Why Maryland Released New Homework Guidance
Homework can be a powerful extension of learning—or an unnecessary source of stress. Recognizing that reality, the Maryland State Department of Education (MSDE) released PreK–12 Homework Guidance for 2025–2026 to help districts and schools take a more consistent, research-informed approach to homework decisions.
The guidance is designed to support student learning while protecting balance: academics alongside extracurricular activities, family time, rest, and wellbeing. Importantly, MSDE frames these recommendations as guidance, not a mandate. Local Education Agencies (LEAs) retain discretion to adapt based on student needs, community context, and professional judgment.
The Current Homework Landscape Across Maryland
One reason guidance matters is that homework expectations vary widely across Maryland’s 24 LEAs. MSDE’s review of district policies highlights several statewide patterns:
- Published policies are common, but not universal: 15 LEAs have homework policies available online.
- Time guidelines appear in some districts: 7 LEAs provide specific time guidance, often ranging from 20–30 minutes in early elementary to up to 2 hours in high school.
- Grading practices vary: 12 LEAs indicate homework can be graded, and 7 specify it may count for up to 10% of a student’s grade.
- Makeup work is addressed more often than late work: 10 LEAs include makeup/missing assignment provisions, while only 3 address late or incomplete homework.
- Purpose matters: Many districts emphasize that homework should be meaningful, often focused on practicing skills taught in class.
In other words, Maryland districts broadly share the same intent—homework should reinforce learning—but differ in how they define “reasonable” expectations.
What Research Says: The Benefits and the Tradeoffs
MSDE is clear that homework research is mixed. Much of the foundational work was conducted before 2017, with classic meta-analyses (such as Cooper and colleagues) shaping how educators think about homework today. Newer research continues to refine the picture, including a 2024 systematic review that found students who do homework tend to perform better academically, particularly in math, while also noting limitations in evidence connecting “more time” to “better outcomes.”
Research Supporting Homework
- Academic achievement (especially for older students): Benefits are most pronounced in high school, followed by middle school, with less clear academic impact in elementary grades.
- Skill reinforcement: Homework can consolidate classroom learning through practice and repetition.
- Life skills: Homework can support time management, responsibility, and self-discipline.
- Home-school connection: Homework can invite family engagement when support is constructive and appropriate.
Research Critiquing Homework
- Limited academic benefit for younger students: For elementary-aged learners, research often shows minimal measurable gains.
- Stress and burnout: Excessive homework is associated with higher stress and even physical health complaints.
- Equity concerns: Homework can widen opportunity gaps when students lack internet access, quiet workspaces, or adult support.
- Quality over quantity: “Busywork” can waste time without deepening understanding; purposeful design matters more than volume.
MSDE’s Homework Philosophy: What “Good Homework” Looks Like
Across grade levels, MSDE emphasizes a consistent philosophy: homework should reinforce standards-based learning, align with high-quality instructional materials (HQIM) when applicable, and focus on practicing skills already taught in class.
Core Principles Schools Can Use Immediately
- Standards alignment: Students should understand the learning goal and the purpose of the assignment.
- HQIM continuity: When homework mirrors classroom materials, students see familiar models and language, making independent work more accessible.
- Practice—not brand-new instruction: Homework is least effective when it introduces new, challenging material without teacher support.
- Equity and access: Assignments should not assume internet access, expensive supplies, or adult tutoring at home.
- Balance: Workloads should leave room for sleep, play, family responsibilities, and extracurricular participation.
- Clarity and feedback: Clear directions and timely feedback are essential; without feedback, homework becomes compliance rather than learning.
Homework Design: Practical Reflection Questions for Teachers
MSDE encourages educators to shift from “How much homework?” to “How good is the homework?” A few planning questions can make a big difference:
- What is the estimated time for students to complete this assignment?
- Does it account for diverse learning needs and abilities?
- Will it set students up for future success in the unit?
- Does it offer a learning experience that extends beyond class in a meaningful way?
- Are resources or guidance included so students can proceed without the teacher present?
This approach supports consistency while still honoring professional judgment and local context.
Time Recommendations by Grade Band (PreK–12)
MSDE provides grade-band guidance to help ensure homework is developmentally appropriate and manageable across subjects combined.
PreK: Keep It Playful and Family-Centered
- Recommended approach: No traditional homework. Use brief, enjoyable parent-child activities.
- Time: About 10–15 minutes when used, flexible based on attention span.
- Focus: Play-based learning, early literacy and numeracy through everyday routines, and positive attitudes toward learning.
Kindergarten to Grade 2: Build Routines, Not Workloads
- Time: Kindergarten about 10 minutes, Grade 1 about 10 minutes, Grade 2 up to 20 minutes total per day.
- Focus: Reading for enjoyment, foundational skill practice (letters, counting, handwriting), and family engagement.
Grades 3 to 5: Purposeful Practice and Growing Independence
- Time: 20–50 minutes per day, 3–4 days per week.
- Focus: Reinforcing in-class learning, reading comprehension, and skill practice that supports mastery without overload.
Grades 6 to 8: Mastery, Study Habits, and Critical Thinking
- Time: 60–90 minutes per day, 4–5 days per week.
- Focus: Independent reading, assessment preparation, and longer-term projects—while avoiding diminishing returns beyond the recommended threshold.
Grades 9 to 12: Deeper Learning Without Exceeding Healthy Limits
- Time: 90–120 minutes per day on average, 4–5 days per week.
- Recommendation: Avoid assigning more than 120 minutes per night across subjects.
- Focus: Analytical thinking, research, long-term projects, and college/career readiness tied directly to curriculum goals.
The Role of Parents and Guardians: Support Without Taking Over
MSDE emphasizes that family partnership matters—but homework should not depend on adult availability. Families can help most by creating conditions for success and communicating when homework becomes unmanageable.
- Establish a consistent routine and a designated workspace.
- Offer encouragement and guidance while still promoting student independence.
- Monitor folders/backpacks and teacher feedback to stay informed.
- Communicate with teachers if homework regularly exceeds time recommendations or becomes a persistent struggle.
Implementation Recommendations for Districts and Schools
MSDE encourages LEAs to treat homework as a practice that should be reviewed and improved over time, not a static tradition.
- Share homework guidance clearly with educators, students, and families.
- Review homework practices annually using student outcomes and family feedback.
- Provide professional learning on effective homework design and feedback.
- Align homework with HQIM and standards-based instruction.
What This Means for Schools Partnering with TinyEYE
As a provider of online therapy services to schools, TinyEYE regularly sees how academic expectations intersect with student wellbeing, executive functioning, and family stress. Maryland’s guidance reinforces a key point many educators already feel: homework works best when it is purposeful, accessible, and balanced.
For school teams, especially those supporting students with IEPs or diverse learning needs, the guidance can be a helpful framework for collaboration. When homework expectations are clear, differentiated, and aligned to classroom instruction, it becomes easier to identify when a student’s challenges reflect skill needs (such as organization, attention, language processing, or fine motor demands) versus an assignment design issue (such as unclear directions or excessive workload).
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