late assignment synonym

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adjective as in not on time

Strongest matches

last-minute , slow

Weak matches

backward , behind , behind time , behindhand , belated , blown , delayed , dilatory , eleventh hour , gone , held up , hung up , in a bind , in the lurch , jammed , lagging , missed the boat , out of luck , overdue , postponed , put off , remiss , stayed , strapped , tardy , too late , unpunctual

adjective as in new

fresh , recent

advanced , just out , modern

adjective as in dead

old , once , past , previous , sometime

asleep , bygone , cold , deceased , defunct , departed , erstwhile , ex- , exanimate , extinct , former , inanimate , lifeless , onetime , preceding , quondam

adverb as in at the last minute

Strongest match

Strong matches

belatedly , tardily

backward , behind , behind time , behindhand , dilatorily , unpunctual

Discover More

Example sentences.

Whenever I travel, I like to start the adventure with oysters, which my late friend, Seattle seafood maven Jon Rowley, advocated.

Two games before that lopsided result, Virginia rallied from an 11-point deficit in the second half and held off a late surge to secure a 64-62 victory over the Yellow Jackets at John Paul Jones Arena in Charlottesville.

Arlington Public Schools and Prince William County Public Schools both agreed to add holidays for Rosh Hashanah, Yom Kippur, Diwali and Eid al-Fitr in late 2020.

The latest request noted that the agency has obtained about 86 million anonymized records of residential utility usage in the city from January 2015 through 2019 to facilitate the study.

That’s what makes “The Lady and the Dale” much more than just the latest must-watch distraction on streaming TV.

I remember H. Jon Benjamin told me it was a way-too-late apology for Hiroshima and Nagasaki.

At the moment, the only chance I get is when I go do Late Night with Seth Meyers.

Are you bi-coastal now, between Portlandia and Late Night with Seth Meyers?

Late Wednesday night, French authorities reported that Mourad had surrendered to police, while the two brothers remained at large.

As he tried to make his way through a crowd of mourners late last month, he looked preoccupied and even disoriented.

The strains of the syren at last woke her uncle, and brought back Miss Hood, who suggested that it was late.

The plant as a whole remains green until late in the autumn.

But, there was also another which might not be quite so pleasing to Elizabeth, although Louis felt it came too late for him.

In 1856 she married Mesdag, who, rather late in life decided to follow the career of a painter.

He explains the late departure of the ships for Nueva España, and the consequent mortality reported on one of them.

Related Words

Words related to late are not direct synonyms, but are associated with the word late . Browse related words to learn more about word associations.

adjective as in ahead in position, time, manner

• avant-garde
• breakthrough
• cutting edge
• exceptional
• leading edge
• progressive
• state-of-the-art
• unconventional

adverb as in following

• another time
• subsequently

adverb as in following a time, event

• a while later
• at a later time
• on the next day

adjective as in late; slow; behind in progress

• underdeveloped
• undeveloped

adverb as in in debt; late

• behind schedule
• behind time
• have to play catch up

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On this page you'll find 139 synonyms, antonyms, and words related to late, such as: last minute, slow, backward, behind, behindhand, and behind time.

From Roget's 21st Century Thesaurus, Third Edition Copyright © 2013 by the Philip Lief Group.

A Few Ideas for Dealing with Late Work

August 4, 2019

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Most of my 9-week grading periods ended the same way: Me and one or two students, sitting in my quiet, empty classroom together, with me sitting at the computer, the students nearby in desks, methodically working through piles of make-up assignments. They would be focused, more focused than I’d seen them in months, and the speed with which they got through the piles was stunning. 

As they finished each assignment I took it, checked it for accuracy, then entered their scores—taking 50 percent off for being late—into my grading program. With every entry, I’d watch as their class grade went up and up: from a 37 percent to a 41, then to 45, then to 51, and eventually to something in the 60s or even low 70s, a number that constituted passing, at which point the process would end and we’d part ways, full of resolve that next marking period would be different.

And the whole time I thought to myself, This is pointless . They aren’t learning anything at all. But I wasn’t sure what else to do.

For as long as teachers have assigned tasks in exchange for grades, late work has been a problem. What do we do when a student turns in work late? Do we give some kind of consequence or accept assignments at any time with no penalty? Do we set up some kind of system that keeps students motivated while still holding them accountable? Is there a way to manage all of this without driving ourselves crazy?

To find answers, I went to Twitter and asked teachers to share what works for them. What follows is a summary of their responses. I wish I could give individual credit to each person who offered ideas, but that would take way too long, and I really want you to get these suggestions now! If you’ve been unsatisfied with your own approach to late work, you should find some fresh ideas here.

First, a Few Questions About Your Grades

Before we get into the ways teachers manage late work, let’s back up a bit and consider whether your overall program of assignments and grading is in a healthy place. Here are some questions to think about:  

• What do your grades represent? How much of your grades are truly based on academic growth, and how much are based mostly on compliance? If they lean more toward compliance, then what you’re doing when you try to manage late work is basically a lot of administrative paper pushing, rather than teaching your content. Although it’s important for kids to learn how to manage deadlines, do you really want an A in your course to primarily reflect the ability to follow instructions? If your grades are too compliance-based, consider how you might shift things so they more accurately represent learning. (For a deeper discussion of this issue, read How Accurate Are Your Grades? )
• Are you grading too many things? If you spend a lot of time chasing down missing assignments in order to get more scores in your gradebook, it could be that you’re grading too much. Some teachers only enter grades for major, summative tasks, like projects, major writing assignments, or exams. Everything else is considered formative and is either ungraded or given a very low point value for completion, not graded for accuracy; it’s practice . For teachers who are used to collecting lots of grades over a marking period, this will be a big shift, and if you work in a school where you’re expected to enter grades into your system frequently, that shift will be even more difficult. Convincing your students that ungraded practice is worthwhile because it will help their performance on the big things will be another hurdle. With all of that said, reducing the number of scored items will make your grades more meaningful and cut way down on the time you spend grading and managing late work.
• What assumptions do you make when students don’t turn in work? I’m embarrassed to admit that when I first started teaching, I assumed most students with missing work were just unmotivated. Although this might be true for a small portion of students, I no longer see this as the most likely reason. Students may have issues with executive function and could use some help developing systems for managing their time and responsibilities. They may struggle with anxiety. Or they may not have the resources—like time, space, and technology—to consistently complete work at home. More attention has been paid lately to the fact that homework is an equity issue , and our policies around homework should reflect an understanding that all students don’t have access to the same resources once they leave school for the day. Punitive policies that are meant to “motivate” students don’t take any of these other issues into consideration, so if your late work penalties don’t seem to be working, it’s likely that the root cause is something other than a lack of motivation.
• What kind of grading system is realistic for you ? Any system you put in place requires YOU to stay on top of grading. It would be much harder to assign penalties, send home reminders, or track lateness if you are behind on marking papers by a week, two weeks, even a month. So whatever you do, create a plan that you can actually keep up with.

Possible Solutions

1. penalties.

Many teachers give some sort of penalty to students for late work. The thinking behind this is that without some sort of negative consequence, too many students would wait until the end of the marking period to turn work in, or in some cases, not turn it in at all. When work is turned in weeks or even months late, it can lose its value as a learning opportunity because it is no longer aligned with what’s happening in class. On top of that, teachers can end up with massive piles of assignments to grade in the last few days of a marking period. This not only places a heavy burden on teachers, it is far from an ideal condition for giving students the good quality feedback they should be getting on these assignments.

Several types of penalties are most common:

Point Deductions In many cases, teachers simply reduce the grade as a result of the lateness. Some teachers will take off a certain number of points per day until they reach a cutoff date after which the work will no longer be accepted. One teacher who responded said he takes off 10 percent for up to three days late, then 30 percent for work submitted up to a week late; he says most students turn their work in before the first three days are over. Others have a standard amount that comes off for any late work (like 10 percent), regardless of when it is turned in. This policy still rewards students for on-time work without completely de-motivating those who are late, builds in some accountability for lateness, and prevents the teacher from having to do a lot of mathematical juggling with a more complex system. 

Parent Contact Some teachers keep track of late work and contact parents if it is not turned in. This treats the late work as more of a conduct issue; the parent contact may be in addition to or instead of taking points away. 

No Feedback, No Re-Dos The real value of homework and other smaller assignments should be the opportunity for feedback: Students do an assignment, they get timely teacher feedback, and they use that feedback to improve. In many cases, teachers allow students to re-do and resubmit assignments based on that feedback. So a logical consequence of late work could be the loss of that opportunity: Several teachers mentioned that their policy is to accept late work for full credit, but only students who submit work on time will receive feedback or the chance to re-do it for a higher grade. Those who hand in late work must accept whatever score they get the first time around. 

2. A Separate Work Habits Grade

In a lot of schools, especially those that use standards-based grading, a student’s grade on an assignment is a pure representation of their academic mastery; it does not reflect compliance in any way. So in these classrooms, if a student turns in good work, it’s going to get a good grade even if it’s handed in a month late. 

But students still need to learn how to manage their time. For that reason, many schools assign a separate grade for work habits. This might measure factors like adherence to deadlines, neatness, and following non-academic guidelines like font sizes or using the correct heading on a paper. 

• Although most teachers whose schools use this type of system will admit that students and parents don’t take the work habits grade as seriously as the academic grade, they report being satisfied that student grades only reflect mastery of the content.
• One school calls their work habits grade a “behavior” grade, and although it doesn’t impact GPA, students who don’t have a certain behavior grade can’t make honor roll, despite their actual GPA.
• Several teachers mentioned looking for patterns and using the separate grade as a basis for conferences with parents, counselors, or other stakeholders. For most students, there’s probably a strong correlation between work habits and academic achievement, so separating the two could help students see that connection.
• Some learning management systems will flag assignments as late without necessarily taking points off. Although this does not automatically translate to a work habits grade, it indicates the lateness to students and parents without misrepresenting the academic achievement.

3. Homework Passes

Because things happen in real life that can throw anyone off course every now and then, some teachers offer passes students can use to replace a missed assignment.

