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One prominent homework abolitionist says that when the principal at聽聽in Manhattan stopped assigning homework, instead encouraging students to do self-guided after-school activities with family, she 鈥渢ook a rare and tiny step toward common sense.鈥� 聽

鈥淭he topic of homework has received a lot of attention lately, and the negative effects of homework have been well established,鈥� principal Jane Hsu wrote in a letter sent home to parents last month, according to the website聽. 鈥淭hey include: children鈥檚 frustration and exhaustion, lack of time for other activities and family time and, sadly, for many, loss of interest in learning.鈥�

However, the letter also recommends limiting the time kids spend on TV, computers, and video games, and urged parents with concerns to speak to their children's teachers.

础耻迟丑辞谤听, of Boston, author of the book 'The Homework Myth,' agreed with the decision. 鈥淲hat is disturbing is that this makes headlines because all the research and evidence point to the fact that no elementary school in America should be making students work a second shift with homework because there are no proven benefits.鈥�

鈥淗omework is all pain and no gain,鈥� Mr. Kohn says. He is also known for聽聽which covers a range of education topics and talking points for both educators and parents.

He illustrates his point by talking about how it is often a common practice for elementary school teachers to tell students to 鈥渞ead for 20 minutes.鈥�

鈥淭elling kids how much and how long they have to read is an excellent strategy for making kids hate reading,鈥� Kohn says. 鈥淕ood teachers, their goal isn鈥檛 mindless compliance but rather tapping into the excitement and inherent interest a student has in reading.鈥�

According to Kohn, in the 10 years since the publication of his book he has been swamped with email and letters from parents lamenting the amount of 鈥渕indless鈥� 鈥渃ookie cutter鈥� homework that is sent home with young students nationwide.

Kohn urges principals to rethink standardized homework policies.

鈥淩equiring teachers to give a certain number of minutes of homework every day, or to make assignments on the same schedule every聽week (for example,聽x聽minutes of math on Tuesdays and Thursdays) is a frank admission that homework isn鈥檛 justified by a given lesson, much less is it a response to what specific kids need at a specific time.鈥澛�

According to Kohn, 鈥淪uch policies sacrifice thoughtful instruction in order to achieve predictability, and they manage to do a disservice not only to students but, when imposed from above, to teachers as well.鈥�

He adds that a growing number of schools across the nation have contacted him to say they have now done away with traditional homework assignments.

This is often done in favor of allowing kids the free time to read and study as fits their interests. Parents are encouraged and enlisted by the schools in the process of getting kids interested in the subject matter they learn during classroom hours.

鈥淭he schools that have given up assigning homework report uniformly fabulous results,鈥� Kohn says. 鈥淪till, it鈥檚 a minority position.鈥�

In a blog post titled 鈥淗omework An unnecessary evil? 鈥� Surprising Findings From New Research鈥� the author delves into published research which calls into question both the effectiveness and necessity of giving homework to students at both the elementary and middle school levels.

Hannah Sinha,聽head of a Manhattan聽,聽one of a national string of private schools advocating that education be individualized, offers up a third perspective on the homework debate.

Ms. Sinha disagrees with the notion of abolishing homework, but suggests that it be reduced and tailored to the abilities and schedules of both the students and the parents who must assist them with its completion.

鈥淚 can鈥檛 imagine giving 35 children the same homework assignment. Education is half school and half home."

A running vote on the website聽聽asks the question 鈥淪hould schools abolish homework?鈥� is currently running at 56-percent in favor to 44-percent against the abolition.