or grandparent or peer to share ideas. To be clear, parents should never be asked to "teach" seventh grade science or any other subject. Rather, teachers set up the homework assignments so that the student is in charge. It's always the student's homework. But a good activity can engage parents in a fun, collaborative way. Our data show that with "good" assignments, more kids finish their work, more kids interact with a family partner, and more parents say, "I learned what's happening in the curriculum." It all works around what the youngsters are learning.

Is family engagement really that important?

At Hopkins, I am part of the Center for Social Organization of Schools , a research center that studies how to improve many aspects of education to help all students do their best in school. One thing my colleagues and I realized was that we needed to look deeply into family and community engagement. There were so few references to this topic when we started that we had to build the field of study. When children go to school, their families "attend" with them whether a teacher can "see" the parents or not. So, family engagement is ever-present in the life of a school.

My daughter's elementary school doesn't assign homework until third grade. What's your take on "no homework" policies?

There are some parents, writers, and commentators who have argued against homework, especially for very young children. They suggest that children should have time to play after school. This, of course is true, but many kindergarten kids are excited to have homework like their older siblings. If they give homework, most teachers of young children make assignments very short—often following an informal rule of 10 minutes per grade level. "No homework" does not guarantee that all students will spend their free time in productive and imaginative play.

Some researchers and critics have consistently misinterpreted research findings. They have argued that homework should be assigned only at the high school level where data point to a strong connection of doing assignments with higher student achievement . However, as we discussed, some students stop doing homework. This leads, statistically, to results showing that doing homework or spending more minutes on homework is linked to higher student achievement. If slow or struggling students are not doing their assignments, they contribute to—or cause—this "result."

Teachers need to design homework that even struggling students want to do because it is interesting. Just about all students at any age level react positively to good assignments and will tell you so.

Did COVID change how schools and parents view homework?

Within 24 hours of the day school doors closed in March 2020, just about every school and district in the country figured out that teachers had to talk to and work with students' parents. This was not the same as homeschooling—teachers were still working hard to provide daily lessons. But if a child was learning at home in the living room, parents were more aware of what they were doing in school. One of the silver linings of COVID was that teachers reported that they gained a better understanding of their students' families. We collected wonderfully creative examples of activities from members of the National Network of Partnership Schools. I'm thinking of one art activity where every child talked with a parent about something that made their family unique. Then they drew their finding on a snowflake and returned it to share in class. In math, students talked with a parent about something the family liked so much that they could represent it 100 times. Conversations about schoolwork at home was the point.

How did you create so many homework activities via the Teachers Involve Parents in Schoolwork program?

We had several projects with educators to help them design interactive assignments, not just "do the next three examples on page 38." Teachers worked in teams to create TIPS activities, and then we turned their work into a standard TIPS format in math, reading/language arts, and science for grades K-8. Any teacher can use or adapt our prototypes to match their curricula.

Overall, we know that if future teachers and practicing educators were prepared to design homework assignments to meet specific purposes—including but not limited to interactive activities—more students would benefit from the important experience of doing their homework. And more parents would, indeed, be partners in education.

Posted in Voices+Opinion

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Evaluating the Role of Homework

Winter 2022

By Alison Baran

Doing Our Homework

A sign of the times, through the pandemic lens.

• Homework was never intended to make up for “learning loss”; it is a tool for reinforcement and enrichment.
• Caregivers are more overwhelmed than ever before. Many are not in the position to support children with their homework.
• Students have the right to socialize with their peers and engage in extracurricular activities that bring them happiness. During the height of the pandemic, children and teens had limited, if any, opportunities to socialize.
• More than a third (37%) of teens surveyed say their mental health has worsened throughout the pandemic, according to a study done by the Morgan Stanley Alliance for Children’s Mental Health (2021). It is important that all constituents—faculty, administrators, caregivers—have a clear understanding and shared language about the expectations around giving and receiving homework. More than ever, we need to be working together in our schools with the express purpose of putting the mental health needs of our students first.
• Children have the right to playtime, extracurricular activities, downtime, and adequate sleep.
• Teachers should assign homework with a clear sense of why it is being given.
• The purpose of the homework assignment should be articulated to the students, including the fact that a certain task might be a challenge. Research shows that when children know why they are doing the homework, they are more engaged and inspired.
• Tasks should be personally relevant to students and should allow for choices. Children are motivated when they have ownership in their learning.
• Over the course of time, the kinds of homework should vary depending on what is happening in class.
• Homework assignments better serve students when they feel competent and confident with the material being assigned.
• Children deserve feedback about the homework that they have completed.
• Teachers should differentiate for individual needs across all grade levels. This might mean adjusting number of math facts, amount of reading, etc.
• Parents have the right to control their child’s time outside of school without being judged.
• If you have doubts about whether the assignment will further learning, consider that the default might be to have no homework, or think about conducting an experiment of not doing homework for a set period of time.

Readings and Resources

• The Battle Over Homework: Common Ground for Administrators, Teachers, and Parents by Harris Cooper
• The Homework Myth: Why Our Kids Get Too Much of a Bad Thing by Alfie Kohn
• Rethinking Homework: Best Practices that Support Diverse Needs by Cathy Vatterott
• “ The Case for (Quality) Homework ,” by Janine Bempechat, Education Next , Winter 2019
• “ The Lost Cause of Homework Reform ,” by Brian Gill and Steven Schlossman, American Journal of Education , November 2000
• “ New York School District Weighs Banning Homework ,” by Alexa Lardieri, U.S. News & World Report , May 31, 2018
• “ Why this superintendent is banning homework—and asking kids to read instead ,” by Valerie Strauss, The Washington Post , July 17, 2017

Alison Baran is a fourth grade teacher at The Park School of Baltimore in Maryland. She’s also the lower school new faculty coordinator.

The Benefit of Leadership Coaching for School Heads

A head-turned-leadership coach explains how coaching can help heads become more effective leaders..

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Does homework really work?

by: Leslie Crawford | Updated: December 12, 2023

Print article

You know the drill. It’s 10:15 p.m., and the cardboard-and-toothpick Golden Gate Bridge is collapsing. The pages of polynomials have been abandoned. The paper on the Battle of Waterloo seems to have frozen in time with Napoleon lingering eternally over his breakfast at Le Caillou. Then come the tears and tantrums — while we parents wonder, Does the gain merit all this pain? Is this just too much homework?

However the drama unfolds night after night, year after year, most parents hold on to the hope that homework (after soccer games, dinner, flute practice, and, oh yes, that childhood pastime of yore known as playing) advances their children academically.

But what does homework really do for kids? Is the forest’s worth of book reports and math and spelling sheets the average American student completes in their 12 years of primary schooling making a difference? Or is it just busywork?

Homework haterz

Whether or not homework helps, or even hurts, depends on who you ask. If you ask my 12-year-old son, Sam, he’ll say, “Homework doesn’t help anything. It makes kids stressed-out and tired and makes them hate school more.”

Nothing more than common kid bellyaching?

Maybe, but in the fractious field of homework studies, it’s worth noting that Sam’s sentiments nicely synopsize one side of the ivory tower debate. Books like The End of Homework , The Homework Myth , and The Case Against Homework the film Race to Nowhere , and the anguished parent essay “ My Daughter’s Homework is Killing Me ” make the case that homework, by taking away precious family time and putting kids under unneeded pressure, is an ineffective way to help children become better learners and thinkers.

One Canadian couple took their homework apostasy all the way to the Supreme Court of Canada. After arguing that there was no evidence that it improved academic performance, they won a ruling that exempted their two children from all homework.

So what’s the real relationship between homework and academic achievement?

How much is too much?

To answer this question, researchers have been doing their homework on homework, conducting and examining hundreds of studies. Chris Drew Ph.D., founder and editor at The Helpful Professor recently compiled multiple statistics revealing the folly of today’s after-school busy work. Does any of the data he listed below ring true for you?

• 45 percent of parents think homework is too easy for their child, primarily because it is geared to the lowest standard under the Common Core State Standards .

• 74 percent of students say homework is a source of stress , defined as headaches, exhaustion, sleep deprivation, weight loss, and stomach problems.

• Students in high-performing high schools spend an average of 3.1 hours a night on homework , even though 1 to 2 hours is the optimal duration, according to a peer-reviewed study .

Not included in the list above is the fact many kids have to abandon activities they love — like sports and clubs — because homework deprives them of the needed time to enjoy themselves with other pursuits.

Conversely, The Helpful Professor does list a few pros of homework, noting it teaches discipline and time management, and helps parents know what’s being taught in the class.

The oft-bandied rule on homework quantity — 10 minutes a night per grade (starting from between 10 to 20 minutes in first grade) — is listed on the National Education Association’s website and the National Parent Teacher Association’s website , but few schools follow this rule.

Do you think your child is doing excessive homework? Harris Cooper Ph.D., author of a meta-study on homework , recommends talking with the teacher. “Often there is a miscommunication about the goals of homework assignments,” he says. “What appears to be problematic for kids, why they are doing an assignment, can be cleared up with a conversation.” Also, Cooper suggests taking a careful look at how your child is doing the assignments. It may seem like they’re taking two hours, but maybe your child is wandering off frequently to get a snack or getting distracted.

Less is often more

If your child is dutifully doing their work but still burning the midnight oil, it’s worth intervening to make sure your child gets enough sleep. A 2012 study of 535 high school students found that proper sleep may be far more essential to brain and body development.

For elementary school-age children, Cooper’s research at Duke University shows there is no measurable academic advantage to homework. For middle-schoolers, Cooper found there is a direct correlation between homework and achievement if assignments last between one to two hours per night. After two hours, however, achievement doesn’t improve. For high schoolers, Cooper’s research suggests that two hours per night is optimal. If teens have more than two hours of homework a night, their academic success flatlines. But less is not better. The average high school student doing homework outperformed 69 percent of the students in a class with no homework.

Many schools are starting to act on this research. A Florida superintendent abolished homework in her 42,000 student district, replacing it with 20 minutes of nightly reading. She attributed her decision to “ solid research about what works best in improving academic achievement in students .”

More family time

A 2020 survey by Crayola Experience reports 82 percent of children complain they don’t have enough quality time with their parents. Homework deserves much of the blame. “Kids should have a chance to just be kids and do things they enjoy, particularly after spending six hours a day in school,” says Alfie Kohn, author of The Homework Myth . “It’s absurd to insist that children must be engaged in constructive activities right up until their heads hit the pillow.”

By far, the best replacement for homework — for both parents and children — is bonding, relaxing time together.

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The Cult of Homework

America’s devotion to the practice stems in part from the fact that it’s what today’s parents and teachers grew up with themselves.

America has long had a fickle relationship with homework. A century or so ago, progressive reformers argued that it made kids unduly stressed , which later led in some cases to district-level bans on it for all grades under seventh. This anti-homework sentiment faded, though, amid mid-century fears that the U.S. was falling behind the Soviet Union (which led to more homework), only to resurface in the 1960s and ’70s, when a more open culture came to see homework as stifling play and creativity (which led to less). But this didn’t last either: In the ’80s, government researchers blamed America’s schools for its economic troubles and recommended ramping homework up once more.

