homework policy high school

Creating a Homework Policy With Meaning and Purpose

Tips & Strategies
An Introduction to Teaching
Policies & Discipline
Community Involvement
School Administration
Technology in the Classroom
Teaching Adult Learners
Issues In Education
Teaching Resources
Becoming A Teacher
Assessments & Tests
Elementary Education
Secondary Education
Special Education
Homeschooling
M.Ed., Educational Administration, Northeastern State University
B.Ed., Elementary Education, Oklahoma State University

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.

Homework Guidelines for Elementary and Middle School Teachers
6 Teaching Strategies to Differentiate Instruction
An Overview of Renaissance Learning Programs
Essential Strategies to Help You Become an Outstanding Student
Classroom Assessment Best Practices and Applications
How Scaffolding Instruction Can Improve Comprehension
The Whys and How-tos for Group Writing in All Content Areas
Creating a Great Lesson to Maximize Student Learning
Methods for Presenting Subject Matter
Strategies for Teachers to Maximize Student Learning Time
Review of Reading Eggs for Children Ages 4 to 8
The 10 Things That Worry Math Teachers the Most
What You Will Find in the Ideal Classroom
Strategies for Teachers to Develop Positive Relationships With Students
Topics for a Lesson Plan Template
Exploring the Value of Whole Group Instruction in the Classroom

Our Mission

What’s the Right Amount of Homework?

Decades of research show that homework has some benefits, especially for students in middle and high school—but there are risks to assigning too much.

Many teachers and parents believe that homework helps students build study skills and review concepts learned in class. Others see homework as disruptive and unnecessary, leading to burnout and turning kids off to school. Decades of research show that the issue is more nuanced and complex than most people think: Homework is beneficial, but only to a degree. Students in high school gain the most, while younger kids benefit much less.

The National PTA and the National Education Association support the “ 10-minute homework guideline ”—a nightly 10 minutes of homework per grade level. But many teachers and parents are quick to point out that what matters is the quality of the homework assigned and how well it meets students’ needs, not the amount of time spent on it.

The guideline doesn’t account for students who may need to spend more—or less—time on assignments. In class, teachers can make adjustments to support struggling students, but at home, an assignment that takes one student 30 minutes to complete may take another twice as much time—often for reasons beyond their control. And homework can widen the achievement gap, putting students from low-income households and students with learning disabilities at a disadvantage.

However, the 10-minute guideline is useful in setting a limit: When kids spend too much time on homework, there are real consequences to consider.

Small Benefits for Elementary Students

As young children begin school, the focus should be on cultivating a love of learning, and assigning too much homework can undermine that goal. And young students often don’t have the study skills to benefit fully from homework, so it may be a poor use of time (Cooper, 1989 ; Cooper et al., 2006 ; Marzano & Pickering, 2007 ). A more effective activity may be nightly reading, especially if parents are involved. The benefits of reading are clear: If students aren’t proficient readers by the end of third grade, they’re less likely to succeed academically and graduate from high school (Fiester, 2013 ).

For second-grade teacher Jacqueline Fiorentino, the minor benefits of homework did not outweigh the potential drawback of turning young children against school at an early age, so she experimented with dropping mandatory homework. “Something surprising happened: They started doing more work at home,” Fiorentino writes . “This inspiring group of 8-year-olds used their newfound free time to explore subjects and topics of interest to them.” She encouraged her students to read at home and offered optional homework to extend classroom lessons and help them review material.

Moderate Benefits for Middle School Students

As students mature and develop the study skills necessary to delve deeply into a topic—and to retain what they learn—they also benefit more from homework. Nightly assignments can help prepare them for scholarly work, and research shows that homework can have moderate benefits for middle school students (Cooper et al., 2006 ). Recent research also shows that online math homework, which can be designed to adapt to students’ levels of understanding, can significantly boost test scores (Roschelle et al., 2016 ).

There are risks to assigning too much, however: A 2015 study found that when middle school students were assigned more than 90 to 100 minutes of daily homework, their math and science test scores began to decline (Fernández-Alonso, Suárez-Álvarez, & Muñiz, 2015 ). Crossing that upper limit can drain student motivation and focus. The researchers recommend that “homework should present a certain level of challenge or difficulty, without being so challenging that it discourages effort.” Teachers should avoid low-effort, repetitive assignments, and assign homework “with the aim of instilling work habits and promoting autonomous, self-directed learning.”

In other words, it’s the quality of homework that matters, not the quantity. Brian Sztabnik, a veteran middle and high school English teacher, suggests that teachers take a step back and ask themselves these five questions :

How long will it take to complete?
Have all learners been considered?
Will an assignment encourage future success?
Will an assignment place material in a context the classroom cannot?
Does an assignment offer support when a teacher is not there?

More Benefits for High School Students, but Risks as Well

By the time they reach high school, students should be well on their way to becoming independent learners, so homework does provide a boost to learning at this age, as long as it isn’t overwhelming (Cooper et al., 2006 ; Marzano & Pickering, 2007 ). When students spend too much time on homework—more than two hours each night—it takes up valuable time to rest and spend time with family and friends. A 2013 study found that high school students can experience serious mental and physical health problems, from higher stress levels to sleep deprivation, when assigned too much homework (Galloway, Conner, & Pope, 2013 ).

Homework in high school should always relate to the lesson and be doable without any assistance, and feedback should be clear and explicit.

Teachers should also keep in mind that not all students have equal opportunities to finish their homework at home, so incomplete homework may not be a true reflection of their learning—it may be more a result of issues they face outside of school. They may be hindered by issues such as lack of a quiet space at home, resources such as a computer or broadband connectivity, or parental support (OECD, 2014 ). In such cases, giving low homework scores may be unfair.

Since the quantities of time discussed here are totals, teachers in middle and high school should be aware of how much homework other teachers are assigning. It may seem reasonable to assign 30 minutes of daily homework, but across six subjects, that’s three hours—far above a reasonable amount even for a high school senior. Psychologist Maurice Elias sees this as a common mistake: Individual teachers create homework policies that in aggregate can overwhelm students. He suggests that teachers work together to develop a school-wide homework policy and make it a key topic of back-to-school night and the first parent-teacher conferences of the school year.

Parents Play a Key Role

Homework can be a powerful tool to help parents become more involved in their child’s learning (Walker et al., 2004 ). It can provide insights into a child’s strengths and interests, and can also encourage conversations about a child’s life at school. If a parent has positive attitudes toward homework, their children are more likely to share those same values, promoting academic success.

But it’s also possible for parents to be overbearing, putting too much emphasis on test scores or grades, which can be disruptive for children (Madjar, Shklar, & Moshe, 2015 ). Parents should avoid being overly intrusive or controlling—students report feeling less motivated to learn when they don’t have enough space and autonomy to do their homework (Orkin, May, & Wolf, 2017 ; Patall, Cooper, & Robinson, 2008 ; Silinskas & Kikas, 2017 ). So while homework can encourage parents to be more involved with their kids, it’s important to not make it a source of conflict.

ChatGPT for Teachers

Trauma-informed practices in schools, teacher well-being, cultivating diversity, equity, & inclusion, integrating technology in the classroom, social-emotional development, covid-19 resources, invest in resilience: summer toolkit, civics & resilience, all toolkits, degree programs, trauma-informed professional development, teacher licensure & certification, how to become - career information, classroom management, instructional design, lifestyle & self-care, online higher ed teaching, current events, homework helps high school students most — but it must be purposeful.

Homework Helps High School Students Most — But it Must Be Purposeful

Researchers make a strong case for the value of homework for high school students.

During the high school years, many students participate in extracurricular activities or take on part-time jobs — responsibilities that leave little time for families to connect, which remains important for this age group. Advocates for less-intense homework policies maintain that students should be able to balance school, activities and family life.

Homework helps high school students — but how much do they need?

High school students are better able to manage their time, stay focused and complete complex tasks, which enables them to tap the value of homework. In high school, the 10-minute per grade level rule still applies (students should receive 10 minutes of homework per night based on the grade level they are in). This rule allows up to 120 minutes of homework in the evening for upper-level students. While students occasionally need to do more than two hours of work a night, this should be the exception rather than the rule. Research shows that completing more than this amount of homework results in no further gains.

There is, however, a larger spread in the amount of homework students do each night, even among those at the same grade level. As students get further along in high school, they can select the rigor of their curriculum. Those who pursue higher-level work, such as AP, honors or college-level courses, will do more homework each night than those who have a less-rigorous course load. Still, students shouldn’t be assigned more than two hours of homework a night on average.

