school policies on homework

Creating a Homework Policy With Meaning and Purpose

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We have all had time-consuming, monotonous, meaningless homework assigned to us at some point in our life. These assignments often lead to frustration and boredom and students learn virtually nothing from them. Teachers and schools must reevaluate how and why they assign homework to their students. Any assigned homework should have a purpose.

Assigning homework with a purpose means that through completing the assignment, the student will be able to obtain new knowledge, a new skill, or have a new experience that they may not otherwise have. Homework should not consist of a rudimentary task that is being assigned simply for the sake of assigning something. Homework should be meaningful. It should be viewed as an opportunity to allow students to make real-life connections to the content that they are learning in the classroom. It should be given only as an opportunity to help increase their content knowledge in an area.

Differentiate Learning for All Students

Furthermore, teachers can utilize homework as an opportunity to differentiate learning for all students. Homework should rarely be given with a blanket "one size fits all" approach. Homework provides teachers with a significant opportunity to meet each student where they are and truly extend learning. A teacher can give their higher-level students more challenging assignments while also filling gaps for those students who may have fallen behind. Teachers who use homework as an opportunity to differentiate we not only see increased growth in their students, but they will also find they have more time in class to dedicate to whole group instruction .

See Student Participation Increase

Creating authentic and differentiated homework assignments can take more time for teachers to put together. As often is the case, extra effort is rewarded. Teachers who assign meaningful, differentiated, connected homework assignments not only see student participation increase, they also see an increase in student engagement. These rewards are worth the extra investment in time needed to construct these types of assignments.

Schools must recognize the value in this approach. They should provide their teachers with professional development that gives them the tools to be successful in transitioning to assign homework that is differentiated with meaning and purpose. A school's homework policy should reflect this philosophy; ultimately guiding teachers to give their students reasonable, meaningful, purposeful homework assignments.

Sample School Homework Policy

Homework is defined as the time students spend outside the classroom in assigned learning activities. Anywhere Schools believes the purpose of homework should be to practice, reinforce, or apply acquired skills and knowledge. We also believe as research supports that moderate assignments completed and done well are more effective than lengthy or difficult ones done poorly.

Homework serves to develop regular study skills and the ability to complete assignments independently. Anywhere Schools further believes completing homework is the responsibility of the student, and as students mature they are more able to work independently. Therefore, parents play a supportive role in monitoring completion of assignments, encouraging students’ efforts and providing a conducive environment for learning.

Individualized Instruction

Homework is an opportunity for teachers to provide individualized instruction geared specifically to an individual student. Anywhere Schools embraces the idea that each student is different and as such, each student has their own individual needs. We see homework as an opportunity to tailor lessons specifically for an individual student meeting them where they are and bringing them to where we want them to be. 

Homework contributes toward building responsibility, self-discipline, and lifelong learning habits. It is the intention of the Anywhere School staff to assign relevant, challenging, meaningful, and purposeful homework assignments that reinforce classroom learning objectives. Homework should provide students with the opportunity to apply and extend the information they have learned complete unfinished class assignments, and develop independence.

The actual time required to complete assignments will vary with each student’s study habits, academic skills, and selected course load. If your child is spending an inordinate amount of time doing homework, you should contact your child’s teachers.

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How to Write the Perfect Homework Policy

Author: Naimish Gohil

Posted: 10 May 2017

Estimated time to read: 4 mins

Homework is an integral part to the learning process and as such, each school should have a clear homework policy readily available to teachers, students and parents that sets out your expectations when it comes to home-learning .

A clear and effective homework policy will mean that quality and quantity of homework can be easily tracked and all stakeholders are on the same page. We've created our own Homework Policy that you can adapt for use in your school or use as an outline when creating your own policy:

1‭. ‬Introduction

This is the school’s policy for the provision of homework to pupils and has been drawn up in accordance with guidance from the DFE and Sutton Education Trust‭.‬ It must be recognised that parents play a vital role in the education of their child‭, ‬therefore it is important and valuable to‭ ‬have a good home-school partnership‭, ‬of which a homework policy must address‭.‬

2‭. ‬Homework‭ - ‬A definition

Homework is defined as any work or activity that students are asked to undertake outside of lesson time‭, ‬either on their own or‭ ‬with the aid of parents and carers‭. ‬Homework doesn’t necessarily have to be completed at home but can be completed in free periods and after-school homework clubs‭. ‬We see work completed outside of lesson time as a valuable part of a student’s learning‭.‬

3‭. ‬The purpose of homework‭ ‬

The school regards the purpose of homework as being to‭:‬

• ‭ Provide learners with the opportunity to work on an activity that is relevant to learning outcomes‭, ‬or that contributes to gaining qualifications/accreditations‭.‬
• Develop an effective partnership between the school‭, ‬parents and carers in pursuing the academic aims of the school and the development of their child‭.‬
• Consolidate and reinforce skills and understanding prior to the following lesson‭, ‬particularly in English and Mathematics‭.‬
• Extend learning across the curriculum‭, ‬for example through additional reading‭.‬
• Encourage pupils as they get older to develop the confidence‭, ‬self-discipline and independence to develop organisational skills‭.‬

