Last week, CNN ran a back-to-school story on homework with the headline, “Kids Have Three Times Too Much Homework, Study Finds; What’s the Cost?” Homework is an important topic, especially for parents, but unfortunately, CNN’s story misleads rather than informs. The headline suggests American parents should be alarmed because their kids have too much homework. Should they? No, CNN has ignored the best evidence on that question, which suggests the opposite. The story relies on the results of one recent study of homework—a study that is limited in what it can tell us, mostly because of its research design. But CNN even gets its main findings wrong. The study suggests most students have too little homework, not too much.

The study that piqued CNN’s interest was conducted during four months (two in the spring and two in the fall) in Providence, Rhode Island. About 1,200 parents completed a survey about their children’s homework while waiting in 27 pediatricians’ offices. Is the sample representative of all parents in the U.S.? Probably not. Certainly CNN should have been a bit leery of portraying the results of a survey conducted in a single American city—any city—as evidence applying to a broader audience. More importantly, viewers are never told of the study’s significant limitations: that the data come from a survey conducted in only one city—in pediatricians’ offices by a self-selected sample of respondents.

The survey’s sampling design is a huge problem. Because the sample is non-random there is no way of knowing if the results can be extrapolated to a larger population—even to families in Providence itself. Close to a third of respondents chose to complete the survey in Spanish. Enrollment in English Language programs in the Providence district comprises about 22 percent of students. About one-fourth (26 percent) of survey respondents reported having one child in the family. According to the 2010 Census, the proportion of families nationwide with one child is much higher, at 43 percent.^[i] The survey is skewed towards large, Spanish-speaking families. Their experience with homework could be unique, especially if young children in these families are learning English for the first time at school.

The survey was completed by parents who probably had a sick child as they were waiting to see a pediatrician. That’s a stressful setting. The response rate to the survey is not reported, so we don’t know how many parents visiting those offices chose not to fill out the survey. If the typical pediatrician sees 100 unique patients per month, in a four month span the survey may have been offered to more than ten thousand parents in the 27 offices. The survey respondents, then, would be a tiny slice, 10 to 15 percent, of those eligible to respond. We also don’t know the public-private school break out of the respondents, or how many were sending their children to charter schools. It would be interesting to see how many parents willingly send their children to schools with a heavy homework load.

I wish the CNN team responsible for this story had run the data by some of CNN’s political pollsters. Alarm bells surely would have gone off. The hazards of accepting a self-selected, demographically-skewed survey sample as representative of the general population are well known. Modern political polling—and its reliance on random samples—grew from an infamous mishap in 1936. A popular national magazine, the Literary Digest, distributed 10 million post cards for its readers to return as “ballots” indicating who they would vote for in the 1936 race for president. More than two million post cards were returned! A week before the election, the magazine confidently predicted that Alf Landon, the Republican challenger from Kansas, would defeat Franklin Roosevelt, the Democratic incumbent, by a huge margin: 57 percent to 43 percent. In fact, when the real election was held, the opposite occurred: Roosevelt won more than 60% of the popular vote and defeated Landon in a landslide. Pollsters learned that self-selected samples should be viewed warily. The magazine’s readership was disproportionately Republican to begin with, and sometimes disgruntled subjects are more likely to respond to a survey, no matter the topic, than the satisfied.

Here’s a very simple question: In its next poll on the 2016 presidential race, would CNN report the results of a survey of self-selected respondents in 27 pediatricians’ offices in Providence, Rhode Island as representative of national sentiment? Of course not. Then, please, CNN, don’t do so with education topics.

Let’s set aside methodological concerns and turn to CNN’s characterization of the survey’s findings. Did the study really show that most kids have too much homework? No, the headline that “Kids Have Three Times Too Much Homework” is not even an accurate description of the study’s findings. CNN’s on air coverage extended the misinformation. The online video of the coverage is tagged “Study: Your Kids Are Doing Too Much Homework.” The first caption that viewers see is “Study Says Kids Getting Way Too Much Homework.” All of these statements are misleading.