High school students need real work, not busy work

Researchers agree that homework should serve a specific developmental or educational purpose. High school students should not get the impression their homework is just busy work; that increases resentment and reduces the likelihood they’ll see homework as crucial to their education.

The goal of homework, especially in the high school years, is for students to spend more time studying a subject and engaging in the curriculum — assuming the homework is designed to be meaningful and engaging rather than passive activities that don’t truly engage or promote understanding of new concepts. Purposeful homework should give students a deeper understanding of content and allow them to practice skills that they can master independently.

While some researchers suggest reducing homework for high school students, most researchers agree that homework at this age level is important because it has been positively linked to academic achievement. Yet it’s important to remember that the amount and type of homework matters, and teachers should strive to give less homework when possible so long as it promotes academic excellence.

Caitrin Blake has a BA in English and Sociology from the University of Vermont and a master’s degree in English literature from the University of Colorado Denver. She teaches composition at Arapahoe Community College.

Homework Policy

Peer Tutoring

Instrumental Music
Theatre Arts
Vocal Music

Athletics Home
Trojan Thursday
Positive Sports Parenting
Fall Sports
Winter Sports
Spring Sports
Athletics Calendar
Summer Camps

Counseling Staff
Prevention & Intervention
Grade Level Information
Admissions Tests
Academic Counseling
College & Career
Social & Emotional
Speak Up, We Care

Azerbaijani
Chinese (Simplified)
Chinese (Traditional)
Haitian Creole
Kurdish (Kurmanji)
Luxembourgish
Myanmar (Burmese)
Scottish Gaelic

In accordance with IUSD Board Policy 6154 the University High School Staff has collaborated to create the following Homework Policy:

Homework at University High School whether assigned in the format of reading, skill development, vocabulary practice, or extension assignments, is designed to reinforce and review the concepts and content learned in the classroom, prepare or study for assessments, and introduce upcoming lessons. Students are expected to thoughtfully approach and complete homework with the same earnest diligence that they bring to their classwork each day.

Support at School

Homework assignments will be purposeful and differentiated to meet the needs of all students. Teachers will work with their curricular levels to determine the percentage to which homework will be factored into student grades. Through cross-curricular collaboration, departments will work to minimize overlap of major assignments in order to limit an excessive work load.

University High School provides a number of resources to assist students with homework, including:

Office Hours - Wednesdays and Thursdays within the school day
Library & Media Center - Weekdays before and after school, and snack and lunch breaks
After School Peer Tutoring - find information here
Canvas - https://iusd.instructure.com
IUSD Parent Portal Online - https://my.iusd.org

Support at Home

Parents and guardians are encouraged to consistently provide a supportive and distraction-free environment for students to work independently. Additionally, parents are encouraged to check homework for completion and quality.

Academic Breaks

With the recognition that students need some time without academic homework assignments, all curricular departments will recognize an "academic break" for all students during the following calendar holiday:

Thanksgiving Break 4 day weekend in February

Special Circumstances

Parents can find information regarding homework expectations and policies from individual teachers by attending Back-to-School Night and referencing Blackboard, Parent Portal, and/or Course Expectations/Syllabi. Concerns regarding specific homework policies should be brought to the attention of the teacher via email or telephone contact.

Before or immediately after an excused absence or suspension, it is the student’s responsibility to coordinate and make up any assignment or assessment with each teacher in an agreed upon timeframe. Students are accountable for the completion of long-term assignments on pre-assigned due dates regardless of absence.

Skip to Nav
Skip to Main
Skip to Footer

Homework in High School: How Much Is Too Much?

Please try again

It’s not hard to find a high school student who is stressed about homework. Many are stressed to the max–juggling extracurricular activities, jobs, and family responsibilities. It can be hard for many students, particularly low-income students, to find the time to dedicate to homework. So students in the PBS NewsHour Student Reporting Labs program at YouthBeat in Oakland, California are asking what’s a fair amount of homework for high school students?

TEACHERS: Guide your students to practice civil discourse about current topics and get practice writing CER (claim, evidence, reasoning) responses. Explore lesson supports.

Is homework beneficial to students?

The homework debate has been going on for years. There’s a big body of research that shows that homework can have a positive impact on academic performance. It can also help students prepare for the academic rigors of college.

Does homework hurt students?

Some research suggests that homework is only beneficial up to a certain point. Too much homework can lead to compromised health and greater stress in students. Many students, particularly low-income students, can struggle to find the time to do homework, especially if they are working jobs after school or taking care of family members. Some students might not have access to technology, like computers or the internet, that are needed to complete assignments at home– which can make completing assignments even more challenging. Many argue that this contributes to inequity in education– particularly if completing homework is linked to better academic performance.

How much homework should students get?

Based on research, the National Education Association recommends the 10-minute rule stating students should receive 10 minutes of homework per grade per night. But opponents to homework point out that for seniors that’s still 2 hours of homework which can be a lot for students with conflicting obligations. And in reality, high school students say it can be tough for teachers to coordinate their homework assignments since students are taking a variety of different classes. Some people advocate for eliminating homework altogether.

Edweek: How Much Homework Is Enough? Depends Who You Ask

Business Insider: Here’s How Homework Differs Around the World

Review of Educational Research: Does Homework Improve Academic Achievement? A Synthesis of Research, 1987-2003

Phys.org: Study suggests more than two hours of homework a night may be counterproductive

The Journal of Experimental Education: Nonacademic Effects of Homework in Privileged, High-Performing High Schools

National Education Association: Research Spotlight on Homework NEA Reviews of the Research on Best Practices in Education

The Atlantic: Who Does Homework Work For?

Center for Public Education: What research says about the value of homework: Research review

Time: Opinion: Why I think All Schools Should Abolish Homework

The Atlantic: A Teacher’s Defense of Homework

To learn more about how we use your information, please read our privacy policy.

IM 6–12 Math: Grading and Homework Policies and Practices

By Jennifer Willson, Director, 6–12 Professional Learning Design

In my role at IM, working with teachers and administrators, I am asked to help with the challenges of implementing an IM curriculum. One of the most common challenges is: how can we best align these materials to our homework and grading practices? This question is a bit different from “How should we assess student learning?” or “How should we use assessment to inform instruction?”

When we created the curriculum, we chose not to prescribe homework assignments or decide which student work should count as a graded event. This was deliberate—homework policies and grading practices are highly variable, localized, and values-driven shared understandings that evolve over time. For example, the curriculum needed to work for schools where nightly, graded assignments are expected; schools where no work done outside of class is graded; and schools who take a feedback-only approach for any formative work.

IM 6–8 Math was released in 2017, and IM Algebra 1, Geometry, and Algebra 2 in 2019. In that time, I’ve been able to observe some patterns in the ways schools and teachers align the materials to their local practices. So, while we’re still not going to tell you what to do, we’re now in a position to describe some trends and common ways in which schools and districts make use of the materials to meet their local constraints. Over the past four years, I have heard ideas from teachers, administrators, and IM certified facilitators. In December, I invited our IM community to respond to a survey to share grading and homework policies and practices. In this post I am sharing a compilation of results from the 31 teachers who responded to the survey, as well as ideas from conversations with teachers and IMCFs. We hope that you find some ideas here to inform and inspire your classroom.

How do teachers collect student responses?

Most teachers who responded to the survey collect student work for assessments in a digital platform such as LearnZillion, McGraw-Hill, ASSISTments, Edulastic, Desmos, etc. Others have students upload their work (photo, PDF, etc.) to a learning management system such as Canvas or Google classroom. Even fewer ask students to respond digitally to questions in their learning management system.

How do teachers tend to score each type of assessment, and how is feedback given?

The table shows a summary of how teachers who responded to the survey most often provide feedback for the types of assessments included in the curriculum.

How are practice problems used?

Every lesson in the curriculum (with a very small number of exceptions) includes a short set of cumulative practice problems. Each set could be used as an assignment done in class after the lesson or worked on outside of class, but teachers make use of these items in a variety of ways to meet their students’ learning needs.

While some teachers use the practice problems that are attached to each lesson as homework, others do not assign work outside of class. Here are some other purposes for which teachers use the practice problems:

extra practice
student reflection
as examples to discuss in class or use for a mini-lesson
as a warm-up question to begin class
as group work during class

How do teachers structure time and communication to “go over” practice problems?