As a school‭, ‬we encourage children to pursue out-of-school activities‭. ‬Homework should be used to effectively reinforce and/or extend what is learned in school‭. ‬We hope that children will feel a sense of personal satisfaction in a task completed well and that their efforts will be recognised and praised both at home and at school‭. ‬

Homework tasks should be undertaken to the best of‭ ‬their ability‭. ‬We hope that parents and carers will be willing and able to give their active support to ensure that work completed at home is done so conscientiously and in the best possible conditions‭.‬

4‭. ‬Current practice‭ ‬

At the beginning of the academic year‭, ‬each year group will be informed about what is expected of them with regards to homework‭.‬

5‭. ‬Time to be spent completing homework

Based on current good practice‭, ‬we ask pupils to spend the following amount of time on homework‭:‬

Years 7‭ ‬to 9‭:                   ‬1‭ - ‬2‭ ‬hours per day

Years 10‭ ‬&‭ ‬11‭:                ‬1‭ - ‬3‭ ‬hours per day‭ ‬

Pupils may be expected to undertake a variety of homework activities‭. ‬These activities will differ depending on the teacher and‭ ‬subject‭. ‬Examples include‭: ‬Reading tasks‭, ‬numeracy tests‭, ‬spelling tests‭, ‬quizzes‭, ‬project work‭, ‬classwork extensions‭, ‬coursework‭, ‬essays and research activities‭.‬ As a general rule‭, ‬teachers will not usually set substantial homework tasks to be completed for the next day‭, ‬pupils will have at least two days to complete any work set‭.‬

6‭. ‬Pupil feedback

The school recognises the importance of providing prompt and actionable feedback to pupils‭, ‬parents and carers‭. ‬Feedback will include how well homework tasks have been tackled‭, ‬and the knowledge‭, ‬skills and understanding developed‭.

‬A variety of methods will be used to provide feedback‭, ‬such as an appropriate comment of praise‭, ‬appreciation or area for improvement‭. ‬Any given feedback will vary according to the age of the pupil‭.‬

7‭. ‬Where to access the school homework policy

The school will use newsletters to inform parents and carers about the school’s homework policy and secure their involvement‭. ‬The homework policy‭, ‬as well as useful information for parents in supporting their child’s learning‭, ‬is displayed on the school website‭. ‬

Parents’‭ ‬Evenings and New Intake Evenings will be used to promote this partnership and obtain feedback‭ (‬e.g‭. ‬English and Mathematics workshops‭). ‬Homework questionnaires will be used where appropriate to ascertain parent views‭. ‬Parents will be consulted about any significant changes to the policy that are being considered by the governing body‭.‬

8‭. ‬Reviewing the policy

The homework policy will be reviewed every year‭. ‬Where significant changes to the policy are felt to be required‭, ‬proposals will‭ ‬be presented to the governing body and parents consulted‭.‬

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Getting students to work on their homework assignments is not always a simple task. Teachers need to take the initiative to create homework policies that encourage students to work hard to improve their achievement in the classroom setting. Educational leadership starts with making a policy that helps students learn and achieve while competing with extracurricular activities and the interests of students.

Set high standards

Homework policies need to have high standards to encourage students to work hard on achieving the best possible results. Student achievement in school improves when teachers set high standards and tell students that they are expected to meet the standards set in the classroom.

By setting high standards for the homework policy, teachers are ensuring that the students will be more willing to work on getting assignments done. The policies for homework that teachers and parents create can help improve student understanding of materials and result in better grades and scores on standardized tests.

Focus on study skills

Teaching students in their early education is a complicated task. Teachers need to balance the age of the students with the expected school, state and federal educational standards. Although the temptation to create a homework policy that focuses on repetition and traditional assignments can make the policy easy to create, it also removes the focus from establishing strong study skills and habits to engage students in education.

Creating a homework policy for younger students in the elementary grades should avoid traditional assignments and focus on building study skills and encouraging learning. Older students after elementary school are ready to take on written assignments rather than using technology and other tools.

Putting more focus on study skills will set a stronger foundation for homework in the future. As students get into higher grades, the type of assignments will focus on writing with a pen or pencil. The age of the student must be considered and the goal is to create a strong foundation for the future.

Involve the parents

Getting parents involved in the homework policy will encourage students to study and complete the assigned tasks. Asking parents to get involved to facilitate assignments will ensure students are learning without the parents completing the assignment for their child.

The goal of involving the parents in the homework policy is getting the family to take an interest in ensuring the assignments are completed. The best assignments will allow the student to manage the work without seeking answers from a parent. That allows parents to supervise and encourage their child without giving the answers.

Give consequences for incomplete assignments

Homework is an important part of providing educational leadership in the classroom. Although parental involvement and high standards can help encourage students to study, it is also important to clearly state the consequences if assignments are incomplete or not turned in on time.

A clear homework policy will lay out the possible consequences of avoiding assignments or turning in incomplete work. Consequences can vary based on the student grade level and age, but can include lowering the grades on a report card or taking away classroom privileges.

