Homework: a survey of policies in the United States.

T. W. Roderique, E. A. Polloway, C. Cumblad, M. H. Epstein, W. D. Bursuck

Research output: Contribution to journalArticle

14 Scopus citations

Abstract

Homework is a key area of concern in our nation's public schools, as well as a central element of collaboration between home and school. The purpose of the current study was to survey the policies of a national sample of school districts concerning homework. Specific foci of the survey included whether a homework policy had been instituted, if modifications were made in the policy for students with disabilities, the types of homework, the length and frequency of assignments given, and specific communication mechanisms between home and school. A total of 550 surveys were mailed, with a response rate of 48.5%. The results indicated that only 35.2% of school divisions did have a policy on homework, with 64.4% of those policies including modifications for students with disabilities. Findings in terms of frequency and amount of homework assigned, as well as home-school communication mechanisms, are highlighted. The results are discussed within the context of policy development and instructional implications.

Original languageEnglish (US)
Pages (from-to)481-487
Number of pages7
JournalJournal of learning disabilities
Volume27
Issue number8
DOIs
StatePublished - Oct 1994

ASJC Scopus subject areas

  • Health(social science)
  • Education
  • Health Professions(all)

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    Roderique, T. W., Polloway, E. A., Cumblad, C., Epstein, M. H., & Bursuck, W. D. (1994). Homework: a survey of policies in the United States. Journal of learning disabilities, 27(8), 481-487. https://doi.org/10.1177/002221949402700803