Arithmetic Ability of Men in the Army and of Children in the Public Schools

Abstract

This paper synthesizes empirical studies of homework and of various homework strategies on the academic achievement and attitude of elementary and secondary students. A computer search yielded 15 published and unpublished studies with explicit statistical results. Fifty-four characteristics of treatments, contexts, conditions, validity, and outcomes were coded for each study. About 85% of the effect sizes favored the homework groups. The mean effect size is .36 (probability less than .0001). Homework that was graded or contained teachers' comments produced stronger effects (.80).