The debate over homework

With homework being the debate topic since the 1940s, research shows that with the formulation and results of the Common Core and ACT assessments American people are questioning where they stand in terms of education. The ongoing debate on education has been misinterpreted by American society and since Americans realize that they are falling behind on educational ranking, a controversy on the amount and quality of homework given to students compared to the amount of learning that are shown through testing, questions the educational standards of Americans. Compared to other nations, Americans are falling in the bottom fifth in educational rankings. This brings up the debate over homework and its effectiveness. Does practicing an assignment guarantee mastering it? How much work is too much work in the quality of assignment? What mental impact does homework pose on students psyche?
In the article “Special Topic/ The Case For and Against Homework,” Robert J. Marzano and Debra J. Pickering argue that there are indications of the usefulness in homework when engaged accurately. Marzano and Pickering’s research focuses on not only the case for homework but the case against homework as well. They base their report on synthesis studies that had been carried out. One of the synthesis, Cooper, reported that the benefits of homework increases as the time spent on homework increases (qtd. In Marzano and Pickering 2). According to the authors, the quality of homework over the quantity of it is rather more important. In the Cooper synthesis a cogent percentage of the report on homework showed that absolute effects of homework correlates to the amount of homework that the students completes rather than the amount of time spent or the amount of homework actually assigned (Marzano and Pickering 1-5).
The authors also made it clear that “too much homework may diminish its effectiveness or even become counterproductive” (qtd. In Marzano and Pickering 4). The authors made it known