It’s common practice to assemble practice problems into assignments that are worked on outside of class meeting time. Figuring out what works best for students to get feedback on practice problems while continuing to move students forward in their learning and work through the next lesson can be challenging.

Here are some ways teachers describe how they approach this need:

We don’t have time to go over homework every day, but I do build in one class period per section to pause and look at some common errors in cool-downs and invite students to do some revisions where necessary, then I also invite students to look at select practice problems. I collect some practice problems along with cool-downs and use that data to inform what, if anything, I address with the whole class or with a small group.
Students vote for one practice problem that they thought was challenging, and we spend less than five minutes to get them started. We don’t necessarily work through the whole problem.
I post solutions to practice problems, sometimes with a video of my solution strategy, so that students can check their work.
I assign practice problems, post answers, invite students to ask questions (they email me or let me know during the warm-up), and then give section quizzes that are closely aligned to the practice problems, which is teaching my students that asking questions is important.
I invite students to vote on the most challenging problem and then rather than go over the practice problem I weave it into the current day’s lesson so that students recognize “that’s just like that practice problem!” What I find important is moving students to take responsibility to evaluate their own understanding of the practice problems and not depend on me (the teacher) or someone else to check them. Because my district requires evidence of a quiz and grade each week and I preferred to use my cool-downs formatively, I placed the four most highly requested class practice problems from the previous week on the quiz which I substituted for that day’s cool-down. That saved me quiz design time, there were no surprises for the students, and after about four weeks of consistency with this norm, the students quickly learned that they should not pass up their opportunity to study for the quiz by not only completing the 4–5 practice problems nightly during the week, but again, by reflecting on their own depth of understanding and being ready to give me focused feedback about their greatest struggle on a daily basis.
I see the practice problems as an opportunity to allow students to go at different paces. It’s more work, but I include extension problems and answers to each practice problem with different strategies and misconceptions underneath. When students are in-person for class, they work independently or in pairs moving to the printed answer keys posted around the room for each problem. They initial under different prompts on the answer key (tried more than one strategy, used a DNL, used a table, made a mistake, used accurate units, used a strategy that’s not on here…) It gives the students and I more feedback when I collect the responses later and allows me to be more present with smaller groups while students take responsibility for checking their work. It also gets students up and moving around the room and normalizes multiple approaches as well as making mistakes as part of the problem solving process.

Quizzes—How often, and how are they made?

Most of the teachers give quizzes—a short graded assessment completed individually under more controlled conditions than other assignments. How often is as varied as the number of teachers who responded: one per unit, twice per unit, once a week, two times per week, 2–3 times per quarter.

If teachers don’t write quiz items themselves or with their team, the quiz items come from practice problems, activities, and adapted cool-downs.

When and how do students revise their work?

Policies for revising work are also as varied as the number of teachers who responded.

Here are some examples:

Students are given feedback as they complete activities and revise based on their feedback.
Students revise cool-downs and practice problems.
Students can revise end-of-unit assessments and cool-downs.
Students can meet with me at any time to increase a score on previous work.
Students revise cool-downs if incorrect, and they are encouraged to ask for help if they can’t figure out their own error.
Students can revise graded assignments during office hours to ensure successful completion of learning goals.
Students are given a chance to redo assignments after I work with them individually.
Students can review and revise their Desmos activities until they are graded.
We make our own retake versions of the assessments.
Students can do error logs and retakes on summative assessments.
We complete the student facing tasks together as a whole class on Zoom in ASSISTments. If a student needs to revise the answers they notify me during the session.

Other advice and words of wisdom

I also asked survey participants for any other strategies that both have and haven’t worked in their classrooms. Here are some responses.

What have you tried that has not worked?

Going over practice problems with the whole class every day. The ones who need it most often don’t benefit from the whole-class instruction, and the ones who don’t need it distract those who do.
Grading work on the tasks within the lessons for accuracy
Leaving assignments open for the length of the semester so that students can always see unfinished work
Going through problems on the board with the whole class does not correct student errors
Most students don’t check feedback comments unless you look at them together
Grading images of student work on the classroom activity tasks uploaded by students in our learning management systems
Providing individual feedback on google classroom assignments was time consuming and inefficient
Allowing students to submit late and missing work with no penalty
Trying to grade everything
Below grade 9, homework really does not work.
Going over every practice problem communicates that students do not really think about the practice problems on their own.

What else have you tried that has worked well?

My students do best when I consistently assign practice problems. I have tried giving them an assignment once a week but most students lose track. It is better to give 2–3 problems or reflective prompts after every class, which also helps me get ahead of misconceptions.
I don’t grade homework since I am unsure who completes it with or for the students.
A minimum score of 50% on assignments, which allows students the opportunity to recover, in terms of their grade in the class
Time constraints imposed during remote learning impact the amount and type of homework I give as well as what I grade
Give fewer problems than normal on second chance assignments
I have used platforms such as Kahoot to engage students in IM material. I also build Google Forms to administer the Check Your Readiness pre-assessment and End-of-Unit assessments, but I may start using ASSISTments for this in the future.
The value of homework in high school is okay, but personally I skip good for great.
Students are able to go back and revise their independent practice work upon recognizing their mistakes and learning further about how to solve the problems.
Sometimes I select only one or two slides to grade instead of the whole set when I use Desmos activities.
Allow for flexibility in timing. Give students opportunities for revision.
Frequent short assessments are better than longer tests, and they allow students to focus on specific skills and get feedback more frequently.
Especially during the pandemic, many of my students are overwhelmed and underachieving. I am focusing on the core content.
Homework assignments consist of completing Desmos activities students began in class. Additional slides contain IM practice problems.
I am only grading the summative assessment for accuracy and all else for completion. I want the students to know that they have the room to learn, try new strategies and be wrong while working on formative assessments.

What grading and homework policies have worked for you and your students that aren’t listed? Share your ideas in the comments so that we can all learn from your experience.

What would you like to learn more about? Let us know in the comments, and it will help us design future efforts like this one so that we can all learn more in a future blog post.

We are grateful to the teachers and facilitators who took the time to share their learning with us.

to the IM Blog and Newsletter

Popular Tags

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.

University Laboratory High School

Uni Administration
Faculty and Staff
School History
Mission and Vision
Uni High Advisory Board
Uni Traditions
Virtual Tour
Class Profiles
School Awards
Contact Uni
23-24 Curriculum Guide (pdf)
24-25 Curriculum Guide
Course Plan
Graduation Requirements

Homework Policy

Independent Studies
Special Opportunities
Grades and GPA
Textbook List 2023-24 (PDF)
Uni Mathematics Department
Alumni Events
Advancement Team
From The Desk of Janet Kroencke
Class of the Century
Uni High Century Celebration
Alumni Awards
Alumni News
Alumni Newsletter
Class Agents
Class Lists
Send Us An Update
Uni Alumni Association
Transcript Request
Yearbooks (Past and Present)
Booster Club
Athletes of the Year
IHSA Academic All-State
IHSA State Champions
Sports Records
Student-Parent Handbook (PDF)
Bullying Reporting Form
Disciplinary Sanction Hearing Procedures
Professional Learning Community
Covid-19 Information
University High School’s plan for use of ARP-ESSER III Funds
e-Learning Uni High School
Student Services Office
Faculty Resources
Identity Standards
School Forms and Regulations
School Grants
Technology Services
Uni Organizations
Uni Student Clubs
Visitor Policy
Daily Calendar
2023-24 School Calendar
2024-2025 School Calendar
2024 Spring Semester Locator
Uni Calendar at a Glance
Bell Schedule
Alternative Bell Schedules
Test and Project Locator
About Giving to Uni High
Make a Gift
Giving Stories
Uni Legacy Society
With Illinois Campaign
Impact Report

Homework Guidelines

The homework guidelines of University Laboratory High School are consistent with its philosophy of providing the academic challenge its students need to help them develop their academic gifts and talents. Homework is a significant and necessary part of the learning activities of students at Uni High School. Homework includes daily and long term assignments, such as reading, written exercises, problem sets, preparation for exams, term papers, projects, and daily review and daily preparation for class. The role of homework in the classroom and the weight of homework in grade computation will be defined by the instructor.