In the published version of the Providence study, the researchers plotted the average amount of time spent on homework by students’ grade.^[ii] They then compared those averages to a “10 minutes per-grade” guideline that serves as an indicator of the “right” amount of homework. I have attempted to replicate the data here in table form (they were originally reported in a line graph) to make that comparison easier.^[iii]

Contrary to CNN’s reporting, the data suggest—based on the ten minute per-grade rule—that most kids in this study have too little homework, not too much. Beginning in fourth grade, the average time spent on homework falls short of the recommended amount—a gap of only four minutes in fourth grade that steadily widens in later grades.

A more accurate headline would have been, “Study Shows Kids in Nine out of 13 Grades Have Too Little Homework.” It appears high school students (grades 9-12) spend only about half the recommended time on homework. Two hours of nightly homework is recommended for 12^th graders. They are, after all, only a year away from college. But according to the Providence survey, their homework load is less than an hour.

So how in the world did CNN come up with the headline “Kids Have Three Times Too Much Homework?” By focusing on grades K-3 and ignoring all other grades. Here’s the reporting:

The study, published Wednesday in The American Journal of Family Therapy, found students in the early elementary school years are getting significantly more homework than is recommended by education leaders, in some cases nearly three times as much homework as is recommended.

The standard, endorsed by the National Education Association and the National Parent-Teacher Association, is the so-called "10-minute rule"— 10 minutes per-grade level per-night. That translates into 10 minutes of homework in the first grade, 20 minutes in the second grade, all the way up to 120 minutes for senior year of high school. The NEA and the National PTA do not endorse homework for kindergarten.

In the study involving questionnaires filled out by more than 1,100 English and Spanish speaking parents of children in kindergarten through grade 12, researchers found children in the first grade had up to three times the homework load recommended by the NEA and the National PTA.

Parents reported first-graders were spending 28 minutes on homework each night versus the recommended 10 minutes. For second-graders, the homework time was nearly 29 minutes, as opposed to the 20 minutes recommended.

And kindergartners, their parents said, spent 25 minutes a night on after-school assignments, according to the study…

CNN focused on the four grades, K-3, in which homework exceeds the ten-minute rule. They ignored more than two-thirds of the grades. Even with this focus, a more accurate headline would have been, “Study Suggests First Graders in Providence, RI Have Three Times Too Much Homework.”

Homework is a controversial topic. People hold differing points of view as to whether there is too much, too little, or just the right amount of homework. That makes it vitally important that the media give accurate information on the empirical dimensions to the debate.  The amount of homework kids should have is subject to debate. But the amount of homework kids actually have is an empirical question. We can debate whether it’s too hot outside, but the actual temperature should be a matter of measurement, not debate. It’s impossible to think of a rational debate that can possibly ensue on the homework issue without knowing the empirical status quo in regards to time. Imagine someone beginning a debate by saying, “I am arguing that kids have too much [substitute “too little” here for the pro-homework side] homework but I must admit that I have no idea how much they currently have.”

Data from the National Assessment of Educational Progress (NAEP) provide the best evidence we have on the amount of homework that kids have. NAEP’s sampling design allows us to make inferences about national trends, and the Long-Term Trend (LTT) NAEP offers data on homework since 1984. The latest LTT NAEP results (2012) indicate that the vast majority of nine-year-olds (83 percent) have less than an hour of homework each night. There has been an apparent uptick in the homework load, however, as 35 percent reported no homework in 1984, and only 22 percent reported no homework in 2012. MET Life also periodically surveys a representative sample of students, parents, and teachers on the homework issue. In the 2007 results, a majority of parents (52 percent) of elementary grade students (grades 3-6 in the MET survey) estimated their children had 30 minutes or less of homework.

The MET Life survey found that parents have an overwhelmingly positive view of the amount of homework their children are assigned. Nine out of ten parents responded that homework offers the opportunity to talk and spend time with their children, and most do not see homework as interfering with family time or as a major source of familial stress. Minority parents, in particular, reported believing homework is beneficial for students’ success at school and in the future.^[iv]

That said, just as there were indeed Alf Landon voters in 1936, there are indeed children for whom homework is a struggle. Some bring home more than they can finish in a reasonable amount of time. A complication for researchers of elementary age children is that the same students who have difficulty completing homework may have other challenges—difficulties with reading, low achievement, and poor grades in school.[v] Parents who question the value of homework often have a host of complaints about their child’s school. It is difficult for researchers to untangle all of these factors and determine, in the instances where there are tensions, whether homework is the real cause. To their credit, the researchers who conducted the Providence study are aware of these constraints and present a number of hypotheses warranting further study with a research design supporting causal inferencing. That’s the value of this research, not CNN’s misleading reporting of the findings.

