Meet the modern Riot Grrrl November 9, Op-Ed: What being first-generation means to me November 10, Blood supply crisis calls for increased donation, awareness November 10, Lifting the curtain of strength November 10, Amazon Fresh stores destined to change the local supermarket landscape for the worse November 10, Raising awareness November 8, Inclusivity at West November 10, Modulating the key: The Fine Arts department tries to diversify November 9, Striking into a new season November 5, The new gold rush: A look into online streaming November 5, Cycling onto a new path November 1, Unified Track: Photo Story May 12, Blue Brigade ends tough year with triumphant show May 3, Dear Dumb Diary Ep.
Teaching from home: a new reality for teachers June 1, Strain on meat supply chain, rising prices effects dietary choices May 29, Learning curves May 29, Shoe reselling kicks up a major profit March 24, Demonstrators call for impeachment on street corners around Bay Area on the eve of historic impeachment vote February 20, Impeachment explained February 12, House impeaches Trump; Senate acquits him February 11, Trump becomes the third president impeached in US history February 10, HB joins the fight against vaping December 11, DGS still buzzed by Juul epidemic December 9, Montgomery County sues Juul in latest effort to end vaping epidemic December 2, New research uncovers health risks of vaping November 20, April 30, Opinion: The college admissions scandal is unfair, but not unexpected April 2, Student, teacher perspectives on the college admissions scandal April 2, Column: College admission scandal steals opportunities, reveals superficiality of higher education March 27, Working to tip an election, one front door at a time December 17, After the vote: what now?
December 13, Watch Courtney run! December 12, November 29, Students evacuate throughout southern California due to wildfires January 11, The researchers took advantage of randomly assigned college roommates, paying attention to those who came to campus with a video game console in tow.
They hypothesized students randomly assigned to a roommate without a video game console would study more, since all other factors remained equal. That hypothesis held up, and that group also received significantly higher grades, demonstrating the causal relationship. Other research has relied on data collected through the American Time Use Survey, a study of how Americans spend their time, and shown the existence of a gender gap and a parental education gap in homework time.
We are curious about out-of-school differences in homework time by race and income. We began with a general sample of 2, full-time high school students between the ages of 15 and 18 from the ATUS, restricting the sample to their answers about time spent on homework during weekdays and school months September to May. Among all high school students surveyed those that reported completing their homework and those that did not , the time allocated to complete homework amounted to less than an hour per day, despite the fact that high school teachers report they assign an average of 3.
We observed a time gap between racial groups, with Asian students spending the most time on homework nearly two hours a day. We can also use ATUS data to isolate when students do homework by race and by income. In Figure 2, we plot the percentage of high school students in each racial and income group doing homework by the time of day. Percentages remain low during the school day and then expectedly increase when students get home, with more Asian students doing more homework and working later into the night than other racial groups.
Low-income students reported doing less homework per hour than their non-low-income peers. We hypothesized that these racial and income-based time gaps could potentially be explained by other factors, like work, time spent caring for others, and parental education. We tested these hypotheses by separating groups based on particular characteristics and comparing the average number of minutes per day spent on homework amongst the comparison groups.
Students who work predictably reported spending less time on educational activities, so if working disproportionately affected particular racial or income groups, then work could help explain the time gap. Students who worked allocated on average 20 minutes less for homework than their counterparts who did not work. Though low-income students worked more hours than their peers, they largely maintained a similar level of homework time by reducing their leisure or extracurricular activities.
Therefore, the time gap on homework changed only slightly with the inclusion of work as a factor. This largely corresponds with a research from the Brookings Institution and the Rand Corporation. The research had found that despite popular assumption, the majority of students in US schools only spend less than an hour a day on homework.
This figure applies regardless of grade level and has been so for most of the past five decades, according to research from the Brookings Institution. Those assigned more than two hours of homework per night are a minority, the research found. For the minority who are struggling with too much homework daily, studies show this would cause them more harm than good.
When middle school students were assigned more than minutes of homework daily, they ended up performing worse on maths and science, one study found. It could also be counter-productive once fatigue, stress, and a loss of interest in academics set in.
But all this focus on numbers should not distract us from the quality of homework set. Different students have different capabilities. Struggling students — or economically disadvantaged ones — may end up taking twice as much time to complete an assignment compared to a more able peer.
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