The 21st century has so far been a homework-heavy era, with American teenagers now averaging about twice as much time spent on homework each day as their predecessors did in the 1990s . Even little kids are asked to bring school home with them. A 2015 study , for instance, found that kindergarteners, who researchers tend to agree shouldn’t have any take-home work, were spending about 25 minutes a night on it.

But not without pushback. As many children, not to mention their parents and teachers, are drained by their daily workload, some schools and districts are rethinking how homework should work—and some teachers are doing away with it entirely. They’re reviewing the research on homework (which, it should be noted, is contested) and concluding that it’s time to revisit the subject.

Read: My daughter’s homework is killing me

Hillsborough, California, an affluent suburb of San Francisco, is one district that has changed its ways. The district, which includes three elementary schools and a middle school, worked with teachers and convened panels of parents in order to come up with a homework policy that would allow students more unscheduled time to spend with their families or to play. In August 2017, it rolled out an updated policy, which emphasized that homework should be “meaningful” and banned due dates that fell on the day after a weekend or a break.

“The first year was a bit bumpy,” says Louann Carlomagno, the district’s superintendent. She says the adjustment was at times hard for the teachers, some of whom had been doing their job in a similar fashion for a quarter of a century. Parents’ expectations were also an issue. Carlomagno says they took some time to “realize that it was okay not to have an hour of homework for a second grader—that was new.”

Most of the way through year two, though, the policy appears to be working more smoothly. “The students do seem to be less stressed based on conversations I’ve had with parents,” Carlomagno says. It also helps that the students performed just as well on the state standardized test last year as they have in the past.

Earlier this year, the district of Somerville, Massachusetts, also rewrote its homework policy, reducing the amount of homework its elementary and middle schoolers may receive. In grades six through eight, for example, homework is capped at an hour a night and can only be assigned two to three nights a week.

Jack Schneider, an education professor at the University of Massachusetts at Lowell whose daughter attends school in Somerville, is generally pleased with the new policy. But, he says, it’s part of a bigger, worrisome pattern. “The origin for this was general parental dissatisfaction, which not surprisingly was coming from a particular demographic,” Schneider says. “Middle-class white parents tend to be more vocal about concerns about homework … They feel entitled enough to voice their opinions.”

Schneider is all for revisiting taken-for-granted practices like homework, but thinks districts need to take care to be inclusive in that process. “I hear approximately zero middle-class white parents talking about how homework done best in grades K through two actually strengthens the connection between home and school for young people and their families,” he says. Because many of these parents already feel connected to their school community, this benefit of homework can seem redundant. “They don’t need it,” Schneider says, “so they’re not advocating for it.”

That doesn’t mean, necessarily, that homework is more vital in low-income districts. In fact, there are different, but just as compelling, reasons it can be burdensome in these communities as well. Allison Wienhold, who teaches high-school Spanish in the small town of Dunkerton, Iowa, has phased out homework assignments over the past three years. Her thinking: Some of her students, she says, have little time for homework because they’re working 30 hours a week or responsible for looking after younger siblings.

As educators reduce or eliminate the homework they assign, it’s worth asking what amount and what kind of homework is best for students. It turns out that there’s some disagreement about this among researchers, who tend to fall in one of two camps.

In the first camp is Harris Cooper, a professor of psychology and neuroscience at Duke University. Cooper conducted a review of the existing research on homework in the mid-2000s , and found that, up to a point, the amount of homework students reported doing correlates with their performance on in-class tests. This correlation, the review found, was stronger for older students than for younger ones.

This conclusion is generally accepted among educators, in part because it’s compatible with “the 10-minute rule,” a rule of thumb popular among teachers suggesting that the proper amount of homework is approximately 10 minutes per night, per grade level—that is, 10 minutes a night for first graders, 20 minutes a night for second graders, and so on, up to two hours a night for high schoolers.

In Cooper’s eyes, homework isn’t overly burdensome for the typical American kid. He points to a 2014 Brookings Institution report that found “little evidence that the homework load has increased for the average student”; onerous amounts of homework, it determined, are indeed out there, but relatively rare. Moreover, the report noted that most parents think their children get the right amount of homework, and that parents who are worried about under-assigning outnumber those who are worried about over-assigning. Cooper says that those latter worries tend to come from a small number of communities with “concerns about being competitive for the most selective colleges and universities.”

According to Alfie Kohn, squarely in camp two, most of the conclusions listed in the previous three paragraphs are questionable. Kohn, the author of The Homework Myth: Why Our Kids Get Too Much of a Bad Thing , considers homework to be a “reliable extinguisher of curiosity,” and has several complaints with the evidence that Cooper and others cite in favor of it. Kohn notes, among other things, that Cooper’s 2006 meta-analysis doesn’t establish causation, and that its central correlation is based on children’s (potentially unreliable) self-reporting of how much time they spend doing homework. (Kohn’s prolific writing on the subject alleges numerous other methodological faults.)

In fact, other correlations make a compelling case that homework doesn’t help. Some countries whose students regularly outperform American kids on standardized tests, such as Japan and Denmark, send their kids home with less schoolwork , while students from some countries with higher homework loads than the U.S., such as Thailand and Greece, fare worse on tests. (Of course, international comparisons can be fraught because so many factors, in education systems and in societies at large, might shape students’ success.)

Kohn also takes issue with the way achievement is commonly assessed. “If all you want is to cram kids’ heads with facts for tomorrow’s tests that they’re going to forget by next week, yeah, if you give them more time and make them do the cramming at night, that could raise the scores,” he says. “But if you’re interested in kids who know how to think or enjoy learning, then homework isn’t merely ineffective, but counterproductive.”

His concern is, in a way, a philosophical one. “The practice of homework assumes that only academic growth matters, to the point that having kids work on that most of the school day isn’t enough,” Kohn says. What about homework’s effect on quality time spent with family? On long-term information retention? On critical-thinking skills? On social development? On success later in life? On happiness? The research is quiet on these questions.

Another problem is that research tends to focus on homework’s quantity rather than its quality, because the former is much easier to measure than the latter. While experts generally agree that the substance of an assignment matters greatly (and that a lot of homework is uninspiring busywork), there isn’t a catchall rule for what’s best—the answer is often specific to a certain curriculum or even an individual student.

Given that homework’s benefits are so narrowly defined (and even then, contested), it’s a bit surprising that assigning so much of it is often a classroom default, and that more isn’t done to make the homework that is assigned more enriching. A number of things are preserving this state of affairs—things that have little to do with whether homework helps students learn.

Jack Schneider, the Massachusetts parent and professor, thinks it’s important to consider the generational inertia of the practice. “The vast majority of parents of public-school students themselves are graduates of the public education system,” he says. “Therefore, their views of what is legitimate have been shaped already by the system that they would ostensibly be critiquing.” In other words, many parents’ own history with homework might lead them to expect the same for their children, and anything less is often taken as an indicator that a school or a teacher isn’t rigorous enough. (This dovetails with—and complicates—the finding that most parents think their children have the right amount of homework.)

Barbara Stengel, an education professor at Vanderbilt University’s Peabody College, brought up two developments in the educational system that might be keeping homework rote and unexciting. The first is the importance placed in the past few decades on standardized testing, which looms over many public-school classroom decisions and frequently discourages teachers from trying out more creative homework assignments. “They could do it, but they’re afraid to do it, because they’re getting pressure every day about test scores,” Stengel says.

Second, she notes that the profession of teaching, with its relatively low wages and lack of autonomy, struggles to attract and support some of the people who might reimagine homework, as well as other aspects of education. “Part of why we get less interesting homework is because some of the people who would really have pushed the limits of that are no longer in teaching,” she says.

“In general, we have no imagination when it comes to homework,” Stengel says. She wishes teachers had the time and resources to remake homework into something that actually engages students. “If we had kids reading—anything, the sports page, anything that they’re able to read—that’s the best single thing. If we had kids going to the zoo, if we had kids going to parks after school, if we had them doing all of those things, their test scores would improve. But they’re not. They’re going home and doing homework that is not expanding what they think about.”

“Exploratory” is one word Mike Simpson used when describing the types of homework he’d like his students to undertake. Simpson is the head of the Stone Independent School, a tiny private high school in Lancaster, Pennsylvania, that opened in 2017. “We were lucky to start a school a year and a half ago,” Simpson says, “so it’s been easy to say we aren’t going to assign worksheets, we aren’t going assign regurgitative problem sets.” For instance, a half-dozen students recently built a 25-foot trebuchet on campus.

Simpson says he thinks it’s a shame that the things students have to do at home are often the least fulfilling parts of schooling: “When our students can’t make the connection between the work they’re doing at 11 o’clock at night on a Tuesday to the way they want their lives to be, I think we begin to lose the plot.”

When I talked with other teachers who did homework makeovers in their classrooms, I heard few regrets. Brandy Young, a second-grade teacher in Joshua, Texas, stopped assigning take-home packets of worksheets three years ago, and instead started asking her students to do 20 minutes of pleasure reading a night. She says she’s pleased with the results, but she’s noticed something funny. “Some kids,” she says, “really do like homework.” She’s started putting out a bucket of it for students to draw from voluntarily—whether because they want an additional challenge or something to pass the time at home.

Chris Bronke, a high-school English teacher in the Chicago suburb of Downers Grove, told me something similar. This school year, he eliminated homework for his class of freshmen, and now mostly lets students study on their own or in small groups during class time. It’s usually up to them what they work on each day, and Bronke has been impressed by how they’ve managed their time.

In fact, some of them willingly spend time on assignments at home, whether because they’re particularly engaged, because they prefer to do some deeper thinking outside school, or because they needed to spend time in class that day preparing for, say, a biology test the following period. “They’re making meaningful decisions about their time that I don’t think education really ever gives students the experience, nor the practice, of doing,” Bronke said.

The typical prescription offered by those overwhelmed with homework is to assign less of it—to subtract. But perhaps a more useful approach, for many classrooms, would be to create homework only when teachers and students believe it’s actually needed to further the learning that takes place in class—to start with nothing, and add as necessary.

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• The Journal
• Vol. 19, No. 1

The Case for (Quality) Homework

Janine Bempechat

Any parent who has battled with a child over homework night after night has to wonder: Do those math worksheets and book reports really make a difference to a student’s long-term success? Or is homework just a headache—another distraction from family time and downtime, already diminished by the likes of music and dance lessons, sports practices, and part-time jobs?

Allison, a mother of two middle-school girls from an affluent Boston suburb, describes a frenetic afterschool scenario: “My girls do gymnastics a few days a week, so homework happens for my 6th grader after gymnastics, at 6:30 p.m. She doesn’t get to bed until 9. My 8th grader does her homework immediately after school, up until gymnastics. She eats dinner at 9:15 and then goes to bed, unless there is more homework to do, in which case she’ll get to bed around 10.” The girls miss out on sleep, and weeknight family dinners are tough to swing.

Parental concerns about their children’s homework loads are nothing new. Debates over the merits of homework—tasks that teachers ask students to complete during non-instructional time—have ebbed and flowed since the late 19th century, and today its value is again being scrutinized and weighed against possible negative impacts on family life and children’s well-being.

