new school homework policy

Creating a Homework Policy With Meaning and Purpose

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

We have all had time-consuming, monotonous, meaningless homework assigned to us at some point in our life. These assignments often lead to frustration and boredom and students learn virtually nothing from them. Teachers and schools must reevaluate how and why they assign homework to their students. Any assigned homework should have a purpose.

Assigning homework with a purpose means that through completing the assignment, the student will be able to obtain new knowledge, a new skill, or have a new experience that they may not otherwise have. Homework should not consist of a rudimentary task that is being assigned simply for the sake of assigning something. Homework should be meaningful. It should be viewed as an opportunity to allow students to make real-life connections to the content that they are learning in the classroom. It should be given only as an opportunity to help increase their content knowledge in an area.

Differentiate Learning for All Students

Furthermore, teachers can utilize homework as an opportunity to differentiate learning for all students. Homework should rarely be given with a blanket "one size fits all" approach. Homework provides teachers with a significant opportunity to meet each student where they are and truly extend learning. A teacher can give their higher-level students more challenging assignments while also filling gaps for those students who may have fallen behind. Teachers who use homework as an opportunity to differentiate we not only see increased growth in their students, but they will also find they have more time in class to dedicate to whole group instruction .

See Student Participation Increase

Creating authentic and differentiated homework assignments can take more time for teachers to put together. As often is the case, extra effort is rewarded. Teachers who assign meaningful, differentiated, connected homework assignments not only see student participation increase, they also see an increase in student engagement. These rewards are worth the extra investment in time needed to construct these types of assignments.

Schools must recognize the value in this approach. They should provide their teachers with professional development that gives them the tools to be successful in transitioning to assign homework that is differentiated with meaning and purpose. A school's homework policy should reflect this philosophy; ultimately guiding teachers to give their students reasonable, meaningful, purposeful homework assignments.

Sample School Homework Policy

Homework is defined as the time students spend outside the classroom in assigned learning activities. Anywhere Schools believes the purpose of homework should be to practice, reinforce, or apply acquired skills and knowledge. We also believe as research supports that moderate assignments completed and done well are more effective than lengthy or difficult ones done poorly.

Homework serves to develop regular study skills and the ability to complete assignments independently. Anywhere Schools further believes completing homework is the responsibility of the student, and as students mature they are more able to work independently. Therefore, parents play a supportive role in monitoring completion of assignments, encouraging students’ efforts and providing a conducive environment for learning.

Individualized Instruction

Homework is an opportunity for teachers to provide individualized instruction geared specifically to an individual student. Anywhere Schools embraces the idea that each student is different and as such, each student has their own individual needs. We see homework as an opportunity to tailor lessons specifically for an individual student meeting them where they are and bringing them to where we want them to be.

Homework contributes toward building responsibility, self-discipline, and lifelong learning habits. It is the intention of the Anywhere School staff to assign relevant, challenging, meaningful, and purposeful homework assignments that reinforce classroom learning objectives. Homework should provide students with the opportunity to apply and extend the information they have learned complete unfinished class assignments, and develop independence.

The actual time required to complete assignments will vary with each student’s study habits, academic skills, and selected course load. If your child is spending an inordinate amount of time doing homework, you should contact your child’s teachers.

Homework Guidelines for Elementary and Middle School Teachers
6 Teaching Strategies to Differentiate Instruction
Classroom Assessment Best Practices and Applications
Essential Strategies to Help You Become an Outstanding Student
An Overview of Renaissance Learning Programs
Creating a Great Lesson to Maximize Student Learning
Effective Classroom Policies and Procedures
How Scaffolding Instruction Can Improve Comprehension
The Whys and How-tos for Group Writing in All Content Areas
How Much Homework Should Students Have?
Gradual Release of Responsibility Creates Independent Learners
5 Types of Report Card Comments for Elementary Teachers
Methods for Presenting Subject Matter
7 Reasons to Enroll Your Child in an Online Elementary School
Teaching Strategies to Promote Student Equity and Engagement
Collecting Homework in the Classroom

Satchel One learning platform
About Satchel
Get in touch
Back to all blog posts

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 .

how to write the perfect homework policy

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.‬

download the improtance of homework guide PDF

Get a roundup of our articles once per month.

