Rethinking Homework: Best Practices That Support Diverse Needs

by Cathy Vatterott

Is homework an essential component of rigorous schooling or a harmful practice that alienates and discourages a significant number of students? The debate over homework has gone on for decades, but schools and families have changed in many ways, and, as author Cathy Vatterott notes, "There's a growing suspicion that something is wrong with homework."
Rethinking Best Practices That Support Diverse Needs examines the role homework has played in the culture of schooling over the years; how such factors as family life, the media, and the "balance movement" have affected the homework controversy; and what research--and educators' common sense--tells us about the effects of homework on student learning.
The best way to address the pro- and anti-homework controversy is not to eliminate homework. Instead, the author urges educators to replace the "old paradigm" (characterized by longstanding cultural beliefs, moralistic views, the puritan work ethic, and behaviorist philosophy) with a "new paradigm" based on the following

* Designing quality homework tasks;
* Differentiating homework tasks;
* Deemphasizing grading of homework;
* Improving homework completion; and
* Implementing homework strategies and support programs.

Numerous examples from teachers and schools that have revised their practices and policies for homework illustrate the new paradigm in action. The end product is homework that works--for all students, at all levels.

Genres: Education, Teaching, Professional Development, Nonfiction, School

180 pages, Paperback

First published September 9, 2001

Reviews

[Cathy]

Like many (most?) teachers these days, the problem of getting homework finished and handed in is one of my biggest headaches throughout the school year. Someone recommended this book to me, and it was full of interesting food for thought from taking away grades for homework to "decriminalize" it and using it for formative assessments only, to limiting the amount of time students spend on homework and scheduling homework nights specifically for each content area. There were two chapters full of strategies to use and programs to put in place to help with this problem. It leaves a lot of room for discussion and rethinking. Highly recommend this for all teachers and administrators, no matter what grade level.

[Tyler McCubbin · Rating 4 out of 5]

All together this work provided a much needed analysis and reflection of my own beliefs towards homework. A practice that has not been questioned until recently regarding the evolution of families the needs of our diverse learners, Rethinking Homework provides an opportunity (several, to add) to think about a set of beliefs that most teachers are too afraid to relinquish or have challenged because they’re something that they can control internally. A thought provoking work.

[Kat V · Rating 4 out of 5]

It starts slow and I wonder if that’s why the reviews aren’t great. Hang in through chapters 1 and 2; it’ll be worth it once you get to chapters 4 and 5. I’m against assigning busywork and think students are given far too much homework, however this book has taken the obvious one step too far in the first chapter. While I’m grateful that it acknowledges the differences in family values and socioeconomic status, it acts as if homework is only bad because it disadvantages certain families and leaves out that some kids just don’t WANT to do homework. I have a sociology degree and I knew almost everything that was in the first two chapters. Good news: it picks up a lot in chapter 3 and then in chapter 4 it really gets going! It’s no longer just about assigning less homework but about how to assign BETTER homework. I LOVE chapter 4. Chapter 5 offers a lot of ideas that I hated though. Neither teachers nor students should give up their lunch for homework. I’m going to keep this book and would like to come back to it in the future and read through what I’ve highlighted and underlined but I won’t read the whole thing again. Actual rating: 4 stars and I mostly recommend.

[Chris · Rating 5 out of 5]

“What if grades reflected what students really learned, not which work they chose or were able to complete?” This is one of the many thought provoking quotes in this book that challenges not only homework practices, but grading practices also. The author starts by explaining the history and research on homework in our country and then finishes with many practical applications for the classroom teacher. After reading about this new homework paradigm, teachers can design quality homework tasks that deemphasize grading and improve learning and completion rates. A great book to help teachers move using homework as a formative assessment to meet the needs of all learners.