Are American students overburdened with homework? In some middle-class and affluent communities, where pressure on students to achieve can be fierce, yes. But in families of limited means, it’s often another story. Many low-income parents value homework as an important connection to the school and the curriculum—even as their children report receiving little homework. Overall, high-school students relate that they spend less than one hour per day on homework, on average, and only 42 percent say they do it five days per week. In one recent survey by the National Assessment of Educational Progress (NAEP), a minimal 13 percent of 17-year-olds said they had devoted more than two hours to homework the previous evening (see Figure 1).

Recent years have seen an increase in the amount of homework assigned to students in grades K–2, and critics point to research findings that, at the elementary-school level, homework does not appear to enhance children’s learning. Why, then, should we burden young children and their families with homework if there is no academic benefit to doing it? Indeed, perhaps it would be best, as some propose, to eliminate homework altogether, particularly in these early grades.

On the contrary, developmentally appropriate homework plays a critical role in the formation of positive learning beliefs and behaviors, including a belief in one’s academic ability, a deliberative and effortful approach to mastery, and higher expectations and aspirations for one’s future. It can prepare children to confront ever-more-complex tasks, develop resilience in the face of difficulty, and learn to embrace rather than shy away from challenge. In short, homework is a key vehicle through which we can help shape children into mature learners.

The Homework-Achievement Connection

A narrow focus on whether or not homework boosts grades and test scores in the short run thus ignores a broader purpose in education, the development of lifelong, confident learners. Still, the question looms: does homework enhance academic success? As the educational psychologist Lyn Corno wrote more than two decades ago, “homework is a complicated thing.” Most research on the homework-achievement connection is correlational, which precludes a definitive judgment on its academic benefits. Researchers rely on correlational research in this area of study given the difficulties of randomly assigning students to homework/no-homework conditions. While correlation does not imply causality, extensive research has established that at the middle- and high-school levels, homework completion is strongly and positively associated with high achievement. Very few studies have reported a negative correlation.

As noted above, findings on the homework-achievement connection at the elementary level are mixed. A small number of experimental studies have demonstrated that elementary-school students who receive homework achieve at higher levels than those who do not. These findings suggest a causal relationship, but they are limited in scope. Within the body of correlational research, some studies report a positive homework-achievement connection, some a negative relationship, and yet others show no relationship at all. Why the mixed findings? Researchers point to a number of possible factors, such as developmental issues related to how young children learn, different goals that teachers have for younger as compared to older students, and how researchers define homework.

Certainly, young children are still developing skills that enable them to focus on the material at hand and study efficiently. Teachers’ goals for their students are also quite different in elementary school as compared to secondary school. While teachers at both levels note the value of homework for reinforcing classroom content, those in the earlier grades are more likely to assign homework mainly to foster skills such as responsibility, perseverance, and the ability to manage distractions.

Most research examines homework generally. Might a focus on homework in a specific subject shed more light on the homework-achievement connection? A recent meta-analysis did just this by examining the relationship between math/science homework and achievement. Contrary to previous findings, researchers reported a stronger relationship between homework and achievement in the elementary grades than in middle school. As the study authors note, one explanation for this finding could be that in elementary school, teachers tend to assign more homework in math than in other subjects, while at the same time assigning shorter math tasks more frequently. In addition, the authors point out that parents tend to be more involved in younger children’s math homework and more skilled in elementary-level than middle-school math.

In sum, the relationship between homework and academic achievement in the elementary-school years is not yet established, but eliminating homework at this level would do children and their families a huge disservice: we know that children’s learning beliefs have a powerful impact on their academic outcomes, and that through homework, parents and teachers can have a profound influence on the development of positive beliefs.

How Much Is Appropriate?

Harris M. Cooper of Duke University, the leading researcher on homework, has examined decades of study on what we know about the relationship between homework and scholastic achievement. He has proposed the “10-minute rule,” suggesting that daily homework be limited to 10 minutes per grade level. Thus, a 1st grader would do 10 minutes each day and a 4th grader, 40 minutes. The National Parent Teacher Association and the National Education Association both endorse this guideline, but it is not clear whether the recommended allotments include time for reading, which most teachers want children to do daily.

For middle-school students, Cooper and colleagues report that 90 minutes per day of homework is optimal for enhancing academic achievement, and for high schoolers, the ideal range is 90 minutes to two and a half hours per day. Beyond this threshold, more homework does not contribute to learning. For students enrolled in demanding Advanced Placement or honors courses, however, homework is likely to require significantly more time, leading to concerns over students’ health and well-being.

Notwithstanding media reports of parents revolting against the practice of homework, the vast majority of parents say they are highly satisfied with their children’s homework loads. The National Household Education Surveys Program recently found that between 70 and 83 percent of parents believed that the amount of homework their children had was “about right,” a result that held true regardless of social class, race/ethnicity, community size, level of education, and whether English was spoken at home.

Learning Beliefs Are Consequential

As noted above, developmentally appropriate homework can help children cultivate positive beliefs about learning. Decades of research have established that these beliefs predict the types of tasks students choose to pursue, their persistence in the face of challenge, and their academic achievement. Broadly, learning beliefs fall under the banner of achievement motivation, which is a constellation of cognitive, behavioral, and affective factors, including: the way a person perceives his or her abilities, goal-setting skills, expectation of success, the value the individual places on learning, and self-regulating behavior such as time-management skills. Positive or adaptive beliefs about learning serve as emotional and psychological protective factors for children, especially when they encounter difficulties or failure.

Motivation researcher Carol Dweck of Stanford University posits that children with a “growth mindset”—those who believe that ability is malleable—approach learning very differently than those with a “fixed mindset”—kids who believe ability cannot change. Those with a growth mindset view effort as the key to mastery. They see mistakes as helpful, persist even in the face of failure, prefer challenging over easy tasks, and do better in school than their peers who have a fixed mindset. In contrast, children with a fixed mindset view effort and mistakes as implicit condemnations of their abilities. Such children succumb easily to learned helplessness in the face of difficulty, and they gravitate toward tasks they know they can handle rather than more challenging ones.

Of course, learning beliefs do not develop in a vacuum. Studies have demonstrated that parents and teachers play a significant role in the development of positive beliefs and behaviors, and that homework is a key tool they can use to foster motivation and academic achievement.

Parents’ Beliefs and Actions Matter

It is well established that parental involvement in their children’s education promotes achievement motivation and success in school. Parents are their children’s first teachers, and their achievement-related beliefs have a profound influence on children’s developing perceptions of their own abilities, as well as their views on the value of learning and education.

Parents affect their children’s learning through the messages they send about education, whether by expressing interest in school activities and experiences, attending school events, helping with homework when they can, or exposing children to intellectually enriching experiences. Most parents view such engagement as part and parcel of their role. They also believe that doing homework fosters responsibility and organizational skills, and that doing well on homework tasks contributes to learning, even if children experience frustration from time to time.

Many parents provide support by establishing homework routines, eliminating distractions, communicating expectations, helping children manage their time, providing reassuring messages, and encouraging kids to be aware of the conditions under which they do their best work. These supports help foster the development of self-regulation, which is critical to school success.

Self-regulation involves a number of skills, such as the ability to monitor one’s performance and adjust strategies as a result of feedback; to evaluate one’s interests and realistically perceive one’s aptitude; and to work on a task autonomously. It also means learning how to structure one’s environment so that it’s conducive to learning, by, for example, minimizing distractions. As children move into higher grades, these skills and strategies help them organize, plan, and learn independently. This is precisely where parents make a demonstrable difference in students’ attitudes and approaches to homework.

Especially in the early grades, homework gives parents the opportunity to cultivate beliefs and behaviors that foster efficient study skills and academic resilience. Indeed, across age groups, there is a strong and positive relationship between homework completion and a variety of self-regulatory processes. However, the quality of parental help matters. Sometimes, well-intentioned parents can unwittingly undermine the development of children’s positive learning beliefs and their achievement. Parents who maintain a positive outlook on homework and allow their children room to learn and struggle on their own, stepping in judiciously with informational feedback and hints, do their children a much better service than those who seek to control the learning process.

A recent study of 5th and 6th graders’ perceptions of their parents’ involvement with homework distinguished between supportive and intrusive help. The former included the belief that parents encouraged the children to try to find the right answer on their own before providing them with assistance, and when the child struggled, attempted to understand the source of the confusion. In contrast, the latter included the perception that parents provided unsolicited help, interfered when the children did their homework, and told them how to complete their assignments. Supportive help predicted higher achievement, while intrusive help was associated with lower achievement.

Parents’ attitudes and emotions during homework time can support the development of positive attitudes and approaches in their children, which in turn are predictive of higher achievement. Children are more likely to focus on self-improvement during homework time and do better in school when their parents are oriented toward mastery. In contrast, if parents focus on how well children are doing relative to peers, kids tend to adopt learning goals that allow them to avoid challenge.

Homework and Social Class

Social class is another important element in the homework dynamic. What is the homework experience like for families with limited time and resources? And what of affluent families, where resources are plenty but the pressures to succeed are great?

Etta Kralovec and John Buell, authors of The End of Homework, maintain that homework “punishes the poor,” because lower-income parents may not be as well educated as their affluent counterparts and thus not as well equipped to help with homework. Poorer families also have fewer financial resources to devote to home computers, tutoring, and academic enrichment. The stresses of poverty—and work schedules—may impinge, and immigrant parents may face language barriers and an unfamiliarity with the school system and teachers’ expectations.

Yet research shows that low-income parents who are unable to assist with homework are far from passive in their children’s learning, and they do help foster scholastic performance. In fact, parental help with homework is not a necessary component for school success.

Brown University’s Jin Li queried low-income Chinese American 9th graders’ perceptions of their parents’ engagement with their education. Students said their immigrant parents rarely engaged in activities that are known to foster academic achievement, such as monitoring homework, checking it for accuracy, or attending school meetings or events. Instead, parents of higher achievers built three social networks to support their children’s learning. They designated “anchor” helpers both inside and outside the family who provided assistance; identified peer models for their children to emulate; and enlisted the assistance of extended kin to guide their children’s educational socialization. In a related vein, a recent analysis of survey data showed that Asian and Latino 5th graders, relative to native-born peers, were more likely to turn to siblings than parents for homework help.

Further, research demonstrates that low-income parents, recognizing that they lack the time to be in the classroom or participate in school governance, view homework as a critical connection to their children’s experiences in school. One study found that mothers enjoyed the routine and predictability of homework and used it as a way to demonstrate to children how to plan their time. Mothers organized homework as a family activity, with siblings doing homework together and older children reading to younger ones. In this way, homework was perceived as a collective practice wherein siblings could model effective habits and learn from one another.

In another recent study, researchers examined mathematics achievement in low-income 8th-grade Asian and Latino students. Help with homework was an advantage their mothers could not provide. They could, however, furnish structure (for example, by setting aside quiet time for homework completion), and it was this structure that most predicted high achievement. As the authors note, “It is . . . important to help [low-income] parents realize that they can still help their children get good grades in mathematics and succeed in school even if they do not know how to provide direct assistance with their child’s mathematics homework.”