Subscribe to Email Updates

FREE quiz tool

Browse through over 500k questions created by teachers on Neeto , create a quiz and share back to Satchel One. It's free!

Frog Education

Schools & Education
Professional Development
Special Projects
Global Initiatives

The power of a good homework policy

Published 18th March 2019 by Frog Education

With the homework debate continuing to rage and be fuelled by all parties involved, could publishing a robust homework policy help take some of the headache out of home learning?

What is a homework policy.

The idea of a homework policy is for the school to officially document and communicate their process for homework. The policy should outline what is expected of teachers when setting homework and from students in completing home learning tasks. It is a constructive document through which the school can communicate to parents, teachers, governors and students the learning objectives for homework.

Do schools have to have a homework policy?

It is a common misconception that schools are required by the government to set homework. Historically the government provided guidelines on the amount of time students should spend on home learning. This was withdrawn in 2012 and autonomy was handed to headteachers and school leaders to determine what and how much homework is set. Therefore, schools are not required by Ofsted or the DfE to have a homework policy in place.

The removal of official guidelines, however, does not give pupils the freedom to decide if they complete homework or not. Damian Hinds , Education Secretary, clarified that although schools are not obliged to set homework, when they do, children need to complete it in line with their school’s homework policy; “we trust individual school head teachers to decide what their policy on homework will be, and what happens if pupils don’t do what’s set.”

The majority of primary and secondary schools do set homework. Regardless of the different views on the topic, the schools that do incorporate homework into their learning processes, must see value in it.

Clearly communicating that value will demonstrate clarity and create alliance for everyone involved – both in and outside of school. This is where the publication of a good homework policy can help. 5 Benefits of publishing a good homework policy

#1 Manages students' workload

Studies have shown a correlation between student anxiety and demanding amounts of homework. One study found that in more affluent areas, school children are spending three hours per evening on homework. This is excessive. Secondary school students’ study between eight and ten subjects, which means they will have day-to-day contact with a number of teachers. If there is no clear homework policy to provide a guide, it would be feasible for an excessive amount of homework to be set.

A homework policy that sets out the expected amount of time students should spend on homework will help prevent an overload. This makes it more realistic for children to complete homework tasks and minimise the detrimental effect it could have on family time, out-of-school activities or students’ overall health and well-being.

#2 Creates opportunity for feedback and review

The simple act of having an official document in place will instigate opportunities for regular reviews. We often consider the impact of homework on students but teachers are also working out-of-hours and often work overtime . One reason is the need to set quality homework tasks, mark them and provide valuable feedback. No-one, therefore, wants home learning to become about setting homework for homework’s sake.

A regular review of the policy will invite feedback which the school can use to make appropriate changes and ensure the policy is working for both teachers and students, and serves the school’s homework learning objectives.

#3 Connects parents with education

Parents’ engagement in children’s education has a beneficial impact on a child’s success in school. Homework provides a great way for parents to become involved and have visibility of learning topics, offer support where needed and understand their child’s progress.

A good homework policy creates transparency for parents. It helps them to understand the value the school places on homework and what the learning objectives are. If parents understand this, it will help set a foundation for them to be engaged in their child’s education.

#4 Gives students a routine and creates good habits

Whether children are going into the workplace or furthering their education at university, many aspects of a student’s future life will require, at times, work to be completed outside of traditional 9-5 hours as well as independently. This is expected at university (students do not research and write essays in the lecture theatre or their seminars) and will perhaps become more important in the future workplace with the growth of the gig economy (freelancing) and the rise of remote working .

A homework policy encourages a consistency for out-of-school learning and helps students develop productive working practices and habits for continued learning and independent working.

#5 Helps students retain information they have learned

A carefully considered and well-constructed home learning policy will help teachers set homework that is most effective for reinforcing what has been taught.

