Office of
Curriculum, Instruction
& Professional Learning
Adam Pease, EdD - Assistant Superintendent for Curriculum & Instruction - adpease@chappaquaschools.org - 914-238-7200 x 1004
Homework Philosophy
When developing and assigning homework for students, the research on homework indicates that a number of factors should be considered. Issues that emerge are homework and achievement, levels of stress, executive function, amount of time on tasks, equity of opportunity to engage homework, gender of students, and cultural factors. These are significant.
The purpose of homework is to provide students with an independent opportunity to reinforce, refine, and reflect on their learning. Skills practice, reading, studying, analysis of audio/video, or completing a project are examples of homework activities.
Homework should be purposeful and connected to classroom learning. Quality of assignment should outweigh quantity.
Digital opportunities shift the boundary between school and home learning. Teachers may engage with this opportunity in new and creative ways. Flipping classrooms, STEAM activities and problem-based learning are new approaches to learning that may alter traditional notions of homework assignments. Teachers will communicate with parents if using such strategies. The guidelines outlined here apply to such opportunities.
Teachers, students, parents and guidance counselors should aim to work as partners in learning. Homework provides such opportunities. The value of positive cooperation and collaboration on learning is immeasurable.
Homework can be a vital tool for enhancing a child’s grasp of the coursework. It’s an opportunity to review, assimilate and prepare for upcoming material. Homework also helps kids learn valuable skills such as:
Taking initiative
Developing time management skills
Learning to love learning
Improving a grasp on subjects
Understanding the importance of planning and organization
Sources: Back to School,
Questions or comments related to homework should be directed to the respective classroom teacher.
For questions about the District's Philosophy on Homework, or questions about the content of this page, please contact Dr. Adam Pease - Assistant Superintendent.
Homework Time Guidelines
The following guidelines relate to the amount of uninterrupted time that a child spends on a task. Teachers may adjust these guidelines to a child’s needs; a child’s learning style may vary the time devoted to assignments. Our homework guidelines provide general estimates for children to complete assignments. If the time it takes your child to complete homework varies significantly from the grade level guidelines, please speak with the classroom teacher.
Elementary Schools
Reading
For all students, reading is a daily homework requirement. The daily reading assignment is included in the total time estimate required for daily homework. This includes reading to your child, reading with your child, a child reading to a family member, or a child reading independently. The amount of reading time increases across the school year as children increase their reading stamina.
Kindergarten
There is no regularly assigned homework. Homework assignments are to be given occasionally to help develop a sense of responsibility and carryover between home and school-related projects. Activities that pertain to sounds or letters are examples. Reading to and with your child, each day will help to develop good reading habits.
First Grade
Short homework assignments may be given to reinforce classroom objectives. Children may be asked to complete classroom work with parental supervision. Parents are asked to help children develop responsibility for materials and belongings. Reading to and with your child for approximately 15 minutes each day, in the beginning of the year and up to 30 minutes by the end of first grade, will help to develop good reading habits.
Second Grade
Children receive regular language arts and math assignments. Children may be asked to work on special projects or activities. Children are expected to read for approximately 30 minutes each night. In total, students are expected to spend approximately 40 minutes completing daily homework.
Third Grade
Students are expected to read for approximately 30 minutes each night. An additional 20-25 minutes of homework may be assigned. Examples include: spelling, math homework, and practicing math facts. Children may be asked to work on special projects or activities.
Fourth Grade
Approximately 45 to 60 minutes of homework (in total) is assigned each night in the subject areas. Students are expected to read for 30 to 45 minutes each night. Children will be asked to work on daily assignments as well as long-term projects.
Support Services and Special Area Subjects
Students who receive special help may receive homework assignments for reinforcement. Occasionally special area teachers may assign homework.
Middle Schools
Assignments: Homework may be given Monday through Thursday. Avoid homework before major religious holidays or observances. In addition to weekend downtime and time spent with family or friends, reading, writing, studying, and reflection are encouraged. Developing learning interests and proclivities is encouraged. Physical activity, art, music, robotics, cooking, and personal development are a few examples.
A student should be able to complete all homework as outlined below.
Fifth Grade
50 minutes daily*
Sixth Grade
60 minutes daily*
Seventh Grade
70 minutes daily*
Eight Grade
90 minutes daily* - Note the additional 10 minutes due to HS study of Algebra
High School
A student should be able to complete all homework as outlined below.
9th through 12th Grade
120 minutes daily*
This number is heavily influenced by a student's/parent's selection of courses. Families should take great care to select courses to ensure a reasonable student workload.
*Note: The amount of time it takes a student to complete homework is widely variable. This is especially the case when it comes to how a student might organize their time to complete several multi-day assignments. Please contact your child's teacher if you find that they are consistently far above, or below these guidelines.
For Teachers
Provide quality feedback in a timely manner. Offer timely communications if a student is struggling
Communicate the purpose of homework, the implications for student learning, and the implications for any grades.
Communicate ideas to parents/guardians on how to assist their children in setting up an environment that optimizes their learning.
Communicate with Team and department colleagues. A student is responsible for both core and encore subject material. Guidance counselors are excellent conduits across all subjects and can provide evidence on the student and family experience of homework requirements and assignments.
Aim to differentiate homework assignments and offer scaffolds to support independent engagement with the work.
Know, and make accommodations for students with 504 or IEPs
Teach students study strategies and habits
Provide feedback to parents on how to support independent study with commendations or recommendations based on student engagement with assignments.
For Parents
Make homework part of the afternoon/evening routine. Reinforce the skills associated with homework such as organization, focus, attention to detail and planning.
Remember that the goal is student learning, not completion or getting all problems correct. A student returning with an incorrect answer is more helpful to a teacher than a perfectly done assignment that a parent completed.