Although it is important to provide details about the consequences of avoiding the assignments, teachers can also use a reward system to motivate students to complete their work. Rewards can focus on the entire class or on individual rewards, depending on the situation. For example, teachers can give a small candy when students complete five assignments in a row.

Consequences and rewards can serve as a motivating factor when it comes to the homework policy. By clearly stating the potential downsides and the benefits to the student, it is easier for students to focus on the work.

Creating homework policies is part of educational leadership in the classroom. Although homework must focus on helping students achieve, it also needs to clearly state the expectations and give details about the benefits and consequences of different actions. By giving a clear policy from the first day of school, the students will know what to expect and can gain motivation to work on achieving the best results.

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Should Kids Get Homework?

Homework gives elementary students a way to practice concepts, but too much can be harmful, experts say.

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Effective homework reinforces math, reading, writing or spelling skills, but in a way that's meaningful.

How much homework students should get has long been a source of debate among parents and educators. In recent years, some districts have even implemented no-homework policies, as students juggle sports, music and other activities after school.

Parents of elementary school students, in particular, have argued that after-school hours should be spent with family or playing outside rather than completing assignments. And there is little research to show that homework improves academic achievement for elementary students.

But some experts say there's value in homework, even for younger students. When done well, it can help students practice core concepts and develop study habits and time management skills. The key to effective homework, they say, is keeping assignments related to classroom learning, and tailoring the amount by age: Many experts suggest no homework for kindergartners, and little to none in first and second grade.

Value of Homework

Homework provides a chance to solidify what is being taught in the classroom that day, week or unit. Practice matters, says Janine Bempechat, clinical professor at Boston University 's Wheelock College of Education & Human Development.

"There really is no other domain of human ability where anybody would say you don't need to practice," she adds. "We have children practicing piano and we have children going to sports practice several days a week after school. You name the domain of ability and practice is in there."

Homework is also the place where schools and families most frequently intersect.

"The children are bringing things from the school into the home," says Paula S. Fass, professor emerita of history at the University of California—Berkeley and the author of "The End of American Childhood." "Before the pandemic, (homework) was the only real sense that parents had to what was going on in schools."

Harris Cooper, professor emeritus of psychology and neuroscience at Duke University and author of "The Battle Over Homework," examined more than 60 research studies on homework between 1987 and 2003 and found that — when designed properly — homework can lead to greater student success. Too much, however, is harmful. And homework has a greater positive effect on students in secondary school (grades 7-12) than those in elementary.

"Every child should be doing homework, but the amount and type that they're doing should be appropriate for their developmental level," he says. "For teachers, it's a balancing act. Doing away with homework completely is not in the best interest of children and families. But overburdening families with homework is also not in the child's or a family's best interest."

Negative Homework Assignments

Not all homework for elementary students involves completing a worksheet. Assignments can be fun, says Cooper, like having students visit educational locations, keep statistics on their favorite sports teams, read for pleasure or even help their parents grocery shop. The point is to show students that activities done outside of school can relate to subjects learned in the classroom.

But assignments that are just busy work, that force students to learn new concepts at home, or that are overly time-consuming can be counterproductive, experts say.

Homework that's just busy work.

Effective homework reinforces math, reading, writing or spelling skills, but in a way that's meaningful, experts say. Assignments that look more like busy work – projects or worksheets that don't require teacher feedback and aren't related to topics learned in the classroom – can be frustrating for students and create burdens for families.

"The mental health piece has definitely played a role here over the last couple of years during the COVID-19 pandemic, and the last thing we want to do is frustrate students with busy work or homework that makes no sense," says Dave Steckler, principal of Red Trail Elementary School in Mandan, North Dakota.

Homework on material that kids haven't learned yet.

With the pressure to cover all topics on standardized tests and limited time during the school day, some teachers assign homework that has not yet been taught in the classroom.

Not only does this create stress, but it also causes equity challenges. Some parents speak languages other than English or work several jobs, and they aren't able to help teach their children new concepts.

" It just becomes agony for both parents and the kids to get through this worksheet, and the goal becomes getting to the bottom of (the) worksheet with answers filled in without any understanding of what any of it matters for," says professor Susan R. Goldman, co-director of the Learning Sciences Research Institute at the University of Illinois—Chicago .

Homework that's overly time-consuming.

The standard homework guideline recommended by the National Parent Teacher Association and the National Education Association is the "10-minute rule" – 10 minutes of nightly homework per grade level. A fourth grader, for instance, would receive a total of 40 minutes of homework per night.

But this does not always happen, especially since not every student learns the same. A 2015 study published in the American Journal of Family Therapy found that primary school children actually received three times the recommended amount of homework — and that family stress increased along with the homework load.

Young children can only remain attentive for short periods, so large amounts of homework, especially lengthy projects, can negatively affect students' views on school. Some individual long-term projects – like having to build a replica city, for example – typically become an assignment for parents rather than students, Fass says.

"It's one thing to assign a project like that in which several kids are working on it together," she adds. "In (that) case, the kids do normally work on it. It's another to send it home to the families, where it becomes a burden and doesn't really accomplish very much."