As a rough guideline, Uni teachers assign no more than 30 minutes of homework per night per class on average. Teachers attempt to judge how long it would take an average student working at an average pace to complete the work. A student carrying six academic courses, therefore, could assume they would have three hours or so of homework per night. One should bear in mind that many classes, such as Computer Literacy, fine arts, or PE, rarely require extensive homework and that most students will be able to start their homework during free periods. The average homework time of 30 minutes per night per class should remain the same even if teachers know students have no homework in other classes.

When teachers assign homework, the weekend should be considered one night. Three-day weekends should also be considered one night; students should not expect a doubling of homework over a three-day weekend. Homework will not be assigned over the extended vacation periods: Thanksgiving, winter break, and spring vacation. Homework cannot be due on Mondays. In addition, teachers should not assign a large project or paper due the second or third day after Thanksgiving, winter break, and spring break; so doing is in conflict with the spirit of the homework-free-vacation guideline. Teachers may assign a one-night assignment of homework during Agora Week; Agora Week should treated like a weekend regarding homework load.

The homework policy assumes that students keep up with daily assignments and that students budget their time effectively over a period of days or weeks for long term assignments. Study time for announced tests, work on major projects, and writing major papers that require nightly study/work time beforehand is considered part of homework. Teachers may assign homework in the days before a major test or due date, but they should consider study time for tests and completion time for projects and papers as part of the 30-minute-per-night allotment. In many instances, therefore, teachers will find it impossible to give regular, daily homework assignments a few days before a test, project, or paper is due in addition to test study or completion time for a major project or paper.

It is suggested that long term projects, including papers, be designed with pieces due in smaller sections before a final and complete version of the project or paper is due. Students in the junior and senior years will be given more long term assignments requiring the development and demonstration of sophisticated self-management skills.

Periodically, all teachers will be asked by the administration to check on homework loads through student feedback using a homework feedback form. Families should look for homework expectations at are clearly explained in a teacher's opening letter/syllabus, which is shared with students on the first day of class and with parents at Open House night.

If a student is having difficulty completing homework within these general time frames, students or parents should contact the teacher(s) and/or a counselor for advice on the preparation of subject matter and on time-management skills. Questions from students or parents about homework amount or other homework issues should be addressed to the teacher first. Further questions should be addressed to the department's executive teacher. If the issue is still not resolved, students and parents should contact the Assistant/Associate Director, who will investigate and establish any necessary changes, mediating among the teacher, student, and parents. In general, the Assistant/Associate Director uses school resources to help the student improve in their ability to handle homework load and holds faculty members accountable for homework policy. Adherence to the homework policy will be a part of the teacher evaluation process. Just as students have the responsibility to learn new study strategies, executive teachers have the responsibility to aid teachers with strategies to meet homework expectations. Executive teachers may help faculty members see the benefits of a "less is more" homework philosophy.

Due Dates for Major Tests, Major Projects, and Major Papers

Teachers must use the online test, project, and paper calendar and should refrain from scheduling major tests, major projects, and major papers when it appears that students in the same grade may have more than one major due date on any one day. Teachers should also refrain from scheduling major due dates when it appears that students in the same grade will have many major tests, projects, or papers in the same week. The online test calendar is at http://illinois.edu/calendar/list/3797 . However, because students' daily schedules are unique, it will happen occasionally that a student will have more than two of these major activities due on the same day. Students who realize they have more than two tests, papers, or projects in any day should talk to the teachers involved and ask for relief, which will give the student additional time to complete the work. It is the student's responsibility to ask teachers for special consideration in this situation; students should not wait until the last minute to request changes. In most cases, the last work assigned is the task for which relief is given. Communicating and deciding priorities should occur among teachers. Students are not expected to negotiate an agreement among adults about which assignment came last. If students encounter excessive due dates in a day or week, students and parents should first contact teachers, then executive teachers, and then the Assistant/Associate Director.

—— Page Template ——

Homework Guidelines

Homework refers to assignments that students are expected to complete outside of the class period. This does not include long-term projects or assignments. This includes reading assignments, problem sets, papers, or studying for tests, quizzes, and other assessments.

The Howard County Public School System supports students in maintaining and extending their learning. The appropriate design, use, and evaluation of homework assignments, used to inform progress and provide opportunities for independent practice, are part of achieving that goal. Some courses or instructors may choose not to assign homework.

Features of Homework

Purposeful: Students understand why they are completing homework. Homework is grounded in and expands upon skills and knowledge students have learned in the classroom.
Appropriate: Homework should be designed so that all students can experience success in independent completion of assignments. Accommodations will be provided as outlined in students’ IEPs and Section 504 Plans.
Informational: Homework is one tool schools have available to them that allows parents to be included in their child’s day-to-day school experiences.
Flexible: Assignments can be successfully completed with resources that are readily available within timeframes that have flexible deadlines when possible.

Homework will incorporate the following criteria:

Each school year, schools will communicate the school’s homework procedures with all stakeholders.
Students, parents, and teachers should communicate about scheduled and actual homework completion times to ensure realistic expectations for the completion of assignments.
Homework will be planned so students see the relationship of their homework to intended learning targets, see meaning in their assignments, have a clear understanding of the procedures and due dates, understand how their homework is evaluated, and understand how they can use feedback on homework to improve understanding. Teaching staff will ensure that students understand the purpose of assignments and how they connect to classroom learning.
Teachers are legally required to ensure that homework is accommodated/modified as necessary in accordance with students’ IEPs and Section 504 Plans. Classwork and homework accommodations must be provided per students’ IEPs and Section 504 Plans. Students should not be penalized for failure to complete classwork or homework when accommodations are not provided. Universal Design for Learning (UDL) best practices should be used when assigning homework.
Teachers will provide feedback on homework assignments.
Students may have more than one teacher. Therefore, teams of teachers will discuss homework activities and projects in order to follow grade level homework duration guidelines. Canvas tools will be made available as one option to help teachers coordinate major projects and exams. Teachers will be understanding of student circumstances and should tailor homework assignments with flexible due dates when possible so that students can complete homework tasks throughout the week based on their individual schedules.
Students must be given a non-electronic option for homework completion and submission. Assignments cannot be due beyond regular school hours or be required to be submitted electronically. While electronic submission can be utilized it cannot be required.
Homework assignments may not be assigned or due on a day schools are closed due to inclement weather or unplanned closures.
Homework may not be assigned over the summer for any courses, nor winter or spring breaks for middle or high school courses.
A student may make up and receive a recorded grade for homework not completed due to the observance of a religious holiday. Students returning from a religious holiday observance will have an equal number of school days to complete make-up work.
Reading lists and additional resources will be available during the breaks, as well as throughout the school year, as a service to students who want an opportunity to improve reading and mathematics skills. Families will be provided with access to resources to supplement reading and mathematics instruction for students.

Grades Pre-K – 2

Amount of Homework: No more than 20 minutes of homework per night will be assigned. In Pre-K and Kindergarten there will be no assignments that must be submitted to the teacher.
Purpose of Homework: Homework provides practice opportunities for skill development.
Families are encouraged to read to or with their children nightly.
Families are encouraged to practice grade appropriate math facts or related activities on a nightly basis.
Teaching staff will be provided with opportunities to meet as teams to schedule assignments so that students do not regularly have more than 20 minutes of homework each night

Grades 3 – 5

Amount of Homework: No more than 30 minutes required per night in grade 3; 40 minutes in grade 4; and 50 minutes in grade 5.
Purpose of Homework: Homework reflects daily instruction, reinforces previously taught skills, prepares students for future lessons, and/or promotes creativity.
Teaching staff will be provided with opportunities to meet as teams to schedule assignments so that students do not regularly have more than 30 minutes of homework required per night in grade 3; 40 minutes in grade 4; and 50 minutes in grade.

Grades 6 – 8

Amount of Homework: For the purposes of determining number of hours of homework per week or day, teachers should include reading of course material, studying of course material, and practicing skills taught in course (e.g., rehearsing a musical instrument). Time spent on long-term projects should also be included when determining number of hours of homework; however, these projects do not constitute homework for grading purposes. Each instructor may assign an average of, at most, one hour of homework per week. Not all classes will require homework. Some classes might require students to spend more or less time on homework than is typical.
Purpose of Homework: Homework assignments will reinforce curriculum through tasks that contribute to learning and understanding. These may reinforce previously taught skills, prepare students for future lessons, extend learning, promote creativity, and/or be a reflection on the student’s day at school.
Teaching staff will be provided with opportunities to meet as teams to schedule assignments so that students do not regularly have more than one hour of homework each week per instructor. It is recommended that the school principal or designee work with teaching staff to facilitate this collaboration.

