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Will less homework stress make California students happier?

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Too much homework? New CA bill aims to ease the load on students

Having less homework would be beneficial for some students like Kyan Vanderweel, a San Luis Obispo high school student.

With multiple band and orchestra practices a day, on top of taking AP classes, Vanderweel finds it difficult to balance the things he loves to do with what he needs to get done, saying it even affects his mental health.

“AP classes should have homework but only a limited amount but in my opinion, I don’t think English classes apart from reading should have any unnecessary homework,” Vanderweel said.

Vanderweel says his homework and classwork are very repetitive and he feels it's unnecessary to do some of the homework.

“By the end of the day, we already know what we're doing so I feel like it’s a waste of time to an extent,” Vanderweel said.

Other students feel like homework in high school is bearable.

“I think I'm pretty comfortable with how it is right now,” San Luis Obispo High School student Tamiyah Murrieta said.

The "Healthy Homework Act,” introduced by Assemblywoman Pilar Schiavo, would not ban homework altogether but would require local school boards and educational agencies to establish policies that consider impacts on students’ physical and mental health with input from parents, teachers and students.

This is something Tyler Gerbel, a San Luis Obispo high school student, says could impact some students.

“Homework has been shown to stress students out a little bit. I’ve felt that myself when I have so much work to do,” Gerbel said.

Although he thinks his workload is manageable right now, he understands how some might have it harder.

“If something is done to limit the homework it might relieve stress off of students and I feel like mental health is a very important thing for students today,” Gerbel said.

The bill is also tailored to people who might not have access to resources at home like high-speed internet.

The bill would require the adopted policy to be updated at least once every five years.

It is currently making its way through the State Legislature.

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Will Less Homework Stress Make California Students Happier?

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An image is seen from a mirror as a child sits down and looks at a laptop.

Some bills before California’s Legislature don’t come from passionate policy advocates or powerful interest groups.

Sometimes, the inspiration comes from a family car ride.

While campaigning two years ago, Assemblymember Pilar Schiavo ’s daughter, then 9, asked from the backseat what her mother could do if she won.

Schiavo answered that she’d be able to make laws. Then, her daughter Sofia asked if she could make a law banning homework.

“It was a kind of a joke,” the Santa Clarita Valley Democrat said in an interview, “though I’m sure she’d be happy if homework were banned.”

Still, the conversation got Schiavo thinking, she said. And while Assembly Bill 2999 — which faces its first big test on Wednesday — is far from a ban on homework, it would require school districts, county offices of education and charter schools to develop guidelines for K–12 students. It would urge schools to be more intentional about “good” or meaningful homework.

Among other things, the guidelines should consider students’ physical health, how long assignments take, and how effective they are. However, the bill’s main concern is mental health and when homework adds stress to students’ daily lives.

The organization also reported in 2020 that students with higher workloads reported “symptoms of exhaustion and lower rates of sleep” but that spending more time on homework did not necessarily lead to higher test scores.

Homework’s potential to also widen inequities is why Casey Cuny supports the measure. Cuny, an English and mythology teacher at Valencia High School and 2024’s California Teacher of the Year , said language barriers, unreliable home internet, family responsibilities or other outside factors may contribute to a student falling behind on homework.

“I never want a kid’s grade to be low because they have divorced parents, and their book was at their dad’s house when they were spending the weekend at mom’s house,” said Cuny, who plans to attend a press conference Wednesday to promote the bill.

In addition, as technology makes it easier for students to cheat — using artificial technology or chat threads to lift answers, for example — Schiavo said that the educators she has spoken to indicate they’re moving towards more in-class assignments.

A woman sits at a table facing a woman and man seated at a larger table with microphones attached.

The bill said the local homework policies should have input from teachers, parents, school counselors, social workers and students; be distributed at the beginning of every school year; and be reevaluated every five years.

The Assembly Committee on Education is expected to hear the bill Wednesday. Schiavo said she has received bipartisan support, and so far, no official opposition or support has been listed in the bill analysis.

But she acknowledges that, if passed, the measure’s provision for parental input may lead to disagreements given the recent culture war disputes between Democratic officials and parental rights groups backed by some Republican lawmakers. “I’m sure there will be lively (school) board meetings,” Schiavo said.

Nevertheless, she hopes the proposal will overhaul the discussion around homework and mental health. The bill is especially pertinent now that the state is also poised to cut spending on mental health services for children with the passage of Proposition 1 .

Schiavo said the mother of a student with attention-deficit/hyperactivity disorder told her that the child’s struggle to finish homework had raised issues inside the house, as well as with the school’s principal and teachers.

“And I’m just like, it’s sixth grade!” Schaivo said. “What’s going on?”

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The Highlight

Nobody knows what the point of homework is

The homework wars are back.

by Jacob Sweet

An illustration shows an open math workbook and a pencil writing numbers in it, while the previous page disintegrates and floats away.

As the Covid-19 pandemic began and students logged into their remote classrooms, all work, in effect, became homework. But whether or not students could complete it at home varied. For some, schoolwork became public-library work or McDonald’s-parking-lot work.

Luis Torres, the principal of PS 55, a predominantly low-income community elementary school in the south Bronx, told me that his school secured Chromebooks for students early in the pandemic only to learn that some lived in shelters that blocked wifi for security reasons. Others, who lived in housing projects with poor internet reception, did their schoolwork in laundromats.

According to a 2021 Pew survey , 25 percent of lower-income parents said their children, at some point, were unable to complete their schoolwork because they couldn’t access a computer at home; that number for upper-income parents was 2 percent.

The issues with remote learning in March 2020 were new. But they highlighted a divide that had been there all along in another form: homework. And even long after schools have resumed in-person classes, the pandemic’s effects on homework have lingered.

Over the past three years, in response to concerns about equity, schools across the country, including in Sacramento, Los Angeles , San Diego , and Clark County, Nevada , made permanent changes to their homework policies that restricted how much homework could be given and how it could be graded after in-person learning resumed.

Three years into the pandemic, as districts and teachers reckon with Covid-era overhauls of teaching and learning, schools are still reconsidering the purpose and place of homework. Whether relaxing homework expectations helps level the playing field between students or harms them by decreasing rigor is a divisive issue without conclusive evidence on either side, echoing other debates in education like the elimination of standardized test scores from some colleges’ admissions processes.

I first began to wonder if the homework abolition movement made sense after speaking with teachers in some Massachusetts public schools, who argued that rather than help disadvantaged kids, stringent homework restrictions communicated an attitude of low expectations. One, an English teacher, said she felt the school had “just given up” on trying to get the students to do work; another argued that restrictions that prohibit teachers from assigning take-home work that doesn’t begin in class made it difficult to get through the foreign-language curriculum. Teachers in other districts have raised formal concerns about homework abolition’s ability to close gaps among students rather than widening them.

Many education experts share this view. Harris Cooper, a professor emeritus of psychology at Duke who has studied homework efficacy, likened homework abolition to “playing to the lowest common denominator.”

But as I learned after talking to a variety of stakeholders — from homework researchers to policymakers to parents of schoolchildren — whether to abolish homework probably isn’t the right question. More important is what kind of work students are sent home with and where they can complete it. Chances are, if schools think more deeply about giving constructive work, time spent on homework will come down regardless.

There’s no consensus on whether homework works

The rise of the no-homework movement during the Covid-19 pandemic tapped into long-running disagreements over homework’s impact on students. The purpose and effectiveness of homework have been disputed for well over a century. In 1901, for instance, California banned homework for students up to age 15, and limited it for older students, over concerns that it endangered children’s mental and physical health. The newest iteration of the anti-homework argument contends that the current practice punishes students who lack support and rewards those with more resources, reinforcing the “myth of meritocracy.”

But there is still no research consensus on homework’s effectiveness; no one can seem to agree on what the right metrics are. Much of the debate relies on anecdotes, intuition, or speculation.

Researchers disagree even on how much research exists on the value of homework. Kathleen Budge, the co-author of Turning High-Poverty Schools Into High-Performing Schools and a professor at Boise State, told me that homework “has been greatly researched.” Denise Pope, a Stanford lecturer and leader of the education nonprofit Challenge Success, said, “It’s not a highly researched area because of some of the methodological problems.”