A good homework policy will indicate how to set productive homework tasks and should limit the risk of less effective homework being set, such as just finishing-off work from a lesson and repetition or memorisation tasks. What makes a good homework policy?

A good homework policy will determine how much homework is appropriate and what type is most effective for achieving a school’s learning objectives. Publishing the homework policy – although it might not unify everyone’s views on the matter – fosters good communication across the school, sets out expectations for teachers and pupils, and makes that significant connection between parents and their children’s education. But most importantly, if the policy is regularly reviewed and evaluated, it can ensure home learning remains beneficial to pupils’ progress, is of value to teachers and, ultimately, is worth the time and effort that everyone puts into it.

Frog 's Homework Solu tion

If you'd like to see better results from homework and independent learning, you should see HomeLearning in action!

- Set and mark online and offline homework in seconds - Access 300,000 curriculum-mapped quizzes using FrogPlay - Track homework setting and completions in MarkBook - Provide full visibility for parents, leaders, staff and pupils - Encourage independent learning

Get a demo of HomeLearning :

Speak to Frog

Back to Blog Listing

Home Learning
homework policy

We believe that every child can be given a unique and personal education, and that this can be delivered by today’s teachers without increasing workload through the clever use of technology.

+44 (0)1422 250800

[email protected]

Dean Clough Mills, Halifax HX3 5AX Find on Google Maps

ChatGPT for Teachers

Trauma-informed practices in schools, teacher well-being, cultivating diversity, equity, & inclusion, integrating technology in the classroom, social-emotional development, covid-19 resources, invest in resilience: summer toolkit, civics & resilience, all toolkits, degree programs, trauma-informed professional development, teacher licensure & certification, how to become - career information, classroom management, instructional design, lifestyle & self-care, online higher ed teaching, current events, advice on creating homework policies.

Getting students to work on their homework assignments is not always a simple task. Teachers need to take the initiative to create homework policies that encourage students to work hard to improve their achievement in the classroom setting. Educational leadership starts with making a policy that helps students learn and achieve while competing with extracurricular activities and the interests of students.

Set high standards

Homework policies need to have high standards to encourage students to work hard on achieving the best possible results. Student achievement in school improves when teachers set high standards and tell students that they are expected to meet the standards set in the classroom.

By setting high standards for the homework policy, teachers are ensuring that the students will be more willing to work on getting assignments done. The policies for homework that teachers and parents create can help improve student understanding of materials and result in better grades and scores on standardized tests.

Focus on study skills

Teaching students in their early education is a complicated task. Teachers need to balance the age of the students with the expected school, state and federal educational standards. Although the temptation to create a homework policy that focuses on repetition and traditional assignments can make the policy easy to create, it also removes the focus from establishing strong study skills and habits to engage students in education.

Creating a homework policy for younger students in the elementary grades should avoid traditional assignments and focus on building study skills and encouraging learning. Older students after elementary school are ready to take on written assignments rather than using technology and other tools.

Putting more focus on study skills will set a stronger foundation for homework in the future. As students get into higher grades, the type of assignments will focus on writing with a pen or pencil. The age of the student must be considered and the goal is to create a strong foundation for the future.

Involve the parents

Getting parents involved in the homework policy will encourage students to study and complete the assigned tasks. Asking parents to get involved to facilitate assignments will ensure students are learning without the parents completing the assignment for their child.

The goal of involving the parents in the homework policy is getting the family to take an interest in ensuring the assignments are completed. The best assignments will allow the student to manage the work without seeking answers from a parent. That allows parents to supervise and encourage their child without giving the answers.

Give consequences for incomplete assignments

Homework is an important part of providing educational leadership in the classroom. Although parental involvement and high standards can help encourage students to study, it is also important to clearly state the consequences if assignments are incomplete or not turned in on time.

A clear homework policy will lay out the possible consequences of avoiding assignments or turning in incomplete work. Consequences can vary based on the student grade level and age, but can include lowering the grades on a report card or taking away classroom privileges.

