homework policy high school

Creating a Homework Policy With Meaning and Purpose

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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.

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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.

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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.

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How to Write the Perfect Homework Policy

Author: Naimish Gohil

Posted: 10 May 2017

Estimated time to read: 4 mins

Homework is an integral part to the learning process and as such, each school should have a clear homework policy readily available to teachers, students and parents that sets out your expectations when it comes to home-learning .

A clear and effective homework policy will mean that quality and quantity of homework can be easily tracked and all stakeholders are on the same page. We've created our own Homework Policy that you can adapt for use in your school or use as an outline when creating your own policy:

1‭. ‬Introduction

This is the school’s policy for the provision of homework to pupils and has been drawn up in accordance with guidance from the DFE and Sutton Education Trust‭.‬ It must be recognised that parents play a vital role in the education of their child‭, ‬therefore it is important and valuable to‭ ‬have a good home-school partnership‭, ‬of which a homework policy must address‭.‬

2‭. ‬Homework‭ - ‬A definition

Homework is defined as any work or activity that students are asked to undertake outside of lesson time‭, ‬either on their own or‭ ‬with the aid of parents and carers‭. ‬Homework doesn’t necessarily have to be completed at home but can be completed in free periods and after-school homework clubs‭. ‬We see work completed outside of lesson time as a valuable part of a student’s learning‭.‬

3‭. ‬The purpose of homework‭ ‬

The school regards the purpose of homework as being to‭:‬

• ‭ Provide learners with the opportunity to work on an activity that is relevant to learning outcomes‭, ‬or that contributes to gaining qualifications/accreditations‭.‬
• Develop an effective partnership between the school‭, ‬parents and carers in pursuing the academic aims of the school and the development of their child‭.‬
• Consolidate and reinforce skills and understanding prior to the following lesson‭, ‬particularly in English and Mathematics‭.‬
• Extend learning across the curriculum‭, ‬for example through additional reading‭.‬
• Encourage pupils as they get older to develop the confidence‭, ‬self-discipline and independence to develop organisational skills‭.‬

As a school‭, ‬we encourage children to pursue out-of-school activities‭. ‬Homework should be used to effectively reinforce and/or extend what is learned in school‭. ‬We hope that children will feel a sense of personal satisfaction in a task completed well and that their efforts will be recognised and praised both at home and at school‭. ‬

Homework tasks should be undertaken to the best of‭ ‬their ability‭. ‬We hope that parents and carers will be willing and able to give their active support to ensure that work completed at home is done so conscientiously and in the best possible conditions‭.‬

4‭. ‬Current practice‭ ‬

At the beginning of the academic year‭, ‬each year group will be informed about what is expected of them with regards to homework‭.‬

5‭. ‬Time to be spent completing homework

Based on current good practice‭, ‬we ask pupils to spend the following amount of time on homework‭:‬

Years 7‭ ‬to 9‭:                   ‬1‭ - ‬2‭ ‬hours per day

Years 10‭ ‬&‭ ‬11‭:                ‬1‭ - ‬3‭ ‬hours per day‭ ‬

Pupils may be expected to undertake a variety of homework activities‭. ‬These activities will differ depending on the teacher and‭ ‬subject‭. ‬Examples include‭: ‬Reading tasks‭, ‬numeracy tests‭, ‬spelling tests‭, ‬quizzes‭, ‬project work‭, ‬classwork extensions‭, ‬coursework‭, ‬essays and research activities‭.‬ As a general rule‭, ‬teachers will not usually set substantial homework tasks to be completed for the next day‭, ‬pupils will have at least two days to complete any work set‭.‬

6‭. ‬Pupil feedback

The school recognises the importance of providing prompt and actionable feedback to pupils‭, ‬parents and carers‭. ‬Feedback will include how well homework tasks have been tackled‭, ‬and the knowledge‭, ‬skills and understanding developed‭.

