I. Board Directive
The Board endorses the concept of purposeful homework in recognition of the need for students to develop proper work and study habits, and in recognition of the fact that public education is a cooperative enterprise involving school and home. Responsibility for the development of homework objectives, policy, and procedures is delegated to the District Administration.
II. Administrative Policy
Learning is an ongoing process. Homework, properly planned, gives the student a feeling of continuous learning and shifts the emphasis from "receiving an education" to learning that is self-initiated.
- Homework may be required in all grades, augmenting the learning experiences initiated at school. Assignments of homework shall be made judiciously at the discretion of the teacher after taking into consideration the individual needs of the pupil. The development of good study habits should be an outgrowth of homework assignments.
- The frequency, amount, and quality of homework may vary according to the nature of the subject, the teacher's plan of instruction, and the amount of study time allowed at school. These will be weighed against the student's age and his/her ability to respond and benefit from homework.
- Where appropriate, long-range assignments may be given. Enough time should be allowed so students may give their other lessons fair and adequate consideration. . Assigned homework during the summer, holidays, and year-round track changes is encouraged to only take place on a limited basis.
- Because each year's work becomes progressively more difficult, it is assumed that students in the upper grades will devote more of their outside time to independent study.
- The objectives of homework assignments are:
- To encourage students to do independent study and research.
- To provide an environment of continuous learning that moves beyond what is being learned in the classroom.
- To gain additional practice in the processes relating to classroom instruction.
- To encourage students to study subject matter in depth.
- To prepare students for career and college readiness.
- To unify the District's approach to homework assignments, the following guidelines shall be utilized uniformly by all educators within the District:
- Homework should be application of previously introduced concepts. Homework should develop skills, creative abilities, critical thinking, problem-solving techniques, the discovery method, and individual initiative.
- In giving homework, individual differences among students should be considered.
- The majority of classroom assignments should be completed within the classroom; however, if the work is not completed at school, it should be completed at home and will become homework.
- A logical relationship should exist between the homework and the reason for which it is given. Homework as punishment shall not be assigned.
- Home study situations should be discussed during parent-teacher conferences, or as the need arises, with emphasis being placed on ways parents may help pupils learn.
- It is the responsibility of the principal to discuss reasonable homework assignments with all teachers.
- If a parent/guardian has a concern regarding homework that is assigned, the following procedure should be followed:
- The parent/guardian should contact the teacher who assigned the homework to discuss the concern.
- If a satisfactory solution is not reached between the parent/guardian and the teacher, the parent/guardian should contact the school principal.
- If a satisfactory solution is not reached between the parent/guardian and the school principal, the parent/guardian should contact the Administrator of Schools who has supervisory responsibilities of the school.
- Homework assignments which place an inordinate burden upon parents shall not be made.
- The relationship of homework to the awarding of grades and credits in the middle and high schools will be handled through individual teacher disclosure statements (i.e., weighing late homework, make-up work, etc.).