Although it is important to provide details about the consequences of avoiding the assignments, teachers can also use a reward system to motivate students to complete their work. Rewards can focus on the entire class or on individual rewards, depending on the situation. For example, teachers can give a small candy when students complete five assignments in a row.

Consequences and rewards can serve as a motivating factor when it comes to the homework policy. By clearly stating the potential downsides and the benefits to the student, it is easier for students to focus on the work.

Creating homework policies is part of educational leadership in the classroom. Although homework must focus on helping students achieve, it also needs to clearly state the expectations and give details about the benefits and consequences of different actions. By giving a clear policy from the first day of school, the students will know what to expect and can gain motivation to work on achieving the best results.

Homework policy: examples

See examples of homework policies from primary, secondary and special schools to help you write your own. also, adapt our sample clause for handling the impact of ai tools on homework., primary school, secondary school, special school, multi-academy trust, sample ai clause.

Shadwell Primary School in Leeds has a homework policy that covers:

When pupils take books home for reading
How long they should spend reading at home
English and maths homework
Spelling and times tables expectations
Additional half-termly homework tasks, such as a learning log and key instant recall facts
Instances when pupils may receive additional homework
How homework will be recorded
Rewards and sanctions

Chelmsford County High School for Girls in Essex has a school-wide homework policy setting out:

The importance of homework
Types of homework that could be set
How much time different year groups should spend on homework

North Ridge High School in Manchester has a homework policy that explains:

How homework may differ in form, expectations and outcomes
How long the school recommends pupils spend on homework
The roles of the class teacher, leadership team and governing board, and parents and carers
The homework that different Key Stages and learners will get
Marking, feedback and pupil absence

The policy also includes a homework timetable.

STEP Academy Trust has homework policies set for its schools that are agreed by the board of trustees. Each policy has been adapted slightly for each school.

To find the homework policies , scroll down in the 'Policy' search box in the top-right corner, and select 'STEP homework policy' – you'll see a list with links to homework policies for each of the trust's schools.

The DfE has advised that you may wish to review your homework policy to consider the impact of generative artificial intelligence (AI) tools (such as ChatGPT and Google Bard) on homework and unsupervised work.

Adapt our example text below to suit your school's context and approach to AI.

Primary schools

Secondary schools.

We're working on some practical guidance to help you get to grips with AI - select 'save for later' in the top right-hand corner of this page to be updated when it's ready.

The Key has taken great care in publishing this article. However, some of the article's content and information may come from or link to third party sources whose quality, relevance, accuracy, completeness, currency and reliability we do not guarantee. Accordingly, we will not be held liable for any use of or reliance placed on this article's content or the links or downloads it provides. This article may contain information sourced from public sector bodies and licensed under the Open Government Licence v3.0.

This article is only available for members

Want to continue reading?

Start your free trial today to browse The Key Leaders and unlock 3 articles.

Already a member? Log in

Start getting our trusted advice

Thousands of up-to-the-minute articles
Hundreds of templates, letters and proformas
Lawyer-approved model policies

Homework Policy Still Going Strong

Posted January 15, 2014
By Lory Hough

It's become one of those stories that has legs. Two years after we ran a feature story on whether schools should assign homework, we're still receiving letters to the editor and new tweets. On the Ed. site, the story has consistently been one of the most shared.

" Are You Down With or Done With Homework ?" featured Stephanie Brant, principal of Gaithersburg Elementary School in Gaithersburg, Md., who got rid of nightly homework in exchange for nightly reading and longer projects. At the time, Brant was just a few months into the homework change. Since the story in Ed. continues to spark so much interest among readers, we asked Brant if the policy was still in place, how it was going, and whether she had been approached by other media.

"Absolutely," she says, noting that The Washington Post , Family magazine, msn living, and The Huffington Post contacted her, as did several principals and school boards, asking if they could visit the school.

And the policy continues. "What's changed is the culture and community that we created," she says. "We've really built a culture of reading, at school and at home." Of course, some parents, especially new parents, still ask questions. "They ask, 'My child isn't doing math homework?' And I get it. I'm a parent, too."

