I'll preface this response with the acknowledgement that the world is not ideal, and there are some fundamental problems underlying how classes are structured (largely due to the fact that evaluations are based on the achievement of the lowest performers) which poses institutional obstacles to efficient work assignments.

That being said, given the (in practice flawed) assumption that the work being assigned is something your child needs, it's a disservice to say some other home life takes higher priority than education. This is especially true given the additive nature of many topics. Imagine, in a contrived example, you veto the addition worksheet despite your child needing practice. How is he/she supposed to keep up in the next week's topic of multiplication?

In practice this falls apart if you have a high performing child, but, campaigning for funding for gifted programs or ,if you're particularly lucky, working with the teachers to get customized work is a far better investment than lobbying for the ability to just ignore the work.