The homework narrative at the other end of the socioeconomic continuum is altogether different. Media reports abound with examples of students, mostly in high school, carrying three or more hours of homework per night, a burden that can impair learning, motivation, and well-being. In affluent communities, students often experience intense pressure to cultivate a high-achieving profile that will be attractive to elite colleges. Heavy homework loads have been linked to unhealthy symptoms such as heightened stress, anxiety, physical complaints, and sleep disturbances. Like Allison’s 6th grader mentioned earlier, many students can only tackle their homework after they do extracurricular activities, which are also seen as essential for the college résumé. Not surprisingly, many students in these communities are not deeply engaged in learning; rather, they speak of “doing school,” as Stanford researcher Denise Pope has described, going through the motions necessary to excel, and undermining their physical and mental health in the process.

Fortunately, some national intervention initiatives, such as Challenge Success (co-founded by Pope), are heightening awareness of these problems. Interventions aimed at restoring balance in students’ lives (in part, by reducing homework demands) have resulted in students reporting an increased sense of well-being, decreased stress and anxiety, and perceptions of greater support from teachers, with no decrease in achievement outcomes.

What is good for this small segment of students, however, is not necessarily good for the majority. As Jessica Lahey wrote in Motherlode, a New York Times parenting blog, “homework is a red herring” in the national conversation on education. “Some otherwise privileged children may have too much, but the real issue lies in places where there is too little. . . . We shouldn’t forget that.”

My colleagues and I analyzed interviews conducted with lower-income 9th graders (African American, Mexican American, and European American) from two Northern California high schools that at the time were among the lowest-achieving schools in the state. We found that these students consistently described receiving minimal homework—perhaps one or two worksheets or textbook pages, the occasional project, and 30 minutes of reading per night. Math was the only class in which they reported having homework each night. These students noted few consequences for not completing their homework.

Indeed, greatly reducing or eliminating homework would likely increase, not diminish, the achievement gap. As Harris M. Cooper has commented, those choosing to opt their children out of homework are operating from a place of advantage. Children in higher-income families benefit from many privileges, including exposure to a larger range of language at home that may align with the language of school, access to learning and cultural experiences, and many other forms of enrichment, such as tutoring and academic summer camps, all of which may be cost-prohibitive for lower-income families. But for the 21 percent of the school-age population who live in poverty—nearly 11 million students ages 5–17—homework is one tool that can help narrow the achievement gap.

Community and School Support

Often, community organizations and afterschool programs can step up to provide structure and services that students’ need to succeed at homework. For example, Boys and Girls and 4-H clubs offer volunteer tutors as well as access to computer technology that students may not have at home. Many schools provide homework clubs or integrate homework into the afterschool program.

Home-school partnerships have succeeded in engaging parents with homework and significantly improving their children’s academic achievement. For example, Joyce Epstein of Johns Hopkins University has developed the TIPS model (Teachers Involve Parents in Schoolwork), which embraces homework as an integral part of family time. TIPS is a teacher-designed interactive program in which children and a parent or family member each have a specific role in the homework scenario. For example, children might show the parent how to do a mathematics task on fractions, explaining their reasoning along the way and reviewing their thinking aloud if they are unsure.

Evaluations show that elementary and middle-school students in classrooms that have adopted TIPS complete more of their homework than do students in other classrooms. Both students and parent participants show more positive beliefs about learning mathematics, and TIPS students show significant gains in writing skills and report-card science grades, as well as higher mathematics scores on standardized tests.

Another study found that asking teachers to send text messages to parents about their children’s missing homework resulted in increased parental monitoring of homework, consequences for missed assignments, and greater participation in parent-child conferences. Teachers reported fewer missed assignments and greater student effort in coursework, and math grades and GPA significantly improved.

Homework Quality Matters

Teachers favor homework for a number of reasons. They believe it fosters a sense of responsibility and promotes academic achievement. They note that homework provides valuable review and practice for students while giving teachers feedback on areas where students may need more support. Finally, teachers value homework as a way to keep parents connected to the school and their children’s educational experiences.

While students, to say the least, may not always relish the idea of doing homework, by high school most come to believe there is a positive relationship between doing homework and doing well in school. Both higher and lower achievers lament “busywork” that doesn’t promote learning. They crave high-quality, challenging assignments—and it is this kind of homework that has been associated with higher achievement.

What constitutes high-quality homework? Assignments that are developmentally appropriate and meaningful and that promote self-efficacy and self-regulation. Meaningful homework is authentic, allowing students to engage in solving problems with real-world relevance. More specifically, homework tasks should make efficient use of student time and have a clear purpose connected to what they are learning. An artistic rendition of a period in history that would take hours to complete can become instead a diary entry in the voice of an individual from that era. By allowing a measure of choice and autonomy in homework, teachers foster in their students a sense of ownership, which bolsters their investment in the work.

High-quality homework also fosters students’ perceptions of their own competence by 1) focusing them on tasks they can accomplish without help; 2) differentiating tasks so as to allow struggling students to experience success; 3) providing suggested time frames rather than a fixed period of time in which a task should be completed; 4) delivering clearly and carefully explained directions; and 5) carefully modeling methods for attacking lengthy or complex tasks. Students whose teachers have trained them to adopt strategies such as goal setting, self-monitoring, and planning develop a number of personal assets—improved time management, increased self-efficacy, greater effort and interest, a desire for mastery, and a decrease in helplessness.

Excellence with Equity

Currently, the United States has the second-highest disparity between time spent on homework by students of low socioeconomic status and time spent by their more-affluent peers out of the 34 OECD-member nations participating in the 2012 Program for International Student Assessment (PISA) (see Figure 2). Noting that PISA studies have consistently found that spending more time on math homework strongly correlates with higher academic achievement, the report’s authors suggest that the homework disparity may reflect lower teacher expectations for low-income students. If so, this is truly unfortunate. In and of itself, low socioeconomic status is not an impediment to academic achievement when appropriate parental, school, and community supports are deployed. As research makes clear, low-income parents support their children’s learning in varied ways, not all of which involve direct assistance with schoolwork. Teachers can orient students and parents toward beliefs that foster positive attitudes toward learning. Indeed, where homework is concerned, a commitment to excellence with equity is both worthwhile and attainable.

In affluent communities, parents, teachers, and school districts might consider reexamining the meaning of academic excellence and placing more emphasis on leading a balanced and well-rounded life. The homework debate in the United States has been dominated by concerns over the health and well-being of such advantaged students. As legitimate as these worries are, it’s important to avoid generalizing these children’s experiences to those with fewer family resources. Reducing or eliminating homework, though it may be desirable in some advantaged communities, would deprive poorer children of a crucial and empowering learning experience. It would also eradicate a fertile opportunity to help close the achievement gap.

Janine Bempechat is clinical professor of human development at the Boston University Wheelock College of Education and Human Development.

An unabridged version of this article is available here .

For more, please see “ The Top 20 Education Next Articles of 2023 .”

This article appeared in the Winter 2019 issue of Education Next . Suggested citation format:

Bempechat, J. (2019). The Case for (Quality) Homework: Why it improves learning, and how parents can help . Education Next, 19 (1), 36-43.

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In the News: What’s the Right Amount of Homework? Many Students Get Too Little, Brief Argues

by Education Next

In the News: Down With Homework, Say U.S. School Districts

In the News: Does Homework Really Help Students Learn?

• Our Mission

What’s the Right Amount of Homework?

Decades of research show that homework has some benefits, especially for students in middle and high school—but there are risks to assigning too much.

Many teachers and parents believe that homework helps students build study skills and review concepts learned in class. Others see homework as disruptive and unnecessary, leading to burnout and turning kids off to school. Decades of research show that the issue is more nuanced and complex than most people think: Homework is beneficial, but only to a degree. Students in high school gain the most, while younger kids benefit much less.

The National PTA and the National Education Association support the “ 10-minute homework guideline ”—a nightly 10 minutes of homework per grade level. But many teachers and parents are quick to point out that what matters is the quality of the homework assigned and how well it meets students’ needs, not the amount of time spent on it.

The guideline doesn’t account for students who may need to spend more—or less—time on assignments. In class, teachers can make adjustments to support struggling students, but at home, an assignment that takes one student 30 minutes to complete may take another twice as much time—often for reasons beyond their control. And homework can widen the achievement gap, putting students from low-income households and students with learning disabilities at a disadvantage.

However, the 10-minute guideline is useful in setting a limit: When kids spend too much time on homework, there are real consequences to consider.

Small Benefits for Elementary Students

As young children begin school, the focus should be on cultivating a love of learning, and assigning too much homework can undermine that goal. And young students often don’t have the study skills to benefit fully from homework, so it may be a poor use of time (Cooper, 1989 ; Cooper et al., 2006 ; Marzano & Pickering, 2007 ). A more effective activity may be nightly reading, especially if parents are involved. The benefits of reading are clear: If students aren’t proficient readers by the end of third grade, they’re less likely to succeed academically and graduate from high school (Fiester, 2013 ).

For second-grade teacher Jacqueline Fiorentino, the minor benefits of homework did not outweigh the potential drawback of turning young children against school at an early age, so she experimented with dropping mandatory homework. “Something surprising happened: They started doing more work at home,” Fiorentino writes . “This inspiring group of 8-year-olds used their newfound free time to explore subjects and topics of interest to them.” She encouraged her students to read at home and offered optional homework to extend classroom lessons and help them review material.

Moderate Benefits for Middle School Students

As students mature and develop the study skills necessary to delve deeply into a topic—and to retain what they learn—they also benefit more from homework. Nightly assignments can help prepare them for scholarly work, and research shows that homework can have moderate benefits for middle school students (Cooper et al., 2006 ). Recent research also shows that online math homework, which can be designed to adapt to students’ levels of understanding, can significantly boost test scores (Roschelle et al., 2016 ).

There are risks to assigning too much, however: A 2015 study found that when middle school students were assigned more than 90 to 100 minutes of daily homework, their math and science test scores began to decline (Fernández-Alonso, Suárez-Álvarez, & Muñiz, 2015 ). Crossing that upper limit can drain student motivation and focus. The researchers recommend that “homework should present a certain level of challenge or difficulty, without being so challenging that it discourages effort.” Teachers should avoid low-effort, repetitive assignments, and assign homework “with the aim of instilling work habits and promoting autonomous, self-directed learning.”

In other words, it’s the quality of homework that matters, not the quantity. Brian Sztabnik, a veteran middle and high school English teacher, suggests that teachers take a step back and ask themselves these five questions :

• How long will it take to complete?
• Have all learners been considered?
• Will an assignment encourage future success?
• Will an assignment place material in a context the classroom cannot?
• Does an assignment offer support when a teacher is not there?

More Benefits for High School Students, but Risks as Well

By the time they reach high school, students should be well on their way to becoming independent learners, so homework does provide a boost to learning at this age, as long as it isn’t overwhelming (Cooper et al., 2006 ; Marzano & Pickering, 2007 ). When students spend too much time on homework—more than two hours each night—it takes up valuable time to rest and spend time with family and friends. A 2013 study found that high school students can experience serious mental and physical health problems, from higher stress levels to sleep deprivation, when assigned too much homework (Galloway, Conner, & Pope, 2013 ).