• Most teachers only offer these passes to replace low-point assignments, not major ones, and they generally only offer 1 to 3 passes per marking period. Homework passes can usually only recover 5 to 10 percent of a student’s overall course grade. 
• Other teachers have a policy of allowing students to drop one or two of their lowest scores in the gradebook. Again, this is typically done for smaller assignments and has the same net effect as a homework pass by allowing everyone to have a bad day or two.
• One teacher gives “Next Class Passes” which allow students one extra day to turn in work. At the end of every marking period she gives extra credit points to students who still have unused passes. She says that since she started doing this, she has had the lowest rate ever of late work. 

4. Extension Requests

Quite a few teachers require students to submit a written request for a deadline extension rather than taking points off. With a system like this, every student turns something in on the due date, whether it’s the assignment itself or an extension request.

• Most extension requests ask students to explain why they were unable to complete the assignment on time. This not only gives the students a chance to reflect on their habits, it also invites the teacher to help students solve larger problems that might be getting in the way of their academic success. 
• Having students submit their requests via Google Forms reduces the need for paper and routes all requests to a single spreadsheet, which makes it easier for teachers to keep track of work that is late or needs to be regraded.  
• Other teachers use a similar system for times when students want to resubmit work for a new grade. 

5. Floating Deadlines

Rather than choosing a single deadline for an assignment, some teachers assign a range of dates for students to submit work. This flexibility allows students to plan their work around other life activities and responsibilities.

• Some teachers offer an incentive to turn in work in the early part of the time frame, such as extra credit or faster feedback, and this helps to spread out the submissions more evenly. 
• Another variation on this approach is to assign a batch of work for a whole week and ask students to get it in by Friday. This way, students get to manage when they get it done. 
• Other names mentioned for this strategy were flexible deadlines , soft deadlines , and due windows .

6. Let Students Submit Work in Progress

Some digital platforms, like Google Classroom, allow students to “submit” assignments while they are still working on them. This allows teachers to see how far the student has gotten and address any problems that might be coming up. If your classroom is mostly paper-based, it’s certainly possible to do this kind of thing with paper as well, letting students turn in partially completed work to demonstrate that an effort has been made and show you where they might be stuck.

7. Give Late Work Full Credit

Some teachers accept all late work with no penalty. Most of them agree that if the work is important, and if we want students to do it, we should let them hand it in whenever they get it done. 

• Some teachers fear this approach will cause more students to stop doing the work or delay submission until the end of a marking period, but teachers who like this approach say they were surprised by how little things changed when they stopped giving penalties: Most students continued to turn work in more or less on time, and the same ones who were late under the old system were still late under the new one. The big difference was that the teacher no longer had to spend time calculating deductions or determining whether students had valid excuses; the work was simply graded for mastery.
• To give students an incentive to actually turn the work in before the marking period is over, some teachers will put a temporary zero in the gradebook as a placeholder until the assignment is turned in, at which point the zero is replaced with a grade.
• Here’s a twist on the “no penalty” option: Some teachers don’t take points off for late work, but they limit the time frame when students can turn it in. Some will not accept late work after they have graded and returned an assignment; at that point it would be too easy for students to copy off of the returned papers. Others will only accept late work up until the assessment for the unit, because the work leading up to that is meant to prepare for that assessment. 

8. Other Preventative Measures

These strategies aren’t necessarily a way to manage late work as much as they are meant to prevent it in the first place.

• Include students in setting deadlines. When it comes to major assignments, have students help you determine due dates. They may have a better idea than you do about other big events that are happening and assignments that have been given in other classes.
• Stop assigning homework. Some teachers have stopped assigning homework entirely, recognizing that disparities at home make it an unfair measurement of academic mastery. Instead, all meaningful work is done in class, where the teacher can monitor progress and give feedback as needed. Long-term projects are done in class as well, so the teacher is aware of which students need more time and why. 
• Make homework optional or self-selected. Not all students need the same amount of practice. You may be able to get your students to assess their own need for additional practice and assign that practice to themselves. Although this may sound far-fetched, in some classes, like this self-paced classroom , it actually works, because students know they will be graded on a final assessment, they get good at determining when they need extra practice.

With so many different approaches to late work, what’s clear is that there are a lot of different schools of thought on grading and assessment, so it’s not a surprise that we don’t always land on the best solution on the first try. Experiment with different systems, talk to your colleagues, and be willing to try something new until you find something that works for you. 

Further Reading

20 Ways to Cut Your Grading Time in Half This free e-book is full of ideas that can help with grading in general.

On Your Mark: Challenging the Conventions of Grading and Reporting Thomas R. Guskey This book came highly recommended by a number of teachers.

Hacking Assessment: 10 Ways to Go Gradeless in a Traditional Grades School Starr Sackstein

Come back for more. Join our mailing list and get weekly tips, tools, and inspiration that will make your teaching more effective and fun. You’ll get access to our members-only library of free downloads, including 20 Ways to Cut Your Grading Time in Half , the e-booklet that has helped thousands of teachers save time on grading. Over 50,000 teachers have already joined—come on in.

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Categories: Classroom Management , Instruction , Podcast

Tags: assessment , organization

51 Comments

I teach high school science (mine is a course that does not have an “end of course” test so the stakes are not as high) and I teach mostly juniors and seniors. Last year I decided not to accept any late work whatsoever unless a student is absent the day it is assigned or due (or if they have an accomodation in a 504 or IEP – and I may have had one or two students with real/documented emergencies that I let turn in late.) This makes it so much easier on me because I don’t have to keep up with how many days/points to deduct – that’s a nightmare. It also forces them to be more responsible. They usually have had time to do it in class so there’s no reason for it to be late. Also, I was very frustrated with homework not being completed and I hated having to grade it and keep up with absent work. So I don’t “require” homework (and rarely assign it any more) but if students do ALL (no partial credit) of it they get a 100% (small point value grade), if they are absent or they don’t do it they are exempt. So it ends up being a sort of extra credit grade but it does not really penalize students who don’t do it. When students ask me for extra credit (which I don’t usually give), the first thing I ask is if they’ve done all the homework assigned. That usually shuts down any further discussion. I’ve decided I’m not going to spend tons of time chasing and calculating grades on small point values that do not make a big difference in an overall grade. 🙂

Do I understand correctly….

Homework is not required. If a student fully completes the HW, they will earn full points. If the student is absent or doesn’t do it, they are excused. Students who do complete the HW will benefit a little bit in their overall grade, but students who don’t compete the work will not be penalized. Did I understand it correctly?

Do you stipulate that a student must earn a certain % on the assignment to get the full points? What about a student who completed an assignment but completes the entire thing incorrectly? Still full credit? Or an opportunity to re-do?

Thank you in advance.

From reading this blog post I was thinking the same thing. When not penalizing students for homework do you have students who do turn it in getting extra points in class?

From what I have seen, if there is a benefit for turning in homework and students see this benefit more will try to accomplish what the homework is asking. So avoid penalization is okay, but make sure the ones turning it in are getting rewarded in some way.

The other question regarding what to do with students who may not be completing the assignments correctly, you could use this almost as a formative assessment. You could still give them the credit but use this as a time for you to focus on that student a little more and see where he/she isn’t understanding the content.

Our school has a system called Catch Up Cafe. Students with missing work report to a specific teacher during the first 15 minutes of lunch to work on missing work. Students upgrade to a Wednesday after school time if they have accumulated 4 or more missing assignments on any Monday. They do not have to serve if they can clear ALL missing work by the end of the day Wednesday. Since work is not dragging out for a long period of time, most teachers do not take off points.

How do you manage the logistics of who has missing and how many assignments are needed to be completed-to make sure they are attending the Catch up Cafe or Wednesday after school? How do you manage the communication with parents?

When a student has missing work it can be very difficult to see what he/she is missing. I always keep a running record of all of their assignments that quarter and if they miss that assigement I keep it blank to remind myself there was never a submission. Once I know that this student is missing this assignment I give them their own copy and write at the top late. So once they do turn it in I know that it’s late and makes grading it easier.

There are a lot of different programs that schools use but I’ve always kept a paper copy so I have a back-up.

I find that the worst part of tracking make-up work is keeping tabs on who was absent for a school activity, illness or other excused absence, and who just didn’t turn in the assignment. I obviously have to accept work turned in “late” due to an excused absence, but I can handle the truly late work however I wish. Any advice on simplifying tracking for this?

I tell my students to simply write “Absent (day/s)” at the top of the paper. I remind them of this fairly regularly. That way, if they were absent, it’s their responsibility to notify me, and it’s all together. If you create your own worksheets, etc., you could add a line to the top as an additional reminder.

It might be worth checking out Evernote .

In order to keep track of what type of missing assignments, I put a 0 in as a grade so students and parents know an assignment was never submitted. If a student was here on the due date and day assignment was given then it is a 0 in the grade book. If a student was absent the day the assignment was given or when it was due, I put a 00 in the grade book. This way I know if it was because of an absence or actual no work completed.

This is exactly what I do. Homework can only count 10% in our district. Claims that kids fail due to zeros for homework are specious.

This is SUCH a difficult issue and I have tried a few of the suggested ways in years past. My questions is… how do we properly prepare kids for college while still being mindful of the inequities at home? We need to be sure that we are giving kids opportunity, resources, and support, but at the same time if we don’t introduce them to some of the challenges they will be faced with in college (hours of studying and research and writing regardless of the hours you might have to spend working to pay that tuition), are we truly preparing them? I get the idea of mastery of content without penalty for late work and honestly that is typically what I go with, but I constantly struggle with this and now that I will be moving from middle to high school, I worry even more about the right way to handle late work and homework. I don’t want to hold students back in my class by being too much of a stickler about seemingly little things, but I don’t want to send them to college unprepared to experience a slap in the face, either. I don’t want to provide extra hurdles, but how do I best help them learn how to push through the hurdles and rigor if they aren’t held accountable? I always provide extra time after school, at lunch, etc., and have also experienced that end of term box checking of assignments in place of a true learning experience, but how do we teach them the importance of using resources, asking for help, allowing for mistakes while holding them to standards and learning work habits that will be helpful to them when they will be on their own? I just don’t know where the line is between helping students learn the value of good work habits and keeping them from experiencing certain challenges they need to understand in order to truly get ahead.

Thanks for sharing – I can tell how much you care for your students, wanting them to be confident independent learners. What I think I’m hearing is perhaps the struggle between that fine line of enabling and supporting. When supporting kids, whether academically or behaviorally, we’re doing something that assists or facilitates their growth. So, for example, a student that has anxiety or who doesn’t have the resources at home to complete an assignment, we can assist by giving that student extra time or an alternative place to complete the assignment. This doesn’t lower expectations, it just offers support to help them succeed.