But now, instead of reassuring them with talk of what she hopes will happen, she can tell them what has happened — students are making progress.

"The majority of our kids don't go to preschool. Now, since the policy, the majority of them leave kindergarten reading," she says. "At the end of the last school year, we looked at every student who started reading below grade level. Every one of them has risen at least 1.2 levels in growth. We've also had kids who grew 10 and 11 grade levels in one year."

Brant has made it easy for kids to embrace the new reading culture. Not only does she give them the time at home to read by not assigning other homework, but she also makes books readily available: Around school, there are book baskets in the halls. During the summer, in her gray Acura RDX, she becomes a one-woman bookmobile, driving around the city twice a week, giving out free books to kids — some donated, many that she paid for herself.

It's exactly what Brant wanted when she changed the homework policy. "Reading here has become the norm," she says. "My hope when I started this was to make reading a habit. Students who read become adults who read."

Are You Down With or Done With Homework?

Ed. Magazine

The magazine of the Harvard Graduate School of Education

Thanks for the Add. Now Help Me with My Homework

Projects That Soar

The Case for Homework

Our Mission

What’s the Right Amount of Homework?

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

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

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

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

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

Small Benefits for Elementary Students

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

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

Moderate Benefits for Middle School Students

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

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

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

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

More Benefits for High School Students, but Risks as Well

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

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

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

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

Parents Play a Key Role

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

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

Should Kids Get Homework?

Homework gives elementary students a way to practice concepts, but too much can be harmful, experts say.

Mother helping son with homework at home

Getty Images

Effective homework reinforces math, reading, writing or spelling skills, but in a way that's meaningful.

How much homework students should get has long been a source of debate among parents and educators. In recent years, some districts have even implemented no-homework policies, as students juggle sports, music and other activities after school.

Parents of elementary school students, in particular, have argued that after-school hours should be spent with family or playing outside rather than completing assignments. And there is little research to show that homework improves academic achievement for elementary students.

But some experts say there's value in homework, even for younger students. When done well, it can help students practice core concepts and develop study habits and time management skills. The key to effective homework, they say, is keeping assignments related to classroom learning, and tailoring the amount by age: Many experts suggest no homework for kindergartners, and little to none in first and second grade.

Value of Homework

Homework provides a chance to solidify what is being taught in the classroom that day, week or unit. Practice matters, says Janine Bempechat, clinical professor at Boston University 's Wheelock College of Education & Human Development.

"There really is no other domain of human ability where anybody would say you don't need to practice," she adds. "We have children practicing piano and we have children going to sports practice several days a week after school. You name the domain of ability and practice is in there."

Homework is also the place where schools and families most frequently intersect.

"The children are bringing things from the school into the home," says Paula S. Fass, professor emerita of history at the University of California—Berkeley and the author of "The End of American Childhood." "Before the pandemic, (homework) was the only real sense that parents had to what was going on in schools."

Harris Cooper, professor emeritus of psychology and neuroscience at Duke University and author of "The Battle Over Homework," examined more than 60 research studies on homework between 1987 and 2003 and found that — when designed properly — homework can lead to greater student success. Too much, however, is harmful. And homework has a greater positive effect on students in secondary school (grades 7-12) than those in elementary.

"Every child should be doing homework, but the amount and type that they're doing should be appropriate for their developmental level," he says. "For teachers, it's a balancing act. Doing away with homework completely is not in the best interest of children and families. But overburdening families with homework is also not in the child's or a family's best interest."

Negative Homework Assignments

Not all homework for elementary students involves completing a worksheet. Assignments can be fun, says Cooper, like having students visit educational locations, keep statistics on their favorite sports teams, read for pleasure or even help their parents grocery shop. The point is to show students that activities done outside of school can relate to subjects learned in the classroom.

But assignments that are just busy work, that force students to learn new concepts at home, or that are overly time-consuming can be counterproductive, experts say.