Experts who are more sympathetic to take-home assignments generally support the “10-minute rule,” a framework that estimates the ideal amount of homework on any given night by multiplying the student’s grade by 10 minutes. (A ninth grader, for example, would have about 90 minutes of work a night.) Homework proponents argue that while it is difficult to design randomized control studies to test homework’s effectiveness, the vast majority of existing studies show a strong positive correlation between homework and high academic achievement for middle and high school students. Prominent critics of homework argue that these correlational studies are unreliable and point to studies that suggest a neutral or negative effect on student performance. Both agree there is little to no evidence for homework’s effectiveness at an elementary school level, though proponents often argue that it builds constructive habits for the future.

For anyone who remembers homework assignments from both good and bad teachers, this fundamental disagreement might not be surprising. Some homework is pointless and frustrating to complete. Every week during my senior year of high school, I had to analyze a poem for English and decorate it with images found on Google; my most distinct memory from that class is receiving a demoralizing 25-point deduction because I failed to present my analysis on a poster board. Other assignments really do help students learn: After making an adapted version of Chairman Mao’s Little Red Book for a ninth grade history project, I was inspired to check out from the library and read a biography of the Chinese ruler.

For homework opponents, the first example is more likely to resonate. “We’re all familiar with the negative effects of homework: stress, exhaustion, family conflict, less time for other activities, diminished interest in learning,” Alfie Kohn, author of The Homework Myth, which challenges common justifications for homework, told me in an email. “And these effects may be most pronounced among low-income students.” Kohn believes that schools should make permanent any moratoria implemented during the pandemic, arguing that there are no positives at all to outweigh homework’s downsides. Recent studies , he argues , show the benefits may not even materialize during high school.

In the Marlborough Public Schools, a suburban district 45 minutes west of Boston, school policy committee chair Katherine Hennessy described getting kids to complete their homework during remote education as “a challenge, to say the least.” Teachers found that students who spent all day on their computers didn’t want to spend more time online when the day was over. So, for a few months, the school relaxed the usual practice and teachers slashed the quantity of nightly homework.

Online learning made the preexisting divides between students more apparent, she said. Many students, even during normal circumstances, lacked resources to keep them on track and focused on completing take-home assignments. Though Marlborough Schools is more affluent than PS 55, Hennessy said many students had parents whose work schedules left them unable to provide homework help in the evenings. The experience tracked with a common divide in the country between children of different socioeconomic backgrounds.

So in October 2021, months after the homework reduction began, the Marlborough committee made a change to the district’s policy. While teachers could still give homework, the assignments had to begin as classwork. And though teachers could acknowledge homework completion in a student’s participation grade, they couldn’t count homework as its own grading category. “Rigorous learning in the classroom does not mean that that classwork must be assigned every night,” the policy stated . “Extensions of class work is not to be used to teach new content or as a form of punishment.”

Canceling homework might not do anything for the achievement gap

The critiques of homework are valid as far as they go, but at a certain point, arguments against homework can defy the commonsense idea that to retain what they’re learning, students need to practice it.

“Doesn’t a kid become a better reader if he reads more? Doesn’t a kid learn his math facts better if he practices them?” said Cathy Vatterott, an education researcher and professor emeritus at the University of Missouri-St. Louis. After decades of research, she said it’s still hard to isolate the value of homework, but that doesn’t mean it should be abandoned.

Blanket vilification of homework can also conflate the unique challenges facing disadvantaged students as compared to affluent ones, which could have different solutions. “The kids in the low-income schools are being hurt because they’re being graded, unfairly, on time they just don’t have to do this stuff,” Pope told me. “And they’re still being held accountable for turning in assignments, whether they’re meaningful or not.” On the other side, “Palo Alto kids” — students in Silicon Valley’s stereotypically pressure-cooker public schools — “are just bombarded and overloaded and trying to stay above water.”

Merely getting rid of homework doesn’t solve either problem. The United States already has the second-highest disparity among OECD (the Organisation for Economic Co-operation and Development) nations between time spent on homework by students of high and low socioeconomic status — a difference of more than three hours, said Janine Bempechat, clinical professor at Boston University and author of No More Mindless Homework .

When she interviewed teachers in Boston-area schools that had cut homework before the pandemic, Bempechat told me, “What they saw immediately was parents who could afford it immediately enrolled their children in the Russian School of Mathematics,” a math-enrichment program whose tuition ranges from $140 to about $400 a month. Getting rid of homework “does nothing for equity; it increases the opportunity gap between wealthier and less wealthy families,” she said. “That solution troubles me because it’s no solution at all.”

A group of teachers at Wakefield High School in Arlington, Virginia, made the same point after the school district proposed an overhaul of its homework policies, including removing penalties for missing homework deadlines, allowing unlimited retakes, and prohibiting grading of homework.

“Given the emphasis on equity in today’s education systems,” they wrote in a letter to the school board, “we believe that some of the proposed changes will actually have a detrimental impact towards achieving this goal. Families that have means could still provide challenging and engaging academic experiences for their children and will continue to do so, especially if their children are not experiencing expected rigor in the classroom.” At a school where more than a third of students are low-income, the teachers argued, the policies would prompt students “to expect the least of themselves in terms of effort, results, and responsibility.”

Not all homework is created equal

Despite their opposing sides in the homework wars, most of the researchers I spoke to made a lot of the same points. Both Bempechat and Pope were quick to bring up how parents and schools confuse rigor with workload, treating the volume of assignments as a proxy for quality of learning. Bempechat, who is known for defending homework, has written extensively about how plenty of it lacks clear purpose, requires the purchasing of unnecessary supplies, and takes longer than it needs to. Likewise, when Pope instructs graduate-level classes on curriculum, she asks her students to think about the larger purpose they’re trying to achieve with homework: If they can get the job done in the classroom, there’s no point in sending home more work.

At its best, pandemic-era teaching facilitated that last approach. Honolulu-based teacher Christina Torres Cawdery told me that, early in the pandemic, she often had a cohort of kids in her classroom for four hours straight, as her school tried to avoid too much commingling. She couldn’t lecture for four hours, so she gave the students plenty of time to complete independent and project-based work. At the end of most school days, she didn’t feel the need to send them home with more to do.

A similar limited-homework philosophy worked at a public middle school in Chelsea, Massachusetts. A couple of teachers there turned as much class as possible into an opportunity for small-group practice, allowing kids to work on problems that traditionally would be assigned for homework, Jessica Flick, a math coach who leads department meetings at the school, told me. It was inspired by a philosophy pioneered by Simon Fraser University professor Peter Liljedahl, whose influential book Building Thinking Classrooms in Mathematics reframes homework as “check-your-understanding questions” rather than as compulsory work. Last year, Flick found that the two eighth grade classes whose teachers adopted this strategy performed the best on state tests, and this year, she has encouraged other teachers to implement it.

Teachers know that plenty of homework is tedious and unproductive. Jeannemarie Dawson De Quiroz, who has taught for more than 20 years in low-income Boston and Los Angeles pilot and charter schools, says that in her first years on the job she frequently assigned “drill and kill” tasks and questions that she now feels unfairly stumped students. She said designing good homework wasn’t part of her teaching programs, nor was it meaningfully discussed in professional development. With more experience, she turned as much class time as she could into practice time and limited what she sent home.

“The thing about homework that’s sticky is that not all homework is created equal,” says Jill Harrison Berg, a former teacher and the author of Uprooting Instructional Inequity . “Some homework is a genuine waste of time and requires lots of resources for no good reason. And other homework is really useful.”

Cutting homework has to be part of a larger strategy

The takeaways are clear: Schools can make cuts to homework, but those cuts should be part of a strategy to improve the quality of education for all students. If the point of homework was to provide more practice, districts should think about how students can make it up during class — or offer time during or after school for students to seek help from teachers. If it was to move the curriculum along, it’s worth considering whether strategies like Liljedahl’s can get more done in less time.

Some of the best thinking around effective assignments comes from those most critical of the current practice. Denise Pope proposes that, before assigning homework, teachers should consider whether students understand the purpose of the work and whether they can do it without help. If teachers think it’s something that can’t be done in class, they should be mindful of how much time it should take and the feedback they should provide. It’s questions like these that De Quiroz considered before reducing the volume of work she sent home.