Private vs. Public Schools

Do private schools assign more homework than public schools? There's little research on the issue, but experts say private school parents may be more accepting of homework, seeing it as a sign of academic rigor.

Of course, not all private schools are the same – some focus on college preparation and traditional academics, while others stress alternative approaches to education.

"I think in the academically oriented private schools, there's more support for homework from parents," says Gerald K. LeTendre, chair of educational administration at Pennsylvania State University—University Park . "I don't know if there's any research to show there's more homework, but it's less of a contentious issue."

How to Address Homework Overload

First, assess if the workload takes as long as it appears. Sometimes children may start working on a homework assignment, wander away and come back later, Cooper says.

"Parents don't see it, but they know that their child has started doing their homework four hours ago and still not done it," he adds. "They don't see that there are those four hours where their child was doing lots of other things. So the homework assignment itself actually is not four hours long. It's the way the child is approaching it."

But if homework is becoming stressful or workload is excessive, experts suggest parents first approach the teacher, followed by a school administrator.

"Many times, we can solve a lot of issues by having conversations," Steckler says, including by "sitting down, talking about the amount of homework, and what's appropriate and not appropriate."

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School Policy (Homework)

Homework policy.

Homework assignments should be differentiated to meet individual students’ needs and may include:

• Practice exercises to follow classroom instruction
• Preview assignments to prepare for subsequent lessons
• Extension assignments to transfer skills or concepts to new situations
• Creative activities to integrate many skills toward the production of a response or product

DURATION :  Actual time required to complete assignments will vary with each student’s work habits, academic proficiency, and course load. Students should expect to spend 20 to 30 minutes per period of class instruction on homework (2 to 3 hours total). Students spending an inordinate amount of time (in excess of four hours) doing homework should discuss the issue with their guidance counselor.

ABSENCE :   Students who miss homework due to absence will be given the opportunity to submit missed work. Students are given one calendar day for each day absent to submit the missing work.

Rondebosch East Primary School

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Homework Policy

The Homework Policy is designed to:

• Ensure consistency of approach throughout the school.
• Ensure progression towards independence and individual responsibility.
• Ensure parents have a clear understanding about expectations for themselves and the learners.
• To provide opportunities for parents and pupils to work in partnership and enjoy learning experiences.

Purpose & Philosophy

Homework is an integral part of the learning process and includes opportunities for learners to reinforce, synthesize, extend classroom learning and assists in developing time management skills.

Homework should be meaningful and engaging and should support the curriculum, helping learners to develop responsibility and good work habits.

Homework is a natural extension of the school day and an important part of the learner’s educational experience.

Homework should be designed to be completed independently.

The three homework types generally are:

• Practice:  – This homework reinforces newly acquired skills taught in the class.
• Preparation: – This homework helps the learners prepare for upcoming lessons, activities or tests.
• Extension: – This homework provides challenging, often longer term opportunities for enrichment and extension that parallels class work.

Time Allocations

It is recommended that learners will spend the following times on average on homework activities:

Homework will be concentrated on Monday to Thursday. The weekend should be left free or for the completion of larger projects and research.

Will not give homework as punishment.

Will provide a range of homework activities and tasks to consolidate and extend learning in class.

Will ensure that learners clearly understand the task and have a common understanding of the high expectations held of them individually, according to their ability.

Will communicate with parents and keep them informed of their child’s progress, projects and topics to be studied.

Will vary homework assignments: short term and long term, practice of new skills, written or oral reports, preparation for upcoming lessons, enrichment exercises, etc.

Will make sure that learners have access to any materials needed to complete an assignment.

Will give prompt feedback on checking homework, correcting errors and reviewing important concepts.

Guidelines for learners and parents

Must write down all the day’s homework in their homework diaries.

Must organise and take home all materials necessary to complete the homework tasks.

Must set aside a regular time to study each evening.

Must have a quiet well lit place to study.

Must complete all assignments on your own and to the best of your ability.

Must complete and hand in assignments on their due date.

Must talk to your teacher when you do not understand the work or any other circumstances that you may face.

Should put in place a good routine for homework and study. This should not be interrupted by family plans, television, etc.

Should help your child organize themselves so that they can be effective in their study time.

Should be supportive when your child becomes discouraged or frustrated, particularly with difficult assignments.

Should be actively involved in the homework of younger children.

Should sign and date your child’s homework when completed and of an acceptable standard.

Should provide educational opportunities that broaden your child’s interests, such as visits to the museum, the zoo and places of historical significance.

Feedback for learners, parents & teachers

Feedback must be given as quickly as possible. Teachers are interested in knowing how the homework activities were performed. Was it too easy, too difficult, interesting, etc. The homework diary is the ideal communication from home to school and visa versa. As with all school activities, parents are invited to discuss any queries with their child’s teacher.

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Homework Policy

We’re all aware of how students dread homework. They don’t like the idea of doing schoolwork at home after spending a whole day in school. We know how that feels. We’ve all been there during our elementary , high school , and college years. Although laziness is among the reasons, there are credible justifications for why students hate homework. That’s why some schools have imposed policies to regulate homework. Too much homework can be counterproductive. So as a school admin, if you see that your teachers are overworking students with homework, make your move to control it. You can start by downloading our Homework Policy Examples !

