2006/03/01 by Harris Cooper, Jorgianne Civey Robinson, Erika A. Patall · 3 citations
Social Sciences · Psychology · #Parental Involvement in Education #Diverse Education Studies and Reforms #Family and Disability Support Research #Psychology #Academic achievement #Educational research #Mathematics education #Reading (process) #Association (psychology) #Achievement test #Standardized test #Subject matter #Developmental psychology #Pedagogy #Curriculum
paper · doi:10.3102/00346543076001001
openalex publication_date 2006/03/01 · openalex created_date 2025/10/10 · openalex updated_date 2026/08/04
In this article, research conducted in the United States since 1987 on the effects of homework is summarized. Studies are grouped into four research designs. The authors found that all studies, regardless of type, had design flaws. However, both within and across design types, there was generally consistent evidence for a positive influence of homework on achievement. Studies that reported simple homework–achievement correlations revealed evidence that a stronger correlation existed (a) in Grades 7–12 than in K–6 and (b) when students rather than parents reported time on homework. No strong evidence was found for an association between the homework–achievement link and the outcome measure (grades as opposed to standardized tests) or the subject matter (reading as opposed to math). On the basis of these results and others, the authors suggest future research.