More than a year after the new homework policy began in Marlborough, Hennessy still hears from parents who incorrectly “think homework isn’t happening” despite repeated assurances that kids still can receive work. She thinks part of the reason is that education has changed over the years. “I think what we’re trying to do is establish that homework may be an element of educating students,” she told me. “But it may not be what parents think of as what they grew up with. ... It’s going to need to adapt, per the teaching and the curriculum, and how it’s being delivered in each classroom.”

For the policy to work, faculty, parents, and students will all have to buy into a shared vision of what school ought to look like. The district is working on it — in November, it hosted and uploaded to YouTube a round-table discussion on homework between district administrators — but considering the sustained confusion, the path ahead seems difficult.

When I asked Luis Torres about whether he thought homework serves a useful part in PS 55’s curriculum, he said yes, of course it was — despite the effort and money it takes to keep the school open after hours to help them do it. “The children need the opportunity to practice,” he said. “If you don’t give them opportunities to practice what they learn, they’re going to forget.” But Torres doesn’t care if the work is done at home. The school stays open until around 6 pm on weekdays, even during breaks. Tutors through New York City’s Department of Youth and Community Development programs help kids with work after school so they don’t need to take it with them.

As schools weigh the purpose of homework in an unequal world, it’s tempting to dispose of a practice that presents real, practical problems to students across the country. But getting rid of homework is unlikely to do much good on its own. Before cutting it, it’s worth thinking about what good assignments are meant to do in the first place. It’s crucial that students from all socioeconomic backgrounds tackle complex quantitative problems and hone their reading and writing skills. It’s less important that the work comes home with them.

Jacob Sweet is a freelance writer in Somerville, Massachusetts. He is a frequent contributor to the New Yorker, among other publications.

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New report considers California’s homework gap

Closing the Achievement Gap

More than 1.6 million children across California did not have high-speed internet access at home prior to the COVID-19 pandemic, according to a new report.

“ Closing the Homework Gap in California ” — released in June by the Alliance for Excellent Education, the Small School Districts’ Association and the Linked Learning Alliance — analyzes data from the 2019 American Community Survey.

“This digital divide — also described as the ‘homework gap’— spans across California, but it disproportionately impacts children of color and those living in rural areas and in low-income families,” the report states. “Research shows that, regardless of race or socioeconomic status, middle and high school students who lack high-speed home internet access have poorer academic outcomes than their connected peers.”

The students who lacked access experienced lower grade point averages, less advanced digital skills and were not as likely to attend college. Upwards of 745,500 children were without a computer in 2019 and 8.4 percent of households did not have a computer, according to the report.

While pandemic-related school closures underscored the need for reliable, high-speed internet in homes and the expansion of distance learning fast tracked efforts by the state and local educational agencies to provide students with items like computers, tablets and WiFi hotspots, there remains progress to be made, the report states.

Districts large and small worked tirelessly to get their students connected at appropriate speeds, but “the depth of the homework gap and its disproportionate impact on rural families, low-income families, and families of color indicate that California’s schools need additional investments to ensure all children have the high-speed home internet access required for a 21st-century education.”

While the data may be dated in light of recent progress made, Latino children remain one of the groups most lacking in access to high-speed home internet and devices, and significant gaps persist by region

Geographically, the percentage of households without high-speed home internet access was much higher in non-metropolitan/rural areas than metropolitan locations at 27.5 percent compared to 18.4 percent. The same was found for the percentage of households without a computer as 11.3 percent of non-metropolitan/rural did not have one compared to 8.3 percent for metropolitan areas. LEAs in more urban counties do substantially contribute to the homework gap, however.

“Together, Los Angeles County and neighboring San Bernardino County account for more than 550,000 children without high-speed home internet access and more than 245,000 children without home computers,” the report states. “This means that about one-third of California’s children without broadband internet or devices at home live in these two counties alone.”

The state’s northern rural counties, including Del Norte, Lassen, Modoc and Humboldt, also account for more than one-third of households with children do not have high-speed internet. Meanwhile, in central Madera County, nearly four in 10 households with children do not have high-speed internet access — the highest percentage statewide. “Collectively, more than 80,000 children who live in rural California communities do not have high-speed internet access at home,” according to the report.

Progress prompted by the pandemic

The authors call on state policymakers to provide the financial and technical investments necessary to help ensure that all students have high-speed internet access and devices for schoolwork — a plea that has been at least partially answered due to the public health crisis.

The organizations who presented the report urged California lawmakers to use state funds and federal funds from the American Rescue Plan to make a one-time investment of $7 billion toward the cause, as was proposed in the revised state budget proposal.

They also voiced support for Assembly Bill 34 , the Broadband for All Act of 2022, and said U.S. Congress should continue to fund the Emergency Broadband Benefit and the Emergency Connectivity Fund so the cost of high-speed internet and computers isn’t a barrier to learning.

“COVID-19 did not create California’s homework gap. However, if state lawmakers do not take steps now to close this digital divide, students without home internet access and devices will fall even further behind their connected peers long after the pandemic ends,” the report states. “California’s students deserve this investment today to ensure their future success.”

On July 20, AB 156 , the broadband trailer bill, was signed by Gov. Gavin Newsom authorizing $6 billion in spending over the next three years to expand the state’s broadband fiber infrastructure and increase internet connectivity throughout communities.

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California Bans Book Bans and Textbook Censorship in Schools

WHAT YOU NEED TO KNOW: Governor Newsom signed AB 1078 (Jackson) to ban book bans and textbook censorship in the state’s 10,000+ schools.

SACRAMENTO — Building on his Family Agenda to promote educational freedom and success, Governor Gavin Newsom today signed AB 1078 by Assemblymember Dr. Corey Jackson (D-Moreno Valley), which bans “book bans” in schools, prohibits censorship of instructional materials, and strengthens California law requiring schools to provide all students access to textbooks that teach about California’s diverse communities.

WHAT GOVERNOR NEWSOM SAID: “From Temecula to Tallahassee, fringe ideologues across the country are attempting to whitewash history and ban books from schools. With this new law, we’re cementing California’s role as the true freedom state: a place where families — not political fanatics — have the freedom to decide what’s right for them.”

“When we restrict access to books in school that properly reflect our nation’s history and unique voices, we eliminate the mirror in which young people see themselves reflected, and we eradicate the window in which young people can comprehend the unique experiences of others,” said First Partner Jennifer Siebel Newsom. “In short, book bans harm all children and youth, diminishing communal empathy and serving to further engender intolerance and division across society. We Californians believe all children must have the freedom to learn about the world around them and this new law is a critical step in protecting this right.”

“It is the responsibility of every generation to continue the fight for civil and human rights against those who seek to take them away,” said Assemblymember Dr. Corey Jackson. “Today, California has met this historical imperative and we will be ready to meet the next one.”

“AB 1078 sends a strong signal to the people of California — but also to every American — that in the Golden State — we don’t ban books — we cherish them,” said State Superintendent of Public Instruction Tony Thurmond . “This law will serve as a model for the nation that California recognizes and understands the moment we are in – and while some want to roll back the clock on progress, we are doubling down on forward motion. Rather than limiting access to education and flat out banning books like other states, we are embracing and expanding opportunities for knowledge and education, because that’s the California way.”

Governor Newsom and Assemblymember Dr. Corey Jackson

AB 1078 provides the Superintendent of Public Instruction the authority to buy textbooks for students in a school district, recoup costs, and assess a financial penalty if a school board willfully chooses to not provide sufficient standards-aligned instructional materials for students. The law also prohibits school boards from banning instructional materials or library books on the basis that they provide inclusive and diverse perspectives in compliance with state law.

While other states ban books, California is making tens of billions of dollars in strategic investments to improve education outcomes and literacy. California outperformed most states — including Florida and Texas — in mitigating learning loss during the pandemic, and through historic levels of school funding, the state is building a cohesive structure of support for educators and students that reflects a focus on equity, inclusion, and academic success.

As part of the Governor’s Family Agenda, California is ensuring parents and caregivers have the opportunity to actively participate in their children’s education. Parents in California have a seat at the decision-making table for key budget, programmatic, and curricular decisions, including the creation of Local Control and Accountability Plans. In the past two years, in partnership with the Legislature, Governor Newsom has required schools to make it easier for working parents to participate in school decisions, invested $4.1 billion to convert one in four schools into community schools with deeper parent engagement, and invested another $100 million in the Community Engagement Initiative for more proactive collaboration with parents.