Homework in high school should always relate to the lesson and be doable without any assistance, and feedback should be clear and explicit.

Teachers should also keep in mind that not all students have equal opportunities to finish their homework at home, so incomplete homework may not be a true reflection of their learning—it may be more a result of issues they face outside of school. They may be hindered by issues such as lack of a quiet space at home, resources such as a computer or broadband connectivity, or parental support (OECD, 2014 ). In such cases, giving low homework scores may be unfair.

Since the quantities of time discussed here are totals, teachers in middle and high school should be aware of how much homework other teachers are assigning. It may seem reasonable to assign 30 minutes of daily homework, but across six subjects, that’s three hours—far above a reasonable amount even for a high school senior. Psychologist Maurice Elias sees this as a common mistake: Individual teachers create homework policies that in aggregate can overwhelm students. He suggests that teachers work together to develop a school-wide homework policy and make it a key topic of back-to-school night and the first parent-teacher conferences of the school year.

Parents Play a Key Role

Homework can be a powerful tool to help parents become more involved in their child’s learning (Walker et al., 2004 ). It can provide insights into a child’s strengths and interests, and can also encourage conversations about a child’s life at school. If a parent has positive attitudes toward homework, their children are more likely to share those same values, promoting academic success.

But it’s also possible for parents to be overbearing, putting too much emphasis on test scores or grades, which can be disruptive for children (Madjar, Shklar, & Moshe, 2015 ). Parents should avoid being overly intrusive or controlling—students report feeling less motivated to learn when they don’t have enough space and autonomy to do their homework (Orkin, May, & Wolf, 2017 ; Patall, Cooper, & Robinson, 2008 ; Silinskas & Kikas, 2017 ). So while homework can encourage parents to be more involved with their kids, it’s important to not make it a source of conflict.

Studies Show Homework Isn't Beneficial in Elementary School, so Why Does It Exist?

It's time for parents to help change homework policies for young kids.

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As a rule-follower and the kind of person who enjoys task completion so much that folding laundry can feel therapeutic, I didn’t anticipate having a problem with homework. That also had something to do with my kid, who regularly requested “homewurt” starting at age 3. An accomplished mimic, she’d pull a chair up alongside a table of middle-schoolers at the public library, set out a sheet of paper, and begin chewing the end of a pencil, proudly declaring, “I do my homewurt!”

But the real thing quickly disappointed us both. She found first grade’s nightly math worksheets excruciating, both uninteresting and difficult. I found pulling her away from pretend games for something that left her in tears excruciating, both undermining and cruel.

Our story is complex but not uncommon. Cathy Vatterott, a professor of education at the University of Missouri, St. Louis who’s better known as the “ Homework Lady ” says, “Parent activism about homework has really increased over the last 5 to 7 years.” Acton, Massachusetts librarian Amy Reimann says her daughter's district recently overhauled its policy. Now, no school issues homework before third grade , and it's not expected nightly until seventh. In 2017, Marion County, Florida eliminated all elementary homework aside from 20 minutes of reading (or being read to) at night. The result? After moving to a school with a no-homework policy in Berkeley, California, parent Allison Busch Zulawski said: “Our kids are happier, I’m happier, and there are no academic downsides.” If you're looking to make a similar change at your school, check out the stats you'll need to bolster your argument below, followed by some strategies you can use with your school's administration.

Is homework even beneficial to students? Arm yourself with the stats before you storm the school.

If you want to go in with the most effective arguments for changing your school's homework policy, you'll have to, um, do your homework (or use this cheat sheet).

Giving up homework in the younger grades has no academic impact.

There's a bit of disagreement among scholars over the academic value of homework. Duke professor Harris Cooper, Ph.D., who has studied the issue, says that the best studies show "consistent small positive effects." But others have questioned whether any impact of doing homework on tests scores and/or grades has been proven. And most academics seem to agree that what little bump homework gives doesn't start until middle school or later. What does all this mean? In his book The Homework Myth , writer and researcher Alfie Kohn concludes, “There is no evidence of any academic benefit from homework in elementary school."

There is clear evidence on a related point though: Reading self-selected material boosts literacy. That’s why many elementary schools are moving toward homework policies that require reading, or being read to, rather than problems or exercises. (Once kids get to middle and high school, the homework debate generally shifts to “how much” and “what kind” rather than “whether.”)

Many agree with educators like Linda Long, a fourth-grade teacher at a different San Francisco school, who sees the value in “just the act of taking a piece of paper home and bringing it back” for building organizational skills and responsibility. But Good Housekeeping was able to find no research demonstrating that this is the case at the elementary level prior to grade five. And research showing that doing homework increases conscientiousness in grades 5 through 8 appears to be thin. What’s more, the many children who don’t complete homework fastidiously have the opposite lesson reinforced: that duties can be ignored or completed hastily.

Homework is more harmful than helpful to families.

Long sees another upside of elementary homework, saying, “It helps families be aware of what their children are learning in the classroom.” Professor Cooper adds, "Homework can give parents an opportunity to express positive attitudes toward achievement."

But there are lots of ways for parents to do these things, from quarterly teacher updates like the ones Fairmount Elementary School instituted when eliminating homework, to parents sifting through the completed classwork that comes home in backpacks. And asking parents to police homework can damage family relationships by creating power struggles and resentment. In a September 2019 poll of approximately 800 parents conducted by the tech company Narbis, 65% reported that the stress of homework had negatively affected their family dynamic. Academic studies show that this family stress increases as homework load increases.

Homework can also have a negative impact on children’s attitudes toward school. Take the story of Sarah Bloomquist Greathouse of Felton, California. “My fourth-grader has always had such a hard time with liking school,” she says. “This year is the first year we have no worksheets or other busywork. This is the first year my son has actually enjoyed going to school.” As Vicki Abeles puts it in Beyond Measure , “Homework overload steals from young minds the desire to learn.”

Homework eats up time that could be spent doing something more beneficial.

For some students, time spent doing homework displaces after-school activities — like imaginative play, outdoor time, sibling bonding, physical activity, socializing, and reading purely for pleasure — that are shown to be neurologically and developmentally beneficial.

For others, homework provides important scaffolding for free time. (Long says, “I’m more inclined to give homework to my kids who I know just go home and are playing Fortnite for five hours.”) Some argue a no-homework policy leaves a void that only wealthier families can afford to fill with enrichment. That’s why a lot of parents are throwing their weight behind optional policies that provide homework but let families determine whether doing it will improve their child’s life.

Another important displacement concern is sleep. “If parents and teachers are worried about academics and behavior in school then they don’t need homework, they need sleep,” says Heather Shumaker of Traverse City, Michigan, author of It’s OK to Go Up The Slide: Renegade Rules for Raising Confident and Creative Kids , which covers banning homework in elementary school. "The more sleep kids get, the better their memory, the better their learning, the better their focus, the better they’ll do on all the tests, being able to control their impulses, and so on.”

What do you do if you don't agree with the amount of homework your kids get at school?

Don’t worry, you don’t have to be as annoying as me to change your situation. There are multiple ways to push back against homework, each suited to a different personality type. That said, we can all learn a little something from every take.

Introvert Parent

You'd like your child to have less homework, but you don't want to make a huge thing of it.

Rallier Parent

You've read the research, and you're ready to gather others and take the whole system down.

Conflict-Avoidant Parent

You're bad at confrontation, but you want your student's homework stress to be known.

Hands-off Parent

You don't think it's good for anyone when your kids' assignments become your homework.

.css-1uyiddd{display:-webkit-box;display:-webkit-flex;display:-ms-flexbox;display:flex;--data-embed-display:flex;-webkit-align-items:center;-webkit-box-align:center;-ms-flex-align:center;align-items:center;margin-bottom:0.9375rem;}@media(min-width: 20rem){.css-1uyiddd{width:50%;margin-right:1rem;margin-left:0rem;float:left;clear:left;}}@media(min-width: 30rem){.css-1uyiddd{width:40%;margin-right:1rem;margin-left:0rem;float:left;clear:left;}}@media(min-width: 40.625rem){.css-1uyiddd{width:30%;margin-right:1rem;margin-left:0rem;float:left;clear:left;}}@media(min-width: 48rem){.css-1uyiddd{width:30%;margin-right:1rem;margin-left:0rem;float:left;clear:left;}}@media(min-width: 64rem){.css-1uyiddd{width:20%;margin-right:1rem;margin-left:0rem;float:left;clear:left;}}@media(min-width: 73.75rem){.css-1uyiddd{width:20%;margin-right:1rem;margin-left:0rem;float:left;clear:left;}}@media(min-width: 75rem){.css-1uyiddd{width:20%;margin-right:1rem;margin-left:0rem;float:left;clear:left;}}@media(min-width: 90rem){.css-1uyiddd{width:20%;margin-right:1rem;margin-left:0rem;float:left;clear:left;}}.css-1uyiddd.size-screenheight img{width:auto;height:85vh;}.css-1uyiddd img:not([data-dynamic-svg]){display:block;width:100%;height:auto;-webkit-align-self:flex-start;-ms-flex-item-align:flex-start;align-self:flex-start;}.css-1uyiddd a{display:-webkit-inline-box;display:-webkit-inline-flex;display:-ms-inline-flexbox;display:inline-flex;position:var(--position, relative);}.css-1uyiddd a span{right:1rem;} .css-78jldq{padding-left:0rem;} For the Introvert Parent: Inform Your Teacher of a Family No-Homework Policy

Some parents focus on winning an exception to the rule rather than challenging it. Teresa Douglas’s daughter read voraciously — until, that is, she was required to log her minutes in a daily time log. The Vancouver, British Columbia mom wrote the teacher a note explaining the situation, declaring her intent to excuse her daughter from doing homework, and offering to provide relevant research. “I received zero pushback,” she says. Pretty much the same thing happened for a Sacramento, California parent (who didn’t wish to be named due to her role in that state’s government). She told her sons’ teachers they would not be doing any homework, aside from reading, unless the teacher could provide research proving it beneficial. That was the end of that.

Straight-up refusal to comply is the same approach I’ve taken when asked to sign off on my kids’ work while my advocacy efforts were ongoing. I thought my signature would imply my child couldn’t be trusted, and I knew it would put us on course for the type of shared academic responsibility, and ultimately dependence, decried in How to Raise an Adult , a book by former Stanford University Dean of Freshmen Julie Lythcott-Haims. So every year, I emailed my kids’ teachers, explaining my reasoning and offering alternatives, like having my children put their own initials in that spot. Some teachers weren't pleased, and I have to admit my kids initially felt mortified, but I held firm and everyone wound up happy with the arrangement.

Critical, independent thinking is also what Kang Su Gatlin, a Seattle, Washington dad, is after. He gives his son the option to do school-assigned homework or exercises chosen by his parents. When the fifth-grader picks the school’s problems, he’s allowed to skip the ones drilling concepts he’s already mastered. “At least in the jobs I’ve had,” says Gatlin, who currently works for Microsoft, “it’s not just how you do your job, but also knowing what work isn't worth doing.”

