nea homework guidelines

Rockaway Township School District

Homework guidelines, updates to health and physical education standards.

Elementary Homework Guidelines

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The homework guidelines for Rockaway Township’s K-5 Schools are the result of ongoing collaborative efforts of parents, teachers, and administrators. The guidelines are based on current research, parent, and teacher input, and National PTSA, NAESP and NEA recommendations.

Teachers assign homework for a variety of reasons, including:

To help students reinforce the skills/concepts currently being learned.

To help students review prior skills/concepts learned.

To help students prepare for upcoming skills/concepts about to be learned.

To monitor student understanding and retention.

To instill good study and work habits.

To develop independence and responsibility.

To help students experience how to research and use information.

To provide an important communication link between school and home that shows parents what children are learning.

Parents should offer supportive guidance and feedback as needed. Homework should never be completed by an adult. If your child is having difficulty completing homework, please contact your child’s teacher. Rockaway Township Schools are committed to ensuring every child’s homework experience is worthwhile and successful, and ongoing conversations with your child’s teacher about academic performance are encouraged.

Rockaway Township Schools have the following expectations regarding the quality of completed homework assignments for all students:

Homework should demonstrate that it was completed with care, accuracy, and pride.

Homework should be completed to the best of each student’s ability.

Homework should be returned to school on time.

It is recommended that Rockaway Township students in kindergarten and first grade read with an adult every evening. These students will occasionally receive a homework assignment to complete with adult support. Students in grades one through five can usually expect to receive homework assignments on Mondays through Thursdays.

For all of our students and families, we strongly suggest that reading be a part of every night for the recommended times below. We realize that our nights are busy, but the research on reading daily with our children is solid.

A student who reads twenty minutes per day will be exposed to 1.8 million words per year as opposed to a student who reads one-minute per day, who will be exposed to only 8,000 words per year

Nagy and Herman  

These guidelines are meant to describe general homework practices at Rockaway Township Public Schools. Individual teachers are a source of more guidance and support. Please contact your child's teacher if you have any questions or concerns.

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.

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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.

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New Paltz Central School District 196 Main Street New Paltz, NY 12561 Office (845) 256-4000

1.       Statement of Purpose

The New Paltz Central School District and School Community believe that homework plays an essential role in educating our students. In developing the homework policy, it is the intent of the Board to promote quality homework in all schools, for all students, by all teachers. Numerous studies conclude that additional benefits to achievement also result from homework. WHAT WORKS states, “Student achievement rises significantly when teachers regularly assign homework and students conscientiously do it.” The same study also states, “They (homework assignments) also teach students to be independent learners.”

Homework gives students experience in following directions, making judgments and comparisons, raising additional questions for study, and developing responsibility and self-discipline. Homework provides students with opportunities to apply learning and experience necessary practice. It is also designed to develop a certain amount of independence among students and provide an opportunity for them to take personal responsibility for their own achievement.

These beliefs were supported by other research findings published in WHAT WORKS . The report states, “well designed homework assignments relate directly to class work and extend students’ learning beyond the classroom” and that “homework is most useful when teachers carefully prepare the assignment, thoroughly explain it, and give prompt comments and criticism when work is completed.”

To help assure reasonable consistency among schools and to assure that school homework policies conform to good educational practice and the board’s own policy, the following guidelines have been adopted by the Board of Education. back to top

2. Purpose of the Guidelines

·         To provide specific guidelines on homework for teachers, parents, and students.

·         To help promote continuity and consistency with homework practices throughout the New Paltz Central School District.

·         To help promote and foster positive attitudes/experiences about homework.

·         To help new teachers/parents/students adjust to homework practices in the New Paltz Central School District and at each school.

·         To help increase the level of communication between home and school, especially as it relates to homework assignments.

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3.       Philosophy

In establishing a philosophy for homework, the following items were culled from the research and considered.

·         To reinforce school activities.

·          To extend/broaden school activities.

·         To provide drill/practice for specific skills.

·         To complete unfinished tasks.

·         To provide parents with an opportunity to become involved in the child’s learning.

·         To promote/foster regular study habits in children.

The New Paltz Central School District fully realizes that homework activities are but one source of learning experiences for the children outside of the school day. The extracurricular involvement (both within and outside school) of our district’s children is high. Each of these activities provides children with educational experiences to enhance their growth and educational development.

