Is Homework Assigned Equally? A Cross-National Analysis of Relationships Among Homework, Teacher Quality, and Parental Involvement

• In Event: Comprehensive Education Across Communities

Abstract

Utilizing newly available cross-national large-scale data from the Trends in International Mathematics and Science Study (TIMSS) 2011, this study specifically examines the relationships between homework, teacher quality, and parental involvement. We analyze cross-national similarities and differences in the relationship between these three constructs, in order to understand how family background may influence homework involvement, after accounting for teacher quality. Our findings suggest that the lower-SES students may be experiencing a disproportionate share of homework supervision. Although teaching experience is related to homework assignment in only a minority of countries, interactions among parental involvement, homework, student SES, and school poverty appear to be rather intertwined. School administrators and policy makers need to consider these complex interactions before formulating broad homework policies.

Authors

• Sakiko Ikoma, The Pennsylvania State University

• Motoko Akiba, Florida State University

• Gerald K. LeTendre, The Pennsylvania State University

• Guodong Liang, Community Training and Assistance Center (CTAC)