‬A variety of methods will be used to provide feedback‭, ‬such as an appropriate comment of praise‭, ‬appreciation or area for improvement‭. ‬Any given feedback will vary according to the age of the pupil‭.‬

7‭. ‬Where to access the school homework policy

The school will use newsletters to inform parents and carers about the school’s homework policy and secure their involvement‭. ‬The homework policy‭, ‬as well as useful information for parents in supporting their child’s learning‭, ‬is displayed on the school website‭. ‬

Parents’‭ ‬Evenings and New Intake Evenings will be used to promote this partnership and obtain feedback‭ (‬e.g‭. ‬English and Mathematics workshops‭). ‬Homework questionnaires will be used where appropriate to ascertain parent views‭. ‬Parents will be consulted about any significant changes to the policy that are being considered by the governing body‭.‬

8‭. ‬Reviewing the policy

The homework policy will be reviewed every year‭. ‬Where significant changes to the policy are felt to be required‭, ‬proposals will‭ ‬be presented to the governing body and parents consulted‭.‬

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A Late Work Policy That Works for Teachers and Students

Creating clear boundaries around when students can submit assignments after the due date can boost morale for everyone.

When the end of a term approaches, educator social media is full of images and commentary on the sheer amount of grading that will be coming their way. From images of monstrous waves or an exhausted teacher grasping a large cup of coffee, the stress is palpable. So how do we make this better for everyone, including teachers, students, families, case coordinators, and everyone else struggling at the end of the term?

As educators, we want to be considerate of the fact that students have yet to acquire excellent management skills. But we also need to protect our own mental health and teach students the responsibility that comes with completing assignments and turning in work. 

Designing a Late Work Policy With Students

Some years back, I had a high school world language class with a wonderful group of students—but getting work from them was challenging on a good day. After one particularly exhausting end of the term when I received a monumental amount of late work, I flatly said, “We can’t do this again.” Shockingly, they agreed. I gave the class 30 minutes to discuss as a class what they thought could be a fair policy. The requirements were simple: 

1. Simplicity. This policy had to be easy for me to manage as a teacher.

2. Accountability. It couldn’t be a free-for-all with no accountability. 

I could easily write a separate article on how to have students design class policies, but that is for a different time. Here is what the students came up with as a proposal:

Assessment as final deadline: All homework and classwork is accepted full credit until the assessment—then it is not accepted at all. This also counts for any retakes (or corrections) to other activities or smaller assessments. 

The 55 percent rule: If a student does the large majority of the assignments up until assessment, they do not get less than 55 percent on any assessment. This gives students an incentive to get their work done and make arrangements with the teacher to keep on track. It should be very unlikely that a student will do the majority of assignments related to an assessment and get below 55 percent. However, if it does happen, they know that there are policies in place to help them.

If a student does get below 55 percent and has done the large majority of the work, this forces me as an educator to consider the cause. Did other students have similar troubles? If so, was the assessment reflective of the work done in class? If this student was an outlier, perhaps they simply had a rough day (which does happen)?

Assessment as proof of competency: If a student is missing an assignment and they get above a certain score on the assessment, they can get partial credit for any missing work related to the assessment. The students were very clear that this was not a reason to not do work, but rather it was to allow students to focus on critical assignments if they get behind. 

Assessment as redo attempt: If a student does well on a final unit assessment, they can have their grade raised for smaller assessments leading up to that larger one. This was because they showed understanding in areas where they had struggled before. 

Once this policy was created, I shared it with all my sections. Students overwhelmingly supported it. So, we decided to implement it on a trial basis. Once that was a success, I shared this with colleagues, and they implemented it in their classrooms as well. It is now a regular course policy and is shared in all of my course syllabi.

a policy that works for teachers and students

After we set this policy up in my classroom, I observed a variety of benefits.

Morale boost for teacher and students: There was an immediate turnaround for both me and my students. Students who felt that failure was inevitable were motivated and engaged. And I felt better about giving students another chance-–but with boundaries. 

Increased accountability: Students held each other accountable for their own success and admitted when they were not putting in their effort. Parents were highly supportive; it was clear why a student was not successful, and this saved a lot of time responding to parent emails.

Better-quality work: Work was less rushed, which led to better quality, deeper learning, and stronger assessment scores. Students told me they had often rushed through work so it wouldn’t be marked late, but this gave them time to do quality work and therefore learn in the process.

Students did the work: Very few students used the “proof of competency policy” as a chance to simply not do work. Rather, this policy helped students prioritize missing work if they got really behind. Although I worried that this policy might be taken advantage of, only a small handful of students tried—and they realized very quickly that this was not a recipe for success. 

Range of grades: There was still a wide range of grades. Highly skilled students who had an excellent understanding of the content still earned excellent grades. Those who struggled earned grades that weren’t quite as high, but they felt empowered with the recognition of their efforts.