[Jenna Barbieri · Rating 3 out of 5]

In some ways, a helpful and challenging book. Though I strongly disagreed with some of her premises/assumptions behind her philosophy of homework, I nonetheless found some of her suggestions helpful and was encouraged to see how some of my classroom policies already aligned with her suggested practices. It is always beneficial to consider WHY you do what you do and how well your educational practices and policies really “hit” what you’re aiming for. For that reason, I am glad I read this book!

[Colleen Anne Rybak · Rating 5 out of 5]

Thought Provoking

Homework as a way to extend student learning can help to close the achievement gap when it is meaningful and doable by a student. Lots of practical ideas are given to help teachers structure the homework they assign to align with learning goals. Also lots of strategies to use when homework is not being completed.

[Jessica · Rating 3 out of 5]

I had high hopes for this book at the start. I really enjoyed the historical context of homework. The rest, however, fell flat. The author has a clearly discernible bias but seems to go back and forth between being anti-homework and wanting homework revision. She cites learning styles, which are not supported by educational research, and offers disappointing suggestions for “quality” homework.

[Linda L · Rating 5 out of 5]

For Any Stakeholder in Any Education System


This book is a well written summary that takes a practical point of view regarding choices for homework that purposefully support academic achievement. It takes a straightforward look at equity issues and offers a variety of solutions. It's a must read for teachers but also a great offering of insight for all stakeholders.

[Tracy Holland · Rating 3 out of 5]

Rethinking Homework is just that - a research based, analytical look at the effectiveness of homework, and solutions for working with parents and students on reasonable homework policies and procedures that will both encourage and improve students success.

[North Landesman · Rating 5 out of 5]

A strong, clear book for teachers thinking carefully about homework. Vatterott provides useful ideas, and makes a teacher think about how to assign effective, fair homework.

[Jessyca505 · Rating 3 out of 5]

👍🏼👍🏼👍🏼 A quick and easy read about the belief systems, research, and next steps in regards to homework in the 21st century. A good introduction when thinking about reform.

[Annie Marie · Rating 5 out of 5]

Excellent read; a must read for soon to be teachers as well as veteran teachers

[Sarah Bayer · Rating 3 out of 5]

It is a very good read for a teacher who is questioning their practice with homework. Very informative and provides a wealth of ideas and things to consider in our diverse classrooms.

[Nshslibrary · Rating 4 out of 5]

One thing students across all cities, districts, states and countries can all agree on is that homework is a pain in the neck—finally someone has decided to do something about it. In Cathy Vatterott’s book Rethinking Homework, Vatterott explains two sides of a long debated argument, and offers thoughtful solutions to satisfy both. In the early stages of the book, Vatterott goes on to define five common misconstrued beliefs about children and learning, such as the belief that “Good teachers give homework; good students do their homework.” (13) After describing how in society children who complete homework are “compliant and hardworking,” (13) whereas students who do not are “[attributed] the vices of laziness and noncompliance,” (13) she asks the important question “…is a lack of virtue the reason many children don’t do work?” (13) She answers her own question by stating that “Students without supportive parents…, with inadequate home environments for completing work, or with parents intellectually unable to help them are less likely to complete work.” (13) . By the end of her book, Vatterott explains that homework reform can be a catalyst for total school reform, as well as drive future reform of assessment, curriculum, and instructional practices, but that it faces serious roadblocks from parents, teachers, or administrators clinging to outdated beliefs or habits. Stating that thousands of schools around the world have changed their homework practices and that “[We] are not alone in [our] quest for change… So stay the course and keep the faith. [We] are undoing 100 years of traditional attitudes and beliefs to provide more meaningful learning experiences for [our] students.”(160) She said it herself, rethinking homework would undo 100 years of tradition and the same learning experience. While her optimism is necessary for her to make her point and to spur action among students and parents, the list of things that must be done to change homework in this country is far too long to be achieved in the short term, but like Vatterott exclaims throughout her book, “It is valuable and important work.” (160) Overall the book provides a multitude of solutions and alternatives and is a thought-provoking and optimistic read for the country’s future generation. ~ Student: Nicolas B.