10+ Homework Policy Examples

1. homework policy template.

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2. Middle School Homework Policy

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3. Elementary School Homework Policy

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4. Sample Homework Policy

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5. High School Homework Policy

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6. Homework Policy Example

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7. Basic Homework Policy

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8. School Homework Policy Template

9. Homework Policy in PDF

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10. High School Homework Policy Example

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11. Kindergarten Homework Policy

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What Is a Homework Policy?

A school homework policy is a set of guidelines on how often teachers should give homework or what type of homework they should give. Its main function is to protect students from being overworked and ensure that their homework is beneficial to their learning .

Homework policies are an important aspect of classroom management . It’s crucial not to drown students with school work. They need time to breathe from doing study activities . Other than that, some teachers might be giving homework that contributes nothing to their studies. Homeworks that are irrelevant only serves to waste the students’ time and energy. But with a homework policy elementary school, high school, or college, that won’t happen.

The Purpose of Homework in Schools

At the start of this blog, we’ve been shedding a bad light on homework inadvertently. Giving a home assignment to a student has some benefits. After all, homework wouldn’t exist in the first place if it doesn’t have a real purpose.

One purpose of homework is to push students to immerse themselves more with their studies. That helps them to absorb what they’ve learned during classes more effectively. It keeps their learning process consistent outside of the classroom . And also, homework teaches students to be responsible and professional, especially when it comes to meeting deadlines.

Another function of homework is that it can be a way for parents to be more involved in their children’s education. They can monitor what lessons their kids are studying by seeing what sort of schoolwork they’re doing at home.

How to Create a Homework Policy

Among the first steps you must take to protect students from too much and irrelevant homework is creating a homework policy. To get you started, we’ll show you our short 4-step guide below.

Step 1: Conduct a Survey

In general, conducting a survey is the first step in formulating policies. In this case, you need to survey the students regarding their homework duties. Your survey form must ask the right questions, such as how homework affects them mentally and how useful it is in the lesson plan . Find out how functional the students’ homework is to see its pros and cons.

Step 2: Communicate with Faculty

Imposing a homework policy is a drastic change in your school’s teaching process. That said, you should communicate about it with your faculty staff . Based on the findings of your survey, let your teachers know what specific regulations you’ll impose in terms of giving homework. You may also ask if they have suggestions or objections about your proposed policy . If there are, you can make some adjustments if you see them fit.

Step 3: Write Down the Regulations

After you make adjustments and finalize everything, write the homework regulations in a document or memo . Make sure to explain each of them in detail. Justify how each regulation is helpful for the students’ learning and well being. For instance, if one regulation is a No Homework on Fridays, you can justify it by saying students need the weekends to spend more time with friends and family. And that it gives them a chance to refresh their minds from school pressure.

Step 4: Add the Homework Policy to the Student and Teacher Handbook

To make the homework policy an official school policy, integrate it into the teacher and student handbook. In doing so, both faculty and students will be more aware of it. That way, the homework policy will slowly but surely become a norm in your school. The teachers, especially, will follow it strictly.

What is the 10-minute rule in homework?

The 10-minute homework rule, as its name implies, suggests that teachers should only give homework that students can finish in under 10 minutes. However, this rule mostly only applies to first graders.

What type of homework is considered meaningful?

The type of homework that’s meaningful are those that are in-line with the curriculum and beneficial to the learning process. Meaningful homework complements the lesson plan significantly. And they’re doable depending on the students’ current level of capability. A homework that adds nothing to the students’ progress is merely a to-do task .

Is it too much to give two hours of homework?

According to the Stanford Graduate School of Education , beyond two hours of homework is too much. Having more than two hours of homework to do has three negative effects on students. These are:

• Increase in stress levels, affecting productivity
• Health risks, such as sleep deprivation, severe weight loss, and exhaustion
• Less time with friends and family, which can lead to depression and neglect of schoolwork

Homework is an integral part of your school’s teaching methods. It is an extension of your school’s guidance for the students outside the classroom. But there have to be limitations. So start making a homework policy now. And don’t forget to download our Homework Policy Template.

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A Late Work Policy That Works for Teachers and Students

Creating clear boundaries around when students can submit assignments after the due date can boost morale for everyone.

When the end of a term approaches, educator social media is full of images and commentary on the sheer amount of grading that will be coming their way. From images of monstrous waves or an exhausted teacher grasping a large cup of coffee, the stress is palpable. So how do we make this better for everyone, including teachers, students, families, case coordinators, and everyone else struggling at the end of the term?

As educators, we want to be considerate of the fact that students have yet to acquire excellent management skills. But we also need to protect our own mental health and teach students the responsibility that comes with completing assignments and turning in work. 