So why does this policy work? I believe there are two main reasons. The first is assurance. Provided they do “their part,” students feel that they can be successful and are assured that their efforts do matter. If they make mistakes, life events make submitting work challenging, or the content gets particularly hard for them, there are structures in place to help them. Second, there is a sense of control for the students. Students crave the opportunity to have control over their future, and they are able to recognize what is fair and how they (and their classmates) should be held accountable for their responsibilities.  

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.

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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

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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.

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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.

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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.

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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?

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 Mikoyan Gurevich MiG 3 172IAP For the Party of Bolsheviks with Nikolai Sheyenko May 1942 01

Mikoyan-Gurevich MiG-3

National origin:- Soviet Union Role:- Fighter Interceptor Manufacturer:- Mikoyan-Gurevich Designer:- First flight:- 29th October 1940 Introduction:- 1941 Status:- Retired 1945 Produced:- 1940-1941 Number built:- 3,422 Primary users:- Soviet Air Forces (VVS); Soviet Air Defence Forces (PVO); Soviet Naval Aviation Developed from:- Mikoyan-Gurevich MiG-1 Variants:- Mikoyan-Gurevich I-211 Operational history MiG-3s were delivered to frontline fighter regiments beginning in the spring of 1941 and were a handful for pilots accustomed to the lower-performance and docile Polikarpov I-152 and I-153 biplanes and the Polikarpov I-16 monoplane. It remained tricky and demanding to fly even after the extensive improvements made over the MiG-1. Many fighter regiments had not kept pace in training pilots to handle the MiG and the rapid pace of deliveries resulted in many units having more MiGs than trained pilots during the German invasion. By 1 June 1941, 1,029 MIG-3s were on strength, but there were only 494 trained pilots. In contrast to the untrained pilots of the 31st Fighter Regiment, those of the 4th Fighter Regiment were able to claim three German high-altitude reconnaissance aircraft shot down before war broke out in June 1941. However high-altitude combat of this sort was to prove to be uncommon on the Eastern Front where most air-to-air engagements were at altitudes well below 5,000 metres (16,000 ft). At these altitudes the MiG-3 was outclassed by the Bf 109 in all respects, and even by other new Soviet fighters such as the Yakovlev Yak-1. Furthermore, the shortage of ground-attack aircraft in 1941 forced it into that role as well, for which it was totally unsuited. Pilot Alexander E. Shvarev recalled: "The Mig was perfect at altitudes of 4,000 m and above. But at lower altitudes it was, as they say, 'a cow'. That was the first weakness. The second was its armament: weapons failure dogged this aircraft. The third weakness was its gunsights, which were inaccurate: that's why we closed in as much as we could and fired point blank." On 22 June 1941, most MiG-3s and MiG-1s were in the border military districts of the Soviet Union. The Leningrad Military District had 164, 135 were in the Baltic Military District, 233 in the Western Special Military District, 190 in the Kiev Military District and 195 in the Odessa Military District for a total of 917 on hand, of which only 81 were non-operational. An additional 64 MiGs were assigned to Naval Aviation, 38 in the Air Force of the Baltic Fleet and 26 in the Air Force of the Black Sea Fleet. The 4th and 55th Fighter Regiments had most of the MiG-3s assigned to the Odessa Military District and their experiences on the first day of the war may be taken as typical. The 4th, an experienced unit, shot down a Romanian Bristol Blenheim reconnaissance bomber, confirmed by postwar research, and lost one aircraft which crashed into an obstacle on takeoff. The 55th was much less experienced with the MiG-3 and claimed three aircraft shot down, although recent research confirms only one German Henschel Hs 126 was 40% damaged, and suffered three pilots killed and nine aircraft lost. The most unusual case was the pair of MiG-3s dispatched from the 55th on a reconnaissance mission to PloieÅŸti that failed to properly calculate their fuel consumption and both were forced to land when they ran out of fuel. Most of the MiG-3s assigned to the interior military districts were transferred to the PVO where their lack of performance at low altitudes was not so important. On 10 July 299 were assigned to the PVO, the bulk of them belonging to the 6th PVO Corps at Moscow, while only 293 remained with the VVS, and 60 with the Naval Air Forces, a total of only 652 despite deliveries of several hundred aircraft. By 1 October, on the eve of the German offensive towards Moscow codenamed Operation Typhoon, only 257 were assigned to VVS units, 209 to the PVO, and 46 to the Navy, a total of only 512, a decrease of 140 fighters since 10 July, despite deliveries of over a thousand aircraft in the intervening period. By 5 December, the start of the Soviet counter-offensive that drove the Germans back from the gates of Moscow, the Navy had 33 MiGs on hand, the VVS 210, and the PVO 309. This was a total of 552, an increase of only 40 aircraft from 1 October. Over the winter of 1941-42 the Soviets transferred all of the remaining MiG-3s to the Navy and PVO so that on 1 May 1942 none were left on strength with the VVS. By 1 May 1942, Naval Aviation had 37 MiGs on strength, while the PVO had 323 on hand on 10 May. By 1 June 1944, the Navy had transferred all its aircraft to the PVO, which reported only 17 on its own strength, and all of those were gone by 1 January 1945. Undoubtedly more remained in training units and the like, but none were assigned to combat units by then.