California provides instruction and support services to roughly 5.9 million students in grades transitional kindergarten through twelve in more than 1,000 districts and over 10,000 schools throughout the state. Education funding in the state is at a record high, totaling $129.2 billion in the 2023-24 budget.

Is it time to get rid of homework? Mental health experts weigh in.

It's no secret that kids hate homework. And as students grapple with an ongoing pandemic that has had a wide range of mental health impacts, is it time schools start listening to their pleas about workloads?

Some teachers are turning to social media to take a stand against homework.

Tiktok user @misguided.teacher says he doesn't assign it because the "whole premise of homework is flawed."

For starters, he says, he can't grade work on "even playing fields" when students' home environments can be vastly different.

"Even students who go home to a peaceful house, do they really want to spend their time on busy work? Because typically that's what a lot of homework is, it's busy work," he says in the video that has garnered 1.6 million likes. "You only get one year to be 7, you only got one year to be 10, you only get one year to be 16, 18."

Mental health experts agree heavy workloads have the potential do more harm than good for students, especially when taking into account the impacts of the pandemic. But they also say the answer may not be to eliminate homework altogether.

Emmy Kang, mental health counselor at Humantold , says studies have shown heavy workloads can be "detrimental" for students and cause a "big impact on their mental, physical and emotional health."

"More than half of students say that homework is their primary source of stress, and we know what stress can do on our bodies," she says, adding that staying up late to finish assignments also leads to disrupted sleep and exhaustion.

Cynthia Catchings, a licensed clinical social worker and therapist at Talkspace , says heavy workloads can also cause serious mental health problems in the long run, like anxiety and depression.

And for all the distress homework can cause, it's not as useful as many may think, says Dr. Nicholas Kardaras, a psychologist and CEO of Omega Recovery treatment center.

"The research shows that there's really limited benefit of homework for elementary age students, that really the school work should be contained in the classroom," he says.

For older students, Kang says, homework benefits plateau at about two hours per night.

"Most students, especially at these high achieving schools, they're doing a minimum of three hours, and it's taking away time from their friends, from their families, their extracurricular activities. And these are all very important things for a person's mental and emotional health."

Catchings, who also taught third to 12th graders for 12 years, says she's seen the positive effects of a no-homework policy while working with students abroad.

"Not having homework was something that I always admired from the French students (and) the French schools, because that was helping the students to really have the time off and really disconnect from school," she says.

The answer may not be to eliminate homework completely but to be more mindful of the type of work students take home, suggests Kang, who was a high school teacher for 10 years.

"I don't think (we) should scrap homework; I think we should scrap meaningless, purposeless busy work-type homework. That's something that needs to be scrapped entirely," she says, encouraging teachers to be thoughtful and consider the amount of time it would take for students to complete assignments.

The pandemic made the conversation around homework more crucial

Mindfulness surrounding homework is especially important in the context of the past two years. Many students will be struggling with mental health issues that were brought on or worsened by the pandemic , making heavy workloads even harder to balance.

"COVID was just a disaster in terms of the lack of structure. Everything just deteriorated," Kardaras says, pointing to an increase in cognitive issues and decrease in attention spans among students. "School acts as an anchor for a lot of children, as a stabilizing force, and that disappeared."

But even if students transition back to the structure of in-person classes, Kardaras suspects students may still struggle after two school years of shifted schedules and disrupted sleeping habits.

"We've seen adults struggling to go back to in-person work environments from remote work environments. That effect is amplified with children because children have less resources to be able to cope with those transitions than adults do," he explains.

'Get organized' ahead of back-to-school

In order to make the transition back to in-person school easier, Kang encourages students to "get good sleep, exercise regularly (and) eat a healthy diet."

To help manage workloads, she suggests students "get organized."

"There's so much mental clutter up there when you're disorganized. ... Sitting down and planning out their study schedules can really help manage their time," she says.

Breaking up assignments can also make things easier to tackle.

"I know that heavy workloads can be stressful, but if you sit down and you break down that studying into smaller chunks, they're much more manageable."

If workloads are still too much, Kang encourages students to advocate for themselves.

"They should tell their teachers when a homework assignment just took too much time or if it was too difficult for them to do on their own," she says. "It's good to speak up and ask those questions. Respectfully, of course, because these are your teachers. But still, I think sometimes teachers themselves need this feedback from their students."

More: Some teachers let their students sleep in class. Here's what mental health experts say.

More: Some parents are slipping young kids in for the COVID-19 vaccine, but doctors discourage the move as 'risky'

Letters to the Editor: Schools teach kids not to slack off. How would no more homework help?

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To the editor: Reading your editorial favoring a school grading system that deemphasizes homework and task completion , I though what great news this might mean to journalists. Just turn your articles in whenever, no consequences, and don’t worry about work outside your official hours.

Advertisers, turn in your ad copy whenever. Delivery folks, take your time, because deadlines don’t matter. Custodians, clean the toilets whenever you feel like it.

Now, to real life: There are very few tests given once we are adults, but there are many daily chores that must be done and deadlines that must be met. My job as a teacher is not only to educate my students, but also to turn them into employable and responsible adults.

That means daily practice with a routine that becomes ingrained. Completing homework teaches a student organization and planning; it also improves academic skills and reinforces knowledge.

Kathleen McCarthy, Torrance

To the editor: After raising a family of seven quite successful students and teaching public school for 10 years, I agree with your editorial about homework and grading.

I graduated from Reed College in Oregon, a school that deemphasizes grades and is renowned for sending many alumni to graduate school. As students we got many comments on the margins of our papers and tests followed by a conference with the professor or our advisor.

I was also influenced by a book I read early in my career pointing out that if you gave a test on the first day of school, some children would ace it, others would have mixed results, and some would fail. If you did a good job, by the end of the term, everyone should do fairly well on the test, even those who initially failed. The grade should reflect the knowledge gained.

I did my best to follow this advice, and I am encouraged that people are once again considering what education is really all about — and it certainly should not be about averaging test scores.

Sharon Toji, Irvine

To the editor: Letter writers brought up important issues on homework and education . Missing, however, was the fact that students are different, with different interests and talents. The human race depends on this diversity.

As the late psychologist Mihaly Csikszentmihalyi pointed out: “If we were all more or less alike, humans would grow into narrowly specialized organisms. It would be difficult for us to adapt to changing conditions.”

An important function of school is to help students discover and develop their interests and pursue their strengths. Overemphasizing “requirements” not only leads to boredom, it also doesn’t result in as much learning as encouraging students to engage in tasks they find natural and interesting.

Plato understood this: “Bodily exercise, when compulsory, does no harm to the body; but knowledge which is acquired under compulsion obtains no hold on the mind.”

Stephen Krashen, Los Angeles

The writer is a professor emeritus of education at USC.

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Why (Most) Homework Should Be Banned

The 30-minute rule is there to justify giving a lot of homework

Anthony Malcolm ‘23 , Staff Writer December 8, 2022

There are plenty of reasons why (most) homework should be banned. I’ll start out with some general facts and look at homework in general, then go into some detail about our school.

Stanford conducted a study surveying over 4,300 students in 10 high performing high schools in California. More than 70% of the students said they were “often or always stressed over schoolwork,” with 56% claiming that homework was the main stressor. But here’s the kicker: Less than 1% said homework was not a stressor.

The researchers then asked the students if they had exhibited symptoms of stress like headaches, exhaustion, sleep deprivation, weight loss, and stomach problems. More than 80% of the students reported at least one stress related symptom recently and 44% claimed they experienced 3 or more symptoms. The study also found that students who spend a lot of time working on homework experience more stress, physical health problems, and a lack of balance in their lives. The study claimed that any more than 2 hours of homework per night was counterproductive, and that the students who spent too much time on homework were more likely to not participate in activities and hobbies, and stop seeing friends and family.

A smaller NYU study claimed that students at elite high schools are susceptible to chronic stress, emotional exhaustion, and alcohol and drug abuse. About half of the students said they received at least 3 hours of homework a night on top of being pressured to take college level classes and participate in extracurricular activities (sound familiar?). The study claims that many of the students felt they were being worked as hard as adults, and they said that their workload seemed inappropriate for their development level. The study reported that the students felt that they had little time for relaxing and hobbies. More than two thirds of students said they used alcohol or drugs, primarily marijuana, to cope with the stress.