      Teachers in the district also fully realize the uniqueness of each child in the school and his/her needs. Whereas the guidelines in this policy are based on the “average” primary and elementary child, individual differences among children must be taken into consideration by parents and teachers. The importance of clear and concise communication between home and school cannot be over-emphasized and is recognized as critically important.

4.       Guidelines for Teachers

·         Homework should be assigned with specific instructional purposes and related to the classroom activities, themes, objectives etc.

·         All teachers of a particular class {ie., regular classroom teacher, special education teacher(s), music teachers, physical education teacher, etc.} should be aware of the homework tasks assigned to students to ensure “overload” does not occur.

·          Homework tasks should be appropriate to students’ levels of achievement and individual differences in ability must be considered. Expectations for homework tasks must then be adapted accordingly.

·         Teachers should be cognizant of factors such as extra curricular activities, home/family support, and children’s interests in assigning tasks.

·         All tasks should be explained clearly, keeping in mind the varying ability levels of children within a class. Whenever applicable, concise written instructions would ensure parents have a clear understanding of the tasks involved.

·         It is recommended that homework planners/notebooks be used to record daily homework tasks. (This is especially helpful from grade two and beyond). Regular checks of these planners is essential. Parental review of the planner each evening is strongly recommended.

·         Homework should be collected by the teacher, graded, and returned in a timely fashion.

·         The following time frames are given as a guideline for assigning homework tasks:

    Grade Level                Recommended Guidelines

     Kindergarten                       15 minutes

Grade 1                                 30 minutes

Grade 2                                 45 minutes

Grade 3                                 60 minutes

Grade 4                                 75 minutes

Grade 5                                 90 minutes

Grade 6                                 20-30 minutes per course

Grade 7                                 20-30 minutes per course

Grade 8                                 30 minutes per course

Grade 9                                 30 minutes per course

Grade 10                               30-40 minutes per course

Grade 11                               30-45 minutes per course

Grade 12                               30-45 minutes per course

·         A clear statement of expectations for homework at each grade level should be included in the parent packages given at Parent Orientations. Such expectations could include, for example:

- the correcting of errors in homework tasks

-the use of manuscript vs. cursive writing

·         When homework assignments are consistently not being completed, parental contact is essential (phone calls, notes in planners, etc). An appropriate plan of action should be developed between the student, parent, and teacher. This plan should be appropriate to the child’s needs and home influences.

·         Time should be made each day for students to record homework tasks and prepare materials for homework assignments. When two or more teachers are involved, consistent routines for recording homework are essential. Students need to be aware of the expectations of all teachers involved.

5.       Guidelines for Parents

The homework component of the policy has the following key guidelines:

·          Homework should be well planned, age-appropriate and provide meaningful opportunity for learning enhancement or skill practice .

·         Schools are expected to develop policies that define the amount of homework expected at different grade levels. The intent is to provide students with regular, meaningful homework.

·         Teachers are expected to coordinate homework assignments so that on average a student’s homework falls within the expected time frame. This may mean that different teachers are assigning homework on different nights. Despite efforts to coordinate homework, there may be times that a student’s homework may exceed or be less than the expected average. Honors, TAG, and other advanced classes may require more homework than the expected time frame.

·         Homework may be varied where appropriate to provide support for learning differences.

·         Guided practice in the classroom may be a useful methodology, however, guided practice should not replace homework to be completed outside of the classroom.

·         Homework expectations should be clearly shared with students and parents through communications such as parent letters, rubrics, assignment guidelines.

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Homework Tips for Teachers

You’ll never hear “the dog ate my homework” again with these techniques that’ll help students turn in completed assignments..

by NEA Member Benefits

For most students, once the school day ends, homework is supposed to begin. Completing that homework, however, can be just as stressful for educators as it for the students. There are myriad reasons why, from unavailable parents and a lack of space to do homework to after-school jobs and other responsibilities, all of which makes this issue challenging for everyone.

There are things you can do to combat this trend. Here are five suggestions to help you encourage your students to complete their assignments.

1. Have students complete some homework in class

Brian Bonkowski, a teacher at Hadley Junior High in Glen Ellyn, Illinois, has been teaching for over 25 years. Bonkowski now minimizes the amount of homework that students do outside of class.

“There’s a growing number of kids who don’t have the kind of home structures that provide the support for doing schoolwork at home,” Bonkowski says. “So I require less and less work outside of the classroom. A lot of that is an equity issue, to make it fair to kids who can’t go home and can’t do schoolwork.”