Designing a Late Work Policy With Students

Some years back, I had a high school world language class with a wonderful group of students—but getting work from them was challenging on a good day. After one particularly exhausting end of the term when I received a monumental amount of late work, I flatly said, “We can’t do this again.” Shockingly, they agreed. I gave the class 30 minutes to discuss as a class what they thought could be a fair policy. The requirements were simple: 

1. Simplicity. This policy had to be easy for me to manage as a teacher.

2. Accountability. It couldn’t be a free-for-all with no accountability. 

I could easily write a separate article on how to have students design class policies, but that is for a different time. Here is what the students came up with as a proposal:

Assessment as final deadline: All homework and classwork is accepted full credit until the assessment—then it is not accepted at all. This also counts for any retakes (or corrections) to other activities or smaller assessments. 

The 55 percent rule: If a student does the large majority of the assignments up until assessment, they do not get less than 55 percent on any assessment. This gives students an incentive to get their work done and make arrangements with the teacher to keep on track. It should be very unlikely that a student will do the majority of assignments related to an assessment and get below 55 percent. However, if it does happen, they know that there are policies in place to help them.

If a student does get below 55 percent and has done the large majority of the work, this forces me as an educator to consider the cause. Did other students have similar troubles? If so, was the assessment reflective of the work done in class? If this student was an outlier, perhaps they simply had a rough day (which does happen)?

Assessment as proof of competency: If a student is missing an assignment and they get above a certain score on the assessment, they can get partial credit for any missing work related to the assessment. The students were very clear that this was not a reason to not do work, but rather it was to allow students to focus on critical assignments if they get behind. 

Assessment as redo attempt: If a student does well on a final unit assessment, they can have their grade raised for smaller assessments leading up to that larger one. This was because they showed understanding in areas where they had struggled before. 

Once this policy was created, I shared it with all my sections. Students overwhelmingly supported it. So, we decided to implement it on a trial basis. Once that was a success, I shared this with colleagues, and they implemented it in their classrooms as well. It is now a regular course policy and is shared in all of my course syllabi.

a policy that works for teachers and students

After we set this policy up in my classroom, I observed a variety of benefits.

Morale boost for teacher and students: There was an immediate turnaround for both me and my students. Students who felt that failure was inevitable were motivated and engaged. And I felt better about giving students another chance-–but with boundaries. 

Increased accountability: Students held each other accountable for their own success and admitted when they were not putting in their effort. Parents were highly supportive; it was clear why a student was not successful, and this saved a lot of time responding to parent emails.

Better-quality work: Work was less rushed, which led to better quality, deeper learning, and stronger assessment scores. Students told me they had often rushed through work so it wouldn’t be marked late, but this gave them time to do quality work and therefore learn in the process.

Students did the work: Very few students used the “proof of competency policy” as a chance to simply not do work. Rather, this policy helped students prioritize missing work if they got really behind. Although I worried that this policy might be taken advantage of, only a small handful of students tried—and they realized very quickly that this was not a recipe for success. 

Range of grades: There was still a wide range of grades. Highly skilled students who had an excellent understanding of the content still earned excellent grades. Those who struggled earned grades that weren’t quite as high, but they felt empowered with the recognition of their efforts.

So why does this policy work? I believe there are two main reasons. The first is assurance. Provided they do “their part,” students feel that they can be successful and are assured that their efforts do matter. If they make mistakes, life events make submitting work challenging, or the content gets particularly hard for them, there are structures in place to help them. Second, there is a sense of control for the students. Students crave the opportunity to have control over their future, and they are able to recognize what is fair and how they (and their classmates) should be held accountable for their responsibilities.  

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Homework Policy (2023)

Click here to download this policy

Aims of the policy

Through implementation of this policy, we aim to:

• Give pupils the opportunity to extend their learning in areas of personal interest
• Ensure a consistent approach throughout the school
• To encourage children to develop the confidence, independence, self-discipline and motivation needed to study on their own and prepare them for the next phase of education
• To make set homework relevant and meaningful for the child linked to work done at school
• Make expectations about homework clear to children, parents and other carers
• Provide opportunities for parents and children to work together, thereby, fostering an effective partnership between home and school

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Policy Statements

Please use this link to access additional information about APS School Board Policies . 

Children of Arlington County residents are eligible to attend Arlington schools free of charge if they have reached their fifth birthday on or before September 30. If parents wish not to enroll their child in kindergarten, they must inform the neighborhood school. Upon reaching the age of six, children are required to be enrolled in school. Further information is available from the Welcome Center 703-228-8000.

Students entering kindergarten or another grade of elementary school in Arlington for the first time must present:

• Birth certificate or other valid proof of birth date.
• A physical examination completed within 12 months prior to date of entry.
• Proof (certification from licensed physician) stating day/month/year of a second immunization against measles, mumps, and rubella (German measles) for first time entry into any school.
• Written results of a tuberculin skin test completed within one year of initial entry into an Arlington Public School or following any break in enrollment.
• Families who object to immunization on religious beliefs must submit a notarized statement on a special Virginia State form which can be obtained from the school. Also, if one or more of the required immunizations may be detrimental to the student’s health, a physician must sign the request for a medical exemption.
• Proof of residence or a residence change into Arlington which will occur within sixty (60) calendar days must be provided. Proof of residence includes a current lease signed by lessor or tenant and landlord or a copy of the mortgage agreement showing that the parent/guardian owns a home and resides in Arlington County. Exceptions are listed in Arlington School Policies. The Arlington School Policies are available at every school, Syphax Education Center and the public library, and on the web: https:/ /w w w.apsva.us/school-board-policies/

To find out which school a child should attend, call the Arlington Public Schools School and Community Relations Office at 703-228-6005 or use the online boundary resource .