Back to the Stanford study for a second; many of the students claimed that the homework was “pointless” or “mindless.” The study argues that homework should have a purpose and benefit, which should be to cultivate learning. One of the main reasons is that school feels like a full-time job at this point. We, as in BC High students, are in school from 8:25 till 2:40; most of us have some sort of extracurricular activity on top of that, and most of us have significant commutes, which means we are getting home much later. On top of a rigorous day at school, an afterschool activity, and a commute, we have to deal with a varying amount of homework every night. Sometimes it is 2 hours, sometimes 3, sometimes even 4. I will give you an example of a day in my life last year to provide a specific example, because we are not a one size fits all community.

I live in Middleboro and Bridgewater, so I ride the train to school which takes 50 minutes to an hour. A spring day last year would start by waking up at 5:30 and then leaving my house to get to the train at 6:30-6:35, getting on the train at 6:50, getting off the train at 7:50, and arriving at the school before classes started at 8:20. I would go through the school day and stay after for track practice. After track, I would most likely get on the train at 5:00 and get home at 6:15. I would eat dinner, shower, and then start my homework around 7:30-8, and usually I would finish somewhere between 10:30ish to 11:30ish. Can you see how that can be misconstrued as a full-time job?

Some of you might be thinking (especially any teacher reading this), why didn’t you use the 30-minute rule? Well, because most (and I mean MOST) of the time the 30-minute rule is an ineffective rule that justifies giving students a lot of homework. If you use the 30-minute rule and don’t finish a homework assignment, it still has to be completed sometime, and you’ll be behind in class. It is only effective when a teacher plans for the 30-minute rule and tells you to stop at 30 minutes to get an idea of how long an assignment takes their students. The 30-minute rule is there to justify giving a lot of homework because if you say in class that the homework took a long time, you will probably be told about the 30-minute rule. But if you used the 30-minute rule, you would have an unfinished homework assignment which means, depending on the class, you would be lost and behind, and you would still have to do it at some point. If you should have to justify giving a lot of homework, then it is probably too much.

Parker, Clifton B. “Stanford Research Shows Pitfalls of Homework.” Stanford University , 10 Mar. 2014, http://news.stanford.edu/news/2014/march/too-much-homework-031014.html .

Communications, NYU Web. NYU Study Examines Top High School Students’ Stress and Coping Mechanisms . http://www.nyu.edu/content/nyu/en/about/news-publications/news/2015/august/nyu

-study-examines-top-high-school-students-stress-and-coping-mechanisms .

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Should Kids Get Homework?

Homework gives elementary students a way to practice concepts, but too much can be harmful, experts say.

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Effective homework reinforces math, reading, writing or spelling skills, but in a way that's meaningful.

How much homework students should get has long been a source of debate among parents and educators. In recent years, some districts have even implemented no-homework policies, as students juggle sports, music and other activities after school.

Parents of elementary school students, in particular, have argued that after-school hours should be spent with family or playing outside rather than completing assignments. And there is little research to show that homework improves academic achievement for elementary students.

But some experts say there's value in homework, even for younger students. When done well, it can help students practice core concepts and develop study habits and time management skills. The key to effective homework, they say, is keeping assignments related to classroom learning, and tailoring the amount by age: Many experts suggest no homework for kindergartners, and little to none in first and second grade.

Value of Homework

Homework provides a chance to solidify what is being taught in the classroom that day, week or unit. Practice matters, says Janine Bempechat, clinical professor at Boston University 's Wheelock College of Education & Human Development.

"There really is no other domain of human ability where anybody would say you don't need to practice," she adds. "We have children practicing piano and we have children going to sports practice several days a week after school. You name the domain of ability and practice is in there."

Homework is also the place where schools and families most frequently intersect.

"The children are bringing things from the school into the home," says Paula S. Fass, professor emerita of history at the University of California—Berkeley and the author of "The End of American Childhood." "Before the pandemic, (homework) was the only real sense that parents had to what was going on in schools."

Harris Cooper, professor emeritus of psychology and neuroscience at Duke University and author of "The Battle Over Homework," examined more than 60 research studies on homework between 1987 and 2003 and found that — when designed properly — homework can lead to greater student success. Too much, however, is harmful. And homework has a greater positive effect on students in secondary school (grades 7-12) than those in elementary.

"Every child should be doing homework, but the amount and type that they're doing should be appropriate for their developmental level," he says. "For teachers, it's a balancing act. Doing away with homework completely is not in the best interest of children and families. But overburdening families with homework is also not in the child's or a family's best interest."

Negative Homework Assignments

Not all homework for elementary students involves completing a worksheet. Assignments can be fun, says Cooper, like having students visit educational locations, keep statistics on their favorite sports teams, read for pleasure or even help their parents grocery shop. The point is to show students that activities done outside of school can relate to subjects learned in the classroom.

But assignments that are just busy work, that force students to learn new concepts at home, or that are overly time-consuming can be counterproductive, experts say.

Homework that's just busy work.

Effective homework reinforces math, reading, writing or spelling skills, but in a way that's meaningful, experts say. Assignments that look more like busy work – projects or worksheets that don't require teacher feedback and aren't related to topics learned in the classroom – can be frustrating for students and create burdens for families.

"The mental health piece has definitely played a role here over the last couple of years during the COVID-19 pandemic, and the last thing we want to do is frustrate students with busy work or homework that makes no sense," says Dave Steckler, principal of Red Trail Elementary School in Mandan, North Dakota.

Homework on material that kids haven't learned yet.

With the pressure to cover all topics on standardized tests and limited time during the school day, some teachers assign homework that has not yet been taught in the classroom.

Not only does this create stress, but it also causes equity challenges. Some parents speak languages other than English or work several jobs, and they aren't able to help teach their children new concepts.

" It just becomes agony for both parents and the kids to get through this worksheet, and the goal becomes getting to the bottom of (the) worksheet with answers filled in without any understanding of what any of it matters for," says professor Susan R. Goldman, co-director of the Learning Sciences Research Institute at the University of Illinois—Chicago .

Homework that's overly time-consuming.

The standard homework guideline recommended by the National Parent Teacher Association and the National Education Association is the "10-minute rule" – 10 minutes of nightly homework per grade level. A fourth grader, for instance, would receive a total of 40 minutes of homework per night.

But this does not always happen, especially since not every student learns the same. A 2015 study published in the American Journal of Family Therapy found that primary school children actually received three times the recommended amount of homework — and that family stress increased along with the homework load.

Young children can only remain attentive for short periods, so large amounts of homework, especially lengthy projects, can negatively affect students' views on school. Some individual long-term projects – like having to build a replica city, for example – typically become an assignment for parents rather than students, Fass says.

"It's one thing to assign a project like that in which several kids are working on it together," she adds. "In (that) case, the kids do normally work on it. It's another to send it home to the families, where it becomes a burden and doesn't really accomplish very much."

Private vs. Public Schools

Do private schools assign more homework than public schools? There's little research on the issue, but experts say private school parents may be more accepting of homework, seeing it as a sign of academic rigor.

Of course, not all private schools are the same – some focus on college preparation and traditional academics, while others stress alternative approaches to education.

"I think in the academically oriented private schools, there's more support for homework from parents," says Gerald K. LeTendre, chair of educational administration at Pennsylvania State University—University Park . "I don't know if there's any research to show there's more homework, but it's less of a contentious issue."

How to Address Homework Overload

First, assess if the workload takes as long as it appears. Sometimes children may start working on a homework assignment, wander away and come back later, Cooper says.

"Parents don't see it, but they know that their child has started doing their homework four hours ago and still not done it," he adds. "They don't see that there are those four hours where their child was doing lots of other things. So the homework assignment itself actually is not four hours long. It's the way the child is approaching it."

But if homework is becoming stressful or workload is excessive, experts suggest parents first approach the teacher, followed by a school administrator.

"Many times, we can solve a lot of issues by having conversations," Steckler says, including by "sitting down, talking about the amount of homework, and what's appropriate and not appropriate."

Study Tips for High School Students

High angle view of young woman sitting at desk and studying at home during coronavirus lockdown

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Student Opinion

Should We Get Rid of Homework?

Some educators are pushing to get rid of homework. Would that be a good thing?

By Jeremy Engle and Michael Gonchar

Do you like doing homework? Do you think it has benefited you educationally?

