Then concerns over the Soviet launching of Sputnik led to more and greater acceptance of homework. A similar global competition drive in the 1980s, and continuing today, also led to increased standards accompanied by even more homework. In part of her research, Dr. Kralovec conducted ethnographic interviews with over 50 young people and found that several factors influence the ability of students to complete homework, and by doing so to do well in school. According to Dr. Kralovec, homework actually pushes young people out of school. If a student cannot complete their homework, they may fail one or multiple classes leading to a desire to drop out of school.
Homework can also have a negative and disruptive effect on children, families and communities.
This time is particularly precious in families with two working parents whose time with their children is limited. In addition, poor children may have more hectic family lives or have responsibilities for siblings or their own children that distract them from homework assignments. It would be unfair, however, to only assign homework to the young people with the resources to complete it. Greater family harmony and equity would be achieved by eliminating homework altogether. Dr. Kralovec also questioned the pedagogical usefulness of homework, suggesting that teachers do not always have a reasoned plan for why they assigned homework and how it relates to learning.