Enabling on the other hand, puts systems in place that don’t involve consequences, which in turn allow the behaviors to continue. It involves excuses and solving problems for others. It may be about lowering expectations and letting people get by with patterns of behavior.

Late work is tricky. The article does mention the importance of time management, which is why separating academic grades from work habits is something a lot of schools are doing. Sometimes real life happens and kids need a “pass.” If whatever you’re doing seems to be helping to support a student rather than enabling patterns, then that might help you distinguish between that fine line. Hope this helps!

Thank you again for such a great post. Always high-quality, relevant, and helpful. I so appreciate you and the work you do!

So glad to hear you enjoyed the post, Liz! I’ll make sure Jenn sees this.

I thought that these points brought up about receiving late work were extremely helpful and I hope that every classroom understands how beneficial these strategies could be.

When reading the penalties section under point deductions it brought up the idea of taking points off slowly as time goes by. Currently in my classroom the only point deduction I take off is 30% of the total grade after it is received late. No matter how much time has gone by in that grading period it will have 30% off the total.

I’m curious if changing this technique to something that would increase the percentage off as time goes by will make students turn in their work on time.

My question to everyone is which grading technique would be more beneficial for the students? Do you believe that just taking off 30% for late work would help students more when turning in their work or do you think that as time goes by penalizing their final score will have students turn in their work more?

If anyone has any answers it would be extremely beneficial.

Thank you, Kirby

When I was in school my school did 1/3 of a grade each day it was like. So 1 day late A >A-. Two days late: A->>B+ so on and so forth. This worked really well for me because I knew that I could still receive a good grade if I worked hard on an assignment, even if it was a day or two late.

I dread it when I have missing work or unsubmitted work. I would try to get a last-minute effort to chase those needed pieces of work which could be done from those students housed in dorms on campus. It is better than not failing them for lacking to turn in graded submissions or taking scheduled quizzes. I dread this not for the students, sadly, but for likely call to explain why I did not keep physical evidence of students’ supposed learning. In my part of the globe, we have a yearly “quality assurance” audit by the country’s educational authorities or their representatives.

I am a pre-service teacher and I am in the process of developing my personal philosophies in education, including the topic of late work. I will be certified as a secondary social studies teacher and would like to teach in a high school. Your post brought my attention to some important insights about the subject. For example, before this post I had not thought to use feedback as a way to incentivize homework submission on time. This action coupled with the ability to re-do assignments is a great way to emphasize the importance of turning work in on time. I do have a follow-up question, how do you adequately manage grading re-do’s and feedback on all assignments? What kinds of organizational and time-management strategies do you use as a teacher? Further, how much homework do you assign when providing this as an option?

Additionally, have you administered or seen the no penalty and homework acceptance time limit in practice (for example, all homework must be turned in by the unit test)? I was curious if providing a deadline to accept all homework until the unit test may result in an access of papers I need to grade. From your experience, what practice(s) have you seen work well in the classroom?

My goal is to prepare students for life beyond high school and to support their intellectual, social, and emotional development during their high school learning experience. Similar to a previous commenter (Kate), I am also trying to define a balance between holding students accountable in order to best prepare them for their future lives and providing opportunities to raise their grade if they are willing to do the work.

Hey Jessica, you have some great questions. I’d recommend checking out the following blog posts from Jenn that will help you learn more about keeping track of assessments, differentiation, and other aspects of grading: Kiddom: Standards-based Grading Made Wonderful , Could You Teach Without Grades , Boost Your Assessment Power with GradeCam , and Four Research-Based Strategies Every Teacher Should be Using . I hope this helps you find answers to your questions!

Overall I found this article extremely helpful and it actually reinforced many ideas I already had about homework and deadlines. One of my favorite teachers I had in high school was always asking for our input on when we felt assignments should be due based on what extra curricular activities were taking place in a given time period. We were all extremely grateful for his consideration and worked that much harder on the given assignments.

While it is important to think about our own well-being when grading papers, I think it is just as important (if not more) to be conscious of how much work students might have in other classes or what students schedules are like outside of school. If we really want students to do their best work, we need to give them enough time to do the work. This will in turn, help them care more about the subject matter and help them dive deeper. Obviously there still needs to be deadlines, but it does not hurt to give students some autonomy and say in the classroom.

Thanks for your comment Zach. I appreciate your point about considering students’ involvement in extracurricular activities and other responsibilities they may have outside the school day. It’s definitely an important consideration. The only homework my son seemed to have in 8th grade was for his history class. I agree that there’s a need for teachers to maintain more of a balance across classes when it comes to the amount of homework they give to students.

Thank you for an important, thought-provoking post! As a veteran teacher of 20+ years, I have some strong opinions about this topic. I have always questioned the model of ‘taking points off’ for late work. I do not see how this presents an accurate picture of what the student knows or can do. Shouldn’t he be able to prove his knowledge regardless of WHEN? Why does WHEN he shows you what he knows determine WHAT he knows?

Putting kids up against a common calendar with due dates and timelines, regardless of their ability to learn the material at the same rate is perhaps not fair. There are so many different situations facing our students – some students have challenges and difficulty with deadlines for a plethora of potential reasons, and some have nothing but support, structure, and time. When it comes to deadlines – Some students need more time. Other students may need less time. Shouldn’t all students have a chance to learn at a pace that is right for them? Shouldn’t we measure student success by demonstrations of learning instead of how much time it takes to turn in work? Shouldn’t students feel comfortable when it is time to show me what they’ve learned, and when they can demonstrate they’ve learned it, I want their grade to reflect that.

Of course we want to teach students how to manage their time. I am not advocating for a lax wishy-washy system that allows for students to ‘get to it when they get to it’. I do believe in promoting work-study habits, and using a separate system to assign a grade for responsibility, respect, management, etc is a potential solution. I understand that when introducing this type of system, it may be tough to get buy-in from parents and older students who have traditionally only looked at an academic grade because it is the only piece of the puzzle that impacts GPA. Adopting a separate work-study grading system would involve encouraging the entire school community – starting at the youngest level – to see its value. It would be crucial for the school to promote the importance of high level work-study habits right along side academic grades.

I teach a specials course to inner city middle schoolers at a charter school. All students have to take my class since it is one of the core pillars of the school’s culture and mission. Therefore it is a double edge sword. Some students and parents think it is irrelevant like an art or music class but will get upset to find out it isn’t just an easy A class. Other students and parents love it because they come to our charter school just to be in this class that isn’t offered anywhere else in the state, except at the college level.

As you may have already guessed, I see a lot of students who don’t do the work. So much that I no longer assign homework, which the majority would not be able to do independently anyways or may develop the wrong way of learning the material, due to the nature of the subject. So everything is done in the classroom together as a class. And then we grade together to reinforce the learning. This is why I absolutely do not accept missing work and there is no reason for late work. Absent students make up the work by staying after school upon their return or they can print it off of Google classroom at home and turn in by the end of the day of their return. Late and missing work is a big issue at our school. I’ve had whole classrooms not do the work even as I implemented the new routine. Students will sit there and mark their papers as we do it in the classroom but by the end they are not handing it in because they claim not to have anything to hand in. Or when they do it appears they were doing very little. I’d have to micromanage all 32 students every 5 minutes to make sure they were actually doing the work, which I believe core teachers do. But that sets a very bad precedent because I noticed our students expect to be handheld every minute or they claim they can’t do the work. I know this to be the case since before this class I was teaching a computer class and the students expected me to sit right next to them and give them step-by-step instructions of where to click on the screen. They simply could not follow along as I demonstrated on the Aquos board. So I do think part of the problem is the administrators’ encouraging poor work ethics. They’re too focused on meeting proficient standard to the point they want teachers to handhold students. They also want teachers to accept late and missing work all the way until the end of each quarter. Well that’s easy if you only have a few students but when you have classrooms full of them, that means trying to grade 300+ students multiplied by “x” amount of late/missing work the week before report card rolls out – to which we still have to write comments for C- or below students. Some of us teach all the grade levels 6-8th. And that has actually had negative effects because students no longer hold themselves accountable.

To be honest, I really do think this is why there is such a high turnover rate and teachers who started giving busy work only. In the inner city, administrators only care about putting out the illusion of proficiency while students and parents don’t want any accountability for their performance. As soon as a student fails because they have to actually try to learn (which is a risk for failing), the parent comes in screaming.

Yea, being an Art teacher you lost me at “ irrelevant like an art or music .”

I teach middle school in the inner city where missing and late work is a chronic issue so the suggestions and ideas above do not work. Students and parents have become complacent with failing grades so penalizing work isn’t going to motivate them to do better the next time. The secret to teaching in the inner city is to give them a way out without it becoming massive work for you. Because trust me, if you give them an inch they will always want a mile at your expense. Depending on which subject you teach, it might be easier to just do everything in class. That way it becomes an all or nothing grade. They either did or didn’t do the work. No excuses, no chasing down half the school through number of calls to disconnected phone numbers and out of date emails, no explaining to parents why Johnny has to stay after school to finish assignments when mom needs him home to babysit or because she works second shift and can’t pick him up, etc. Students have no reason for late work or for missing work when they were supposed to do it right there in class. Absent students can catch up with work when they return.

Milton, I agree with all of what you are saying and have experienced. Not to say that that is for all students I have had, but it is a slow progression as to what is happening with students and parents as years go by. I understand that there are areas outside of the classroom we cannot control and some students do not have certain necessities needed to help them but they need to start learning what can they do to help themselves. I make sure the students know they can come and talk to me if needing help or extra time, tutor after school and even a phone number to contact along with email if needing to ask questions or get help. But parents and students do not use these opportunities given until the week before school ends and are now wanting their student to pass and what can be done. It is frustrating and sad. I let students and parents know my expectation up front and if they do not take the opportunity to talk to me then the grade they earned is the result.

I am a special education resource teacher and late work/missing work happens quite a lot. After reading this article, I want to try a few different things to help minimize this issue. However, I am not the one making the grades or putting the grades in. I am just giving the work to the students in small group settings and giving them more access to the resources they need to help them be successful on these assignments based on their current IEP. I use a make-up folder, and usually I will pull these students to work on their work during a different time than when I regularly pull them. That way they do not miss the delivery of instruction they get from me and it does not punish my other students either if there is make-up work that needs to be completed. I try to give my students ample time to complete their work, so there is no excuse for them not to complete it. If they are absent, then I pull them at a time that they can make it up.