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35 facts about lyubertsy.

Written by Tate Lewin

Modified & Updated: 02 Mar 2024

Reviewed by Jessica Corbett

Lyubertsy is a fascinating city located in the Moscow Oblast region of Russia. With a rich history and vibrant culture, Lyubertsy has become a prominent destination for both tourists and locals alike. This article will take you on a journey through 35 interesting facts about Lyubertsy, providing you with a comprehensive overview of this enchanting city. From its historical landmarks and architectural wonders to its renowned festivals and local cuisine, Lyubertsy has something to offer for everyone. So, buckle up and get ready to explore the hidden gems and fascinating trivia that make Lyubertsy such a remarkable place to visit.

Key Takeaways:

• Lyubertsy, a city in Russia, is known for its rich history, cultural events, and vibrant community. From museums to parks, it offers something for everyone to explore and enjoy.
• With a population of over 190,000, Lyubertsy boasts a strong sense of community, low crime rate, and warm hospitality. It’s a city with a high standard of living and a rich cultural heritage.

Lyubertsy is a vibrant city located in the Moscow Oblast of Russia.

Nestled in the southeastern part of Moscow , Lyubertsy is known for its rich history, cultural heritage, and beautiful landscapes.

The city is named after the Russian nobleman Dmitry Lyubertsy.

Dmitry Lyubertsy was a prominent figure in the 19th century and played a significant role in the development of the region.

Lyubertsy is home to a population of over 190,000 people.

With a large and diverse community, the city offers a unique blend of traditions, languages, and cultures.

The city is famous for its industrial sector.

Lyubertsy is known for its manufacturing plants, including the production of machinery, electronics, and textiles.

Lyubertsy has a rich cultural heritage.

The city is home to several museums, art galleries, and theaters, showcasing the talent and creativity of its residents.

The Lyubertsy District is dotted with picturesque parks and green spaces.

Residents and visitors can enjoy leisurely walks, picnics, and outdoor activities in the city’s numerous parks and gardens.

Lyubertsy is well-connected to Moscow through an extensive transportation network.

Commuting to and from the city is convenient, thanks to the availability of buses, trains, and metro lines.

The city experiences a continental climate.

Winters in Lyubertsy are cold and snowy, while summers are warm and moderately humid.

Lyubertsy has a rich sporting culture.

The city is home to various sports complexes, arenas, and stadiums, encouraging a healthy and active lifestyle among its residents.

The famous Russian singer, Alla Pugacheva, was born in Lyubertsy.

Alla Pugacheva, often referred to as the “Queen of Russian Pop,” is a beloved figure in the music industry.

The Lyubertsy Railway Station is an important transportation hub.

It connects the city to other parts of Russia, making travel accessible and convenient for residents and visitors.

Lyubertsy is known for its vibrant cultural events and festivals.

Throughout the year, the city hosts various celebrations, showcasing its rich traditions, music, and dance.

The city has a thriving educational system.

Lyubertsy is home to several schools, colleges, and universities, providing quality education to its residents.

Lyubertsy offers a range of recreational activities.

Residents and visitors can enjoy swimming, ice skating, skiing, and other outdoor activities in the city’s sports complexes and recreational centers.

The Lyubertsy History Museum preserves the city’s historical artifacts.

The museum showcases the rich history and heritage of Lyubertsy, allowing visitors to delve into its past.

The city has a variety of shopping centers and markets.

From local boutiques to large malls, Lyubertsy offers plenty of options for shopping enthusiasts.

Lyubertsy has a strong sense of community.

Residents actively participate in local events, volunteer programs, and social initiatives, fostering a close-knit and supportive environment.

The city is known for its delicious Russian cuisine.

