My dog ate it. I left it on my desk. Aliens abducted me and took my homework as ransom.

The excuses will never end, nor will many students' ability to pout about having to study during their coveted playtime. But by assigning the proper amount of homework—and following a few rules of thumb to make sure it's the right kind—you'll make the experience just the eentsiest bit less painful. And sometimes that's all you can ask for.

 

Hmmm, which one ate the homework?

Back to the question at hand: how much homework should you give? Some scholars—and we're going to bet a whole lot of students—would say none, flat-out, end of story, time for TV. We've got that point of view covered in "The Case Against Homework," so let's mosey on down to the middle ground.

Right now, we're working on the presumption that you plan to assign some homework, but that you're wondering how to find the Goldilocks zone, a.k.a. that sweet spot where you won't be giving too much or too little, but the amount that is just right.

We know what you're thinking: if only there were an easy-peasy formula for determining that amount. Well, according to TeacherVision®, there is. And they've got the ®, so it's got to be legit. Here's what they say:

Total Homework = Grade Level x 10 minutes

So second graders should have a total of 20 minutes of homework, while twelfth graders should have two hours. While it might seem like this is a completely arbitrary way to arrive at a number—and, uh, it is—this method is supported by the research of professor Harris Cooper of Duke University, author of The Battle Over Homework: Common Ground for Administrators, Teachers, and Parents, and also by the National PTA in the U.S.

Thank goodness there are official folks out there to do the math for us.

Three things to keep in mind in our inevitable caveat-ing of that formula.

First, what if one kid is a slower reader so the hours stretch out into infinity? Second, does that mean two hours for Moby-Dick, and two separate hours for trig? And finally (since the answer to #2 is a resounding no), doesn't that sound a bit light?

Here's the deal for point #1: it's just a guideline. It won't be to-the-second accurate for every student: it's just a way to ballpark how much the average worker should be doing a night.

The second thing you have to remember about the number is that it's for TOTAL homework; it's not a "per subject" figure. Which might mean coordinating with other teachers to make sure you don't all assign two hours of homework on the same night.

That's why, especially when the homework piles on from multiple teachers throughout the middle- and high-school years, it makes sense to have a syllabus for your class that details—far in advance—when various assignment will be due. This can allow your students to break up assignments when possible and plan ahead.

And you'll also have to keep in mind (oh yes, we are still on point #2) that planning ahead isn't necessarily a strength of the teen brain, so you may want to do a little breaking up of assignments and breaking down of deadlines with your students. Whenever possible, give them time to begin homework assignments in class so they'll have a feel for how much more needs to be done, how much to plan based on when it's due, and how they can best allocate their time.

And finally, if that two-hours-total thing sounds like just way too little? Well, this is just a suggestion. We like the idea of assigning a more limited quantity of homework, but with activities that will get the kids doing work of higher quality. Your teaching objectives or your school's M.O. may be different. But we think there's a lot of value in assigning less homework that is more helpful so that students learn their lessons and also have time for other, kid-like (or teen-like stuff). Just sayin'.

So that's a start as far as whittling down the time and trying to teach those angsty adolescents how to pace themselves. To tie it all up, here are three ever-so-helpful questions to ask yourself while you're planning out your students' homework assignments (and can help you keep the time down, too).

1. Is the amount appropriate for the purpose?
    
   If you're trying to give students practice with a skill (conjugating verbs, calculating sums, ensuring pronoun-antecedent agreement), don't overdo it. Fifteen math problems are probably enough; even if they go quickly, there's no need to assign 200 if they all test the same skill. Students will know after the first several problems if they've got it or if they need a boost. Doing the exercise another 185 times is unnecessary.


2. Is the work meaningful?
    
   No one likes busy work, and no one should. Homework should have a clear purpose, and it'll typically be one of these three: practice, preparation, or extension. Plus, there should be an opportunity for the student to receive some form of feedback on it. Will everyone get a stab at some practice problems in class to make sure we're all on board with the concept? Good. Will the homework be collected and reviewed, or will students have a chance to share their work? Either way, great. Will the assignment never be mentioned again? Hm. Maybe it never should have been assigned…
    
3. Can the student complete the homework without a pile of parental involvement?
    
   If the answer is anything other than a completely unqualified "yes," you may want to rethink the assignment. Sure, if you're having students complete a family tree, they may need to ask their parents a few questions. We'll give you that one. But if you're asking your students to do something that will require power tools, extensive supplies, advanced physics, or any form of expertise that's greater than they could muster on their own—maybe it's time to think again.

When your assignments can't be completed by students working on their own (or with their peers, as appropriate), you're setting them up for failure. Or else you're setting yourself up to grade their parents. Neither is appropriate. Sure, some parent-child collaborations can be great learning experiences, but since you can't control how over- or under- involved some parents may be, try to stick to homework that your students can tackle on their own.

And that homework should be what? Meaningful, comprehensible (in advance), properly proportioned, and relevant to your class's ongoing lessons. Students will always find ways to complain about homework, but if you assign the right stuff, and the right amount, you'll be helping out yourself and your kids. And maybe even that poor dog who would otherwise be forced to chow down.