I too agree with that there’s a need for teachers to maintain more of a balance across classes when it comes to the amount of homework they give to students.

I had a few teachers who were willing to tolerate lateness in favor of getting it/understanding the material. Lastly, my favorite teacher was the one who gave me many chances to do rewrites of a ‘bad essay’ and gave me as much time as needed (of course still within like the semester or even month but I never took more than two weeks) because he wanted me to do well. I ended up with a 4 in AP exam though so that’s good.

Late work has a whole new meaning with virtual learning. I am drowning in late work (via Google Classroom). I don’t want to penalize students for late work as every home situation is different. I grade and provide feedback timely (to those who submitted on time). However, I am being penalized every weekend and evening as I try to grade and provide feedback during this time. I would love some ideas.

Hi Susan! I’m in the same place–I have students who (after numerous reminders) still haven’t submitted work due days…weeks ago, and I’m either taking time to remind them again or give feedback on “old” work over my nights and weekends. So, while it’s not specific to online learning, Jenn’s A Few Ideas for Dealing with Late Work is a post I’ve been trying to put into practice the last few days. I hope this helps!

Graded assignment flexibility is essential to the process of learning in general but especially in our new world of digital divide

It is difficult to determine who is doing the work at home. Follow up videos on seesaw help to see if the student has gained the knowledge or is being given the answers.

This is some good information. This is a difficult subject.

I love the idea of a catch-up cafe! I think I will try to implement this in my school. It’s in the same place every day, yes? And the teachers take turns monitoring? I’m just trying to get a handle on the logistics – I know those will be the first questions I get.

I really enjoyed this post. I think it provides a lot of perspective on a topic that teachers get way too strict about. I just wonder: wouldn’t it be inevitable for students to become lazy and care less about their understanding if there wasn’t any homework (or even if it was optional)? I know students don’t like it, and it can get redundant if they understand the content, but it truly is good practice.

Hi Shannon,

Glad the post helped! Homework is one of those hot educational topics, but I can’t say I’ve personally come across a situation or found any research where kids become lazy or unmotivated if not assigned homework. In fact, research indicates that homework doesn’t really have much impact on learning until high school. I just think that if homework is going to be assigned, it needs to be intentional and purposeful. (If students have already mastered a skill, I’m not sure how homework would provide them much benefit.) Here’s an article that I think is worth checking out. See what you think.

I like how you brought up how homework needs to be given with the understanding that not all kids have the same resources at home. Some kids don’t have computers or their parents won’t let them use it. There is no way of knowing this so teachers should give homework that requires barely any utensils or technology.

I think having students help determine the due dates for major assignments is a great idea. This works well with online schools too. Remote jobs are the future so helping students learn how to set their own due dates and to get homework done from home will prepare them for the future.

This year I am trying something new. After reading this article, I noticed that I have used a combination of some of these strategies to combat late work and encourage students to turn work in on time. I only record a letter grade in the grade book: A, B, C, D, F. If a student turns in an assignment late, I flag it as late, but it does not affect their “grade”.

If a student wants to redo an assignment, they must turn something in. If they miss the due date, they can still turn it in, but lose the opportunity to redo the assignment. Students will meet with me one last time before they turn it in to get final feedback.

At the end of the grading period, I conference with the student about their final grade, looking at how many times they have handed work in on-time or late. This will determine if the student has earned an A or an A+ .

I really appreciate how your post incorporates a lot of suggestions for the way that teachers can think about and grade homework. Thank you for mentioning how different students have different resources available as well. As teachers, we need to be aware of the different resources our students have and tailor our approach to homework to match. I like the idea of grading homework based on completion and accepting late work for full credit at any time (substituting a zero in the grade book until it is turned in). This is definitely a strategy that I’ll be using!

So glad the article was helpful for you! I will be sure to pass on your comments to Jenn.

I also have been teaching for a long time and I have found that providing an END OF WEEK (Friday at 11:59) due date for assignments allows students to get the work completed by that time. It helps with athletes, and others involved in extra curricular activities. I feel this is fair. I give my tests/quizzes on the days assigned and the supplemental work on Fridays.

I personally, as a special education teach, would allow my SPED students extra time to complete the work they have missed. This is in alignment with their IEP accommodations. I would work with each one independently and have remediation with the content that they are having difficulty. This setting would be in a small group and separate classroom.

I really like the idea of a work habits grade. I struggle with students who turn things in late regularly earning the same grade as those who always turn things in on time. A work habits grade could really motivate some learners.

I’ve been in education for 37 years and in all manner of positions. I share this only to also say that things have changed quite a bit. When I started teaching I only had one, maybe two students in a class of 34 elementary students that would not have homework or classwork finished. Now, I have two classes of about 15 each. One group is often half the class on a regular basis not having homework or not finishing classwork on a regular basis- so far. Additionally parents will pull students out to go to amusement parks, etc and expect all work to be made up and at full credit. I believe that the idea of homework is clearly twofold- to teach accountability and to reengage a learner. Classwork is critical to working with the content and, learning objective. We can all grade various ways; however, at some point, the learner has to step up. Learning is not passive, nor is it all on the teacher. I have been called “mean” because I make students do their work in class, refocusing them, etc. I find that is my duty. Late work should be simply dealt with consistently and with understanding to circumstance IMO. You were out or it was late because mom and dad were upset, ok versus we went to Disney for three days and I was too tired. hmm- used to be easy with excused/unexcused absences, now there is no difference. Late with no absence? That can be a problem and I reach out to home and handle it individually at my level.

Hi Jennifer! I really like your sharing about this topic! Late work is a problem that every teacher encounters. Thank you for your consideration of this issue and the many wise ideas you have provided. Your ideas also remind me to reflect on whether my overall program of assignments and grading is in a healthy place. I was inspired by the preventative measures you listed in this post. I want to try to include my students in setting deadlines, especially for some big projects. Students will feel respected by teachers and will be more willing to complete the assignments before deadlines! As you mentioned, some teachers have made homework optional or self-selected, or even stopped assigning homework. I partially agree with that opinion. I indeed try to reduce the amount of students’ homework or even stop assigning homework sometime, but doing related practice in class instead. I believe that the purpose of homework is to aid pupils in mastering the knowledge; it is not a necessary thing.

Thanks for sharing your thoughts, Yang. Jenn will be glad to know that you found the post inspiring!

Thanks so much for all your insights on giving assignments or homework. All are very helpful as I prepare to return to work after an extended medical leave. It is good to refresh! Anything we require of our students should be purposeful and meaningful to them, so they will give their best to meet whatever deadlines we set. I also like asking our students when is the best time they can turn work in; this is meeting them halfway. And if one strategy does not work, there are more to try; just read this post. Thanks a bunch!!

Jenn will be glad to know the post was helpful for you, Jo!

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Late Work and Absences: 4 Steps to an Easily Implemented System

I would argue that there’s nothing more frustrating as a teacher than having the perfect lesson or activity ready to go, only to find out that there are students absent or that they did not bring the work that they needed to proceed. After switching to a student-centered model and then having these roadblocks hit me in the face, I knew I needed a system for late work and absences that would make this a non-issue or at the very least, soften the blow.

Make sure what’s missing is important

There is nothing more frustrating to the students to know that the work they are completing is nothing more than busy work. While, yes, sometimes we need filler activities for a plethora of reasons, we should really be ensuring that the assignments we are having our students complete both inside and outside of the classroom are meaningful and engaging (and guess what…this doesn’t have to be more work for you!).

If a student’s work is late, I want there to be a mutual understanding that there should be a good reason for it (I always emphasized to my students that I fully understand that they have lives outside of the 4 walls of my classroom). I never wanted to give my students the impression that I am upset with them for being late or missing an assignment. The late work should be thought of as an extension of what they needed to do or a step towards the final piece, not just busywork.

When the proper systems are in place, and students understand the relevance of the work they’re doing in class (as well as understand why the due dates exist as they do), they get that missing work will disrupt the flow of the classroom. It’s not a matter of compliance in their completion, but taking a step towards the end goal of that topic of study.

A plan for late assignments

I stopped taking off points for late work once I had these systems in place because, frankly, the only time work was missing is if a student struggled with it (which, by nature of how I implemented my curriculum, I was able to recognize and deal with in a quick manner before it became an issue) or if there was an extenuating circumstance. Did work still roll in late? Yes, but I had a plan.

…and yes, a student would still receive a zero if something was never turned in. You can’t grade what you don’t have!

In 2006, Harry and Rosemary Wong wrote an article on Teachers.Net that explained the concept of a “Pink Slip”. When a student did not complete an assignment as required, they had to fill out a pink slip, putting not only ownership on them for the lack of completion, but also began to develop a plan to complete regardless.

The completion regardless is the key point here. First, while most students found themselves squirming a bit when they had to take ownership of why their assignment was incomplete (if it wasn’t a good reason, of course), they learned quickly that they still needed to finish it (again, because it was a stepping stone to the next part of the topic, not busy work).

Plus, how I arranged this really cramped their style. I had a sign-up sheet that had various times before, during, and after school that they needed to sign up to come to finish the assignment in my presence. This did one of two things: 1. It made them even more accountable for the discretion and 2. It allowed me to see further if the incomplete issue was due to the student struggling that I may have missed otherwise.

Trust me: once or twice going through this process was all it would take for most repeat offenders to change their way of doing things!

Use technology to your advantage

Technology in the classroom is no longer something that we can ignore. With so many ways to connect with our students outside of the four walls in which they sit, it just makes teaching a little easier. When late work starts rolling in, we have a few options at our fingertips for communicating with late parents/guardians.

What’s late is late, but nothing that is late should be destroyed or recycled because it still has value and can demonstrate to students how they need to improve their processes in completing assignments in the future (and, again, is vital to the roadmap of the curriculum). In those late situations where it seemed like a missing assignment was not appearing to be a one-off incident, I would send out a late-night email to parents/guardians explaining the situation and getting their word on how they’d like me to handle it.