The addition of Medicare in 1965 completed a suite of federal programs designed to protect the wealth and health of people reaching older ages in the United States, starting with the Committee on Economic Security of 1934—known today as Social Security. While few would deny Medicare’s important role in improving older and disabled Americans’ financial security and health, many worry about sustaining and strengthening Medicare to finance high-quality, affordable health care for coming generations.

In 1965, average life expectancy for a 65-year-old man and woman was another 13 years and 16 years, respectively. Now, life expectancy for 65-year-olds is 18 years for men and 20 years for women—effectively a four- to five-year increase.

In 2011, the first of 75-million-plus baby boomers became eligible for Medicare. And by 2029, when all of the baby boomers will be 65 or older, the U.S. Census Bureau predicts 20 percent of the U.S. population will be older than 65. Just by virtue of the sheer size of the aging population, Medicare spending growth will accelerate sharply in the coming years.

In this tumultuous election year one wonders whether reasoned debate about education or other policies is still possible. That said, research has a role to play in helping policymakers make good decisions – if not before than after they are in office. So what do we know about the ability of early education to change children’s lives? At the moment, scholars are divided. One camp argues that pre-k doesn’t work, suggesting that it would be a mistake to expand it. Another camp believes that it is one of the most cost-effective things we could do to improve children’s lifetime prospects, especially if they come from disadvantaged homes.

The pre-k advocates cite several earlier demonstrations, such as the Perry Preschool and Abecedarian programs. These have been rigorously evaluated and found to improve children’s long-term success, including less use of special education, increases in high school graduation, reduced crime, and higher earnings. Participants in the Abecedarian program, for example, earned 60 percent more than controls by age 30. Mothers benefit as well since more of them are able to work. The Abecedarian project increased maternal earnings by $90,000 over the course of the mother’s career. Finally, by reducing crime, improving health, and decreasing the need for government assistance, these programs also reduce the burden on taxpayers. According to one estimate, the programs even increase GDP to the tune of $30 to $80 billion (in 2015 dollars) once the children have moved into and through their working lives. A careful summary of all this research can be found in this year’s Economic Report of the President. The Report notes, and I would emphasize, that no one study can do justice to this issue, and not every program has been successful, but the weight of the evidence points strongly to the overall success of high-quality programs. This includes not just the small, very intensive model programs, but importantly the large, publically-funded pre-school programs such as those in Boston, Tulsa, Georgia, North Carolina, and New Jersey. Some estimates put the ratio of benefits to costs at $7 to $1. Very few investments promise such a large return. Pre-k advocates admit that any gains in IQ may fade but that boosts to nonacademic skills such as self-control, motivation, and planning have long-term effects that have been documented in studies of siblings exposed to differing amounts of early education.

The pre-k critics point to findings from rigorous evaluations of the national Head Start program and of a state-wide program in Tennessee. These studies found that any gains from pre-k at the end of the program had faded by the time the children were in elementary school. They argue that the positive results from earlier model programs, such as Perry and Abecedarian, may have been the result of their small scale, their intensity, and the fact that the children involved had few alternative sources of care or early education. Children with more than adequate home environments or good substitute child care do not benefit as much, or at all, from participating in a pre-k program. In my view, this is an argument for targeted programs or for a universal program with a sliding scale fee for those who participate. In the meantime, it is too early to know what the longer-term effects of current programs will be. Despite their current popularity among scholars, one big problem with randomized controlled trials (RCTs) is that it takes a generation to get the answers you need. And, as is the case with Perry and Abecedarian, by the time you get them, they may no longer be relevant to contemporary environments in which mothers are better educated and more children have access to out-of-home care.

In the end, you can’t make public policy with RCTs alone. We need to incorporate lessons from neuroscience about the critical changes to the brain that occur in early childhood and the insights of specialists in child development. We need to consider what happens to non-cognitive skills over the longer term. We need to worry about the plight of working mothers, especially single parents, who cannot work without some form of out-of-home care. Providing that care on the cheap may turn out to be penny wise and pound foolish. (A universal child care program in Quebec funded at $5 a day led to worse behavior among the kids in the program.) Of course we need to continuously improve the effectiveness of pre-k through ongoing evaluation. That means weeding out ineffective programs along with improving curriculum, teacher preparation and pay, and better follow-up in the early grades. Good quality pre-k works; bad-quality does not. For the most disadvantaged children, it may require intervening much earlier than age 3 or 4 as the Abecedarian program did -- with strikingly good results.