Homework that's just busy work.

Effective homework reinforces math, reading, writing or spelling skills, but in a way that's meaningful, experts say. Assignments that look more like busy work – projects or worksheets that don't require teacher feedback and aren't related to topics learned in the classroom – can be frustrating for students and create burdens for families.

"The mental health piece has definitely played a role here over the last couple of years during the COVID-19 pandemic, and the last thing we want to do is frustrate students with busy work or homework that makes no sense," says Dave Steckler, principal of Red Trail Elementary School in Mandan, North Dakota.

Homework on material that kids haven't learned yet.

With the pressure to cover all topics on standardized tests and limited time during the school day, some teachers assign homework that has not yet been taught in the classroom.

Not only does this create stress, but it also causes equity challenges. Some parents speak languages other than English or work several jobs, and they aren't able to help teach their children new concepts.

" It just becomes agony for both parents and the kids to get through this worksheet, and the goal becomes getting to the bottom of (the) worksheet with answers filled in without any understanding of what any of it matters for," says professor Susan R. Goldman, co-director of the Learning Sciences Research Institute at the University of Illinois—Chicago .

Homework that's overly time-consuming.

The standard homework guideline recommended by the National Parent Teacher Association and the National Education Association is the "10-minute rule" – 10 minutes of nightly homework per grade level. A fourth grader, for instance, would receive a total of 40 minutes of homework per night.

But this does not always happen, especially since not every student learns the same. A 2015 study published in the American Journal of Family Therapy found that primary school children actually received three times the recommended amount of homework — and that family stress increased along with the homework load.

Young children can only remain attentive for short periods, so large amounts of homework, especially lengthy projects, can negatively affect students' views on school. Some individual long-term projects – like having to build a replica city, for example – typically become an assignment for parents rather than students, Fass says.

"It's one thing to assign a project like that in which several kids are working on it together," she adds. "In (that) case, the kids do normally work on it. It's another to send it home to the families, where it becomes a burden and doesn't really accomplish very much."

Private vs. Public Schools

Do private schools assign more homework than public schools? There's little research on the issue, but experts say private school parents may be more accepting of homework, seeing it as a sign of academic rigor.

Of course, not all private schools are the same – some focus on college preparation and traditional academics, while others stress alternative approaches to education.

"I think in the academically oriented private schools, there's more support for homework from parents," says Gerald K. LeTendre, chair of educational administration at Pennsylvania State University—University Park . "I don't know if there's any research to show there's more homework, but it's less of a contentious issue."

How to Address Homework Overload

First, assess if the workload takes as long as it appears. Sometimes children may start working on a homework assignment, wander away and come back later, Cooper says.

"Parents don't see it, but they know that their child has started doing their homework four hours ago and still not done it," he adds. "They don't see that there are those four hours where their child was doing lots of other things. So the homework assignment itself actually is not four hours long. It's the way the child is approaching it."

But if homework is becoming stressful or workload is excessive, experts suggest parents first approach the teacher, followed by a school administrator.

"Many times, we can solve a lot of issues by having conversations," Steckler says, including by "sitting down, talking about the amount of homework, and what's appropriate and not appropriate."

Study Tips for High School Students

High angle view of young woman sitting at desk and studying at home during coronavirus lockdown

Tags: K-12 education , students , elementary school , children

2024 Best Colleges

Search for your perfect fit with the U.S. News rankings of colleges and universities.

Connect with us to understand how we can help you.

State* Andhra Pradesh Chhattisgarh Delhi Gujarat Haryana Himachal Pradesh Karnataka Madhya Pradesh Maharashtra Odisha Punjab Rajasthan Tamil Nadu Telangana Uttar Pradesh Uttarakhand Others

Solution Products* School Loans Smart Learning Maths and Science labs Digital Smart Classroom School ERP and Fee Management Integrated Curriculum Solution School Bus Insurance School Uniform
I authorize Varthana to connect with me over call and WhatsApp overriding my registration with NDNC

Board of Directors
Our Investors
School Solution
VCARE – Varthana care for you

How To Create An Effective Homework Policy In School?

by Team Varthana
Posted on January 12, 2024
in School Assignment , School Homework Management

Homework, for us, brings to mind endless writing without a clear reason, often leading to missing out on evening games. We didn’t enjoy it in school and never really questioned why.