Grades 9 – 12

Amount of Homework: For the purposes of determining number of hours of homework per week or day, teachers should include reading of course material, studying of course material, and practicing skills taught in course (e.g., rehearsing a musical instrument). Time spent on long-term projects should also be included when determining number of hours of homework; however, these projects do not constitute homework for grading purposes. Each instructor may assign an average of, at most, one and a half hours of homework per week. Not all classes will require homework. Some classes might require students to spend more or less time on homework than is typical.
An upper limit of seven to fourteen hours of homework a week is suggested for each high school student. Some classes might require students to spend more or less time on homework than is typical.
Expectations of Homework: The goals and expectations for homework will be clear and include opportunities for student input. As appropriate, flexibility and student choice will be considered in the assignment of homework duration, rigor, product, and weight in grading. A syllabus is recommended for distribution at the beginning of every semester outlining each course’s requirements, including regular assignments, projects, possible due dates, and procedures for requesting feedback on assignments.
English Language Arts
Mathematics
Elementary Science
Secondary Science
Elementary Social Studies
Secondary Social Studies
Career and Technical Education
Digital Education
English for Speakers of Other Languages
Gifted and Talented
Health Education
Instructional Technology
Library Media
Physical Education
World Language Program
What Your Child Will Learn Guides

wsuscholarlyediting.org

Physics guide
Statistics help
Doing assignment for tomorrow
Free science homework helpers
Do we need homework at schools?
Statistics assignment help
Checking your assignments
Doing chemistry in college
Dealing with assignments well
Algebra homework tips
Elementary assignment hints
Chemistry homework assistance
Homework advice for ADHD kids
Doing assignments quickly
Homework negative effects
Homework routine for your kids
Doing Geography homework
Environmental science study tips
A guide to effective homework
Spelling homework tips & tricks
Homework effectiveness
Benefits of middle school homework
College chemistry solutions
A schedule for your homework
Physics homework help
Vital geometry vocabulary
Teachers assign homework
Doing homework with music
Kindergarten homework help
Less homework for children
Is homework important?
Fighting math homework problems
Homework ban in primary schools
Advice on chemistry homework
Dealing with 5th grade assignment
Places to get answers
Ways of getting help in math
High school homework assistance
College homework help online
7 tips to find Statistics answers
Staying focused on homework
Avoiding scam: homework help
Sites with a homework solver
Homework sheets
Social Studies homework help online
Using homework writing agencies
Buying your homework: vital tips
Free homework solutions in Math
Engineering homework help
Free social studies assignment help
Quality homework help in Math
Getting homework help: 10 hints
Finding assignment help online
Write my homework: 4 strategies
Finding a homework problem solver
Getting assignment assistance
Searching for geometry help
Using help resources
Dealing with assignment problems
Getting assignment answers
Coping with too much homework
High school homework help

All You Need To Know About Homework Policy In High School

When you get into high school, it is important to know about the school’s policy on homework as well as your teachers’ policies, too. High schools tend to have a variety of different policies relating to when teachers can assign homework as well as policies regarding plagiarism and cheating. Once you enroll in a school and attend classes, those policies all apply to you, so you should get to know them and abide by them.

Time-Related Policies

If your school does not have a blanket policy about homework, then each teacher or department will have policies. They usually have to do with deadlines for turning in homework along with the days of the week that teachers can assign homework. Since students can be quickly overwhelmed with homework, some schools give their departments days that they can assign work. For example, the math department might get to assign homework on Mondays, while science teachers can assign it only on Tuesdays.

Deadlines and Due Dates

When departments have homework policies about deadlines, they usually involve punishments for late work. Your teachers or departments might not accept any late work or they might only accept late work for students who had an excused absence. Other departments might knock points off of assignments if they are turned in late. Since late work is related more to behavior rather than ability, some schools have decided not to penalized students for late work submissions. Since schools all have different policies on late work, you should immediately learn what the policies are so you do not violate them.

Grading Systems

Another common homework policy is based on the way that teachers grade it. With the popularity of using assessments as the basis for grades, schools are turning to giving homework minimal weight in the gradebook. Some teachers might not grade it at all because they expect students to complete their homework with the expectation that the value of homework is in preparing students for the test. There are some teachers who do not give any homework at all because so few students complete it.

Turning In Homework

Lastly, another common policy involves how homework is submitted. Schools that have one-to-one technology can assign online homework that can be turned in on learning management system. Other teachers will have a specific location for turning in homework. Know where you should turn in your work so you get the credit you deserve for it.

Homework Tutorials

Kindergarten homework advice
Tips for doing math successfully
Advice on education process
Quality literature help
High school help
Searching for math help
Free help online
Getting reliable online math help
Quality homework help
Finding a planner template
Avoiding fraud in help
High School homework policy
Helpers for Math
Free homework in Math
Professional writing company
Homework without stress
Do I really need a tutor?
Getting schedule sample
Getting Science homework done
Finding a free online math tutor
Online help with Spanish
Math homework help for free
Elementary School assignments
Coping with serious troubles
Help with math homework
Dealing with disadvantages
Getting help on the web
Online Geometry homework
Using a planner
Finding reliable answers easily
Free Math homework help

Online Resources

Benefit from your homework.

Homework may seem like it has its disadvantages, but utilized correctly, homework can benefit the learner immensely. Shape your homework so that you can fit in all your college obligations effectively. You will soon see the benefits of homework once you learn the skill of producing quick and original work. Looking for help with your homework?

Late Work Policy Options for Secondary Classrooms

Late work is of the most annoying classroom management challenges for middle and high school teachers. If your late work policy is not working out for you, there are alternate options. Let’s look at a few of the most common classroom management solutions.

Student: “Can I turn this in?”

Teacher: “When was it due?’

Student: “September.”

Teacher: “No, I’m sorry. It’s too late.”

Student: “What do you mean? Final exams aren’t until tomorrow!”

Teacher: “Jeremy…it’s December. That assignment was from first nine weeks.”

Student: “Oh. Well, can’t you go back and change the grade?”

Teacher: Sigh.

Maybe that conversation comes across as comical, but when it happens in real life (and it does), it’s enough to send us into a little bit of a crank fest. Teachers don’t need to spend hours at the end of the quarter or the semester grading a stack of papers a mile high that was due weeks ago.

A consistent late work policy helps students to learn responsibility and timeliness…both important skills for real life. What’s more, a late work policy makes classroom management more reasonable. But, should that lesson on responsibility come at the expense of relationships, learning, and confidence?

In today’s post, we’re exploring a handful of late work policy options for the secondary classroom. Needless to say, more than these policies exist, but they are among the most common that I have witnessed and experienced. If you have a different system that works, please tell us about it in the comments. Help us gather a teacher-tested bank of late work policies to help educators solve one of their most pressing classroom management issues.

Before choosing a course of action, make sure to consider both your teaching philosophy and the expectations of your administration. You will want to have a late work policy that reflects your beliefs about teaching and learning, and you also need to know that your administration will support your decisions regarding students’ grades.

5 late work policy options plus best practice considerations for middle and high school teachers #LateWork #MiddleSchool #HighSchool

5 COMMON LATE WORK POLICY OPTIONS

Don’t accept late work. period..

Why? Not accepting late work puts a strong emphasis on the importance of the work you assign. Students know you mean business, and the work from your class should be considered a priority.

Advantages: Students will turn more work in on time because of the urgency. They will learn responsibility and the importance of deadlines. You have no paperwork headaches to deal with. By collecting more work on time, you are able to assess students’ ability with a given topic more quickly.

Disadvantages: Parents will be upset. It penalizes all students, even conscientious ones who make a mistake every once in a while (everyone make mistakes). The zero on the assignment won’t reflect students’ knowledge of course content. Compiling that many zeros will cause some students to give up early in the nine weeks.

Things to consider:

If you choose to adopt the “no late work ever” policy, I highly encourage you to seek support from your administration and to clearly communicate this policy with parents early and often.
It might be a good idea to offer students a “Whoopsie!” pass , which students could use once…or more! per quarter. That way, every student has four times per year that he or she can legitimately make a mistake and not suffer unwarranted consequences. After all, zeros are detrimental.
Also, consider the executive functioning of your students. I’ve seen this type of policy successfully used with enriched / advanced high school upper-level classes, but with younger students or at-risk classes, this policy would fail.
Ask yourself how you will allow students to practice the skills so that they master the content. If we are being honest, most high school students will not complete a late assignment they know they will not receive credit for just to “prepare for the test.”