[Dustie · Rating 4 out of 5]

Lots to like here. While Vatterott questions the efficacy of homework (calling into question all of the things that make it a seemingly non-standardizable task), she also notes its merits when done right. Highlights for me were: 1) her call out for children to self assess [pg. 117] their learning (is it easy, medium, or hard) and 2) how homework can be used to strengthen their metacognitive skills (orienting, planning, executing, monitoring, evaluating, and correcting [pg. 83]). Both of these skills are important to me because they are tools for independent lifelong learning. The other very important point that Vatterott makes is that differentiation is key to homework that supports learning. In sum, my take-away from this book parallels my thoughts on education in general: know your children, know how they learn best, and have open dialogues with teachers to learn more. Coming out of reading this book, I would ask my childrens' teachers the following questions: 1) do you differentiate homework for your class and if so, how (by proficiency in subjects, by kind of learners children are, both?) 2) what kind of a learner do you think my child is?, 3) what amount of time per day do you expect the homework you assign to take?, 4) should my child need my help to complete the homework? If so, how much? Is new material covered?, 5) Is homework used by you primarily to check for understanding, review, or to introduce new material?, and 6) Do you have any mechanisms in place for students and parents to communicate with you about homework? Finally, I really like Vatterott's focus on learning being the end goal and the way that all else should be driven by that (time spent, frustration levels, etc.). Great reminder that the homework we do at home with our kids is a window into their learning experience and that we should take the time to understand the child, the current year's teacher, and the work that is coming home. Thank you for the reminder Vatterott!

[Jamie · Rating 3 out of 5]

I thought this book raised some important (if not new) questions about educational practice and priorities. I was disappointed that the suggestions didn't seem to be as updated as I would have liked. I read along and agreed with many of the concerns presented about the importance of a balanced life for students, but when it came to strategies to address these concerns, the kinds of "quality" homework examples are things we've been doing at my school for years, to the point where the examples seemed a little behind on quality. Peer feedback was not a new idea, or the idea that homework and first attempts are practice and ungraded to encourage a culture where it's safe to learn and make mistakes. I was put off by a couple of things, like mentioning peer tutoring as an option for early finishers (as a person with a gifted education background, I think it's a teacher's responsibility to provide growth and learning to all students, and an advanced learner isn't often equipped or even willing to be an effective tutor for a peer, nor is it fair to the advanced learner's time). This book spurred me to reflect about my instructional practices, so it had value for that reason, although I didn't agree with all the author's conclusions or recommendations.

[Josh Luukkonen · Rating 4 out of 5]

A nice quick book that brings up a lot of thoughts. As some reviewers said, it is biased, but I feel they weren't accurate in how she handled it all. She is bringing up these ideas for consideration and self-reflection, and she provides a lot for us to think about. She seems to favor one side, yes, but she offers all her ideas and complaints with a lot of caveats as well. it is not so cut and dry. Does she call teachers lazy, as some have claimed? Not quite--she does say that some teachers use homework because they are lazy, and I don't see how that's not true. If you're a teacher, you certainly know there are lazy teachers out there. I'm not sure why some reviewers were so offended.

The book helped bring up some areas that I myself was a lazy thinker on: Why do I do homework? What do I believe about the research? What are my goals not just with homework but the whole of my teaching? Good things to think about. The more self-reflexive we are in our practice--pro OR anti-homework--the better teachers we all will be. And I think that was her goal with this book. I'd recommend it to any teacher willing to examine themselves or willing to listen even just a short while.

[Dave Intlekofer · Rating 2 out of 5]

This had a few good points, but it was just another book on why homework is bad for kids. However, the author does not pick a firm side, seeming at first to say we need to get rid of homework but toward the end seeming to only call for a revision to what we assign.
One annoying tendency of the book was that it was wishy-washy. Chapter one said that assigning homework is bad because it assumes that the parents are incapable of providing good educational lessons at home, but later in the book it says that teachers can't assume parents can provide ANY support at all as far as homework is concerned. Also, the book vascilates between points, at times seeming very anti-homework (like Kohn) and at other times pro-homework revision.