Arlington Public Schools supports research-based equitable homework practices that allow students to practice, prepare, study, and/or extend learning. Homework shall be aligned with content standards and be designed to be achievable by all students without needing additional materials or extensive support from an adult. The evaluation of homework by the teacher shall focus on students’ demonstration of knowledge and skill within the content area and should be timely, consistent, and communicated clearly and regularly to students and parents. Assessment of homework shall not reflect an evaluation of student behavior.

Homework will:

• Prioritize reinforcement and practice, and, when appropriate, extend learning
• Be clearly communicated to students and parents/guardians.
• Be appropriate for the age and stand of development of the student
• Represent limited time commitments and minimal intrusion on the activities of the student and their family outside of the school day
• Critical thinking skills
• Creative thinking skills
• Communication skills
• Collaboration skills
• Citizenship skills

The following guidelines represent the suggested maximum time an assignment(s) is designed to take a student to complete. With advance notice, a teacher may also assign long-term assignments which may require additional time to complete. On any given night, teachers may assign no homework in a content area.

Homework Guidelines for Teachers

Teachers should assign homework that allows students to practice, prepare, study, and extend learning. Teachers shall not assign homework as a behavioral consequence.

The assignment of homework, to the extent possible, should be coordinated among subjects, teams, teachers, and/or grades to distribute the workload across disciplines, integrate assignments, and avoid excessive amounts on any given night.

Homework should be designed to meet the diverse needs of all learners to include English learners, students with disabilities, and students identified in a content area for gifted services as appropriate and needed. When a student has an Individualized Educational Plan (IEP) or 504 Plan the required modifications and accommodations should be followed.

Feedback provided by the teacher will focus on students’ demonstration of knowledge and skill within the content area and should be timely, consistent, and communicated clearly and regularly to students and parents/guardians. Students’ responses on homework may be reviewed and used by teachers to help them make future instructional decisions. In general, only a brief amount of class time should be used to assess understanding of the homework. Assessment of homework shall not reflect an evaluation of student behavior.

Homework Guidelines for Parents

Parents/guardians should be aware of the Arlington Public Schools Policy I-11.2 Homework and Policy Implementation Procedure I-11.2 PIP-1 Homework as well as the requirements of their student’s school and teachers. Parents/guardians should also check in with their student, to the extent possible, on the completion of homework assignments. If a student spends excessive amounts of time on homework (as referenced on page one), then the parent/guardian should alert the teacher so that the teacher can assist the student and parent/guardian to determine appropriate support.

Summer Assignments

Summer assignments will be used to practice, prepare, study, and/or extend learning. At the elementary level, summer assignments are limited to optional systemwide assignments and whole school programs focused on literacy and numeracy support. Systemwide assignments are created by Arlington Public Schools content offices and disseminated to all students by grade level (e.g., summer math reviews) Optional systemwide assignments in a content area will be developed by central office staff. Such assignments will be distributed by school staff and are designed to provide students with an opportunity to review concepts and skills learned in the previous school year and prepare them for concepts and skills to be introduced in the upcoming school year. More detailed information on summer assignments are outlined in Policy Implementation Procedure I-11.2 PIP-2 Summer Assignments.

If teachers assign summer work that requires specialized resources (computers, software, specific books, expenditure of funds), then the school has an obligation to provide or ensure access to these resources in a manner that ensures equitable opportunity for all students regardless of family situation and/or summer plans. These assignments are designed to provide students with an opportunity to review concepts and skills learned in the previous school year and prepare them for concepts and skills to be introduced in the upcoming school year. These assignments should be collected during the first week of school and reviewed and evaluated by teachers and students in the appropriate classroom within the first weeks of school. In elementary school, students should receive positive credit and recognition; assignments, or the lack thereof, should not have a negative impact on a student’s grade.

Remediation

Students who, for whatever reason, are not progressing in school at expected rates have the opportunity to participate in a variety of school and systemwide programs of prevention, intervention, and/or remediation. Student progress is assessed using a wide range of criteria, including performance on standardized tests, predictor tests associated with standardized tests, classroom curricular assessments, parent/caregiver observation, and teacher observation. Parents receive information regarding ongoing assessments of student progress throughout the school year in a number of formats (conferences, report cards, weekly backpack mail). Students who have failed SOL tests in Grades 3,4, and 5 may be required to attend special programs, possibly including an extended school day or mandatory summer school. Students who have failed the Grade 3 or 4 reading and/or mathematics SOL tests may participate in remediation during Grade 4 or 5, respectively.