Disclaimer: I have never used this late work policy, and it wouldn’t be the one I would advocate for because it skews the overall grade, and it often causes tension between teachers and their students.

Deduct a % or a letter grade each day the assignment is late.

Why? This approach offers students an opportunity to earn credit for their work, but there is still a learning experience involved, and students who turned the assignment in on time are rewarded with full credit.

Advantages: More students will be passing the class because they won’t have as many zeros. The fact that students know the percentage or letter grade opportunity declines every day motivates them to turn it in more quickly. This approach is more than justifiable to both parents and administration.

Disadvantages: It’s a little bit of a grading nightmare. Knowing how many days late the assignment would be is usually dependent on the accuracy of the date submitted (which the student typically writes on the paper). If your students are anything like mine, we’re lucky if they write down their name…let alone multiple pieces of information. In addition, because students know they will be able to receive some credit for the assignment, they might wait until the last minute to turn it in.

Will you have a cut off? In other words, after a certain date (let’s say a week), will students still be able to turn in the assignment?
How will you ensure accuracy of the date the student submitted the assignment?

Disclaimer: I have used this policy in the past, but I found keeping track of how many days late an assignment was to be a little bit tedious. And, I really want my students grades to represent learning, not to reflect responsibility.

Give a % (let’s say 75% or 50%) of credit for all late work within a unit up until the unit test.

Why? Like option 1, this approach is still a major motivator. No one wants a bad grade on an assignment. Yet, the penalty is not so severe that it causes students to fail.

Advantages: It’s simple for teachers to grade late work because it’s all worth the same amount of credit. Students are encouraged to complete their assignments within the window that the information applies to the test.

Disadvantages: A student who turns in the assignment one day late is earning the same amount of credit as the student who submits the assignment two weeks late. With this approach, students still don’t score well on the assignment, but the grade is not as detrimental to their overall score as a zero.

What percentage would motivate your students to turn in the assignment?
What percentage would keep your students passing if they demonstrate understanding of the concept on the assignment (if that’s your goal)?
Will you automatically give students the predetermined percentage, regardless of accuracy of answers, or will points be deducted from the highest percentage they can possibly earn (for incorrect or incomplete responses)?

Disclaimer: I’ve used this policy, and it was relatively easy for me to manage, but I didn’t love how it impacted students’ grades…or how it impacted my relationship with students. I think this speaks into where the academic world is right now…caught between traditional and standards-based reporting systems.

Have a “no later than” deadline.

Why? Many times, the most value students can get from completing work comes during the unit of study it pertains to. This policy helps both to address student organization and responsibility and to keep assessing late work manageable. Basically, via this route, students can earn full credit up until the deadline you establish.

Advantages: You don’t have to worry about students turning in assignments months after the due date. Plus, you are being flexible and responsive to student needs, within reason. When using this policy, parent communication is key. If you have given students multiple reminders to complete work and they simply just aren’t doing it, let parents know. This proactive approach will prevent you from possibly having to back-peddle on a late grade after it’s assigned. With this policy, students can always contact you to ask for an extension if they have a valid reason.

Disadvantages: With this approach, your late work stack may still be larger than normal. Depending on how long your units last, you may want to set deadlines before the unit is over. For instance if your Shakespeare unit lasts 7 weeks, you may want to have a mid-point “no later than” date to keep students from having too many assignments outstanding at once.

Would this approach allow you to better differentiate for students?
Could this open doors for more self-paced learning and choices in the types of assignments students are completing?
Will you ask students to email their parents to let them know about assignment due dates to help them own their learning?

Note: With the growing movement of standards-based reporting, this seems to be a more viable option. However, you’ll have to consider what will happen if students don’t meet the “no later than date.”

Accept all late work with no penalty.

Why? Many people contend that a student’s grade should be a reflection of his or her understanding of course material. It should give an accurate picture of their mastery of standards, not of their responsibility or maturity level.

Advantages: There’s no headache as far as figuring out how many points to take off. You just don’t! Also, students are more motivated to turn in late work because they can earn full credit if it’s done well. What’s more, there’s a stronger feeling of trust and credibility between teacher and student when teens feel their teachers are on their team.

Disadvantages: In the “real world,” people really are given extensions. However, they aren’t necessarily given an undetermined amount of time to finish a project.

Would it help parents to communicate late work through a separate indicator? Instead of including it in the grade, would you give students an executive functioning rating or short narrative as a goal-setting point?
What is the best way to make this manageable? Do students have tentative or suggested due dates? Are zeros then placed in the grade book until the work is turned in, at which point they can earn full credit? If students do not ever turn the work in, do they get an incomplete or a not achieved?

Note: I’ve seen this type of policy work in situations where students can fluidly move among units without the constraints of nine week or trimester report cards. However, it could work in any situation with careful planning.

KEY CONSIDERATIONS

Teach students to advocate for themselves. Instead of receiving an angry call from a parent, if a student is upset about a late grade, they should approach you first. Of course, in order to do so, they need to have a good relationship with you. They need to know you have their best interests at heart. Taking time to invest in our students by having frequent conversations and by teaching students self-advocacy skills will pay dividends.

Differentiate.

You don’t have to stick with just one option. Choose the one that works best for students, but don’t feel boxed in. You know your students best. If a student who usually struggles works exceptionally hard turns an assignment in late but done well, you may consider giving him or her some grace. Reward their effort and their success with full credit!

Students will be more likely to hold themselves accountable to late work policies when they feel they have helped to define them. Invite students to help you create a fair late work policy at the beginning of the year. Throughout the year, check in with them to monitor the pulse.

We all have different stories. During a time period when students are struggling with social emotional issues more than ever, the conversation matters. If a student has late work, talk with them. What is going on in their life? Perhaps they have emotional situations on their plate that are preventing them from being able to focus on school work like they could otherwise.

Use a parent communication app. Remind 101. Class Dojo. There are many platforms that will allow you to send homework reminders to both students and parents. In my experience, using a parent communication reminder app reduced late work drastically.

Reflection Questions.

What is the goal? What lesson do you want students to learn? Do they really need to complete this assignment to show they are at grade level for this skill or standard?
How will you manage the gradebook? Will you put in zeros for assignments that are late until they are submitted? If you don’t, how will you remember to go back and enter the missing grades at a later time?
Should your school implement some type of homework intervention system so that students who have late work can work during their lunch or study hall periods to submit missing work?
How will you deter students from choosing to turn in work late if they know there is no penalty?
What will you do about assignment dumping tendencies at the end of the quarter or semester?

Choosing an effective late work policy largely depends on the age, subject, grading system, and track of your students. Teachers need to select a late work policy that encourages independence, responsibility, and work ethic without alienating or punishing students punitively. Which late work policy is the “right” one? The answer is different for each instructor.

Interested in diving further into the late work policy discussion? Listen in on a podcast conversation I had with Todd Bedard from Teachers as Leaders.

7 Classroom Management Strategies for Addressing Difficult Behaviors

5 Common Classroom Management Issues and Solutions in Secondary

6 Ways to Create Smooth Classroom Transitions

Get the latest in your inbox!

Skyscrapers
Apartments for Sale
Apartments for Rent
Houses for Sale
Houses for Rent
Luxury Real Estate
Mansions in Russia
Palaces in Russia
Watch Video
Residence permit in Russia

The best international schools in Moscow

3 months ago

Embark on an educational journey in Moscow with a selection of elite schools catering to diverse needs. From the British-focused MCS, offering personalized bilingual education, to Riverside School’s immersive English environment in the picturesque Novogorsk, each institution stands out. Brookes School Moscow, part of a global network, promises quality education in a central location. Russian International School, combining Russian and British curricula, ensures holistic development. Whether it’s “Classika” emphasizing language proficiency or the innovative “Tomorrow’s School” with a unique biblical approach, Moscow’s educational landscape is rich and varied, ready to shape students for success on the global stage. Explore the options and discover the perfect fit for your child’s academic journey.

Let’s explore the top 11 schools in Moscow that meet the best criteria.