Has homework ever helped you practice a difficult skill — in math, for example — until you mastered it? Has it helped you learn new concepts in history or science? Has it helped to teach you life skills, such as independence and responsibility? Or, have you had a more negative experience with homework? Does it stress you out, numb your brain from busywork or actually make you fall behind in your classes?

Should we get rid of homework?

In “ The Movement to End Homework Is Wrong, ” published in July, the Times Opinion writer Jay Caspian Kang argues that homework may be imperfect, but it still serves an important purpose in school. The essay begins:

Do students really need to do their homework? As a parent and a former teacher, I have been pondering this question for quite a long time. The teacher side of me can acknowledge that there were assignments I gave out to my students that probably had little to no academic value. But I also imagine that some of my students never would have done their basic reading if they hadn’t been trained to complete expected assignments, which would have made the task of teaching an English class nearly impossible. As a parent, I would rather my daughter not get stuck doing the sort of pointless homework I would occasionally assign, but I also think there’s a lot of value in saying, “Hey, a lot of work you’re going to end up doing in your life is pointless, so why not just get used to it?” I certainly am not the only person wondering about the value of homework. Recently, the sociologist Jessica McCrory Calarco and the mathematics education scholars Ilana Horn and Grace Chen published a paper, “ You Need to Be More Responsible: The Myth of Meritocracy and Teachers’ Accounts of Homework Inequalities .” They argued that while there’s some evidence that homework might help students learn, it also exacerbates inequalities and reinforces what they call the “meritocratic” narrative that says kids who do well in school do so because of “individual competence, effort and responsibility.” The authors believe this meritocratic narrative is a myth and that homework — math homework in particular — further entrenches the myth in the minds of teachers and their students. Calarco, Horn and Chen write, “Research has highlighted inequalities in students’ homework production and linked those inequalities to differences in students’ home lives and in the support students’ families can provide.”

Mr. Kang argues:

But there’s a defense of homework that doesn’t really have much to do with class mobility, equality or any sense of reinforcing the notion of meritocracy. It’s one that became quite clear to me when I was a teacher: Kids need to learn how to practice things. Homework, in many cases, is the only ritualized thing they have to do every day. Even if we could perfectly equalize opportunity in school and empower all students not to be encumbered by the weight of their socioeconomic status or ethnicity, I’m not sure what good it would do if the kids didn’t know how to do something relentlessly, over and over again, until they perfected it. Most teachers know that type of progress is very difficult to achieve inside the classroom, regardless of a student’s background, which is why, I imagine, Calarco, Horn and Chen found that most teachers weren’t thinking in a structural inequalities frame. Holistic ideas of education, in which learning is emphasized and students can explore concepts and ideas, are largely for the types of kids who don’t need to worry about class mobility. A defense of rote practice through homework might seem revanchist at this moment, but if we truly believe that schools should teach children lessons that fall outside the meritocracy, I can’t think of one that matters more than the simple satisfaction of mastering something that you were once bad at. That takes homework and the acknowledgment that sometimes a student can get a question wrong and, with proper instruction, eventually get it right.

Students, read the entire article, then tell us:

Should we get rid of homework? Why, or why not?

Is homework an outdated, ineffective or counterproductive tool for learning? Do you agree with the authors of the paper that homework is harmful and worsens inequalities that exist between students’ home circumstances?

Or do you agree with Mr. Kang that homework still has real educational value?

When you get home after school, how much homework will you do? Do you think the amount is appropriate, too much or too little? Is homework, including the projects and writing assignments you do at home, an important part of your learning experience? Or, in your opinion, is it not a good use of time? Explain.

In these letters to the editor , one reader makes a distinction between elementary school and high school:

Homework’s value is unclear for younger students. But by high school and college, homework is absolutely essential for any student who wishes to excel. There simply isn’t time to digest Dostoyevsky if you only ever read him in class.

What do you think? How much does grade level matter when discussing the value of homework?

Is there a way to make homework more effective?

If you were a teacher, would you assign homework? What kind of assignments would you give and why?

Want more writing prompts? You can find all of our questions in our Student Opinion column . Teachers, check out this guide to learn how you can incorporate them into your classroom.

Students 13 and older in the United States and Britain, and 16 and older elsewhere, are invited to comment. All comments are moderated by the Learning Network staff, but please keep in mind that once your comment is accepted, it will be made public.

Jeremy Engle joined The Learning Network as a staff editor in 2018 after spending more than 20 years as a classroom humanities and documentary-making teacher, professional developer and curriculum designer working with students and teachers across the country. More about Jeremy Engle

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Why Homework Was Banned

In the early 1900s, Ladies' Home Journal took up a crusade against homework, enlisting doctors and parents who say it damages children's health. In 1901 California passed a law abolishing homework!

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College campuses can’t hire undocumented students. How that might change in California

Stay up-to-date with free briefings on topics that matter to all Californians. Subscribe to CalMatters today for nonprofit news in your inbox.

In January, the University of California Board of Regents broke the hearts of undocumented students by halting a proposal to allow them to work on campus. A few days later, David Alvarez had a plan.

The Democratic assemblymember from Chula Vista huddled with student organizers and decided to draft a bill to compel the UC, as well as the community colleges and California State University, to do what the UC regents would not.

Federal law prohibits employers from hiring anyone who is undocumented, but Alvarez’s Assembly Bill 2586 says California’s public colleges and universities should be exempt and allowed to hire undocumented students for on-campus jobs. The approach rests on an untested legal theory backed by law scholars at UCLA and 27 other prominent academics . It’s based on the argument that a pivotal federal employment law from 1986 doesn’t apply to state agencies, including public colleges and universities.

Assemblymember Sabrina Cervantes , a Corona Democrat and chair of the California Latino Legislative Caucus, has introduced a similar bill addressing just the UC that, if passed, would be taken to CA voters in the form of a ballot measure.

Both bills are priorities of the Latino Caucus .

“We wouldn’t have to do this if the federal government actually did their job and passed immigration reform,” said Alvarez in an interview with CalMatters.

Instead of working on-campus jobs like their peers, undocumented students must seek employment as independent contractors or find under-the-table jobs, where some students say labor exploitation is rampant . If Alvarez’s bill prevails, an estimated 60,000 undocumented students could benefit.

Last May, the UC Board of Regents promised to study the plan to allow undocumented students to work. In January, the regents reversed course, voting 10 to 6 to delay any implementation by a year. The decision gutted student advocates , who sobbed in the public meeting space, castigated the regents and reverted to an agonizing square one in which they lacked the legal right to work.

Alvarez’s bill cleared its first hurdle in April, but it faces a bigger test tomorrow during an opaque legislative process known as the suspense file , in which members of the appropriations committee decide in relative secrecy whether bills with a price tag advance or die.

A committee analysis says the bill could cost California a few million dollars to implement these hiring changes and to handle the legal fees, should someone decide to sue a college or university for hiring undocumented students. Those costs could become a large obstacle as the state battles multi-year budget deficits in the tens of billions of dollars .

How much of an impact the bill would have on undocumented students is an open question: Most students — regardless of their immigration status — work off campus. Federal law is clear that private employers must follow the employment ban. The bills by Alvarez and Cervantes do not extend to the many other state agencies where undocumented students could work after graduation and earn competitive wages.

‘It is not fair’

For Alvarez, the bill is a continuation of California’s commitment to make college affordable for undocumented students. Already the state extends tuition waivers , grants and loans to these students, but they’re barred from receiving federal dollars. A campus job would allow them to cover the difference when financial aid falls short; it would help them with major expenses like housing, transportation and food.

“I’m out here fighting for the right to be given the opportunity to apply to a job on campus,” said Karely Amaya Rios in April to a panel of lawmakers . The 23-year-old is a graduate student at UCLA and has a pending job offer from a professor to help him write a book and teach his immigrant rights courses. Though she’s lived in the U.S. for more than 20 years, she’s undocumented and ineligible for the job. “It is not fair,” she said.

Rios previously told CalMatters that she cobbles together enough money to cover rent and food costs by babysitting and selling clothes at a swap meet with her mother. She also receives some scholarships and stipends.

“I fear that all of you do not understand how disappointing and gut-wrenching it feels to be denied my humanity and my right to access the same opportunities as my peers,” added Fatima Zeferino, an undocumented Cal State Long Beach student, at the April hearing.