Create an environment with limited, or no, distractions to best optimize engagement with homework material.
Work in partnership with the teacher to best support the child’s study habits. Build partnerships with your child’s teacher and guidance counselor.
Communicate concerns directly with the teacher when a child is struggling with assignments
Communicate with the guidance counselor (secondary) or an administrator (elementary) when a child is struggling and a resolution is yet to be reached on how to best help the child
Communicate with the Assistant Principal, Principal if, after time spent with the teacher and the guidance counselor on resolving homework challenges, a resolution has yet to be found.
Board of Education Policy 4015: Homework
Homework should be assigned for specific purposes that are explained to students. It is the responsibility of the teachers to provide appropriate assignments.
Homework is not a substitute for classroom instruction. When students miss school for travel or other unexcused reasons, completion of assignments cannot compensate for loss of instructional time.
Teachers are expected to use the homework regulations established by the Curriculum Council. Adopted by the Board of Education: June 20, 1989
Communicate with Teachers
What if your child is working diligently in an appropriate environment, but seems to require too much direction from you or is struggling to complete homework in a reasonable amount of time? A teacher needs—and wants—to know if a child is having difficulty with material so that he or she can help that child.
Different students will take different amounts of time to complete a homework task, but the range of times should be appropriate to the grade level. The ten-minute homework rule is only an approximate guide. If your child’s homework load seems to be too much, or too little, the teacher needs to know.
Source: Back to School,
Homework and Absences from School
Students who miss school because of an excused absence shall be given the opportunity to complete all assignments and tests that can be reasonably provided. If a child is ill for a short period of a day or two, it is usually not necessary to get homework. Allow the child to get better. Once recovered they can work out any make-up plan with their teacher. At the secondary level, guidance can also provide support. Examples of how missing assignments are accessed is via Canvas, reviewing a homework agenda, or reaching out to a homework buddy. School Counselors, at the secondary level, and Administrators, at the elementary level, should be notified of any absences over 5 days so a plan can be developed.
Students suspended from school will be given assignments to complete.
Value and Equity Considerations
When appropriately utilized, homework has the potential to be a valuable aid to help students maximize their learning experience. Homework assignments often vary in quality and purpose; evidence-based research has identified that quality homework assignments state clear objectives, are relevant to students and are grade and age-appropriate in terms of ability and time required.
We understand that homework has the potential to negatively impact family and child interactions, and high quantities of homework not only add to stress but do not necessarily lead to higher achievement outcomes. Additionally, research suggests that students who spend more than the recommended grade-appropriate time on homework experience little to no increase in academic achievement.
Homework that relies heavily on parental input and supervision has the potential to further increase the achievement gap in our schools and create inequity when it fails to take into account the diversity of parents’ or caregivers’ academic ability, time availability, and resources to adequately support learning at home.
Our goal will be to support teachers in the design of meaningful homework that will advance a spirit of learning with a focus on quality assignments to motivate students based on grade and ability.
As such, we will continue to review and modify our homework practices to follow evidence-based guidelines regarding the use of homework assignments and their impact on children’s lives and family interactions.
Modified from Resolution on Homework: Quality Over Quantity
Homework and Absences from School
Students who miss school because of an excused absence shall be given the opportunity to complete all assignments and tests that can be reasonably provided. Homework is not a substitute for instructional time. If a child is ill for a short period of a day or two, it is usually not necessary to get homework. Allow the child to get better. Once recovered they can work out any make up plan with their teacher. Concerns about missing assignments should be discussed with the teacher. At the secondary level, guidance can also provide support. Examples of how missing assignments are accessed is via Canvas, reviewing a homework agenda, or reaching out to a homework buddy. As the secondary level, any absences over 5 days should be communicated to the Counseling Office in addition to the attendance office.
At the secondary level, after school help is available. Teachers may elect to provide other supports and will communicate that plan to parents and guidance when necessary.
Students suspended from school shall be given assignments to complete.
Homework Research & Citations
The debates on homework are often a source of tension and can be fractious. Research provides some common ground for considering best practices. It is important to remember that even good research has limitations. However, beginning with research provides us with quantitative and qualitative data and recommendations to best inform our guidelines. Below are some examples of such research.
Cooper, H., Civey Robinson, J., Patall, E.A. (2006). Does Homework Improve Academic Achievement? A Synthesis of Research 1987-2003. Review of Educational Research, 76, 1–62.
Goetz, T., Ulrike, E. N., Martiny, S. E., Hall, N. C., Pekrun, R., Dettmers, S., & Trautwein, U. (2012). Students’ emotions during homework: Structures, self-concept antecedents, and achievement outcomes. Learning and Individual Differences, 22(2), 225-234
Elliot, A. J., Chirkov, V.I., Kim, Y., & Sheldon, K.M. (2001). A cross-cultural analysis of avoidance (relative to approach) personal goals. Psychological Science 12, 505-510.
Kohn, A. (2006). The Homework Myth: Why Our Kids Get Too Much of a Bad Thing Cambridge, MA: Da Capo Press.
Solomon,Y., Warin, J., Lewis, C. (2002). Helping with Homework. Homework as a Site of Tension for Parents and Teenagers. British Educational Research Journal 28(4), 603-622.
Suldo, S.M., Shaunessy, E,. Hardesty, R. (2008). Relationships among stress, coping, and mental health in high-achieving high school students. doi: 10.1002/pits.20300
Van Voorhis, F.l. (2003) Interactive Homework in Middle School: Effects on Family Involvement and Science Achievement The Journal of Educational Research, 96(6) 323-338. Retrieved from http://www.jstor.org/stable/27542451