Teachers in Poorer US School Districts Give Less Homework

A new study conducted in the United States reveals that teachers in school districts with high poverty rates are less likely to assign homework. According to a nationally representative survey conducted by the EdWeek Research Center in December and January, with the participation of 279 teachers, there has been an overall decline in homework assignments over the past two years.

Forty percent of the teachers surveyed reported that homework has decreased, 33 percent said it has remained the same, and only 3 percent stated that it has increased. Meanwhile, 24 percent of teachers indicated that they do not assign homework at all. The data also show significant differences by poverty level. Among teachers working in high-poverty districts—where at least 51 percent of students are eligible for free lunch—44 percent said the amount of homework has declined.

Experts warn that homework may exacerbate socioeconomic inequalities. Jessica Calarco, a sociology professor at the University of Wisconsin–Madison, argues that homework often reflects students’ available resources rather than their actual knowledge. Students who have access to academic support and resources at home are at a clear advantage in completing assignments.

Education specialists recommend designing homework that does not require parental assistance, assigning ungraded projects that encourage family engagement, and strengthening in-school support mechanisms. Such measures, they suggest, could help create more equitable learning conditions, particularly for disadvantaged students.