Some worry that going this route will upset their child's teacher, and it's possible. But when Long was asked what she’d do if a parent presented her with research-backed arguments that disagree with her homework philosophy, she replied, “I would read it, and it would probably change my opinion. And I would also be flexible with the individual family.”

For the Rallier Parent: Gather Reinforcements and Tell Your PTA Why Students Should Have No Homework

Many parents don’t stop with their own child. When the first edition of Vatterott’s book Rethinking Homework was published in 2009, she says, it was a relatively fringe thing, but now, “We’re talking about a real movement.”

Shumaker, the Michigan author and one of the most prominent figures in the movement, knows initiating this kind of conversation with a teacher can be terrifying, so she recommends having company: “Maybe you want to bring in another parent in the class who feels similarly or who is even just willing to sit next to you,” she says. Or broach the subject in a group setting. Shumaker tells a story that reminds me of every back-to-school night I’ve ever attended: “One of the parents raised a hand and said, ‘My child is having such a hard time with math. She spends hours on it every night, and she can’t get through all the problems.’ There was this huge sigh of relief from all the other parents in the room, because they’d had the same problem.”

So, talk to other parents. Bring the issue to the PTA. For petitions, surveys, and templates you can use when writing to a teacher, reaching out to other parents, and commenting at PTA and school board meetings, see The Case Against Homework by Sara Bennett and Nancy Kalish. It’s packed with step-by-step advocacy advice, including ideas for a variety of non-traditional homework policies (e.g., “No-Homework Wednesdays”).

For the Conflict-Avoidant Parent: Sometimes It Just Takes One Homework Question

If all this sounds like a bit much, Vatterott recommends an approach based on inquiry and information-sharing.

Begin by asking whether there's a fixed policy, either in the classroom or at the school. “You can’t believe how many schools have a policy that the teachers don't follow,” Vatterott notes. Often it’s one based on guidelines endorsed by the National Education Association: about 10 minutes per night in the first grade, and 10 more minutes added on for each successive grade (e.g., 20 minutes for second grade, 50 for fifth). “Sometimes all that’s needed is to say, ‘Can we make the homework requirement weekly rather than daily?’” she says.

Experts also recommend starting with what psychologists call “I statements,” because teachers aren’t mind-readers. Put a note on each assignment saying, “My child spent 40 minutes on this.” Since research shows teachers often underestimate the amount of time homework takes by about 50% , Vatterott reports, passing along this info can be enough to make assignments less onerous. Other simple statements of fact include:

• “Luna isn’t getting enough downtime in the afternoon."
• “Cynthia told me today, ‘I hate homework and I hate school.’”
• “Dante is losing sleep to finish his work.”

Try to find some way, Vatterott says, to not feel embarrassed or guilty about telling the teacher, even in a roundabout way, “This is too much.”

For the Hands-off Parent: Just Take Yourself Out of the Equation

Not everyone agrees on the level of parental involvement required in homework assignments. Reading all that research also taught me that intrinsic motivation is the more effective , longer-lasting kind. So during the years when I tried to get the school-wide policy changed, I also told my kids that homework is between them and their teacher. If they decided to do it, great; if they chose not to, the consequences were up to them to negotiate.

Third-grade mom Anna Gracia did the same thing, and her oldest, a third-grader, opted to take a pass on homework. When the teacher explained that the class had a star chart for homework with Gracia’s kid listed in last place, she asked whether her daughter seemed to mind. Her daughter didn't. Gracia asked if her daughter was behind in a particular subject or needed to practice certain skills. "No, but homework helps kids learn responsibility," the teacher replied. “How does it teach my kid that, if I’m the one who has to remind her to do it?” she asked. In the end, Gracia stayed out of it: “I said the teacher could take it up directly with my daughter, but I would not be having any conversations about homework at home unless she could point to a demonstrable need for her to do it.”

I’m happy to report my now fifth-grader takes complete ownership over her nightly "homewurt." And after the most recent round of parent-teacher conferences, neither her teacher nor Gracia’s daughter’s had any complaints.

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Gail Cornwall is a former public school teacher and recovering lawyer who now works as a stay-at-home mom and writes about parenthood. Born in St. Louis and raised in the Bay Area, she’s a serial monogamist of urban living who resided in Berkeley, New York, DC, Boston, and Seattle before committing to San Francisco. You can find Gail on Facebook and Twitter, or read more at gailcornwall.com.

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Homework and achievement: Explaining the different strengths of relation at the elementary and secondary school levels

• Published: December 1999
• Volume 3 , pages 295–317, ( 1999 )

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• Laura Muhlenbruck 1 ,
• Harris Cooper 1 ,
• Barbara Nye 2 &
• James J. Lindsay 1  

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Four explanations were tested for why the correlation between homework and achievement is weaker in elementary school than secondary school. Eighty-two teachers answered questions about their homework practices, and their responses were related to their students' achievement test scores. No evidence was found to suggest the weaker correlation in elementary school associated with a restricted variation in amounts of homework in early grades nor that teachers assigned more homework to poor-performing classes. Evidence did suggest that teachers in early grades assigned homework more often to develop young students' management of time, a skill rarely measured on standardized achievement tests. Also consistent with this hypothesis, elementary school teachers were more likely to use homework to review class material and to go over homework in class, while secondary school teachers more often used homework to prepare for and enrich class lessons. Finally, there was weak evidence that young students who were struggling in school took more time to complete homework assignments.

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Muhlenbruck, L., Cooper, H., Nye, B. et al. Homework and achievement: Explaining the different strengths of relation at the elementary and secondary school levels. Social Psychology of Education 3 , 295–317 (1999). https://doi.org/10.1023/A:1009680513901

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Sverdlovsk Oblast

Natural resources

Early history, medieval history and russian expansion, rise of the mining-metallurgical era, soviet ural, post-soviet transition, administrative divisions, demographics, settlements, ethnic groups, chairmen of the oblast duma, chairmen of the house of representatives of the legislative assembly, economy and transportation, sister relationships, notable people, external links.

Most of the oblast is spread over the eastern slopes of the Middle and North Urals and the Western Siberian Plain . Only in the southwest does the oblast stretch onto the western slopes of the Ural Mountains .

The highest mountains all rise in the North Urals, Konzhakovsky Kamen at 1,569 metres (5,148   ft) and Denezhkin Kamen at 1,492 metres (4,895   ft) . The Middle Urals is mostly hilly country with no discernible peaks; the mean elevation is closer to 300 to 500 metres (980 to 1,640   ft) above sea level. [9] Principal rivers include the Tavda , the Tura , the Chusovaya , and the Ufa , the latter two being tributaries of the Kama .

Sverdlovsk Oblast borders with, clockwise from the west, Perm Krai , the Komi Republic , Khanty–Mansi Autonomous Okrug , Tyumen Oblast , Kurgan , and Chelyabinsk Oblasts , and the Republic of Bashkortostan .

The area is traversed by the northeasterly line of equal latitude and longitude.

Rich in natural resources, the oblast is especially famous for metals ( iron , copper , gold , platinum ), minerals ( asbestos , gemstones , talcum ), marble and coal . It is mostly here that the bulk of Russian industry was concentrated in the 18th and 19th centuries.

The area has continental climate patterns, with long cold winters (average temperatures reaching −15   °C (5   °F) to −25   °C (−13   °F) on the Western Siberian Plain) and short warm summers. Only in the southeast of the oblast do temperatures reach +30   °C (86   °F) in July.

• You can help expand this section with text translated from the corresponding article in Russian . (November 2020) Click [show] for important translation instructions. View a machine-translated version of the Russian article.

The territory of the region has been inhabited since ancient times. Numerous sites of ancient people were discovered, dating from the Paleolithic to the Iron Age. The Upper Paleolithic includes the Garinsky site on the right bank of the Sosva river near the village of Gari , the site in the Shaitansky grotto, and the site in the Bezymyanny cave (X millennium BC). [10] [11] In 1890, the 11 thousand years old (Mesolithic) Shigir idol was discovered. [12]

A settlement and a burial ground in the Kalmatsky Brod tract are located on the right bank of the Iset river and date back to the Sarmatian time (from the 3rd century BC to the 2nd century AD). They belong to the Kalmak archaeological culture. In the Kalmatsky Brod burial ground, the skeletal skulls were strongly deformed by tight bandaging in early childhood, which indicates the penetration of steppe ethnic elements to the north. [13]

There are numerous pictograms on the Koptelovsky stone, on the Oblique stone, on the Two-eyed stone, Starichnaya, Serginskaya, the rock paintings of the Bronze Age on the Neyva River, Tagil River (villages Brekhovaya, Gaevaya, Komelskaya), rock carvings on Shaitan-Kamen on the right bank of the Rezh river tied to indigenous Ural population, possibly speakers of a Ugric language . [14] [15] The Gostkovskaya Pisanitsa refers to the Middle Ages. [12]

Before the first Russian colonists arrived to the region, it was populated by various Turkic and Ugrian tribes. By the 16th century, when the Middle Urals were under influence of various Tatar khanates, the strongest local state was the Vogul Pelym principality with its center in Pelym .

The Russian conquest of the Khanate of Kazan in the 1550s paved the way further east, which was now free from Tatar depredations (see Yermak Timofeyevich ). The first surviving Russian settlements in the area date back to the late 16th   – early 17th centuries ( Verkhoturye , 1598; Turinsk , 1600; Irbit , 1633; Alapayevsk , 1639). At that time, those small trading posts were governed under Siberian administration in Tobolsk . After the 1708 administrative reform, Verkhoturye, Pelym and Turinsk became a part of the new Siberian Governorate , in 1737 their territories were assigned to the Kazan Governorate .

During the 18th century, rich resources of iron and coal made Ural an industrial heartland of Russia. After getting control over Ural mines, the Demidov family put the region in the forefront of Russian industrialization. Yekaterinburg , Nevyansk and Tagil ironworks, founded in the 1700s to 1720s, soon joined the ranks of the major producers in Europe. Throughout the 18th and 19th century those newly founded factory towns enjoyed a status of special mining-metallurgical districts allowed to have a certain rate of financial and proprietary autonomy. During the 1781 reform middle Ural finally got its own regional administration in the form of the Perm Governorate .

When in 1812 the Russian government legalized gold digging for its citizens, Middle Ural became a center of gold mining. Entrepreneurs of the Perm Governorate also started the gold rush in West Siberia, soon Yekaterinburgers began to dominate the Russian market of precious metals and gemstones.

After the emancipation reform of 1861 , major Middle Uralian industries that were heavily dependent on serf labor entered decline, although it also allowed light industry to thrive. In 1878, Perm and Yekaterinburg were connected with a railroad, in 1888, railroads reached Tyumen , and ultimately, in 1897, Yekaterinburg joined the Trans-Siberian network . Emergence of railroad transportation helped to revitalize economy of Ural.