Standardized Testing in the Elementary School

The Virginia Board of Education requires students in elementary school to participate in the Standards of Learning (SOL) assessments. The SOL assessments are criterion-referenced tests designed to match Virginia’s SOLs. The SOL assessments are administered in all public schools in Virginia in the spring. Students in Grades 3, 4 and 5 will take the SOL tests. Additional policy information can be found here . 

Elementary Growth Assessments for Fall & Mid- Year

Elementary grade level sol tests for may & june.

Individual student reports are available to parents in ParentVue. Summary results for Arlington Public Schools and individual schools are published annually and can be found on the Arlington Public Schools web site. The Virginia Department ofEducation publishes yearly a School Performance Report Card which provides information on each school’s Standards ofLearning test performance. These report cards are posted on the state’s website .

Arlington Public Schools also administers literacy and mathematics assessments in PreK-5th grade at regular intervals throughout the year. These assessments are designed to assess students’ mathematics and literacy skills in order to plan instruction and determine which students would benefit from extension and/or intervention.

Instructional Resources

Arlington Public Schools provides foundational and certain supplementary resources free of cost to students in all grades. The School Board adopts foundational resources including textbooks on a timeline in accordance with state guidelines following recommendations from adoption committees consisting of staff and community members. The Board evaluates recommendations based on:

• Scholarship, teaching methods and techniques;
• Consistency with K-12 curriculum goals and scope and sequence;
• Correlation with the goals and objectives of the course or grade level concerned;
• The treatment of social issues and cultural, ethnic, and linguistic diversity; and
• Effective use of resources.

Foundational resources including textbooks are those specified by the State Board of Education and/or the School Board and which most students are expected to use in their study.

Supplementary materials are those materials used by a class for a short period in addition to the foundational resources or used to individualize instruction. Supplementary materials can be either systemwide or school based. In either case, all such materials used in schools must be approved following the processes detailed in the Policy Implementation Procedures.

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Lincoln Middle School Homework Policies

Homework is important to student learning at Lincoln Middle School. The purpose of this homework plan is to guide teachers, parents and students in ensuring that homework is meaningful and supports the learning experience for all students. Definition Homework is any activity or assignment directed by the teacher to be performed outside the classroom that may include practicing skills learned in class, reading, studying, projects, or completion of assignments. Rules for Homework

• Activities or assignments that students can complete independently. Carefully constructed as to be completed within a reasonable time allotment, with minimal adult help.
• Connected to grade level or subject matter curriculum.
• Connected to class instruction.
• Engaging, purposeful and relevant.

Teacher Guidelines

• Review, discuss and return, if collected, homework in a timely manner.
• Whenever possible, communicate and coordinate assignments so that students do not receive an overload of homework.
• Explain homework assignments to the students prior to the assignment. Teachers shall communicate homework assignments in at least one of the following ways: send a packet home, write assignment on the board, require students to record it, and/or make available through emails, websites or hotlines. The use of a variety of strategies is encouraged.
• The teacher will (also) consider a student’s Individualized Education Plan or 504 Plan in regards to homework.
• Teach techniques that can help students allocate their time wisely, meet their deadlines, and develop good personal study habits.
• Identify the access that students will have to materials for projects and other homework assignments – taking into account affordability, resource materials from the library media center, assistance and tutoring opportunities, and technology resources.
• Communicate with parents to inform them about homework expectations, policies, and procedures.
• Communicate the extent to which homework influences the student’s overall grades.
• Communicate ways in which parents can best assist their children in doing homework independently.
• Communicate with parents at the earliest possible opportunity once the student has demonstrated consistent inability to complete homework.

Parent Guidelines

• Provide a quiet space and basic materials for homework completion.
• Teach techniques that can help children allocate their time wisely, meet their deadlines, and develop good personal study habits.
• Monitor time management and productivity.
• Review school provided materials (for example Binder Reminder, class handouts, and/or online resources).
• Communicate with teachers at the earliest possible opportunity once the child has demonstrated consistent inability to complete homework. If necessary, parents shall attempt to reach accommodation with their child’s teachers regarding homework.
• Contact the grade level counselor, assistant principal and then the principal if a solution cannot be reached with a teacher regarding homework.

Student Guidelines

• Complete homework as assigned.
• Record homework when assigned in class by the teacher.
• Seek clarification from teachers when unclear about homework.
• Use class time provided for completing classwork and/or starting homework.
• Seek assistance from teachers when demonstrating an inability to complete homework.

Scheduling Time and Parameters Middle School Middle school homework may be given Monday through Thursday. Weekends and holidays are primarily reserved for family time. Students may elect to use the weekends to review materials, make up work, complete projects, and enjoy recreational reading. Assignments shall be designed so that the typical student can complete all homework, including time for studying and preparing for exams, in the average minutes shown.

Students taking an extra class should expect to exceed the daily minutes in a proportional manner. For an accelerated course designed to be equivalent to a course at a more advanced grade level, students should expect homework for that class to be consistent with a time expectation for the higher grade level. In addition, students shall be encouraged to allot time to read for pleasure. Reading for pleasure and music practice times are not included in the time parameters shown.

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