Having the pink slips was also helpful as it showed the student intent and together, we could theoretically create a plan moving forward to prevent this from becoming a long-term issue.

If late work was not an issue, then students were able to keep their late assignments to better reflect what they learned late. It doesn’t matter if the work is late or early; it’s about ownership and following through on expectations!

The end result? An awesome boost in student engagement!

I can say without a doubt that, while late work was still an issue that I had to deal with, it happened much less frequently once all of these systems were in place. The students who struggled with late assignments became skilled at recognizing the common mistakes they were making and then we worked as a team to create a plan moving forward (or, conversely, as any good teacher would do, I would hold them accountable for late work to ensure they knew what was expected and how it could be done better).

The absent student

Absent students can be a bit more tricky, depending on what caused the absence in the first place. There is a variety of reasons a student can be absent, ranging from short-term to long-term, and making up the work can be more challenging in some situations than others.

The key, no matter what the scenario is, is to make sure it is easy for the student to access what they missed. I did this in 3 different ways:

• I always checked in with the student in one way or another. Whether it was welcoming them back after missing a day or emailing/calling/utilizing Remind to reach out to see if they were okay during an extended absence. This opens the door to conversations about what he or she is missing (or, on the other hand, assuring them that school will be there when they finish dealing with whatever is going on in their life at the time and that they shouldn’t be concerned about it at the time).
• Having an “absent drawer” in the classroom. Any papers that were handed out (daily schedules, worksheets, etc.) were placed in here and labeled either by date, class, or student’s name (depending on what would work best for that class or school year). When a student returned from an absence, no matter how long, they could go to the drawer and get anything tangible that they missed.
• Keeping a virtual schedule active and readily available. In my class, all digital activities were housed on Google Classroom. Whether it was a link out to a website we were using or an actual virtual document that we worked on, everything could be found there and Google Classroom does a great job of keeping everything dated and organized so it is easy to find.

I also kept a real-time, virtual due date calendar that the students could access at any time. This was updated as activities were assigned, so if a student was absent, they could see what was added, changed, etc. This calendar was readily accessible on my website, my teacher Twitter, my email signature, and in Google Classroom. I also set up QR codes for it so a quick scan would take you right there.

Snags and Delays with Late Work and Absences

There will be students that you need to remind where to find all of this and what the procedures are. There will be the “one-off” student that never dealt with a missing assignment or being absent before and isn’t fresh on how things work. I found that having “how-to” posters up made it easy to refer to, but a quick acknowledgment to the student about what they needed to do if it didn’t appear that they were doing it was usually enough.

Again, the more organized and relevant you make it, the easier it will be for the kids to keep up and stay engaged with the protocols and procedures you lay out for them. It’s not foolproof, but it adds more ownership on the student, less stress on your plate, and once it’s in play, it’s (mostly) smooth sailing.

Once these late items are dealt with regularly, you won’t need the late work reminder as much (if ever), which is great. Same with catching students up after an absence. It makes life easier for you, helps out in keeping students on track with their classes, and shows them that yes, even teachers have a late work policy and are willing to understand that life does, indeed, happen.

So, late work, absences – yeah, it can be a pain, and yeah, I understand that late work is sometimes outside of your control. But when you do have the ability to handle late work and student absences, don’t forget about it! It’s an important part of being a teacher – our jobs are constantly changing. Set up routines around it (or improve upon them), and it’ll be that much easier on you.

Stop Driving the Teacher Struggle Bus

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About the Author: Jenn Breisacher

After moving from a teacher-dominated classroom to a truly student-centered one, Jenn found herself helping colleagues who wanted to follow her lead.  In 2018 she decided to expand outside of her school walls and help those out there who were also trying to figure out this fantastic method of instruction to ignite intrinsic motivation in their students.  Read more about her journey with Student-Centered World at studentcenteredworld.com/about

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How to Email Professor About Late Work

Last Updated: April 12, 2024 Fact Checked

This article was co-authored by Alexander Ruiz, M.Ed. and by wikiHow staff writer, Caroline Heiderscheit . Alexander Ruiz is an Educational Consultant and the Educational Director of Link Educational Institute, a tutoring business based in Claremont, California that provides customizable educational plans, subject and test prep tutoring, and college application consulting. With over a decade and a half of experience in the education industry, Alexander coaches students to increase their self-awareness and emotional intelligence while achieving skills and the goal of achieving skills and higher education. He holds a BA in Psychology from Florida International University and an MA in Education from Georgia Southern University. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 137,302 times.

With deadlines, jobs, activities, and relationships to juggle, managing your schedule as a student can be tough. If you’ve realized you’re going to miss a deadline (we’ve all been there), you might be wondering how to email your professor for an extension, to apologize, or to limit any late penalties. Don't worry, we've got you covered. Below, we'll walk you through how to email your professor, plus we'll give you some sample emails to inspire you, too. To learn how to email your professor about late work, read on!

Example Emails to Professors for a Late Assignment

Every now and then, it’s okay to miss a deadline. When this happens, send an email immediately and say something along the lines of, “I apologize for turning in this assignment late. Know that I take my work seriously, and I'll do my best to avoid this in the future. I would greatly appreciate an extension on this paper if possible.”

Tips For Late Work Emails

• Don’t say: “I’m just genuinely so, so sorry. I can’t believe I turned this in late, and you have no idea how long I prepped for this assignment. I really am so sorry that I missed the deadline, and you should know that I will do my best in the future, even when I have tech issues, to not let this happen again.”
• Instead say: “I apologize for turning in this assignment late. Know that I take my work seriously and I’ll do my best to avoid this in the future.”

• Don’t say: “Message from a student in Psych 104,” “Need an extension,” or “Hello from Randy Bernard!”
• Instead say: “Extension Request for Psych104, Paper 2: Randy Bernard”

• Use a formal greeting. “Dear Professor James,” and “Professor James,” are perfect. “Hey,” and “Hi,” are too informal and should be avoided.
• Same goes for your signoff—choose a formal phrase. “Best,” and “Sincerely,” are great picks.
• If you’re asking your professor for something, be sure to ask, not demand. Instead of saying “I need” an extension, say that an extension would be extremely helpful to you.
• Remember to use “Please” and “Thank you," too!

• This could hurt your relationship and increase penalties on your assignment.
• So instead, say you're sorry: “I apologize for my late assignment. I know you're busy, and I don’t want to waste your time.”
• “I’m sorry for this late paper, especially because it communicates a lack of care and concern for my grades that I don't feel is accurate.”

• “If I had an extra 48 hours to complete this assignment, I’d be able to fully explore and structure my insights for this term paper.”
• “I would greatly appreciate an extension on this project. With a little more time, I could turn in my very best work and learn even more from this assignment."

• “Last night, my dog had a bar of chocolate without me realizing. I’ve spent the entire evening with her at the vet.”
• "To be entirely honest, I've been dealing with some mental health issues that are seriously affecting my schoolwork."
• If you can, avoid lying. If you're granted an extension and the truth comes out later on, you could face major consequences.

• Don’t say: “Honestly, it was out of my hands entirely. I’m a victim of circumstance, and that’s why my assignment is late.”
• Instead say: “It's true that I didn’t plan for this to happen. That being said, if I’d started earlier, this wouldn’t have been an issue. So I know, ultimately, this is my fault. I take full responsibility.”

• “This isn’t like me, and in the future, I promise to do better.”
• “I take my schoolwork very seriously. If it weren’t for my dog’s illness, I would have made getting this assignment in my top priority.”

Sample Emails

Why You Should Email Your Professor About Late Work

• Policies around extensions differ from school to school, but by writing an A+ email, you can only help your chances.
• Generally, professors only give you an extension under extenuating circumstances, like a major accident. They're going to be less inclined to extend an assignment if you had competing priorities, like work.
• Professors are people too, and they want to help! Especially if you don’t have a history of late work, when you plead your case, they may be more forgiving than you’d expect.

• Especially if you had a major, unforeseen factor pop up in the final moments before submitting your assignment, you may be able to explain and limit your punishment.

• By offering a respectful and honest apology for your late assignment, you can improve your relationship with your professor, earn their respect, and possibly limit your late assignment’s penalties.

Expert Q&A

You Might Also Like

• ↑ https://dean.williams.edu/files/2010/09/Guide-to-Emailing-Professors-1.pdf
• ↑ https://advising.yalecollege.yale.edu/how-write-email-your-instructor
• ↑ https://studentaffairs.loyno.edu/health-counseling/university-counseling-center/news-ucc/emailing-your-professor-tips-tricks-health
• ↑ https://www.bestcolleges.com/blog/how-to-ask-for-an-extension/
• ↑ https://www.makemyassignments.com/blog/how-to-complete-your-assignments-before-the-deadline/
• ↑ https://www.insidehighered.com/advice/2019/09/23/tips-handling-missed-deadline-opinion

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A Polite and Professional Late Assignment Email: Mastering the Art of Writing 

Late assignment submissions can often leave students feeling anxious and unsure about how to address the situation with their professors. Crafting a well-written late assignment email is not just about asking for an extension; it's an art that requires finesse, politeness, and a touch of professionalism. In this comprehensive guide, we will delve into the strategies and techniques for composing a late assignment email that not only showcases your genuine circumstances but also reflects your commitment to your studies and your respect for your professors. 

By mastering this essential skill, you can navigate late submissions with confidence and maintain a positive academic relationship with your educators. Let's embark on this journey to become adept in the art of writing a professional and polite late assignment email that opens doors to understanding and cooperation.

The Real-Life Dilemma: A Story of Late Submission

Let's begin with a real-life scenario. Meet Sarah, a dedicated student with a passion for learning. She had worked diligently on her assignment but encountered an unexpected family emergency that left her unable to meet the deadline. Panicking, she realized she needed to seek an extension and compose an email that expressed her situation sincerely.

Introducing Sarah: The Diligent Student

Sarah is a committed student, known for her dedication to her studies and her eagerness to excel academically. She had spent weeks working on her latest assignment, pouring her heart and soul into research, analysis, and crafting a well-structured paper. Sarah knew the importance of meeting deadlines, and she had always been punctual in submitting her work.

An Unexpected Family Emergency

Unfortunately, just a few days before the assignment's due date, Sarah's world was shaken by an unforeseen family emergency. A close relative fell seriously ill and required immediate attention and care. The sudden turn of events left Sarah emotionally overwhelmed and consumed by responsibilities beyond her control.