Cervantes’ proposed constitutional amendment would target just the UC, a potentially necessary move because the UC is constitutionally independent . The Legislature’s bills can rarely force the system to do something.

Still, Alvarez’s office believes the UC “would be bound” by his bill, his district director, Lisa Schmidt, wrote in an email. She added that “even if it were not formally bound it would comply with the law once the Cal State and (community colleges) were doing so.”

Learn more about legislators mentioned in this story.

Sabrina Cervantes

Democrat, State Assembly, District 58 (Corona)

David Alvarez

Democrat, State Assembly, District 80 (Chula Vista)

Why public colleges are worried

The UC isn’t formally opposed to the bill, but its government relations office wrote a letter to lawmakers warning the bill could expose UC hiring managers to civil and criminal prosecution and jeopardize the billions of dollars in federal research grants the university receives. Alvarez bristled at one objection the UC raised: that the bill as law could expose “undocumented students and their families to the possibility of criminal prosecution or deportation.” He called that “borderline offensive to students” who already have to navigate the legal complexities of their immigration status outside of school.

Alvarez cited his own experience as a child born in the U.S. living in fear of what would happen to his undocumented parents. They were eventually granted legal status through the same 1986 federal law that now bars undocumented residents from working.

Hovering in plain sight is the concern that a potential Trump White House would wage an aggressive legal attack on the university. It would potentially repeat a judicial system showdown that saw the university successfully sue to block Trump’s attempts to end job protections for undocumented workers who came to the country when they were young. That previous legal saga involved the Obama-era Deferred Action for Childhood Arrivals (DACA) program, but federal courts have since halted the federal government’s ability to accept new applications.

The UC Office of the President never appeared persuaded by the legal argument put forward by the UCLA scholars. It sought outside legal opinion, and the conclusion was that the plan wouldn’t be “legally viable,” a regent told CalMatters in January .

UC’s April letter to legislators underscored that worry: “However, after receiving advice from both inside and outside legal counsel, we concluded that there were considerable risks for the University and the students we aim to support.”

Ahilan Arulanantham, one of the two UCLA legal scholars behind the theory that state agencies are exempt from the federal rule barring undocumented residents from working, sought to assure lawmakers in April that no hiring manager could be prosecuted if universities began hiring undocumented students.

“The risk that people would actually be criminally prosecuted for following state law is, in my view, vanishingly small,” he said then. “And we’re not aware of any example where people have been criminally prosecuted by the federal government for following a law that they were required to follow as a matter of the state.”

More likely is that the state would be sued and the matter would play out in courts, Arulanantham said. “If the universities lost that lawsuit and they still kept trying to hire people, of course that would present a different question.”

The state’s attorney general would defend the campuses in those suits, Alvarez said. The press office of the attorney general wouldn’t comment on Arulanantham’s legal argument or whether the attorney general would defend the campuses in a possible suit.

Cal State has issued no position, though it reiterated another point the UC made: The bill “could have consequences on the federal aid the CSU and our students receive,” wrote Amy Bentley-Smith, a spokesperson for Cal State. The fear isn’t unfounded. When the UC system weighed the issue, Republican Congressman Darell Issa wrote a letter to Gov. Gavin Newsom asking that he “please inform Congress how the system intends to refund its current federal funding, as well as provide a detailed estimate of the fiscal impact to students by foregoing future federal assistance.”

Can community college students benefit?

While the legal risk of the bill looms large, the impact of the legislation on undocumented students may be limited in scope. That’s because the majority of undocumented students attend community college. The Cal State system has fewer undocumented students, and the UC campuses have the least, according to estimates from each system.

Yet community college students are the least likely to work on-campus jobs. When they do work, only 7% of them have a campus job, according to an analysis provided by California Student Aid Commission. The rates are higher at Cal State and UC campuses, where 16% of working students at Cal State and about half of working students at the UC are employed on campus.

Many community college students work full time in the private sector, whereas campus jobs typically restrict students to no more than 20 hours a week. The hourly limit comes from research that says working more hurts students’ grades .

Over the past six years, Jerry Reyes has studied at Reedley College, just south of Fresno, though he left at various points. He’s undocumented and ineligible for DACA, which offers temporary work permits for undocumented youth.

He worked anyway, taking a job at an agricultural packaging house, where he made around $15 an hour. They “didn’t really ask” about his immigration status, he said.

Better jobs are hard to find, he said. “I just ignore potential opportunities because I know they’re just going to turn me away because of my status.”

After a brief stint at San Francisco State, he returned to Reedley College, where he’s pursuing a new major in business administration and serving as a trustee on the community college district’s board. The position is supposed to pay $375 per month, but he said the district won’t compensate him because of his immigration status.

“It’s frustrating,” Reyes said, to watch others get paid for student jobs when he does the same amount of work. He supports Alvarez’s bill but he wants a broader solution too. “A lot of these (undocumented) students don’t work campus jobs,” he said, “and even the jobs they take don’t pay as well.”

Alvarez said he’d consider future legislation to open job opportunities in other sectors too, but not before passing this legislation. “Look, this is already a heavy lift,” he said. “It’s not going to be easy.”

Adam Echelman covers California’s community colleges in partnership with Open Campus, a nonprofit newsroom focused on higher education.

Sather Tower at the UC Berkeley campus in Berkeley on March 25, 2022. Photo by Martin do Nascimento, CalMatters

California bans public funding for religious schools. With the courts’ help, these families want to change that.

Supreme Court is seen on Capitol Hill in Washington, Thursday, April 25, 2024. (AP Photo/J. Scott Applewhite)

The two federal lawsuits are part of a recent wave of such cases nationwide, encouraged by a Supreme Court seen as friendly to them

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California has long had a hard ban preventing public school funding from going toward any sectarian instruction or sectarian schools.

But now families in at least two federal lawsuits in California, encouraged by a Supreme Court that has been friendly to many religious liberty cases, are challenging that prohibition, which they argue discriminates against religious families.

Article 9 of the California constitution forbids any public dollars from supporting any sectarian or denominational school, and it forbids any sectarian doctrine or instruction being taught in any public schools including charter schools, either directly or indirectly.

Despite that rule, families have found ways to get both public school funding and religious instruction, as the San Diego Union-Tribune reported last week.

They do so by home-schooling through certain independent-study charter schools, which give them thousands of dollars a year in funding for educational and enrichment services, and then simultaneously enrolling in religious hybrid instruction programs.

San Marcos, CA - April 11: Charise Erickson teaches a kindergarten class at Heart Christian Academy on Thursday, April 11, 2024 in San Marcos, CA. The San Marcos campus is located at the Movement Church. It offers two-day a week classes for homeschooled students up to eighth grade. (K.C. Alfred / The San Diego Union-Tribune)

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However, these charter schools and religious programs acknowledge those charter funds still can’t be used for any religious program tuition or religious curriculum.

Three California Christian families are trying to change that with a case called Woolard v. Thurmond .

In October, the three families sued State Superintendent Tony Thurmond and their two independent study home-schooling charters — Blue Ridge Academy and Visions in Education — in federal court, saying they should be allowed to use their charter funding for religious instruction and curricula.

And earlier last year, three California Jewish families and two Jewish schools who also want public school funding for religious instruction sued the state education department, Thurmond and Los Angeles Unified in district court. That case was dismissed last year but is being appealed.

That lawsuit, Loffman v. California Department of Education , is not about charter schools. Rather, it’s about the private schools that California pays to educate students with serious disabilities.

When a school district can’t provide the kind of special education services a student needs, it will pay to have them attend a private school that can — sometimes even out of state.

But because of California’s constitutional rule, districts won’t pay for students to attend a religious special education school, even if the religious school would provide the best special education services for the student, said plaintiffs’ attorney Eric Rassbach. His firm has also pursued other such high-profile cases, including the Supreme Court case that let employers deny health coverage of contraception based on their religious beliefs.

The central argument being made in both cases is this: If California chooses to provide a generally available public benefit, whether charter funds or special education, it cannot discriminate against families by restricting their use of the benefit on the basis of religion.

The plaintiffs in both cases argue these restrictions violate their free exercise rights under the First Amendment; the Loffman plaintiffs also argue it violates the equal protection clause of the Fourteenth Amendment.

