District 95 Homework Policy, section 6:290

Homework is part of the District’s instructional program and has the overarching goal of increasing student achievement. Homework is assigned to further a student’s educational development and is an application or adaptation of a classroom experience. The Superintendent shall provide guidance to ensure that homework:

1. Is used to reinforce and apply previously covered concepts, principles, and skills;

2. Is not assigned for disciplinary purposes;

3. Serves as a communication link between the school and parents/guardians;

4. Encourages independent thought, self-direction, and self-discipline.

Given what the staff at May Whitney has learned from our two book studies during the 2015-16 school year about mindset and feedback, we have reflected on our practices to ensure they are positively impacting student achievement and their mindset towards their work, we have adopted the following building practices:

The purpose of feedback/grading, reporting and homework at May Whitney

The purpose of feedback/grading is to communicate to students and teachers the progress being made towards specific standards. It is also to encourage quality and effort by providing specific strategies to support student growth.

The purpose of reporting is to communicate to students and families student progress towards standards at the end of a given period.

The purpose of homework is to reinforce learning connected to specific standards. Homework should be minimal as there is little evidence to support its positive impact on elementary aged students.

  1. Reading will be assigned for pleasure and to foster a love of reading
  2. Math and other content areas will be focused on reinforcing learning that has already taken place at school
  3. Study guides may be utilized to help students develop the skills required to prepare for assessments
  4. We will follow a no “zero” policy. If a child does not complete his/her work, instead of receiving a zero on the assignment or homework, the students will complete the Late or Incomplete Assignment Form and then follow through on whatever intervention has been identified.

Below is some evidence to support these shifts in our practices.

  1. In 2015 the American Journal of Family Therapy found students in early elementary school years are getting significantly more homework than is recommended by educational leaders. Stephanie Donaldson-Pressman, the study’s contributing editor stated, “The data shows that homework over this level is not only not beneficial to children’s grades, but there’s really a plethora of evidence that it’s detrimental to their attitude about school, their grades, their self-confidence, their social skills and their quality of life.”
  2. The most effective grading practices provide accurate, specific, timely feedback designed to improve student performance (Marzano 2000, 2007; O'Connor, 2007). In the best classrooms, grades are only one of many types of feedback provided to students. Citation: Guskey, 2015. On Your Mark.
  3. Despite evidence that grading as punishment does not work (Guskey, 2000) and the mathematical flaw in the use of the zero on a 100-point scale (Reeves, 2004), many teachers routinely maintain this policy in the mistaken belief that it will lead to improved student performance. Defenders of the zero claim that students need to have consequences for failing to turn in work on time. They're right, but the appropriate consequence is not a zero; it'scompleting the work—before, during, or after school, during study periods, at "quiet tables" at lunch, or in other settings.Citation: Guskey, 2015. On Your Mark.
  4. A recent analysis of the latest TIMSS (Trends in International Math and Science Study) international test scores found a surprising correlation. Those countries with lowest TIMMS scores assigned the most homework, and those with the highest scores assigned the least homework. Looking at these results, researchers found that teachers who assigned a lot of homework also spent more instruction time in the classroom dealing with homework, thus limiting the amount of time on direct instruction. Citation: Mikki, J. 2006. Students’ homework and TIMSS mathematics results.

As we make these school-wide shifts in feedback, reporting and homework, we will continue to monitor student achievement to better understand how these shifts may be impacting our students. We also welcome any parental input you would like to share as to how these practices may be impacting your child’s ability to succeed at the highest level.