Author A: Homework, when kept purposeful and limited, strengthens what students learn in class. Short practice sets, reflection prompts, or reading logs help students revisit skills and deepen recall. Meta-analyses of middle grades show small but consistent academic gains when assignments clearly connect to lessons and total time is capped at about an hour a night. Equally important, managing deadlines, materials, and feedback builds executive functioning that adolescents are still developing. Rather than abolish homework, schools should redesign it: prioritize quality over quantity, offer choice, and avoid busywork. Clear rubrics and chances to revise make take-home tasks productive instead of punitive. Thoughtfully designed homework can support families, too, by giving them a window into classroom goals without demanding adult teaching at the kitchen table.

Author B: In middle school, homework too often creates stress without measurable academic benefit. Reviews of research find no reliable link between the amount of homework and standardized test scores for this age group. What does rise is pressure: students report rushing through worksheets late at night, sacrificing sleep and free reading to finish boxes and signatures. Families describe nightly arguments, and teachers spend time policing completion rather than discussing ideas. Skill practice can happen in class, where feedback is immediate and equitable. If schools want students to read more, they should protect time for it and invite choice, not attach points to pages. Limiting or eliminating homework in the middle grades reduces anxiety and leaves room for after-school activities that build confidence, curiosity, and community.