Scott Alexander examines the poor quality of research on homework effectiveness, finding only one well-designed study showing positive effects for high school algebra.
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Scott Alexander discusses the lack of reliable research on the effectiveness of homework. He critiques existing studies for their flawed methodologies, particularly their reliance on self-reported time spent on homework as a proxy for homework amount. The post highlights issues with confounding factors and poor study designs. Alexander finds only one well-designed, randomized study on homework effectiveness, which shows a positive effect for 9th-grade algebra homework. However, he notes that this single study doesn't provide enough evidence to draw broad conclusions about homework effectiveness across different subjects and grade levels.
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