Visitors can savor traditional dishes such as borscht, pelmeni, and blini in Lyubertsy’s charming restaurants and cafes.

Lyubertsy is surrounded by picturesque countryside.

Nature lovers can explore the nearby forests, lakes, and rivers, offering tranquility and an escape from the city’s hustle and bustle.

The city has several architectural landmarks.

From historical buildings to modern structures, Lyubertsy boasts a diverse range of architectural styles.

Lyubertsy is a hub for arts and culture.

The city embraces various art forms, including music, theater, painting, and sculpture.

Lyubertsy has a low crime rate.

The city’s focus on security and community well-being contributes to a safe and secure living environment.

Lyubertsy celebrates its rich heritage through folk festivals.

Traditional music, dance, and costumes take center stage during these vibrant celebrations.

The city has a well-developed healthcare system.

Residents have access to modern medical facilities and clinics, ensuring their well-being.

Lyubertsy is a city of historical significance.

It played a crucial role in Russia’s past and preserves its heritage through museums and historical sites.

Lyubertsy is home to many talented artists and musicians.

The city’s vibrant creative scene showcases local talent and promotes artistic expression.

The city has a strong sense of environmental consciousness.

Efforts are made to promote sustainability, green initiatives, and conservation of natural resources.

Lyubertsy hosts various cultural exhibitions and events.

These events provide a platform for artists, craftsmen, and cultural enthusiasts to showcase their work.

The city is known for its warm hospitality.

Visitors can experience the friendly and welcoming nature of the locals during their stay in Lyubertsy.

Lyubertsy is a center for academic research and innovation.

The city promotes scientific development and fosters collaboration between educational institutions and industries.

The Lyubertsy City Park is a popular recreational spot.

With its lush greenery, walking trails, and recreational facilities, the park offers a refreshing escape for residents.

Lyubertsy celebrates its rich history through historical reenactments.

These events allow visitors to step back in time and experience the city’s past firsthand.

The city is known for its impressive Soviet-era architecture.

Visitors can admire the unique architectural style and grandeur of buildings constructed during the Soviet era.

Lyubertsy is well-connected to other major cities in Russia.

Traveling to and from Lyubertsy is convenient due to its excellent transportation infrastructure.

Lyubertsy offers a high standard of living.

The city provides its residents with quality amenities, services, and a favorable quality of life.

With its rich history, cultural heritage, and vibrant community, Lyubertsy offers a unique and compelling experience for residents and visitors alike. Whether it’s exploring the city’s museums, enjoying the scenic beauty of its parks, or immersing oneself in its art and culture, Lyubertsy has something for everyone. Discover the charm and allure of this remarkable city and experience the warmth and hospitality of its residents.

In conclusion, Lyubertsy is a fascinating city with a rich history, vibrant culture, and plenty of attractions to explore. From its beautiful parks and gardens to its impressive architectural landmarks, Lyubertsy offers something for everyone. Whether you’re interested in history, art, or simply enjoying the local cuisine, this city has it all. So, if you’re planning a visit to Russia, be sure to include Lyubertsy in your itinerary. You won’t be disappointed!

Q: What is the population of Lyubertsy?

A: The population of Lyubertsy is around 180,000.

Q: What are some popular tourist attractions in Lyubertsy?

A: Some popular tourist attractions in Lyubertsy include Lyubertsy Museum of Local Lore, Novodevichy Cemetery, and St. Nicholas Cathedral.

Q: Is Lyubertsy a safe city for tourists?

A: Yes, Lyubertsy is generally considered to be a safe city for tourists. However, it is always recommended to exercise caution and take normal safety precautions.

Q: What is the weather like in Lyubertsy?

A: The weather in Lyubertsy can vary depending on the season. Summers are generally mild and warm, while winters can be cold with snowfall.

Q: Are there good transportation options in Lyubertsy?

A: Yes, Lyubertsy is well-connected to Moscow and other nearby cities through public transportation options like buses and trains.

Q: Are there any local specialties or dishes to try in Lyubertsy?

A: Lyubertsy is known for its delicious Russian cuisine, including dishes like borscht, pelmeni, and blini.

Q: Can I find accommodations in Lyubertsy?

A: Yes, there are a variety of accommodations available in Lyubertsy, ranging from hotels to guesthouses and apartments for rent.

Q: Is English widely spoken in Lyubertsy?

A: While English may not be widely spoken, many people in the tourist areas and establishments can understand and communicate in English.

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