Our society is coming apart. Scholars from AEI’s Charles Murray to Harvard’s Robert Putnam agree on that point. Anything that can improve the lives of the next generation should command our attention. The evidence will never be air-tight. But once one adds it all up, investing in high quality pre-k looks like a good bet to me.

Editor's note: This piece originally appeared in Real Clear Markets.

Throughout the past year, we have heard paid leave debated in state houses and on the campaign trail. I am all in favor of paid leave. As I have argued elsewhere, it would enable more people, especially those in lower-paid jobs, to take time off to deal with a serious illness or the care of another family member, including a newborn child. But we shouldn’t stop with paid leave. We should also consider shortening the standard work week. Such a step would be gender neutral and would not discriminate between the very different kinds of time pressures faced by adults. It might even help to create more jobs.

The standard work week is 40 hours -- 8 hours a day for five days a week. It’s been that way for a long time. Back in 1900, the typical factory worker spent 53 hours on the job, more than a third more hours than we spend today. The Fair Labor Standards Act was passed in 1938, and set maximum hours at 40 per week. Amazingly, more than three quarters of a century after passage of the FLSA, there has been no further decline in the standard work week. Not only has the legal standard remained unchanged, but 40 hours has become the social and cultural norm.

What’s going on here? Economists predicted that as we became more prosperous we would choose to work fewer hours. That hasn’t happened. Instead we have kept on working at about the same pace as we did earlier in our history, but have poured all of the gains from productivity growth into ever-higher levels of consumption – bigger houses, more electronic gadgets, fancier cars. With increased prosperity, people are buying more and more stuff, but they don’t have any more time to enjoy it. A reduction in the standard work week would improve the quality of life, especially for those in hourly jobs who have benefitted hardly at all from economic growth in recent decades.

Two-earner couples would also benefit. Among couples between the ages of 25 and 54, the number of hours worked increased by 20 percent between 1969 and 2000, from 56 hours to 67 hours (for both husband and wife combined). As Heather Boushey notes in her new book, Finding Time, we no longer live in a world where there is a “the silent partner” in every business enterprise, the iconic “American Wife,” who takes care of the children and the millions of details of daily living. With a shorter work week, both men and women would have more time for everything from cutting the grass to cooking dinner with no presumption about who does what. Although much of the debate this year has been about work-family balance, empty nesters or singles without young children might also welcome a shorter work week. For them it would provide the chance to follow their dream of becoming an artist, a boat builder, or the creator of their own small business.

Shorter hours could have another benefit and that is more jobs for workers who would otherwise be left behind by technological change. Many economists believe that as existing jobs are replaced by machines and artificial intelligence, new jobs will be created in technical, management, and service fields. But will this happen fast enough or at sufficient scale to reemploy all those who now find themselves without decent-paying work? I doubt it. A shorter work week might help to spread the available jobs around. Germany and other European countries, along with a few U.S. states used this strategy during the Great Recession. It kept more people on the job but at shorter hours and reduced unemployment. Using a similar strategy to deal with automation and long-term joblessness, although controversial, should not be dismissed out of hand.

Of course, shorter hours can mean lower total pay. But in one typical survey published in the Monthly Labor Review, 28 percent of the respondents said they would give up a day’s pay for one fewer day of work per week. Any new movement to reduce the work week would need to be phased in slowly, with flexibility for both employers and employees to negotiate adjustments around the standard. Yet if done correctly, the transition could be accomplished with little or no reduction in wages, just smaller raises as a bigger slice of any productivity improvement was invested in more free time. When Henry Ford reduced the work week from 6 to 5 days in 1926, he did not cut wages; he assumed that both productivity and consumption would rise, and his example encouraged other employers to follow suit.