The Race Against Time

In the midst of attending to her family member's needs, Sarah found herself in a race against time to complete her assignment. She desperately tried to balance her academic obligations with her family responsibilities, but the mounting pressure proved too much to handle.

The Realization: Seeking an Extension

As the submission deadline loomed closer, Sarah knew she had to take action. It was evident that she wouldn't be able to submit her assignment on time, no matter how much she wished she could. Instead of succumbing to panic, she made the brave decision to reach out to her professor and seek an extension.

Crafting the Late Assignment Email

Writing the late assignment email was not an easy task for Sarah. She wanted to be honest about her situation without sounding like she was making excuses. Sarah understood the importance of maintaining professionalism and showing genuine respect for her professor's time.

Expressing Sincerity and Transparency

In her email, Sarah expressed her sincerest apologies for the late submission. She made sure to be transparent about her circumstances, mentioning the unexpected family emergency that had arisen and disrupted her ability to complete the assignment on time.

A Humble Request for Extension

While Sarah explained the situation, she also humbly requested an extension for her assignment. She assured her professor that she was fully committed to completing the task as soon as possible and that the extension would allow her to deliver a high-quality piece of work.

Facing Uncertainty with Grace

As Sarah hit the send button, she faced an uncertain outcome with grace and hope. She knew that she had done her best to handle a challenging situation responsibly and professionally.

A Lesson in Resilience

Sarah's real-life dilemma teaches us an invaluable lesson in resilience and the importance of effective communication in academic life. While unforeseen circumstances can disrupt even the most organized plans, addressing such situations with honesty and professionalism can lead to understanding and support from educators.

As we continue our journey to master the art of writing a professional and polite late assignment email, let's draw inspiration from Sarah's story and explore the strategies that can help us navigate similar challenges with grace and confidence.

Example 1: Apologizing for a Personal Emergency

Subject: Late Submission: Research Paper - Personal Emergency

Dear Professor Johnson,

I hope this email finds you well. I am writing to sincerely apologize for the late submission of my research paper titled "The Impact of Climate Change on Biodiversity." I understand the importance of meeting deadlines and take full responsibility for not submitting it on time.

Unfortunately, I faced an unexpected personal emergency that required my immediate attention and took me away from completing the assignment as planned. I understand that this is not an excuse, and I deeply regret any inconvenience this may have caused you.

I have been working diligently to finalize the paper despite the challenges, and I assure you that I will submit it as soon as possible. I would be extremely grateful if you could grant me an extension until Friday, [Date], to allow me adequate time to complete and deliver a well-researched paper.

Thank you for your understanding and consideration. I value your guidance and feedback, and I am committed to learning from this experience and ensuring it does not happen again in the future.

Once again, I apologize for the delay, and I truly appreciate your support.

Best regards, John Smith [Student ID] [Course Name]

Example 2: Requesting an Extension Due to Technical Difficulties

Subject: Extension Request: Lab Report - Technical Difficulties

Dear Professor Roberts,

I hope this email finds you in good health. I am writing to request an extension for the submission of my lab report titled "Experiment on Enzyme Kinetics." I deeply apologize for the inconvenience caused by the late submission.

Over the past few days, I encountered unexpected technical difficulties with my laptop, which severely hindered my ability to access essential data and complete the analysis required for the lab report. Despite my best efforts to resolve the issue promptly, I am unable to meet the original deadline.

I am committed to producing a comprehensive and well-structured report, and I firmly believe that an extension would allow me to present the findings accurately. Therefore, I kindly request an extension until Monday, [Date], to ensure the submission of a high-quality lab report.

I understand that you have a busy schedule, and I truly appreciate your understanding and consideration. Your guidance has been invaluable throughout the course, and I am determined to apply your feedback to improve my work.

Thank you for your time, and I sincerely apologize once again for the delay. Your understanding will be immensely helpful in managing this challenging situation.

Best regards, Emily Johnson [Student ID] [Course Name]

The Power of Politeness and Empathy

In the world of academia, navigating the challenges of late assignment submissions can be stressful for students. However, in these situations, the use of politeness and empathy can make a significant difference in how professors perceive and respond to such circumstances. Recognizing that professors are human too, with an understanding of life's unpredictable nature, incorporating politeness and empathy into late assignment emails can foster a positive and understanding relationship between students and their instructors.

Acknowledging the Inconvenience

When composing a late assignment email, it is essential to start by acknowledging the inconvenience caused by the delayed submission. Professors often have tight schedules and carefully planned coursework, so a late assignment can disrupt their plans as well. By showing consideration for their time and effort, students demonstrate respect for the professor's responsibilities and commitments.

Understanding the Impact of Your Actions

Beyond acknowledging the inconvenience, it is crucial to convey genuine understanding of the impact of your late submission. Recognize that your actions may have consequences not only for the professor but also for your classmates who adhered to the deadline. Demonstrating awareness of the ripple effects of your actions reflects maturity and accountability, traits highly valued in any learning environment.

The Use of Politeness

The language and tone of your email play a significant role in shaping the professor's perception of your situation. Employing politeness and courtesy in your communication can go a long way in establishing a positive impression. Avoiding accusatory language or excuses and focusing on a respectful and humble tone can set the right tone for a constructive conversation.

The Power of Empathy

Empathy is a powerful tool in building connections and understanding between individuals. In your late assignment email, try to put yourself in the professor's shoes. Consider how they might feel when receiving your explanation and be compassionate in your approach. Expressing empathy towards their busy schedules and workload can create a sense of camaraderie and understanding.

Late assignment emails are opportunities to demonstrate not only responsibility for your actions but also your interpersonal skills. By incorporating politeness and empathy into your communication, you can foster a positive and respectful relationship with your professors. Remember that they, too, are human and understand that life can be unpredictable. 

Subject Line: Short, Sweet, and Informative

Your subject line should be concise yet informative. Professors receive numerous emails daily, so make yours stand out. A subject line like "Late Submission: [Assignment Title]" works well as it clearly conveys the purpose of your email.

The Importance of a Well-Crafted Subject Line

The subject line of your late assignment email is the first thing your professor will see. It acts as the gateway to your message, and its impact can determine whether your email gets noticed and prioritized or lost in the sea of other emails.

Concise Communication

A well-crafted subject line is concise, capturing the essence of your email's content in just a few words. Professors are busy individuals, and they appreciate students who can get to the point efficiently.

Informative and Relevant

Your subject line should clearly indicate that your email is about a late assignment submission. This helps your professor quickly understand the purpose of your communication and what to expect from the email.

Include the Assignment Title

Including the assignment title in the subject line adds specificity and context. It helps your professor identify the particular assignment you are referring to without having to open the email immediately.

Avoid Vague Subject Lines

Steer clear of vague subject lines like "Urgent" or "Important." These do not provide any information about the content and may not catch your professor's attention amid the flurry of other emails they receive.

Using Keywords

Keywords like "Late Submission" are essential as they draw immediate attention to the time-sensitive nature of your email. It signals that action or consideration is required promptly.

Striking the Right Tone

While it's crucial to convey urgency, avoid sounding overly desperate or dramatic in your subject line. Strive for a balance that is both polite and informative.

Examples of Effective Subject Lines

Consider these examples of subject lines that effectively communicate your late assignment submission:

• "Late Submission: [Assignment Title]"
• "Extension Request: [Assignment Title] Due [Original Due Date]"
• "Apologies for Late Assignment: [Assignment Title]"
• "Late Assignment: Unexpected Circumstances [Assignment Title]"

Customizing for Each Email

While the structure of your subject line remains consistent, personalize it for each late assignment email. Include the specific assignment title and any relevant details to make it more relevant to your professor.

Proofread for Accuracy

Before finalizing your subject line, double-check for any spelling errors or inaccuracies. An error-free subject line demonstrates attention to detail and professionalism.

Crafting a short, sweet, and informative subject line is a crucial step in mastering the art of writing a professional and polite late assignment email. By capturing the essence of your email's content and clearly indicating its purpose, you increase the likelihood of your professor promptly acknowledging your email and offering the necessary consideration. Now that we understand the significance of a well-crafted subject line, let's move forward and explore the other essential elements that contribute to a successful late assignment email.

Greeting: Show Respect and Address Properly

The way you address your professors in written communication can set the tone for the entire interaction. Showing respect and addressing them properly is not only a matter of etiquette but also an essential aspect of maintaining a professional and positive relationship with your instructors. This article emphasizes the significance of using appropriate titles and last names when greeting your professors and provides guidance on how to do so effectively.

The Importance of Respectful Addressing

Addressing your professors with respect is an integral part of academic culture and demonstrates your understanding of the formalities associated with the learning environment. Professors have worked diligently to earn their titles and deserve to be addressed with the recognition of their achievements and expertise. Showing respect in your communication reflects positively on your character as a student and indicates your seriousness and commitment to the learning process.

Using the Appropriate Title

When composing an email or any written communication to your professor, begin by using the appropriate title followed by their last name. For example, "Dear Professor Smith," is a polite and proper way to initiate your message. If your professor holds a doctorate, you may also use the title "Dr." followed by their last name, such as "Dear Dr. Johnson," if that is their preference.

Why Last Names Matter

Addressing your professor by their last name signifies a level of formality and respect. Using their last name avoids any assumptions about familiarity or informality, which could be perceived as disrespectful. While some professors may informally allow students to use their first names, it is essential to adhere to the standard of using last names until specifically instructed otherwise.

The way you address your professor sets the tone for the entire message. By starting with a polite and respectful greeting, you convey a sense of professionalism and courtesy. This approach is particularly crucial in academic settings, where a respectful tone fosters a positive and constructive relationship between students and their instructors.

Addressing Special Cases

In some instances, a professor may have a specific preference for how they wish to be addressed. They may indicate this preference during the first class session or in their course syllabus. If you are uncertain about how to address your professor, it is acceptable to ask them directly or consult their course materials for guidance.

Properly addressing your professors in written communication is an important aspect of displaying respect and professionalism. Using the appropriate title and last name sets a tone of formality and acknowledges the expertise and hard work of your instructors. 

By adopting a respectful approach from the beginning, you create a positive foundation for communication and contribute to a more productive and respectful academic environment. Remember that demonstrating respect towards your professors is not only a matter of courtesy but also an indication of your commitment to your education and academic success.