The Bolsheviks established their power in Yekaterinburg and Perm during the first days of the October Revolution of 1917. In early 1918 the dethroned Czar Nicholas II and his family were transferred under custody to Yekaterinburg. Local Bolsheviks decided autonomously to execute the royal family on July 17, 1918, to prevent its rescue of by the approaching White Army forces. Ten days later Yekaterinburg was captured by the Czechoslovak troops of Sergei Wojciechowski . For the next year the Anti-bolshevik forces took control over the region. On 19 August 1918, Provisional Government of Ural was formed in Yekaterinburg by a coalition of liberal and democratic socialist parties, it was supposed to serve as a buffer between the Komuch and Provisional Siberian governments. After the Kolchak coup d'état in Omsk in November 1918, the Government of Ural was disbanded.

In July 1919, in the course of the Yekaterinburg offense, Yekaterinburg and the surrounding areas were recaptured by the Red Army forces under command of Vasily Shorin . On the July 15th, the Perm Governorate was split by the Soviets and the east, for the first time in history, became a separate region, the Yekaterinburg Governorate. It was soon abolished and replaced by the Ural Oblast (1923-1934).

In the 1930s many industrial enterprises were established and built with the help of forced labour. [16] Local industry received another impetus during World War II, when important producing facilities were relocated here from the European part of Russia to safeguard them from the advancing Germans (for example, IMZ-Ural , Kamensk-Uralsky Metallurgical Works ). In the postwar period much of the region was off-limits to foreigners. It was over Sverdlovsk that the American U-2 spy plane pilot Gary Powers was shot down on May 1, 1960, while on a reconnaissance mission.

In 1979, there was an anthrax outbreak caused by an accident in a facility to develop biological weapons.

In 1993, Governor Eduard Rossel responded to perceived economic inequality by attempting to create a " Ural Republic ." Sverdlovsk led the "Urals Five" ( Kurgan Oblast , Orenburg Oblast , Perm Krai , Chelyabinsk Oblast and Sverdlovsk) in a call for greater regional power. They argued that the oblasts deserved as much power as the ethnic homeland republics . The Urals Republic Constitution went into effect on October 27, 1993. Then Russian President Boris Yeltsin dissolved the Urals Republic and the Sverdlovsk Parliament 10 days later (on November 9).

Population : 4,268,998   ( 2021 Census ) ; [5] 4,297,747   ( 2010 Russian census ) ; [17] 4,486,214   ( 2002 Census ) ; [18] 4,716,768   ( 1989 Soviet census ) . [19]

Vital statistics for 2022: [20] [21]

• Births: 39,958 (9.4 per 1,000)
• Deaths: 59,316 (13.9 per 1,000)

Total fertility rate (2022): [22] 1.56 children per woman

Life expectancy (2021): [23] Total — 68.79 years (male   — 63.72, female   — 73.80)

There were twenty-one recognized ethnic groups of more than two thousand persons each in the oblast. Residents identified themselves as belonging to a total of 148 different ethnic groups, including: [17]

• 3,684,843 Russians (90.6%);
• 143,803 Tatars (3.5%);
• 35,563 Ukrainians (0.9%);
• 31,183 Bashkirs (0.8%);
• 23,801 Mari (0.6%);
• 14,914 Germans (0.4%);
• 14,215 Azerbaijanis (0.3%);
• 13,789 Udmurts (0.3%);
• 11,670 Belarusians (0.3%);
• 11,510 Chuvash (0.26%);
• 11,501 Armenians (0.3%);
• 11,138 Tajiks (0.3%);
• 9,702 Mordovians (0.22%);
• 9,358 Uzbeks (0.2%);

232,978 people were registered from administrative databases, and could not declare an ethnicity. It is estimated that the proportion of ethnicities in this group is the same as that of the declared group. [24]

Christianity is the largest religion in Sverdlovsk Oblast. According to a 2012 survey [25] 43% of the population of Sverdlovsk Oblast adheres to the Russian Orthodox Church , 5% are nondenominational Christians (excluding Protestant churches), 3% are Muslims , 2% are Orthodox Christian believers without belonging to any Church or are members of other Orthodox churches , 1% are adherents of the Slavic native faith (Rodnovery), and 0.3% are adherents of forms of Hinduism ( Vedism , Krishnaism or Tantrism ). In addition, 36% of the population declares to be "spiritual but not religious", and 9.7% is atheist . [25]

The most important institutions of higher education include Ural Federal University , Ural State Medical University , Ural State University of Economics , Ural State Law University , Ural State Mining University and Ural State Academy of Architecture and Arts , all located in the capital Yekaterinburg.

The oblast's Charter, adopted on 17 December 1994, with subsequent amendments, establishes the oblast government. The Governor is the chief executive, who appoints the Government, consisting of ministries and departments. The Chairman of the Government, commonly referred to as the Prime Minister, is appointed with the consent of the lower house of the legislature , a process similar to the appointment of the federal Prime Minister . But the Governor cannot nominate the same candidate more than twice, yet he/she can dismiss the house after three failed attempts to appoint the Premier. [ needs update ]

The Legislative Assembly is the regional parliament of Sverdlovsk Oblast. Until 2011, it was a bicameral legislature consisting of the Oblast Duma, the lower house , and the House of Representatives, the upper house . [27] Before the reform, members of the legislature served four-year terms with half of the Duma re-elected every two years. The Duma (28   members) was elected in party lists. The 21   members of the House of Representatives were elected in single-seat districts in a first-past-the-post system. The Legislative Assembly was the first bicameral legislature outside an autonomous republic, and the first regional legislature in Russia to elect members based on both party lists and single-seat districts . As of 2021, the Legislative Assembly is a unicameral legislature with a total of 50 seats, with half of the members elected by single-mandate constituencies and the other half elected in party lists for five-year terms. [28] [29]

Compliance with the Charter is enforced by the Charter Court. The existence of such regional courts in Russia, formed and functioning outside the federal judiciary, although challenged, has been upheld and persisted successfully in most constituent members of the Federation where they were established.

Until President Putin 's reforms of 2004, the Governor was elected by direct vote for terms of four years. Eduard Rossel has been the only elected governor (first elected governor for an oblast in Russia) since 1995 (appointed in 1991 and dismissed in 1993 by President Yeltsin ), re-elected in 1999 and 2003.

Since 2012, the oblast's Governor is Yevgeny Kuyvashev .

In the 1990s, the Oblast's population was distinguished by relatively high support for parties and candidates of the right and democratic persuasion. In the 1996 presidential election, Boris Yeltsin , a native of the region who lived in Sverdlovsk until the 1980s, won over 70% of the vote. In the regional elections in 2010 in the Sverdlovsk Oblast, United Russia received minimal support relative to other regions - only 39.79% of votes. [30]

Even though it could do with modernizing, the region's industries are quite diverse. 12% of Russia's iron and steel industry is still concentrated in Sverdlovsk oblast. Iron and copper are mined and processed here, the logging industry and wood-processing are important, too.

The largest companies in the region include Ural Mining and Metallurgical Company , UralVagonZavod , Enel Russia , Nizhniy Tagil Iron and Steel Works , Federal Freight . [31]

Yekaterinburg is a prominent road, rail and air hub in the Ural region. As the economic slump subsided, several European airlines started or resumed flights to the city. These include Lufthansa , British Airways , CSA , Turkish Airlines , Austrian Airlines and Finnair . Malév Hungarian Airlines used to be among those carriers but they had to drop their flights to SVX ( IATA airport code for Sverdlovsk) after a few months.

The Alapaevsk narrow-gauge railway serves the communities around Alapayevsk .

• Bà Rịa–Vũng Tàu province , Vietnam
• Harbin , China
• Vladik Dzhabarov , Russian cyclist
• Andrey Fedyaev , Russian cosmonaut
• Yakov Sverdlov , a communist revolutionary after whom Sverdlovsk and subsequently Sverdlovsk Oblast were named.
• Church of the Purification of the Blessed Virgin Mary , a building of regional historical significance in Staropyshminsk village.

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Chelyabinsk Oblast is a federal subject of Russia in the Ural Mountains region, on the border of Europe and Asia. Its administrative center is the city of Chelyabinsk.

Irbit is a town in Sverdlovsk Oblast, Russia, located 203 kilometers (126 mi) from Yekaterinburg by train or 250 kilometers (160 mi) by car, on the right bank of the Nitsa. Population: 37,009 (2021 Census) ; 38,357 (2010 Russian census) ; 43,318 (2002 Census) ; 51,708 (1989 Soviet census) .

Alapayevsk is a town in Sverdlovsk Oblast, Russia, located at the confluence of the Neyva and Alapaikha rivers. Population: 38,192 (2010 Russian census) ; 44,263 ; 50,060 ; 49,000 (1968).

Kushva is a town in Sverdlovsk Oblast, Russia, located in the Ural Mountains near Yekaterinburg. Population: 30,167 (2010 Russian census) ; 35,555 (2002 Census) ; 43,096 (1989 Soviet census) .

Nizhniye Sergi is a town and the administrative center of Nizhneserginsky District in Sverdlovsk Oblast, Russia, located on a rolling plain surrounded by the Ural Mountains, on the Serga River 120 kilometers (75 mi) from Yekaterinburg, the administrative center of the oblast. Population: 10,336 (2010 Russian census) ; 12,567 (2002 Census) ; 14,938 (1989 Soviet census) .

Verkhnyaya Pyshma is a town in Sverdlovsk Oblast, Russia, located 1 kilometer (0.62 mi) north of Yekaterinburg. Population: 59,749 (2010 Russian census) ; 58,016 (2002 Census) ; 53,102 (1989 Soviet census) .

Novouralsk is a closed town in Sverdlovsk Oblast, Russia, located on the eastern side of the Ural Mountains, about 70 kilometers (43 mi) north of Yekaterinburg, the administrative center of the oblast. Population: 85,522 (2010 Russian census) ; 95,414 (2002 Census) .

Krasnoufimsk is a town in Sverdlovsk Oblast, Russia, located on the Ufa River, 224 kilometers (139 mi) from Yekaterinburg. Population: 39,765 (2010 Russian census) ; 43,595 (2002 Census) ; 45,618 (1989 Soviet census) .

Revda is a town in Sverdlovsk Oblast, Russia. Population: 61,875 (2010 Russian census) ; 62,667 (2002 Census) ; 65,757 (1989 Soviet census) .

Sredneuralsk is a town under the administrative jurisdiction of the Town of Verkhnyaya Pyshma in Sverdlovsk Oblast, Russia, located on the shore of Iset Lake, at the head of the Iset River, 25 kilometers (16 mi) north of Yekaterinburg. Population: 20,449 (2010 Russian census) ; 19,555 ; 18,786 (1989 Soviet census) .

Kachkanar is a town in Sverdlovsk Oblast, Russia, located between the Isa and Vyya Rivers in the Tura River's basin, 205 kilometers (127 mi) north of Yekaterinburg, the administrative center of the oblast. Population: 41,426 (2010 Russian census) ; 44,664 (2002 Census) ; 48,251 (1989 Soviet census) . The town of Kachkanar is located at the foot of mountain Kachkanar.

Ivdel is a town in Sverdlovsk Oblast, Russia, located on the Ivdel River near its confluence with the Lozva River, 535 kilometers (332 mi) north of Yekaterinburg, the administrative center of the oblast. Population: 17,775 (2010 Russian census) ; 19,324 (2002 Census) ; 19,014 (1989 Soviet census) .