1.1 Advantages of the school:
2.1 Features:
2.2 Licenses and Certificates:
3.1 Key Features:
4.1 Advantages:
4.2 Location:
5.1 Advantages:
6.1 Special Features:
6.2 Licenses and Certificates:
7.1 Key Features:
8.1 Features:
8.2 Licenses and Certificates:
9.1 Special Features:
9.2 Licenses and Certificates:
10.1 Features:
10.2 Licenses and Certificates:
11.1 Features:
11.2 Licenses and Certificates:

Advantages of the school:

– Students begin learning English from an early age, not only as a subject but as the primary means of instruction and communication.

– The program offers a comprehensive international-level education starting from kindergarten.

– Qualified teachers from English-speaking countries are involved in the teaching process.

– Small class sizes (up to 14 students) allow for individualized learning.

– The school provides additional activities such as drawing, dance, ballet, football, chess, jiu-jitsu, fencing, robotics, diving, vocal training, graphic design, and animation.

– Infrastructure: Modern campuses equipped for comfortable and engaging learning. Campuses are located in Skolkovo (western Moscow near the Skolkovo innovation center), Festivalnaya (northern Moscow near Rechnoy Vokzal metro station), and a campus in St. Petersburg near the Gulf of Finland.

British International School

BIS is one of the oldest international schools in Moscow, providing high-class education and a comprehensive approach for children aged 3 to 18. Over 2000 students have graduated from the school, gaining admission to leading universities in Russia and worldwide.

The school operates two departments:

– International Department: Education follows the best traditions of British schools based on the National Curriculum of England and the pre-university IB Diploma program.

– Russian Department: Education aligns with Federal State Educational Standards. English is intensively studied, and students can choose a second foreign language (French, Spanish, German, or Chinese).

BIS holds an “Excellent” rating in every category according to the British Schools Overseas inspection.

Features:

– International accreditations (ECIS, CIS, COBIS).

– Six schools in different areas of Moscow.

– Class sizes up to 15 students.

– Large team of qualified teachers.

– Over 25 school clubs including 3D modeling, programming, chess, ballet, mental arithmetic, martial arts, fashion design, etc.

– Comprehensive approach including school bus services, extended day programs, and psychological and speech therapy services.

Licenses and Certificates:

– Moscow Department of Education and Science License.

– Edexcel Approved Centre Accreditation.

– Cambridge International Examinations Accreditation.

– IBO Accreditation.

– ECIS Membership Accreditation and Certificate.

– CIS Membership Accreditation and Certificate.

British School MCS

British School MCS focuses on the individual development of each student, offering a diverse range of courses and a creative atmosphere – fulfilling expectations of what parents seek from British schools. MCS provides bilingual education, skillfully combining British educational programs and Russian Federal State Educational Standards (FGOS). Graduates receive two diplomas.

Key Features:

– Modern and high-quality education comparable to private English schools.

– Emphasis on developing critical thinking, curiosity, and increasing academic motivation through solving non-standard tasks.

– Full-day school with teaching based on individual educational routes, along with pedagogical and psychological support for each student.

– Balanced workload, collaboration of psychologists, educators, healthcare professionals, and a tailored schedule contribute to effective learning of both programs without mental exhaustion.

– Certificates such as A-levels, GCSE, and/or Cambridge CAE are awarded, granting the right to university admission in any English-speaking country.

Riverside School

Riverside School is a bilingual primary school located in the Moscow suburbs, in Novogorsk. It simultaneously follows British national and Russian educational programs. The British program includes Key Stage 1 (ages 5–7, grades 1–2) and Key Stage 2 (ages 7–12, grades 3–6). Alongside the British program, children undergo Russian primary education based on FGOS.

Advantages:

– Full immersion in an English-language environment.

– Experienced English-speaking educators in the English department.

– Wide range of extracurricular activities: sports (swimming, tennis, football, wrestling, skiing, golf), creative workshops (drawing, dance, music, theater), intellectual development clubs (chess, robotics).

– Professional security and daily bus transportation.

– Extended school hours until 20:00 with various activities and amenities for children.

Location:

Riverside School is situated in a nature conservation zone in the Skhodnya River valley, surrounded by over 1 hectare of forest.

Brookes School Moscow

Brookes School Moscow is an international coeducational private school founded in 2018. All subjects are taught in English, and it is part of the Brookes Education Group with schools worldwide. The institution includes a preschool section for children aged 2 and a school for children aged 6 to 7.

– Highly qualified teachers, many with advanced degrees.

– Exchange programs with schools in the USA, Canada, UK, South Korea, India.

– Healthy three-meal daily catering.

– Convenient location in one of Moscow’s best districts.

– School representatives assist with organizing accommodation in Moscow.

Russian International School (RIS)

RIS is an elite educational center offering dual programs: Russian and British national. The school features experienced educators from Russia and the UK, adhering to high standards in both Russian and British education.

Special Features:

– Class sizes limited to 10 students.

– Additional sections and workshops: ballet, karate, artistic gymnastics, football, Chinese martial arts, theatrical studio, chess, and English clubs.

– Collaboration with British educational institutions, aiding with admissions and document processing.

– Accreditation from the British Examination Commission (Edexcel Approved Centre) to prepare students for A-levels and GCSE.

– Accreditation from Cambridge International Examinations, along with an educational license from the Russian Ministry of Education and state accreditation.

Academic Gymnasium

Academic Gymnasium offers preschool, primary, basic general, and secondary education according to the Russian educational program. It is also an ESOL center for conducting Cambridge English tests. Graduates successfully pass these tests, facilitating admission to foreign universities.

– Extensive extracurricular activities, including excursions, clubs, conferences, roundtable discussions, Olympiads, research, sports sections, and competitions.

– Options for full-time, homeschooling, part-time (external), and their combinations.

– Educational program supplemented with individual subjects from Cambridge University.

– Learning a second foreign language.

– Accreditation and license for educational activities.

– Certified Cambridge ESOL center.

European Gymnasium

European Gymnasium is one of the few international private schools in Russia using the International Baccalaureate (IB) program from grades 1 to 11. Children also follow the state educational program. In the primary school, the state program integrates with the PYP IBO approaches. From an early age, students deeply study English and begin learning a second foreign language.

– Preparation for the IB and Russian exams on individual programs.

– In-depth study of two foreign languages.

– Students in middle and high school can choose the language of instruction: English or Russian.

– Preparation for KET, PET, and FCE exams.

– Authorization for all three IB programs: PYP, MYP, DP.

– State accreditation and license.

School of Tomorrow

“School of Tomorrow” is a bilingual school based on biblical principles, using the proprietary teaching methodology created by Dr. Donald Howard. The approach involves individualized learning, allowing students to progress at their own pace.

Features:

– Mandatory SAT and TOEFL testing for graduates.

– Authorized to conduct Stanford testing since 2004.

– Graduates easily pass the Russian Unified State Exam (EGE) and gain admission to top global universities.

– Annual “School of Tomorrow” Olympiads with participants from various countries.

Licenses and Certificates:

– NCPSA and Accreditation International certificates.

– Fire safety declaration.

– CITA accreditation.

Marina International Private School

Marina International Private School operates based on the federal program with a focus on mastering several foreign languages. Children start learning English from the 1st grade, and from the 4th grade, they choose French, Spanish, or German. In higher grades, a third foreign language is added to the curriculum.

– Collaboration with leading universities in the country, British, Canadian, and American universities.

– Educational exchanges and trips during holidays.

– Participation and victories in Olympiads and project work competitions (including in India and California).

– Marina, together with the California Theater, stages musicals in English.

– License and accreditation for educational activities.

– CIS (Council of International Schools) membership.

– Conclusion C (unknown context).

Property tax in russia.

Moscow-City – The Moscow International Business Center

Our Rating of the Best Districts of Moscow for Living In

Join the discussion cancel reply.

Save my name, email, and website in this browser for the next time I comment.

Compare listings

Reset Password

Please enter your username or email address. You will receive a link to create a new password via email.