“The Supreme Court has had several recent cases where they’ve said that if a state offers a benefit, they can’t discriminate against people who use that benefit just because they’re religious,” said Justin Butterfield, an attorney for the Woolard plaintiffs and part of the national law group First Liberty Institute . The firm has also pursued Supreme Court cases over tuition payments for religious schools in Maine and a public school football coach disciplined after praying with students before and after games.

“My hope is that when California offers a program like this, that they will let the families select the curriculum that works best for them, whether that’s secular or religious,” Butterfield said.

The California Department of Education declined to comment on the Woolard or Loffman cases.

In briefings for Woolard, attorneys for the state noted that the Supreme Court has held that states can provide solely secular education in public schools, and that families have the choice to get a religious education through private means, rather than through public school.

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The state retains authority over what curriculum can be used in public schools, state attorneys said in Woolard briefings, even in independent study charter schools where families are home-schooling. And state laws require that curriculum be nonsectarian.

In Loffman, the state has argued that families of students with disabilities can enroll at private schools, including religious schools, and still get publicly-funded special education services. It says the nonsectarian requirement doesn’t bar the plaintiffs from getting the public benefit, and therefore they can’t prove their free exercise rights are being burdened.

State attorneys also argued that school districts’ legal obligation to provide special education does not have to account for families’ desire for religious instruction.

William Koski, a professor at Stanford Law School and director of the school’s Youth and Education Law Project, thinks these cases stand a better chance of success than they would have in past years because the current Supreme Court has shown it is friendly to such arguments.

Most notably, two years ago, the Supreme Court majority decided in Carson v. Makin that it was discriminatory for Maine to exclude religious schools from its family tuition-assistance program solely because of the schools’ religious nature. That ruling drew on the court’s opinions in two other recent cases, known as Trinity Lutheran and Espinoza , that similarly supported making public benefits available to religious organizations.

The majority said in Carson that when a neutral benefit program doles out funds to religious organizations through the independent choices of private individuals receiving the benefit — rather than choices made by the state — it does not violate the First Amendment’s establishment clause.

Because of the Carson decision, Koski said, legal organizations around the country are increasingly challenging states’ Blaine amendments — the state constitutional provisions preventing public funding from going to religious schools.

He said the Supreme Court’s recent decisions have been narrow but are building on each other and adding to a growing body of law supporting what their advocates say is religious liberty.

In the Loffman case, which a district judge dismissed last August, the Ninth Circuit Court of Appeals heard arguments earlier this month.

The Woolard case is awaiting a district court judge’s decision on the state’s motion to dismiss.

Attorneys for plaintiffs in both have said they are prepared to ask the Supreme Court to take up the cases if necessary.

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IMAGES

15 Major Reasons Why Homework Should Be Banned
Top 17 reason Why Homework Should Be Banned
Homework was considered very controversial in the 1800s and early 1900s
Major 20 Reasons Why Homework Should Be Banned
Top 20 Reasons Why Homework Should Not Be Banned
should homework be banned?

COMMENTS

Will less homework stress make California students happier?
The bill analysis cites a survey of 15,000 California high schoolers from Challenge Success, a nonprofit affiliated with the Stanford Graduate School of Education. It found that 45% said homework was a major source of stress and that 52% considered most assignments to be busywork. The organization also reported in 2020 that students with higher ...
What is California's No Homework Law?
California's three biggest cities - San Francisco, Los Angeles and Sacramento - passed regulations forbidding teachers from assigning homework. And in 1901, the state passed a law banning all homework for school kids in kindergarten through eighth grade and imposing limits on the amount of homework that could be assigned to high school ...
California bill to ban large loads of homework in public schools ...
(FOX40.COM) — A new bill introduced in the legislature is taking aim at banning excessive homework in California public schools. "Homework is exhausting. It's overwhelming, " said sixth ...
Too much homework? New CA bill aims to ease the load on students
New CA bill aims to ease the load on students. Having less homework would be beneficial for some students like Kyan Vanderweel, a San Luis Obispo high school student. With multiple band and ...
Will Less Homework Stress Make California Students Happier?
Still, the conversation got Schiavo thinking, she said. And while Assembly Bill 2999 — which faces its first big test on Wednesday — is far from a ban on homework, it would require school districts, county offices of education and charter schools to develop guidelines for K-12 students. It would urge schools to be more intentional about "good" or meaningful homework.
Homework Pros and Cons
In the early 1900s, progressive education theorists, championed by the magazine Ladies' Home Journal, decried homework's negative impact on children's physical and mental health, leading California to ban homework for students under 15 from 1901 until 1917. In the 1930s, homework was portrayed as child labor, which was newly illegal, but ...
Why does homework exist?
In 1901, for instance, California banned homework for students up to age 15, and limited it for older students, over concerns that it endangered children's mental and physical health.
New California bill pushes for schools to give less homework
A new California bill introduced in the State Assembly asserts that giving elementary school students hefty amounts of homework does not result in higher academic achievement. Assemblywoman Pilar ...
Will less homework stress make California students happier?
The bill analysis cites a survey of 15,000 California high schoolers from Challenge Success, a nonprofit affiliated with the Stanford Graduate School of Education. It found that 45% said homework ...
New report considers California's homework gap
Contact Info California School Boards Association 3251 Beacon Blvd., West Sacramento, CA 95691 Phone: (800) 266-3382 www.csba.org
California Bans Book Bans and Textbook Censorship in Schools
Published: Sep 25, 2023. WHAT YOU NEED TO KNOW: Governor Newsom signed AB 1078 (Jackson) to ban book bans and textbook censorship in the state's 10,000+ schools. SACRAMENTO — Building on his Family Agenda to promote educational freedom and success, Governor Gavin Newsom today signed AB 1078 by Assemblymember Dr. Corey Jackson (D-Moreno ...
Is it time to get rid of homework? Mental health experts weigh in
For older students, Kang says, homework benefits plateau at about two hours per night. "Most students, especially at these high achieving schools, they're doing a minimum of three hours, and it's ...
When homework is busywork
California was at the vanguard of the anti-homework movement. In 1901, the California Legislature banned it for students under 15 and ordered high schools to limit it for older students to 20 ...
Why getting rid of homework is a terrible idea
Completing homework teaches a student organization and planning; it also improves academic skills and reinforces knowledge. Kathleen McCarthy, Torrance. .. To the editor: After raising a family of ...
California's new law bars book bans. Here's what else it does
56°. Gov. Newsom, California leaders intervene in banned book controversy | Rynor Report. Share. Watch on. Effective immediately, California schools are no longer allowed to ban books after ...
History of Homework
HISTORY OF HOMEWORK. Dec 19, 1999. Mid-19th century: Most students leave school after sixth grade. High school homework is demanding but uncontroversial. 1900-1913: Ladies' Home Journal takes up a ...
Why (Most) Homework Should Be Banned
There are plenty of reasons why (most) homework should be banned. I'll start out with some general facts and look at homework in general, then go into some detail about our school. Stanford conducted a study surveying over 4,300 students in 10 high performing high schools in California. More than 70% of the students said they were "often or ...
Should Homework Be Banned?
What is California's no homework law? Legal Beagle. Strauss, V. (2017). What happened when one school banned homework — and asked kids to read and play instead. The Washington Post. Toppo, G. (2017). Schools ditching homework for younger students in favor of reading, family time. USA Today. Wexler, N. (2019).
When Homework Was Banned
Why Homework Was Banned. In the early 1900s, Ladies' Home Journal took up a crusade against homework, enlisting doctors and parents who say it damages children's health. In 1901 California passed ...
Should Kids Get Homework?
Too much, however, is harmful. And homework has a greater positive effect on students in secondary school (grades 7-12) than those in elementary. "Every child should be doing homework, but the ...
Should We Get Rid of Homework?
The authors believe this meritocratic narrative is a myth and that homework — math homework in particular — further entrenches the myth in the minds of teachers and their students.
Watch Why Homework Was Banned Clip
Why Homework Was Banned. In the early 1900s, Ladies' Home Journal took up a crusade against homework, enlisting doctors and parents who say it damages children's health. In 1901 California passed ...
College campuses can't hire undocumented students. How that ...
the bill could cost California a few million dollars to implement these hiring changes and to handle the legal fees, should someone decide to sue a college or university for hiring undocumented ...
California bans public funding for religious schools. With the courts
California has long had a hard ban preventing public school funding from going toward any sectarian instruction or sectarian schools. But now families in at least two federal lawsuits in ...