Here is a recent memo sent from our superintendent on this very
subject. If you do not have a copy, I highly recommend the book The
Battle over Homework: Common Ground for Administrators, Teachers, and
Parents, Cooper, Harris, Corwin Press, 2001. It's 82 pages in length,
easily read, and interesting. (The article may mention it, but I could
not readily open your attachment.)
HOMEWORK MEMO
TO:BOARD OF EDUCATION
DISTRICT ADMINISTRATORS
TEACHERS
FROM:
DATE:JANUARY 23, 2008
RE:HOMEWORK
Several years ago, in 2001 to be exact, the ______School District examined the issue of homework. Surveys were conducted concerning the amount and type of homework that should be assigned at various grade levels. As some of you may remember, all feedback and comments from the surveys were collected and organized by building. Each principal distributed the results to each teacher in their building and discussed the survey results at faculty meetings. School improvement teams were asked to develop plans for addressing some of the concerns delineated by the parents. Principals’ annual goals included statements related to the study of the “homework issue” within their buildings.
However, many of us (54% of the certified staff, in fact) were not employed by the ______School District at that time; and, subsequently, may not be aware of the discussion that took place. It is for this reason that I am revisiting the “homework issue” as the guidelines established in 2001 are still in place. Much of the information in this memo was adapted from the original “homework memo” sent by Superintendent ______in March 2001.
Guidelines for Issuing Homework
The following thoughts are provided as a guide for determining the amount and type of homework to assign students:
Homework should be graded (or some type of credit or recognition should be given).
Homework should not be assigned for disciplinary purposes - especially group punish-ment resulting from a few students misbehaving.
Homework should be relevant and not given as “busywork.” Homework becomes busywork when it’s repetitious in the extreme or when its purpose is not obvious.
Students must understand the assignment and the homework should be focused and clear.
Resources to complete the assignment must be readily available; remember, not all students have access to the Internet at home.
Assignments should be matched to the curriculum skills, interests and needs of the students.
Teachers should keep track of how long it takes students to complete the assignments. The students will communicate how long the assignment took.
Research and experience indicate that. . .
Able students are most likely to do routine homework assignments and
less likely to profit from them.
Slow students are less likely to do routine homework assignments and more likely to profit from them.
Therefore, assign projects, independent study, and the like to the more able and accomplish routine preparation and practice in class with slower students.
How Much Homework Is Reasonable
Here are the guidelines set concerning the amount of homework to assign per grade level:
Kindergarten to 2nd grade...... maximum 20 minutes
3rd - 4th grade...... maximum 40 minutes
5th - 6th grade...... maximum 60 minutes (1 hour)
7th - 8th grade...... maximum 90 minutes (1.5 hours)
High School...... maximum 120 minutes (2 hours)
If possible, the idea of coordinating (within buildings where students have multiple teachers) the various days when homework is assigned and/or due should be considered.