After two years of conducting research and meeting with teachers, administrators, parents, and students, PUSD has a new homework policy which focuses on ways to increase student learning. Central to the policy is the focus on student opportunities for reading, applying writing skills, and practicing previously taught math skills.

Homework serves to develop regular study skills and the ability to complete assignments independently. Homework guidelines emphasize that moderate assignments completed and done well are more effective than lengthy or difficult ones done poorly.

FREQUENTLY ASKED QUESTIONS
Prepared by Pat Haslet, PUSD teacher, Turtleback Elementary School

The purpose of homework should be to practice, reinforce, or apply acquired skills and knowledge. Homework serves to develop regular study skills and the ability to complete assignments independently.

Doing hours of homework will not necessarily make the student smarter, but reading, practicing skills taught by the teachers, developing regular study habits, learning to be responsible for completing assignments and turning them in on time… that’s what helps a student be successful, and that’s what it’s all about!!

Almost four years ago, PUSD teachers, principals, and administrators formed a Time & Learning Project Group where they studied the best use of time to enhance student learning in all areas. Reviewing the literature and research led to thinking about changes that could be made to increase learning. One idea brought forth was to take a look at current homework practices and see what changes could be made based on all the information collected.

Teachers wanted the same good work they are doing in the classroom being done at home. We have State and national standards that guide our teaching in the classroom. We wanted to create that same type of thing at home.

Teachers wanted a plan that gave them procedures and guidelines so that homework was consistent at each grade level. We have had a wide spectrum of homework practices across our district – from “nothing” to 25 projects a year. Same grades (next door) can have totally different homework expectations.
 

We wanted a plan that reflected the best practices for student learning based on professional literature and research.

We wanted a plan that encouraged teacher collaboration/discussion so homework would be consistent and fair across our district.

We wanted a plan that was a reflection of teacher, parent, and student input gathered at forums and discussion groups.

Parents also wanted clear expectations and a plan that was fair and consistent. They were concerned that some students have 3-4 hours of homework per night while others had hardly any.

Parents were concerned about “projects” – too many, too involved, etc.

Parents didn’t want homework assigned on weekends or over vacations.

The literature and research show that students need “natural breaks.” They need to be able to go on vacation and feel a sense of closure/completion and have family time. This makes sense! From a teaching standpoint, studies show that we often spend a lot of time reviewing after a vacation – better to finish the unit before the break and “start fresh” when you come back.
 

Reading was the most important factor in enhancing student learning grades K-12. Therefore we felt the new policy needed to place a strong emphasis on reading. Reading is the one thread that connects from grade K to grade 12 – and reading is something most parents can help with at home. There is no substitute for spending time reading to your child, with your child, or having them read to you.