2. Make learning relatable by telling a story

Students are more likely to complete their homework if they are interested in the topic. “A large part of being a teacher is being an entertainer—you have to be funny, to tell it as a story,” Bonkowski says. “You make kids more able to join into the story themselves—what it would have been like to be a character in the story—instead of some dry, factual thing disconnected from their lives.”

For example, when teaching students about Illinois government, Bonkowski chooses a student in the class to be a suspect in a jewelry heist. They discuss everything from how the police might react to try and make an arrest, the process of getting a warrant and the rights of someone who has been accused. “It’s much more interesting and entertaining than some dull recitation of the Illinois Bill of Rights,” he says. Once engaged in this way, students may be more likely to complete additional work associated with the lesson.

3. Give students a second chance… sometimes

Don Fulmer, a social studies teacher at Lake Park High School in Roselle, Illinois, will typically give an in-class five-question quiz to hold students accountable on home reading assignments. If a student is struggling, Fulmer will pull them aside and ask why they are doing poorly. Depending on the answer, Fulmer sometimes will give another set of five questions and let the student try again. Getting a second chance can motivate a student going forward.

4. Get other adults involved

“Parents are your greatest ally,” Fulmer says. “I don’t go to the parents right away, but if there’s a pattern of homework that isn’t being done, I go to the parents and usually the homework is then turned in on-time.”

Sometimes that isn’t enough.

If the student is involved in an extracurricular activity, Fulmer will reach out to the contact person for that activity, like the drama teacher or football coach. “Because maybe they’ll be able to reach that kid if I can’t,” he says.

For example, describes Fulmer, when a star football player was ineligible to play because of grades, Fulmer reached out to the football coach and asked for help. As a result, the football coach went as far as escorting that student to class and sitting next to him in order to encourage him to get his grades up. “The student was mortified, but his grades improved because it had an impact on something he absolutely loved to do,” Fulmer says. “But it does take a village.”

5. Connect with a student through their interests

Even if a student isn’t involved in an extracurricular activity, reaching out and relating to their personal interests can help motivate, because it shows you care. For example, Fulmer was struggling to engage a particular student when he found out he liked electric guitars, but didn’t have one of his own.

So Fulmer made a connection between the student and the school music teacher, which eventually led to an “electric air-guitar club.” Fulmer also gave the student a book about the history of electric guitars and the life of renowned musician and electric guitar innovator Les Paul. By taking an interest in the student’s life, Fulmer’s words had much deeper resonance when he told the student: “I really need you to turn your homework in tomorrow.”

“You have to remember that this is a human business,” Fulmer says. “We aren’t making widgets on the assembly line. We are making the next leaders of the 21st Century. You’ve got to be human.”

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• Homework Resources - ELA
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• The homework guidelines for Springhurst Elementary School are the result of the collaborative efforts of parents, teachers, and administrators.  The guidelines are based on current research, parent and teacher input, and National PTSA and NEA recommendations.
• Teachers assign homework for a variety of reasons, including:
• To help students understand skills/concepts currently being learned.
• To help students review prior skills/concepts learned.
• To help students prepare for upcoming skills/concepts about to be learned.
• To assess student understanding.
• To instill good study and work habits.
• To develop independence and responsibility.
• To help students learn how to research and use information.
• To provide an important communication link between school and home that shows parents what children are learning.  
• Parents should offer supportive guidance and feedback as needed.  Homework should never be completed by an adult.   If your child is having difficulty completing homework, please contact your child’s teacher.  Springhurst teachers are committed to ensuring that every child’s homework experience is worthwhile and successful.  
• Springhurst teachers have the following expectations regarding the quality of completed homework assignments for all students:
• Homework should be completed neatly and legibly.
• Homework should demonstrate that it was completed with care, accuracy, and pride.
• Homework should be completed to the best of each student’s ability.
• Homework should be returned to school on time.
•  It is recommended that Springhurst students in kindergarten and first grade read with an adult every evening.  These kindergarteners will occasionally receive a homework assignment to complete with adult support.  Students in grades one through five can usually expect to receive homework assignments Mondays through Thursdays, as well as recommended reading.  The amount of time it should typically take a student to complete homework and additional independent reading is outlined below.

These guidelines are meant to describe general homework practices at Springhurst. Individual teachers are a source of more guidance and support. Please contact your child's teacher if you have any questions or concerns.

Homework Completion

Reading * (minimum)

Occassionally

10 minutes*

10 to 15 minutes*

* With adult assistance as necessary

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