More than 550 students at a Massachusetts elementary school will have less to carry home in their backpacks this year. 
 
 There will be no homework. 
 
 Kelly Elementary School in Holyoke has banned homework for the year with the intention of giving students all the instruction and extra help they may need during the school day. 
 
 “We want kids to go home tired; we want their brains to be tired,” Jackie Glasheen, principal of the school, whose kindergarten through 8th-grade students are nearly all poor and Hispanic, told ABC News. At home, she said, “we want them to engage with their families, talk about their school days and go to bed.” 
 
 Glasheen and the team of teachers who came up with the idea to end homework are among a growing number of U.S. educators and parents questioning the value of having children do schoolwork at home. 
 
 A Texas elementary school teacher last month drew wide attention by eliminating homework. 
 
 Brandy Young, 2nd-grade teacher at an elementary school in Godley, wrote parents in a letter shared widely on social media, that after "much research over the summer," she would not assign any homework except for uncompleted classwork. 
 
 "Research has been unable to prove that homework improves student performance," she wrote in the letter handed to parents at a meet-the-teacher night Aug. 16. 
 
 "Rather, I ask that you spend your evenings doing things that are proven to correlate with student success," she wrote. "Eat dinner as a family, read together, play outside and get your child to bed early." 
 
 Kelly Elementary School eliminated homework under circumstances uncommon in most schools. 
 
 Beginning this fall, nearly all schools in the Holyoke district, which has among the lowest standardized test scores in Massachusetts, are extending their school days by two hours. Elementary school students now go to school from 8 a.m. to 4 p.m., instead of the previous 9 a.m. to 3 p.m. 
 
 Principal Glasheen said her school surveyed its teachers, parents and students before implementing the homework ban. 
 
 "The toughest stakeholder group was the teachers," she said. "Some of them felt [students] need that extra practice. They need that extra work." 
 
 But Glasheen said the longer school days will give students more instructional time. 
 
 “Face time with a teacher … is going to impact their learning more than doing skill-and-practice work at home,” she said. 
 
 Not many schools are lengthening their school days by as much as the Holyoke district. But even without the longer days, a number of educators and researchers say homework is more of a hindrance than a help to students. 
 
 Author and education researcher Alfie Kohn says homework routinely produces frustration, exhaustion, family conflict, a loss of time for other activities and diminished excitement about learning. 
 
 “In classrooms and schools where little or no homework is assigned, results have been extremely positive in terms of students’ academic performance as well as their attitudes about learning,” Kohn told ABC News. “‘No homework’ should become the default, with homework assigned only on those days when there is compelling reason to believe that a given assignment will benefit most students.” 
 
 Kohn, whose books include "The Homework Myth: Why Our Kids Get Too Much of a Bad Thing," said research has failed to demonstrate any benefit to assigning homework, at least until students are in high school. 
 
 But Robert Pondiscio, senior fellow at the Thomas B. Fordham Institute, an education policy think tank in Washington, D.C., said the question of homework's value is not cut-and-dried. Pondiscio, who is also an adviser at Democracy Prep, a New York City charter school network, said homework may have a greater benefit for low-income students than affluent students. 
 
 “I still think we’re in a situation in this country where we have a far greater problem of expecting too little -- not too much -- of kids, and homework falls into that,” Pondiscio told ABC News. 
 
 The benefits of assigning homework also depend on what you want it to achieve, Pondiscio said. Homework may not lead to a higher grade on a test within six months, he said, but it can encourage behaviors and foster skills that yield long-term benefits such as practice in time-management 
 
 “Whenever I hear ‘homework doesn’t work,’ my first response is, ‘Well what do you want homework to do?’” Pondiscio said. “We always want to press the easy button in these discussions, and there isn’t one.” 
 
 Kelly Elementary School Principal Glasheen has heard from some critics of her school's homework ban who echo Pondiscio, telling her, "'You're letting kids off the hook,'" she said. 
 
 But she's also gotten support. The far-flung responses she's received suggests how widespread is the debate over homework's value. 
 
 “I have heard from principals from southern California, Dallas, Brazil," she said. ||||| Do Schools Challenge Our Students? 
 
 What Student Surveys Tell Us About the State of Education in the United States 
 
 SOURCE: AP/ Stephan Savoia 
 
 Download this report (pdf) 
 
 Download the introduction and summary (pdf) 
 
 Read this report in your browser (Scribd) 
 
 Download selected student survey results for states (pdf) 
 
 Download complete survey data used in report (.xls) 
 
 Interactive Map: How Much Are Students Learning? by Ulrich Boser and Lindsay Rosenthal 
 
 You might think that the nation’s teenagers are drowning in schoolwork. Images of sullen students buried in textbooks often grace the covers of popular parenting magazines, while well-heeled suburban teenagers often complain they have to work the hours of a corporate lawyer in order to finish their school projects and homework assignments. But when we recently examined a federal survey of students in elementary and high schools around the country, we found the opposite: Many students are not being challenged in school. 
 