Get to the Point: Explain the Situation

In the opening paragraph, get straight to the point. Mention the assignment's title, the original due date, and the reason for your delay. Be honest and direct, but avoid excessive detail. Professors appreciate transparency, but they also have limited time to read emails.

Express Regret and Accountability

In the subsequent paragraph, express regret for the late submission. Take ownership of the mistake without making excuses. Instead of dwelling on the reasons for the delay, focus on your commitment to learning and your dedication to the course.

Provide a Brief Explanation

Offer a concise explanation of the circumstances that led to your late submission. Remember, you don't need to divulge your entire personal life; a brief mention of the relevant issue will suffice. If possible, highlight any efforts you made to complete the assignment despite the challenges you faced.

Request for an Extension

Politely request an extension for your assignment, specifying the new submission date you are proposing. Make sure your requested deadline is realistic and allows you ample time to complete the task without rushing.

Assure Your Efforts and Learning Intentions

Convey your commitment to the course and your desire to learn. Reiterate your dedication to improving your academic performance and ensuring that such late submissions won't be a recurring issue.

Closing: Appreciation and Gratitude

Close your email with a word of appreciation. Thank your professor for their understanding and consideration. A simple "Thank you for your time and attention" is a gracious way to end your email.

Email Signature: Be Professional

In your email signature, include your full name, course number, and any other relevant contact information. It's essential to present yourself as a professional and organized student.

Proofread and Send with Confidence

Before hitting that "Send" button, proofread your email for any errors or typos. A well-written email demonstrates your attention to detail and seriousness about the matter. Once you are confident with the content, send your email and await a response from your professor.

Feel free to use Emailmagic.ai it writes emails just like you!

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• Sep 5, 2021

6 Strategies for Dealing with Late Assignments

In my previous post Should we penalize students for late or incomplete assignments , we discussed the use of punitive grading as a deterrent for late or incomplete assignment submissions and assessed its effectiveness at teaching accountability and responsibility. In that post, I argued that homework submission is more a behavioral issue than an academic one and should be treated as such. We as educators risk invalidating the purpose of students’ grades by using them as a tool to affect student behavior.

If you are reading this with a furrowed brow wondering how you could possibly reduce or eliminate the submission of late work without grading penalties I have 6 strategies just for you:

1. Stop giving students take-home assignments

Students can easily acquire the answer to almost any assignment we give them without exhibiting any personal knowledge or skill, whether that involves typing the question into a search engine and copying the answer word for word, by having a parent or older family member assist or (more often than we think) by depending on the academic prowess of their peers.

Whenever we attach a grade to any assignment it immediately becomes high-stakes and the likelihood of students copying the answers from outside sources, rather than spending time trying to understand the content increases. It is also a little-known fact that students are more likely to cheat if they fear the loss of reputation or ranking (Rick & Loewenstein, 2008). In such cases, some students’ grades are often inflated and more likely to reflect the extent to which they can persuade their bright and generous friend to allow them to copy the answers rather than their ability to solve those quadratic equations.

Instead of assigning students take-home assignments, it may be more meaningful to allow them to complete assignments in class and use quizzes to measure students' learning outcomes. This provides a more accurate representation of your student's ability and understanding. This strategy reduces inflated grades due to cheating or assistance from outside sources and also deflated grades due to unstable and unsuitable home environments.

2. Home-Work Completion Work Shops: It’s like detention but fancier

Rather than applying grading penalties students who do not submit work by the due date will be required to give up some of their free time during lunch or after school to get the assignment done. It can be given a fancy name like homework support or completion workshops, but the key here is that your students are aware that they will be required to “participate” if the assignment is not submitted for whatever reason.

Using this strategy, students are made aware that opting out of an assignment is not an option and that if extra time is required it will come out of their free time during school hours since they forfeited the convenience of doing it at home by submitting late.

If you notice students were unable to complete the work because they require academic support, they can be tutored during these sessions, by yourself or another student. Furthermore, in cases where students' home environments are not conducive for schoolwork, they get to complete the work in a controlled and safe environment.

3. Use Incomplete instead of Zero

It is easier to defend a student’s grades when we do not allow non-academic variables to affect their academic standing. How do you comfortably have a conversation with a parent and explain to them that the reason why their son is failing mathematics is not due to his difficulty grasping the concept but his inability to submit his work on time?

Assigning an “Incomplete” instead of zero or a reduced score eliminates these uncomfortable conversations and maintains the legitimacy of your academic records.

Without a numerical value, an incomplete assignment will not risk dropping the student's grade and as such, you can fairly discuss their academic performance based on their work ethic while simultaneously communicating that in order to glean their academic ranking in a particular course all the assignments must be submitted.

4. Set a time span instead of a due date

By setting a time span such as “the week of the 20th” or, “due by next week " rather than giving students a specific date allows for flexibility and the illusion of control. Of course, you should have an absolute deadline in your head (or planner) after which you can implement some of the other strategies discussed here.

When students are given a time span this affords you the opportunity to mark the early submissions ( which cuts down on your workload) but more importantly, gives students who are struggling the time and opportunity to ask for assistance.

There is a disadvantage to this strategy though...procrastinators!

5. Use accountability forms

Accountability forms can be used when students miss a deadline. Have them fill out a form on which they will state the reasons for not submitting and also allows them to give a reasonable date by which the submission will be made.

On this form, you should provide a list of interventions that are available at your school such as homework completion workshops, peer tutoring, counseling, etc., and have the student select the intervention they deem appropriate if they do not submit by the date they have provided. That way students are made responsible for what happens next. What is most important is that zero or grade deductions are not provided as options. You may be surprised by the number of students who select those options instead of having to get the work done in a timely fashion.

With accountability forms, you can track patterns and repeat offenders and determine whether or not more severe measures need to be taken with certain students. An editable accountability form can be found in our free resource library, sign up to our mailing list to gain access.

6. Use in-school suspensions

If all else fails and a student consistently submits work late, or a student has a certain number of accountability forms on their file, it may be necessary to get parents or the school’s administration involved. An in-house/ in-school suspension may be necessary.

During school suspensions, students are usually kept separated from their peers but are kept occupied with assignments and quizzes from their different courses. This strategy is more useful than the traditional out-of-school suspension as it teaches students that there are consequences for repeatedly breaking the rules and simultaneously helps to improve their academic standing by having them catch up on all outstanding schoolwork.

Whatever strategy you choose it is imperative that students are aware that you are an advocate and not an adversary. As teachers, we need to support our students and help them feel safe in their learning environment. Implementing some of these strategies may actually eliminate some of the negative confrontations that we have with our students with respect to assignment and homework submissions. We teach students accountability while offering them support and still maintain the integrity of our grades.

What strategies do you use in your classroom? Do you implement any of these already? Drop us a line in the comments.

Guskey, T.R. & Bailey J.M (2001) Developing Grading and Reporting Systems for Student Learning. Thousand Oaks CA: Corwin Press

Guskey, T.R & Bailey, J.M (2010)

Developing Standards-Based Report Cards. Thousand Oaks, CA: Corwin Press

Myron Dueck (2014): Grade Smarter Not Harder ASCD Publications

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Methods for Managing Late Work

Examining the reasoning behind your assessments can help shape your approach to tardy work, says Jennifer Gonzalez.

When she was teaching, Jennifer Gonzalez used to plod through a “pointless” exercise at the end of the term: allowing a few students to complete late assignments and then docking their scores by 50 percent for tardiness. In her recent blog post , she reflects on why that practice didn’t help her students and offers suggestions from other educators on how cope with late work. 

The first step, Gonzalez says, is to examine your assessment procedures as a whole. Ask, “What do your grades represent?” The emphasis should be on learning and growth, not compliance. “If your grades are too compliance-based,” Gonzalez says, “consider how you might shift things so they more accurately represent learning.” Look also at the quantity of what you grade, she advises. Many assignments function as practice, not assessment. Shift to fewer graded assignments, she says, even if it is a challenge to “convince your students that ungraded practice is worthwhile because it will help their performance on the big things.” 

The final step for evaluating your grading system is asking yourself, “What do I assume late work means?” Gonzalez confesses, “I’m embarrassed to admit that when I first started teaching, I assumed most students with missing work were just unmotivated.” But lack of motivation is rarely the cause; many students don’t complete homework because they don’t have the resources of their peers. 

The most important factor in your grading system? Creating a plan you can actually keep up with, Gonzalez says. Once you establish a system, you can develop a strategy for late work. She offers a range of possible options, curated from other teachers through social media, ranging from penalties to the elimination of deadlines. 

Many teachers still opt for penalties, and there’s a reason: “When work is turned in weeks or even months late, it can lose its value as a learning opportunity because it is no longer aligned with what’s happening in class.” If you choose penalization for tardy assignments, a reduction in points can motivate students to complete the work, even if it is late. “This policy still rewards students for on-time work without completely de-motivating those who are late, builds in some accountability for lateness, and prevents the teacher from having to do a lot of mathematical juggling with a more complex system.”

Other teachers implement a policy that rewards students who turn things in on time by allowing them to resubmit their assignments for improved grades; if the work is late the student can’t retake the assessment for more points or receive feedback. 

Punitive policies don't always work as motivators, Gonzalez says, because sometimes the reason for late work isn't related to a lack of motivation. As a result, many teachers are abandoning the practice. "Students may have issues with executive function and could use some help developing systems for managing their time and responsibilities. They may struggle with anxiety. Or they may not have the resources—like time, space, and technology—to consistently complete work at home," she writes. 

Separate Mastery From Deadlines

Some teachers use a separate assessment  to “measure factors like adherence to deadlines, neatness, and following non-academic guidelines like font sizes or using the correct heading on a paper.” Completing assignments on-time, in other words, is part of a separate evaluation from the mastery assessment--and students receive grades for both. 

“Although most teachers whose schools use this type of system will admit that students and parents don’t take the work habits grade as seriously as the academic grade,” Gonzalez writes, “they report being satisfied that student grades only reflect mastery of the content.” Because better work habits can yield better academic results, having this type of “work habits” score can be used to show students the importance of staying on top of deadlines.

