While homework is likely to have positive effects on students from more advantaged socioeconomic backgrounds, who typically perform relatively well at the outset, they might have no effect on the learning of students from less advantaged backgrounds. In this regard, Falch and Ronning (2012) argue that the type of homework matters. Homework seems to have a larger positive effect when it has the form of repetition and serves a complement to in-class learning instead of being a substitute to in-school learning in the sense that topics supposed to be taught in school are given as homework.