 Consider, for instance, that 37 percent of fourth-graders say that their math work is too easy. More than a third of high-school seniors report that they hardly ever write about what they read in class. In a competitive global economy where the mastery of science is increasingly crucial, 72 percent of eighth-grade science students say they aren’t being taught engineering and technology, according to our analysis of a federal database. 
 
 These findings come at a key time. Researchers increasingly believe that student surveys can provide important insights into a teacher’s effectiveness. When the Bill & Melinda Gates Foundation released findings from their Measures of Effective Teaching (MET) Project in 2011, they found that student feedback was a far better predictor of a teacher’s performance than more traditional indicators of success such as whether a teacher had a master’s degree or not. The mounting evidence on the importance of student surveys has also been shaping policy at the state and local level, and a variety of groups dedicated to the improvement of teaching—such as the New Teacher Project, a nonprofit that works to advance policies and practices to ensure effective teaching in every classroom—have been incorporating student surveys into their teacher evaluation and certification process. 
 
 Given the significance of this growing body of research on student surveys, we examined one of the richest sources of national student survey data and conducted an analysis of the background surveys of the National Assessment of Educational Progress. Known as the Nation’s Report Card, these assessments are administered every two years by the National Center for Education Statistics. We looked specifically at the student questionnaire, which collects student-reported information on demographics and classroom experiences. 
 
 In reviewing the data, we examined a number of issues that track current debates over education policy and research. Given the recent debates over academic standards, for instance, we looked closely at issues of rigor and student expectations. Do students think that they are being challenged enough? Do teachers engage students in deep learning opportunities? We were also interested in issues of access since students provide an important, classroom-eye view of the resources that are available to them. Are all students being given access to the types of learning opportunities that they need to be prepared for college and the modern workplace? Are those resources distributed fairly among different types of students and schools? 
 
 Among our findings: 
 
 Many schools are not challenging students and large percentages of students report that their school work is “too easy.” If students are going to succeed in the competitive global economy, they need to be exposed to a rigorous curriculum. But many students believe their class work is too easy. Twenty-nine percent of eighth-grade math students nationwide, for instance, report that their math work is often or always too easy. In some states like Virginia, nearly a third of middle-school students reported their work was often or always too easy. 
 
 
 
 This finding was consistent across grades and subject matter. We found that 51 percent of eighth-grade civics students and 57 percent of eighth-grade history students report that their work is often or always too easy. Elementary school students also revealed that they aren’t being challenged by their math work—37 percent of fourth-grade students reported that their math work is often or always too easy. Among high school students, 21 percent of 12th-graders said their math work was often or always too easy, while 56 percent and 55 percent respectively found their civics and history work often or always too easy. 
 
 Many students are not engaged in rigorous learning activities. Almost a third of eighth-grade students report reading fewer than five pages a day either in school or for homework. That’s below what many experts recommend for students in middle school. Eighth-grade students across the country also report that they rarely write lengthy answers to reading questions on tests: approximately one-third of students write long answers on reading tests twice per year or less. 
 
 The issues are similar at the high school-level. Thirty-nine percent of 12th-grade students, for example, say that they hardly ever or only once or twice a month write about what they read in class. Nearly one-third said they write long answers on reading tests two times a year or less. Moreover, almost one-third of 12th-grade reading students say they rarely identify main themes of a passage when reading, and almost 20 percent said they never or hardly ever summarize a passage. 
 
 Note, however, that these data do not measure the quality of the work that students are performing in class—and the quality of the work can make a big difference in how much students learn. Students might be reading just a few, very rigorous pages every day, for instance. But given overall low reading scores—and the degree to which more reading promotes more learning—we believe these results should be cause for alarm. 
 
 Students don’t have access to key science and technology learning opportunities. For today’s students, being prepared for college and the modern workforce means having access to high-quality curriculum materials in critical subject areas like math and science. But our analysis found that most teenagers say their schools don’t provide important learning opportunities in science and technology. For instance, 72 percent of eighth-grade science students say they are not taught about engineering and technology. 
 
 
 
 For today’s students, being prepared for college and the modern workforce means having access to high-quality curriculum materials in critical subject areas like math and science. But our analysis found that most teenagers say their schools don’t provide important learning opportunities in science and technology. For instance, 72 percent of eighth-grade science students say they are not taught about engineering and technology. Too many students don’t understand their teacher’s questions and report that they are not learning during class. Nationwide, less than two-thirds of middle school math students report that they feel like they are always or almost always learning in math class. Similarly, just under 50 percent of 12th-grade math students said they feel like they are always or almost always learning in their math class. 
 