Issue Selective ‘Passes’ or Use Floating Deadlines

Another popular option for late work is to anticipate it and offer a pass the student can elect to use instead. “Most teachers only offer these passes to replace low-point assignments, not major ones, and they generally only offer 1 to 3 passes per marking period.” A “next day pass” serves a similar purpose; students can use them to extend the deadline by a day. One teacher reports that the introduction of the pass gave her “the lowest rate ever of late work.” Some teachers use extension requests so students can anticipate when they might be late and write a proposal about why their tardiness should be excused. 

A floating deadline can help avoid the question of how to address late work altogether. Giving students a flexible range of dates when they can submit work allows them to take ownership in their work. “Some teachers offer an incentive to turn in work in the early part of the time frame, such as extra credit or faster feedback, and this helps to spread out the submissions more evenly,” Gonzalez writes. A variation on the flexible deadline allows students to turn in work that’s in process. Teachers then have the chance to review work and give feedback before the final grade. Students can also take responsibility by weighing in on when work should be due. “They may have a better idea than you do about other big events that are happening and assignments that have been given in other classes.”

What is the best policy on late work? The system that actually works for you. Gonzalez encourages teachers to experiment with different approaches and settle on the process that suits you and your students.

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Why it is NEVER a good idea to turn in late work

Courtney McQuay , Staff Writer | October 19, 2016

It is not uncommon for students to be overwhelmed by the amount of work assigned to them in their classes. Having too much work can make them stressed and more likely to procrastinate. That big pile of homework seems intimidating, but your grade is in jeopardy if you let it sit there. Students often feel that it is okay to do a little bit of their work at a time and take a break in-between assignments, except for when those breaks last longer than it takes for you to complete the assignment. This mindset can end in work not being completed by its deadline, while the student’s workload does not decrease. It does not work like that. Sometimes students feel that it’s okay to turn in an assignment late since one late assignment won’t affect their grade all that much.

But that’s where they’re wrong. One assignment might not impact a grade that much, but when the student turns in the work late, it really impacts the teacher. Instead of having your paper to grade at the same time as everyone else, a teacher must now grade your paper separately, well after they’ve read everyone else’s, and must now go back through the requirements of the assignment and must look back through the answer key, instead of knowing exactly what they are looking for when they grade everybody else’s work at the same time. This causes it to take much longer to grade the assignment than when the assignment is turned in on time, plus most teachers deduct points for being late.

“There comes a point when an assignment loses its value.” says Mrs. Hartman, an English teacher, “it’s not worth turning in.”

Assignments have deadlines for a reason. To get you to do it. If you learn and get into the habit of good time management, then you are set for life past high school. No boss will want an employee that constantly misses a deadline. Plus, missing deadlines puts stress on you, especially if you didn’t do that speech due today. When you turn work in on time, that means you also have less work to do later instead of it piling up. Your grade is also saved. You might actually get a hundred on that assignment.

“Turning in something undone is better than not turning it in.” says Mrs. Hartman, “partial credit is better than no credit. If it’s late, the most you can get is a 60%. That’s the English department’s late work policy.”

Missing due dates in school can impact your learning too. If you don’t do the work, then you won’t understand what is going on in class. If your class is having a discussion over last night’s assignment and you didn’t do it, then you won’t have a clue what’s going on. If the teacher calls on you to summarize what the assignment was over and you didn’t do it, then it can be quite embarrassing for you, and distract the rest of the class.

“Assignments won’t get graded as quickly.” Says Mrs. Hartman, “If you aren’t worried about your grade then I won’t be.”

Turning in work on time also shows that your responsible and well organized. You’re more likely to get a good reputation if you turn in things before their deadline. If you plan how to do your assignments so that they are turned in on time, then you will likely be able to actually do it. Don’t ever leave assignments unfinished and thinking that you will just “do them later” because there likely won’t be a later and you will forget about them. Set reminders if you need to about due dates, and bring the completed assignment to class on that day it’s due.

Do not think that this means that you won’t ever have time for yourself. Finishing things early just lets you relax later knowing that you have everything done. Always schedule time for you to relax between assignments, just remember that you have to come back to them later.“It becomes a cycle.” Says Mrs. Hartman, “college doesn’t accept late work. It’s better to figure it out now, not later.”

“It becomes a cycle.” Says Mrs. Hartman, “college doesn’t accept late work. It’s better to figure it out now, not later.”

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Courtney McQuay is a senior. She considers Junction City, Kansas, her home. Courtney enjoys drawing and writing in her free time. She would like to become...

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Watch CBS News

After AT&T customers hit by widespread outage, carrier says service has been restored

By Brian Dakss , Aimee Picchi

Edited By Anne Marie Lee

Updated on: February 22, 2024 / 8:17 PM EST / CBS News

Customers of numerous U.S. cell service providers reported outages and other service problems early Thursday morning, according to the website  Downdetector.com , which tracks such reports. AT&T had the most by far, with tens of thousands of customers telling Downdetector they had no service.

Customers of T-Mobile, Verizon, UScellular and Consumer Cellular were also reporting issues, though far fewer. T-Mobile and Verizon told CBS News that their networks were operational, although some customers may be encountering problems when trying to reach people on another network.

The reports of AT&T outages appear to have started at around 4 a.m. EST, Downdetector said, then seemed to wane some two hours later, then picked up again and were about 60,000 at 11 a.m. EST.

But by 3:10 p.m. EST on Thursday AT&T  said  the problem had been resolved.

"We have restored wireless service to all our affected customers," AT&T said on its website. "We sincerely apologize to them. Keeping our customers connected remains our top priority, and we are taking steps to ensure our customers do not experience this again in the future."

Later Thursday night, the company attributed the outage to a software bug.

"Based on our initial review, we believe that today's outage was caused by the application and execution of an incorrect process used as we were expanding our network, not a cyber attack," the company  said on its website . "We are continuing our assessment of today's outage to ensure we keep delivering the service that our customers deserve."

Officials: Don't call 911 to test your phone

Earlier in the day, some officials urged people not to call 911 to test whether their phone was working. 

"Many 911 centers in the state are getting flooded w/ calls from people trying to see if 911 works from their cellphone. Please do not do this," the Massachusetts State Police wrote on X, the former Twitter.

Likewise, Chicago's Office of Emergency Management & Communications had a similar message for local residents, noting that on X that people who actually need to get through to 911 should use a landline or find a friend or relative who uses a service other than AT&T and ask them to make the call.

Some municipalities experienced difficulties with 911 service.

The San Francisco Fire Department said in a post on X, "We are aware of an issue impacting AT&T wireless customers from making and receiving any phone calls (including to 911). We are actively engaged and monitoring this. The San Francisco 911 center is still operational."

In North Carolina, the Charlotte-Mecklenburg Police Department said on X at 3:15 a.m. EST that it was "aware of a nationwide outage impacting AT&T cellphone customers this morning. Customers were briefly unable to contact 9-1-1. There are no disruptions to our call center's ability to receive 9-1-1 calls. Service should be returning shortly."

And in Florida, the Flagler County Sheriff's Office posted on X at 6:43 a.m. EST that, "Texts to 911 from affected AT&T users are now being received. If you have an emergency, and cannot dial out, send a text message to 911."

The transit system serving Philadelphia and its suburbs, SEPTA, said on X that, "Due to AT&T communication outages, some trains may reflect a delay, however all trains are operating on or close to schedule."

AT&T outage

As of 8 a.m. ET on Thursday, Downdetector had more than 60,000 reports of service issues from AT&T customers. Most of the complaints were focused on problems with their mobile phones or wireless service. 

Outages were highest in Atlanta, Charlotte, Chicago, Dallas, Houston, Indianapolis, Louisville, Miami and San Antonio, according to Downdetector.

In a statement to CBS News, Verizon said its network was operating normally, although some customers experienced issues earlier Thursday when calling or texting people who use another carrier. It said that it was continuing to monitor the situation. 

A spokesperson for T-Mobile said it didn't experience an outage and that its network was operating normally.

"Downdetector is likely reflecting challenges our customers were having attempting to connect to users on other networks," the spokesperson said.

UScellular also told CBS News that its network was operating normally. 

"We are, however, aware of a disruption that could be impacting UScellular customers attempting to roam on or call customers of another carrier," it said in a statement.

How to turn on Wi-Fi calling

Even if you have no cellular service, you should be able to make phone calls using wireless internet access, which is what AT&T is recommending for its customers. 

To turn on Wi-Fi calling on an iPhone, go to "settings," then "phone" and next click on "Wi-Fi" calling. Apple says you may need to confirm or enter your address for emergency services. 

You'll see "Wi-Fi" in the status bar while you are looking at the control center, which means your phone will use the wireless internet service in your home or office to make calls. 

To turn on Wi-Fi calling on Android phones, Google says to open your phone app, then tap "more settings." Then tap "calls," and from there tap "Wi-Fi calling." If that's not an option on your phone, it means your carrier doesn't provide the option,  according  to Google.

What does SOS mean on my phone?

Some customers reported seeing an "SOS" message on their iPhones. 

This can happen when a cellular service isn't widely available, but your phone is letting you know that it will still work for emergency calls,  according  to Apple.

More from CBS News

911 outages reported in 4 states overnight

Police solve mystery of cocaine bricks washing up on beaches

At least 2 killed, 6 others wounded in Memphis block party shooting

Pesticides pose significant risk in 20% of fruits and veggies, report says

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A Word … With Jason Johnson

Freaknik: party in the black.

Remembering the freedom, fun—and sometimes, foolishness—of 1990s Black spring break.

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Episode Notes

Nostalgia for the 1990s is everywhere, and for a generation of African Americans, perhaps nothing symbolizes the fun of that decade more than Freaknik. A sprawling days-long festival of all the good –and bad– of spring break behavior, at its height, Freaknik drew tens of thousands of partiers each year from around the country to Atlanta. So why did the party stop, and is there any way it could ever come back again?

On today’s episode of A Word, Jason Johnson discusses the Hulu documentary Freaknik: The Wildest Party Never Told with director P. Frank Williams and executive producer Geraldine Porras..

Guests: P. Frank Williams and Geraldine Porras, the director and executive producer of Freaknik: The Wildest Party Never Told on Hulu.

Podcast production by Ahyiana Angel

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About the Show

Jason Johnson is a political contributor at MSNBC, host at Sirius XM, politics writer at theGrio.com, professor of politics and journalism at Morgan State University, and author of the book Political Consultants and Campaigns: One Day to Sell .

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