Severouralsk is a town in Sverdlovsk Oblast, Russia, located on the Vagran River at its confluence with the Kolonga River, 512 kilometers (318 mi) north of Yekaterinburg, the administrative center of the oblast. As of the 2010 Census, its population was 29,263.

Pelym is an urban locality under the administrative jurisdiction of the Town of Ivdel in Sverdlovsk Oblast, Russia. Population: 3,376 (2010 Russian census) ; 3,708 (2002 Census) .

Sukhoy Log is a town and the administrative center of Sukholozhsky District in Sverdlovsk Oblast, Russia, located on the eastern slopes of the Ural Mountains on the Pyshma River, 114 kilometers (71 mi) east of Yekaterinburg, the administrative center of the oblast. As of the 2010 Census, its population was 34,554.

Gornozavodsky District is an administrative district (raion) of Perm Krai, Russia; one of the thirty-three in the krai. Municipally, it is incorporated as Gornozavodsky Municipal District . It is located on the western slopes of the Ural Mountains in the east of the krai. The area of the district is 7,057 square kilometers (2,725 sq mi). Its administrative center is the town of Gornozavodsk. Population: 26,044 (2010 Russian census) ; 30,172 (2002 Census) ; 38,004 (1989 Soviet census) . The population of Gornozavodsk accounts for 46.3% of the district's total population.

Garinsky District is an administrative district (raion), one of the thirty in Sverdlovsk Oblast, Russia. As a municipal division, it is incorporated as Garinsky Urban Okrug . The area of the district is 16,770 square kilometers (6,470 sq mi). Its administrative center is the urban locality of Gari. Population: 4,904 ; 7,832 (2002 Census) ; 9,381 (1989 Soviet census) . The population of Gari accounts for 50.4% of the district's total population. The main point of historical interest is the former town of Pelym, which was one of the first Russian settlements east of the Urals, marking the eastern terminus of the Cherdyn Road from Europe to Siberia.

Turinsky District is an administrative district (raion), one of the thirty in Sverdlovsk Oblast, Russia. As a municipal division, it is incorporated as Turinsky Urban Okrug . Its administrative center is the town of Turinsk. Population: 28,274 ; 32,540 (2002 Census) ; 40,749 (1989 Soviet census) . The population of Turinsk accounts for 63.4% of the district's total population.

Isetsky District is an administrative district (raion), one of the twenty-two in Tyumen Oblast, Russia. As a municipal division, it is incorporated as Isetsky Municipal District . It is located in the west of the oblast. The area of the district is 2,751 square kilometers (1,062 sq mi). Its administrative center is the rural locality of Isetskoye. Population: 26,061 ; 26,565 (2002 Census) ; 25,862 (1989 Soviet census) . The population of Isetskoye accounts for 28.7% of the district's total population.

Bisert is an urban locality in Nizhneserginsky District of Sverdlovsk Oblast, Russia. Population: 10,233 (2010 Russian census) ; 11,262 (2002 Census) ; 12,646 (1989 Soviet census) .

• ↑ Президент Российской Федерации.   Указ   №849   от   13 мая 2000 г. «О полномочном представителе Президента Российской Федерации в федеральном округе». Вступил в силу   13 мая 2000 г. Опубликован: "Собрание законодательства РФ", No.   20, ст. 2112, 15 мая 2000 г. (President of the Russian Federation.   Decree   # 849   of   May 13, 2000 On the Plenipotentiary Representative of the President of the Russian Federation in a Federal District . Effective as of   May 13, 2000.).
• ↑ Госстандарт Российской Федерации.   №ОК 024-95   27 декабря 1995 г. «Общероссийский классификатор экономических регионов. 2.   Экономические районы», в ред. Изменения №5/2001 ОКЭР. ( Gosstandart of the Russian Federation.   # OK 024-95   December 27, 1995 Russian Classification of Economic Regions. 2.   Economic Regions , as amended by the Amendment   # 5/2001 OKER. ).
• ↑ Official website of the Governor of Sverdlovsk Oblast. Alexander Sergeyevich Misharin (in Russian)
• 1 2 3 Russian Federal State Statistics Service. Всероссийская перепись населения 2020 года. Том 1 [ 2020 All-Russian Population Census, vol. 1 ] (XLS) (in Russian). Federal State Statistics Service .
• ↑ "26. Численность постоянного населения Российской Федерации по муниципальным образованиям на 1 января 2018 года" . Federal State Statistics Service . Retrieved 23 January 2019 .
• ↑ "Об исчислении времени" . Официальный интернет-портал правовой информации (in Russian). 3 June 2011 . Retrieved 19 January 2019 .
• ↑ Official throughout the Russian Federation according to Article   68.1 of the Constitution of Russia .
• ↑ "Russia: Impact of Climate Change to 2030" (PDF) . Retrieved 25 April 2023 .
• ↑ Сериков Ю. Б. Новые находки раннего палеолита в Среднем Зауралье // Ранний палеолит Евразии: новые открытия // Материалы Международной конференции, Краснодар – Темрюк, 1–6 сентября 2008 г.
• ↑ Сериков Ю. Б. Следы раннего палеолита на территории Среднего Зауралья // Вестник археологии, антропологии и этнографии, 2015 № 4 (31)
• 1 2 Объекты культурного наследия Свердловской области (список)
• ↑ Сальников К. В. Древнейшие памятники истории Урала , 1952.
• ↑ Khimiya i Zhizn , 9, 1974, p. 80
• ↑ Писаницы Урала (in Russian). Ural.ru . Retrieved 26 December 2010 .
• ↑ V.A. Kravchenko: I chose freedom (1946)
• 1 2 Russian Federal State Statistics Service (2011). Всероссийская перепись населения 2010 года. Том   1 [ 2010 All-Russian Population Census, vol.   1 ] . Всероссийская перепись населения 2010   года [2010 All-Russia Population Census] (in Russian). Federal State Statistics Service .
• ↑ Federal State Statistics Service (21 May 2004). Численность населения России, субъектов Российской Федерации в составе федеральных округов, районов, городских поселений, сельских населённых пунктов   – районных центров и сельских населённых пунктов с населением 3   тысячи и более человек [ Population of Russia, Its Federal Districts, Federal Subjects, Districts, Urban Localities, Rural Localities—Administrative Centers, and Rural Localities with Population of Over 3,000 ] (XLS) . Всероссийская перепись населения 2002   года [All-Russia Population Census of 2002] (in Russian).
• ↑ Всесоюзная перепись населения 1989   г. Численность наличного населения союзных и автономных республик, автономных областей и округов, краёв, областей, районов, городских поселений и сёл-райцентров [ All Union Population Census of 1989: Present Population of Union and Autonomous Republics, Autonomous Oblasts and Okrugs, Krais, Oblasts, Districts, Urban Settlements, and Villages Serving as District Administrative Centers ] . Всесоюзная перепись населения 1989   года [All-Union Population Census of 1989] (in Russian). Институт демографии Национального исследовательского университета: Высшая школа экономики [Institute of Demography at the National Research University: Higher School of Economics]. 1989 – via Demoscope Weekly .
• ↑ "Information on the number of registered births, deaths, marriages and divorces for January to December 2022" . ROSSTAT . Archived from the original on 2 March 2023 . Retrieved 21 February 2023 .
• ↑ "Birth rate, mortality rate, natural increase, marriage rate, divorce rate for January to December 2022" . ROSSTAT . Archived from the original on 2 March 2023 . Retrieved 21 February 2023 .
• ↑ Суммарный коэффициент рождаемости [ Total fertility rate ] . Russian Federal State Statistics Service (in Russian). Archived from the original (XLSX) on 10 August 2023 . Retrieved 10 August 2023 .
• ↑ "Демографический ежегодник России" [ The Demographic Yearbook of Russia ] (in Russian). Federal State Statistics Service of Russia (Rosstat) . Retrieved 1 June 2022 .
• ↑ "ВПН-2010" . www.perepis-2010.ru .
• 1 2 3 "Arena: Atlas of Religions and Nationalities in Russia" . Sreda, 2012.
• ↑ 2012 Arena Atlas Religion Maps . "Ogonek", № 34 (5243), 27/08/2012. Retrieved 21/04/2017. Archived .
• ↑ Formation of the legislative body of Sverdlovsk Oblast , old.zsso.ru
• ↑ General information , zsso.ru
• ↑ "Свердловская область" . council.gov.ru .
• ↑ "Результат единороссов по Свердловской области был самым худшим для партии власти" [ The result of United Russia in the Sverdlovsk region was the worst for the ruling party ] . Archived from the original on 10 June 2010 . Retrieved 2 January 2011 .
• ↑ "Sverdlovsk region Industries" . investinregions.ru . Retrieved 7 November 2018 .
• Sverdlovsk Oblast on Facebook
• Investment portal of Sverdlovsk Oblast
• (in Russian) Official website of the Government of Sverdlovsk Oblast

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Yekaterinburg

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Yekaterinburg , city and administrative center of Sverdlovsk oblast (region), west-central Russia . The city lies along the Iset River, which is a tributary of the Tobol River , and on the eastern slope of the Ural Mountains , slightly east of the border between Europe and Asia . Yekaterinburg is situated 1,036 miles (1,667 km) east of Moscow .

Near the village of Shartash, which was founded in 1672 by members of the Russian sect of Old Believers, an ironworks was established in 1721 and a fortress in 1722. In 1723 the new settlement was named Yekaterinburg in honor of Catherine I , the wife of Peter I the Great . The town grew as the administrative center for all the ironworks of the Urals region, and its importance increased after 1783, when the Great Siberian Highway was built through it. After 1878 the Trans-Siberian Railroad linked the city with Siberia. After the Russian Revolution of 1917 (October), Yekaterinburg achieved notoriety as the scene of the execution of the last tsar , Nicholas II , and his family in July 1918. In 1924 it was renamed Sverdlovsk in honor of the Bolshevik leader Yakov M. Sverdlov, but the city reverted to its original name in 1991.

Modern Yekaterinburg is one of the major industrial centers of Russia, especially for heavy engineering. The Uralmash produces heavy machinery and is the city’s largest enterprise; it once employed some 50,000 workers, though it now has a small fraction of that number. Engineering products manufactured in the city include metallurgical and chemical machinery, turbines, diesels, and ball bearings . During the Soviet period the city was a major center of biological and chemical warfare research and development . There is a range of light industries, including a traditional one of gem cutting. Food processing is also important. The city, laid out on a regular gridiron pattern, sprawls across the valley of the Iset—there dammed to form a series of small lakes—and the low surrounding hills.

Yekaterinburg is an important railway junction, with lines radiating from it to all parts of the Urals and the rest of Russia. The city is the leading cultural center of the Urals and has numerous institutions of higher education , including the Urals A.M. Gorky State University (founded 1920), a conservatory, and polytechnic, mining, forestry, agricultural, law, medical, and teacher-training institutes. The Urals branch of the Russian Academy of Sciences and many scientific-research establishments are also located there. Boris Yeltsin , the first democratically elected president of Russia, was educated and spent much of his political career in the city. Pop. (2005 est.) 1,304,251.