 
 
 Students also often report difficulty understanding their teacher’s questions. Twenty-five percent of middle school math students report that they sometimes or hardly ever understand what their teacher asks. Thirty-six percent of12th-graders report they sometimes or hardly ever clearly understand what their math teacher asks. 
 
 Students from disadvantaged background are less likely to have access to more rigorous learning opportunities. All students, regardless of their family background, should have access to a high-quality education. But our analysis of student feedback found that students from disadvantaged backgrounds are less likely to have the same access to robust learning opportunities. Consider, for instance, that 74 percent of higher- income fourth-grade students report that they often or always understand what their science teacher is saying, compared with just 56 percent of lower-income fourth-grade students. Among middle school students, 80 percent of higher-income middle-school students report often or always understanding what teachers ask in math class. In contrast, just 70 percent of low-income students report often or always understanding their math teacher. Meanwhile, 66 percent of higher-income 12th-graders reported they often or always understand what their math teacher is saying, compared with 60 percent of low-income students. 
 
 
 
 There are also racial gaps in some areas. For instance, in the fourth-grade 73 percent of white students and 72 percent of Asian and Pacific Islander students said that they clearly understand what their science teacher talks about. In contrast, only 56 percent of black; 54 percent of Hispanic; and 58 percent of Native American and Alaska Native students say they do. In middle school, 83 percent of Asian and Pacific Islander students and 79 percent of white eighth-grade students report that they clearly understand what their math teacher is saying. But only 67 percent of black students; 70 percent of Hispanic students; 69 percent of Native American and Alaska Native students report understanding their teacher. 
 
 
 
 To be clear, there were not opportunity gaps in every area that we looked at. We examined disaggregated data for all of the relevant background questions and we reported the results only for questions in which there were significant gaps. 
 
 Our analysis leads us to the following recommendations: 
 
 Policymakers must continue to push for higher, more challenging standards. To ensure that all students are ready for the global economy, we need to expect more of our students and schools they attend. The Common Core standards are one way to help states and districts make progress on this issue, but far more needs to be done. 
 
 To ensure that all students are ready for the global economy, we need to expect more of our students and schools they attend. The Common Core standards are one way to help states and districts make progress on this issue, but far more needs to be done. Students need more rigorous learning opportunities, and our nation needs to figure out ways to provide all students with the education that they deserve. Too many students report not being engaged in class. They don’t understand what their teachers are teaching them and they feel like they are not learning. Our nation can—and should—do more. 
 
 Too many students report not being engaged in class. They don’t understand what their teachers are teaching them and they feel like they are not learning. Our nation can—and should—do more. Researchers and educators should continue to develop student surveys. We hope this report launches additional research into the use of student surveys. Researchers such as Ronald Ferguson, senior lecturer in education and public policy and director of the Achievement Gap Initiative at Harvard University, have made significant advances which we describe below. But we need to know much more about these tools, and what they reveal about the student experience. 
 
 Over the past few years, many states have engaged in promising reforms that address the issues we raise in this report. But our findings suggest we need to do far more to improve the learning experience for all students. We hope that the interactive state-by-state maps available on our website—together with the findings and recommendations in the following pages—will inspire engagement with students’ perspectives in the search to find new and better ways to provide students with the knowledge and skills that they need to succeed. 
 
 Ulrich Boser is a Senior Fellow and Lindsay Rosenthal is the Special Assistant for Domestic Policy at the Center for American Progress. 
 
 Download this report (pdf) 
 
 Download the introduction and summary (pdf) 
 
 Read this report in your browser (Scribd) 
 
 Download selected student survey results for states (pdf) 
 
 Download complete survey data used in report (.xls) 
 
 Interactive Map: How Much Are Students Learning? by Ulrich Boser and Lindsay Rosenthal
– If your kid's favorite pastime seems to be whining to you about the rigors of school, it might be time to call his bluff. A study of questionnaires completed as part of America's largest regular student assessment finds that a huge segment of our nation's kids say school is far too simple. Some stats backing up the "too easy" refrain, per the Center for American Progress: 37% of 4th-graders find their math work too easy 29% of 8th-graders find that subject too easy as well, as do 51% of civics students and 57% of history students And the trend doesn't stop at middle school. In terms of civics and history, 56% and 55% of 12th-graders said the same thing, respectively; 21% said ditto about math And some of the intel gathered on the amount of work kids do seems to back this up: Nearly a third of 8th-graders say they read less than five pages a day ... in school or as homework. A third also say they write lengthy answers on reading tests two times a year—or less. USA Today notes that a fellow at the center says that the results chip away at the "school-as-pressure-cooker" portrait of our kids presented in movies like Race to Nowhere. Click for one take on why we have too many teachers.