[Megan · Rating 5 out of 5]

This book was a real eye opener to me. It started with Cathy's article in Ed Leadership which brought me to this book. After reading it, I feel guilty, informed, and hopeful. I highly recommend that every parent, teacher, and administrator reads this book. It is time to break old Puritan habits and to start looking at quality assignments that are differentiated, purposeful, and doable by students on their own. Schools should take a look at this homework bill of rights and then have a discussion about their own philosophy of homework:


I know I'm rethinking homework after reading this!

[Steph · Rating 3 out of 5]

I have read works by Alfie Kohn and this book was not nearly as good. Kohn has a way of putting stuff right in your face and this author didn't challenge my thinking too much. But that is probably because I read Kohn before reading this book. Rethinking Homework contains many suggestions for revitalizing homework, and as a teacher it would be much more helpful than Kohn's if you were looking for ways to change assessment. Kohn doesn't make many explicit suggestions for teachers but he is really good at making you think about the purpose and need for homework.

[Krystal · Rating 4 out of 5]

I found this book to be quite insightful. I liked the introduction of the history of homework over the past decades. The different examples/scenarios of teachers and schools who have used a variety of homework policies across the nation was helpful. It definitely makes you re-evaluate your position on homework. It would have been nice to read this book two years ago, before I started teaching.

[Amanda · Rating 3 out of 5]

Really cool take on homework and how we as educators can make it work for students. I know a lot of students struggle through too much homework, while others refuse to do it because it's more repetition of skills they already have. There is a trend in the US to value homework because it is homework, not for what it can and should do. I'm glad I read this book; it gave me some insight into my own instructional practices and has pushed me to rethink my own teaching policies.

[Marjie · Rating 3 out of 5]

This could have been a long article in an education journal. It was too long for a book. It had some interesting ideas, but it was pretty biased. I definitely plan to change some of my assessment practices, however. I would recommend it to educators (helps broaden our view of homework) and parents (to help change homework practices in kids' schools.)

[Janice · Rating 3 out of 5]

This is a thought-provoking book. I don't agree with everything in it, but I do think that the author makes some legitimate points. In any event, it is worth a read for any teacher -- if nothing else, a benefit is that one has time to reflect on one's own homework practices in light of what the author presents.

[Kari · Rating 3 out of 5]

Really thought-provoking ideas on why we write homework and what it means to assign it. From a professional development standpoint, however, I felt some of the language and attacks were poorly worded. However, it was well-researched and could be a great read for anyone who is struggling with homework in their classrooms.

[Nia Vestal · Rating 3 out of 5]

Some good ideas and insights about homework. I would recommend the ideas in this book be discussed as a K-12 staff. I think it would generate great conversation. Furthermore, the book provides data on how to provide meaning homework assignments for individuals- not entire classes... it really got me thinking about some of my current practices.

[Justin · Rating 3 out of 5]

Ms. Vatterott explores the old paradigm of homework and then explains why it doesn't work in the current educational environment. She then provides strategies to make homework meaningful and approachable for all students so that learning isn't a punishment. I just wish that there were more concrete recommendations. I felt like this work just brushed the surface.

[Tracey · Rating 5 out of 5]

Reviews why homework has been given through the ages, and if it really is all that effective (not before 5th grade, and only nominally in 5th). Provides ideas about what kind of homework tends to be more helpful than others.

[Amanda · Rating 2 out of 5]

It had some valid ideas, but there was a lot of judgement: teachers give homework to cover a lack of skill in teaching, homework is inhumane, teachers give homework to control students' time outside of school, etc. Not very teacher-friendly!

[Nicole McRee · Rating 3 out of 5]

As the author warns you from being persuaded by research, she uses her own research to persuade you. Good points were argued throughout the book and I am reaffirmed that my stance on homework is legit :)