I am not talking about reducing hours for those of us who want to spend long hours at work because we enjoy it. We would still be free to work 24/7, tied to our electronic devices, and no longer knowing exactly when work begins and ends. A new hours standard would primarily affect hourly (nonexempt) employees. These are the people in the less glamourous jobs at the bottom of the ladder, many of them single parents. Right now they finish work exhausted only to come home to a “second shift” that may be equally exhausting. A reduction in the standard workweek would almost certainly improve the quality of life for these hard-pressed and overworked Americans.

By all means, let’s enact a paid leave policy, but let’s also debate some even bigger ideas – ones that could lead to greater work-life balance now, and more job opportunities in the longer run.

Editor's note: This piece originally appeared on The Washington Post's In Theory Blog.

Employment among lower-income men has declined by 11 percent since 1980 and has remained flat among lower-income women. Men and women in the top and middle of the income distribution, on the other hand, have been working as much or more since 1980, creating a growing “work gap” in labor market income between haves and have-nots.   

This paper simulates the effect of five labor market interventions (higher high school graduation rate, minimum wage increases, maintaining full employment, seeing all household heads work full time, and virtual marriages between single mothers and unattached men) on the average incomes of the poorest one-third of American households. They find that the most effective way to increase average incomes of the poorest Americans would be for household heads to work full time, whereas the least effective intervention would be increasing education.

In terms of actual impact on incomes, the simulation of all household heads working full time at their expected wage increased average household earnings by 54 percent from a baseline of $12,415 to $19,163. The research also suggests that even if all household heads worked just some—at expected wages or hours—average earnings would still increase by 16 percent.

The least effective simulation was increasing the high school graduation rate to 90 percent and having half of those “newly” graduated go on to receive some form of post-secondary education. The authors note that the low impact of increasing education on mobility is likely because only one in six of bottom-third adults live in a household in which someone gains a high school degree via the intervention.

Because single parents are disproportionately represented among low-income families, Sawhill and coauthors also explored the impact of adding a second earner to single-parent families through a simulation that pairs low-income, single-mother household heads with demographically similar but unrelated men. That simulation increased the average household earnings of the bottom-third only modestly, by $508, or about 4 percent.

Efforts to increase employment among heads of the poorest households must take into consideration why those household heads aren’t working, they note. According to data from the 2015 Census, the most cited reason for women not working is “taking care of home and family” and for men it is being “ill or disabled.”  

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• Download "One third of a nation: Strategies for helping working families"

When Franklin Roosevelt delivered his second inaugural address on January 20, 1936 he lamented the “one-third of a nation ill-housed, ill-clad, ill-nourished.” He challenged Americans to measure their collective progress not by “whether we add more to the abundance of those who have much; [but rather] whether we provide enough for those who have too little.” In our new paper, One third of a nation: Strategies for helping working families, we ask a simple question: How are we doing?

In brief, we find that:

• The gulf in labor market income between the haves and have-nots remains wide. The median income of households in the bottom third in 2014 was $24,000, just a little more than a quarter of the median of $90,000 for the top two-thirds.
• The bottom-third households are disproportionately made up of minority adults, adults with limited educational attainment, and single parents.  
• The most important reason for the low incomes of the bottom third is a “work gap”: the fact that many are not employed at all, or work limited hours. 

The work gap

The decline in labor force participation rates has been widely documented, but the growing gulf in the work gap between the bottom third and the rest of the population is truly striking:

While the share of men who are employed in the top two-thirds has been quite stable since 1980, lower-income men’s work rates have declined by 11 percentage points. What about women?

Middle- and upper-income women have increased their work rates by 13 percentage points. This has helped maintain or even increase their family’s income. But employment rates among lower-income women have been flat, despite reforms of the welfare system and safety net designed to encourage work.

Many on the left point to problems like low pay and lack of access to affordable childcare, and so favor a higher minimum wage and more subsidies for daycare. For many conservatives, the problem is rooted in family breakdown and a dependency-inducing safety net. They therefore champion proposals like marriage promotion programs and strict work requirements for public benefits. Most agree about the importance of education.

Time to debate some more radical solutions 

It may be that the standard solutions to the problems of the bottom third, while helpful, are no longer sufficient. A debate about whether to make safety net programs such as Food Stamps and housing assistance conditional on work or training is underway. So are other solutions such as subsidized jobs (created by some states during the Great Recession as a natural complement to a work-conditioned safety net), more work sharing (used in Germany during the recession), or even a universal basic income (being considered by Swiss voters in June).