Send a Request

IMAGES

Homework Policy
Homework Policy Read 180 by Teachnicrat
10+ Homework Policy Templates in PDF
10+ Homework Policy Templates in PDF
view 2015/2016 Upper School homework policy
Homework policy

COMMENTS

Creating a Homework Policy 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 ...
What's the Right Amount of Homework?
It may seem reasonable to assign 30 minutes of daily homework, but across six subjects, that's three hours—far above a reasonable amount even for a high school senior. Psychologist Maurice Elias sees this as a common mistake: Individual teachers create homework policies that in aggregate can overwhelm students.
High School Homework Policies and Procedures
At the high school level, the purposes of homework include: Practice/Review - to reinforce and/or master basic skills already presented in class. Preparation - to introduce material to be presented in future lessons. Extension - to provide students with opportunities to transfer specific skills or concepts to new situations.
Homework and Higher Standards
A growing body of research shows that homework is connected to learning outcomes, and as a result, schools and districts should ensure that policies help teachers provide meaningful assignments ...
Homework Policy
The school administrator will: • Review the established homework policy with the teaching staff. • Ensure that the teaching staff monitors and follows guidelines above. • Develop specific guidelines within the framework of the general policy where needed. • Provide professional development workshops and/or informational materials regarding
Advice on Creating Homework Policies
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 ...
High School Students Enjoy Greatest Benefits of Homework
In high school, the 10-minute per grade level rule still applies (students should receive 10 minutes of homework per night based on the grade level they are in). This rule allows up to 120 minutes of homework in the evening for upper-level students. While students occasionally need to do more than two hours of work a night, this should be the ...
Homework Policy
In accordance with IUSD Board Policy 6154 the University High School Staff has collaborated to create the following Homework Policy:Homework at University High School whether assigned in the format of reading, skill development, vocabulary practice, or extension assignments, is designed to reinforce and review the concepts and content learned in the classroom, prepare or study for assessments ...
Key Lessons: What Research Says About the Value of Homework
Too much homework may diminish its effectiveness. While research on the optimum amount of time students should spend on homework is limited, there are indications that for high school students, 1½ to 2½ hours per night is optimum. Middle school students appear to benefit from smaller amounts (less than 1 hour per night).
Homework in High School: How Much Is Too Much?
Based on research, the National Education Association recommends the 10-minute rule stating students should receive 10 minutes of homework per grade per night. But opponents to homework point out that for seniors that's still 2 hours of homework which can be a lot for students with conflicting obligations. And in reality, high school students ...
IM 6-12 Math: Grading and Homework Policies and Practices
This was deliberate—homework policies and grading practices are highly variable, localized, and values-driven shared understandings that evolve over time. For example, the curriculum needed to work for schools where nightly, graded assignments are expected; schools where no work done outside of class is graded; and schools who take a feedback ...
Homework Pros and Cons
Homework does not help younger students, and may not help high school students. We've known for a while that homework does not help elementary students. A 2006 study found that "homework had no association with achievement gains" when measured by standardized tests results or grades. [ 7]
School Policy (Homework)
Homework Policy Homework contributes toward building responsibility, self-discipline, and lifelong learning habits. It is the intention of Brooklyn Technical High School faculty to assign relevant, challenging, and meaningful homework assignments that prepare students for new material and reinforce classroom learning objectives.
Homework Policy
The homework guidelines of University Laboratory High School are consistent with its philosophy of providing the academic challenge its students need to help them develop their academic gifts and talents. Homework is a significant and necessary part of the learning activities of students at Uni High School. Homework includes daily and long term ...
Homework Guidelines
Grades 3 - 5. Amount of Homework: No more than 30 minutes required per night in grade 3; 40 minutes in grade 4; and 50 minutes in grade 5. Purpose of Homework: Homework reflects daily instruction, reinforces previously taught skills, prepares students for future lessons, and/or promotes creativity.
A High School Teacher Scrapped Homework. Here's What Happened Next
Christopher Bronke, an English teacher at North High School just outside of Chicago recently scrapped homework in his 9th grade class. To Bronke, it "just made sense.". "I got sick of a wide range of factors: overly stressed students, poor-quality homework," he explains. "They didn't have time for it, and very little actual learning ...
How To Create An Effective Homework Policy In School?
Homework in high school prepares students for college or vocational pursuits. It emphasizes skills such as research, time management, and effective communication, essential for success in higher education and future careers. 3. Balance and Well-Being: Acknowledge the increased academic demands and extracurricular commitments in high school.
Homework Policies In High School: Rules To Remember
When you get into high school, it is important to know about the school's policy on homework as well as your teachers' policies, too. High schools tend to have a variety of different policies relating to when teachers can assign homework as well as policies regarding plagiarism and cheating. Once you enroll in a school and attend classes ...
Late Work Policy Options for Secondary Classrooms
This policy helps both to address student organization and responsibility and to keep assessing late work manageable. Basically, via this route, students can earn full credit up until the deadline you establish. Advantages: You don't have to worry about students turning in assignments months after the due date.
BOEComment
The Board's Policy Management Committee is tentatively scheduled to review public comments at its May 16, 2024 meeting. Draft amendments to Policy IKB, Homework, have been developed to update the Board's priorities for homework assigned to Montgomery County Public Schools students. These revisions affirm the value of homework that is ...
Moscow Online School: instructions for use / News / Moscow City Web Site
To access homework or review any aspect, a student just needs to click on the daybook's hyperlink. Parents can also keep track of their children's daily progress. The daybook also shows academic performance trends. ... However, some schools, including School No. 1995, started to use it earlier. In the past two years, the system has been ...
Moscow
K. Scholz/H. Armstrong Roberts. The capital and largest city of Russia, Moscow has always played a central role in the country's history.In the Middle Ages it was the capital of the powerful principality of Muscovy. For much of the 20th century it was the capital of the Soviet Union, representing the authority of that superpower's communist government.
The Best International English Schools in Moscow in 2024
British International School. BIS is one of the oldest international schools in Moscow, providing high-class education and a comprehensive approach for children aged 3 to 18. Over 2000 students have graduated from the school, gaining admission to leading universities in Russia and worldwide. The school operates two departments ...
[4K] Walking Streets Moscow. Moscow-City
Walking tour around Moscow-City.Thanks for watching!MY GEAR THAT I USEMinimalist Handheld SetupiPhone 11 128GB https://amzn.to/3zfqbboMic for Street https://...
KindergartenRegistration
Board Seeking Public Comment on Two Policies Regarding Homework and Board Appointments of MCPS Leaders. ... High School Summer School Registration Begins March 22. RespectFest Activities To Be Held April 1-14 . MCPS High Schools, Coaches Win Big in 2023-2024 Winter Season. Learn About The Importance of Reading by Third Grade.

Creating a Homework Policy With Meaning and Purpose

Differentiate Learning for All Students

See Student Participation Increase

Sample School Homework Policy

Individualized Instruction

What’s the Right Amount of Homework?

Small Benefits for Elementary Students

Moderate Benefits for Middle School Students

More Benefits for High School Students, but Risks as Well

Parents Play a Key Role

ChatGPT for Teachers

Homework helps high school students — but how much do they need?

High school students need real work, not busy work

You may also like to read

Homework Policy

Support at School

Support at Home

Academic Breaks

Special Circumstances

Homework in High School: How Much Is Too Much?

IM 6–12 Math: Grading and Homework Policies and Practices

How do teachers collect student responses?

How do teachers tend to score each type of assessment, and how is feedback given?

How are practice problems used?

How do teachers structure time and communication to “go over” practice problems?

Quizzes—How often, and how are they made?

When and how do students revise their work?

Other advice and words of wisdom

RECENT POSTS

Popular Tags

School Policy (Homework)

University Laboratory High School

Homework Policy

Homework Guidelines

Due Dates for Major Tests, Major Projects, and Major Papers

Features of Homework

Homework will incorporate the following criteria:

Grades Pre-K – 2

Grades 3 – 5

Grades 6 – 8

Grades 9 – 12

wsuscholarlyediting.org

All You Need To Know About Homework Policy In High School

Time-Related Policies

Deadlines and Due Dates

Grading Systems

Turning In Homework

Homework Tutorials

Online Resources

Recent Posts

Late Work Policy Options for Secondary Classrooms

5 COMMON LATE WORK POLICY OPTIONS

Things to consider:

Deduct a % or a letter grade each day the assignment is late.

Give a % (let’s say 75% or 50%) of credit for all late work within a unit up until the unit test.

Have a “no later than” deadline.

Accept all late work with no penalty.

KEY CONSIDERATIONS

Differentiate.

Reflection Questions.

Get the latest in your inbox!

The best international schools in Moscow

Advantages of the school:

British International School

Features:

Licenses and Certificates:

British School MCS

Key Features:

Riverside School

Advantages:

Location:

Brookes School Moscow

Russian International School (RIS)

Special Features:

Academic Gymnasium

European Gymnasium

School of Tomorrow

Features:

Licenses and Certificates:

Marina International Private School