Since homework is an integral part of the educational experience, providing students with opportunities to reinforce learning, develop essential skills, and cultivate a sense of responsibility is the criteria. However, creating an effective homework policy requires careful consideration, especially in the diverse and dynamic educational landscape of India.

A homework policy is a set of guidelines, rules, and principles established by educational institutions to govern the assigning, completion, and evaluation of homework assignments. This policy outlines the expectations and responsibilities of students, teachers, and parents regarding homework.

It serves as a framework to ensure that homework is purposeful, relevant, and contributes to the overall learning objectives of the educational institution.

What are the Key Components of a Homework Policy in School?

1. purpose of homework and the educational philosophy:.

This includes reinforcing classroom learning, developing independent study skills, and fostering a sense of responsibility.

2. Guidelines for Homework Assignment:

Such as complexity, relevance to the curriculum, and differentiation to accommodate varying student abilities.

3. Time Allocation:

Specifies the recommended time students should spend on homework each day, including extracurricular activities and rest.

4. Parental Involvement:

Supporting their children with homework, communication channels between teachers and parents, and a conducive environment for learning at home.

5. Feedback and Evaluation:

Providing timely and constructive feedback on homework assignments, emphasizing feedback as a tool for improvement.

6. Technology Integration:

Guidelines for the use of digital tools and ensuring accessibility for all students.

7. Flexibility and Accommodations:

Considering the diverse needs and circumstances, include allowing for alternative assignments or extended deadlines when necessary.

8. Collaborative Learning:

Through group projects, peer reviews, or other cooperative activities that foster teamwork and communication skills .

Also Read: 7 techniques to boost communication skills for teachers and administrators

9. Alignment with Curriculum:

Ensures that homework assignments align with the broader curriculum goals and contribute to the mastery of key concepts and skills.

10. Cultural Sensitivity:

Acknowledges cultural diversity and ensures that homework assignments are culturally sensitive and inclusive.

Also Read: Leveraging Tech: 5-Step Guide for Teachers & Parents to Support Students with Special Needs

Homework Policies for Each Phase of School Education

Homework policy for kindergarten:, 1. purposeful play and exploration:.

Homework in kindergarten should emphasize purposeful play and exploration. Activities may involve simple art projects, interactive games, or reading together with parents to foster a love for learning.

2. Limited Duration:

Keep homework sessions short, typically not exceeding 10-15 minutes. Kindergarten students have short attention spans, and the emphasis should be on enjoyable and age-appropriate learning experiences.

3. Parental Engagement:

Encourage parents to engage with their child during homework time, making it a positive and bonding experience. Homework may involve activities that promote fine motor skills, creativity, and basic literacy.

Homework Policy for Elementary School:

1. balanced subjects:.

Assign homework that covers a range of subjects, supporting a well-rounded education. This can include math problems, reading assignments, science experiments, and simple research projects.

2. Development of Basic Skills:

Homework should focus on developing foundational skills, such as reading comprehension, basic math operations, and written expression. It provides opportunities for independent practice and reinforces what is taught in class.

3. Parental Support:

Encourage parents to provide support as needed, fostering a positive home-learning environment. Homework can serve as a communication tool between teachers and parents, keeping them informed about what is happening in the classroom.

Homework Policy for Primary School:

1. subject-specific assignments:.

As students move into primary school, homework may become more subject-specific. Assignments can include math exercises, reading comprehension tasks, science projects, and social studies research.

2. Preparation for Higher Grades:

Homework serves as preparation for higher grades by introducing students to more structured assignments. It encourages time management and responsibility while reinforcing the importance of daily practice.

3. Feedback and Assessment:

Use homework for formative assessment , providing constructive feedback to guide students’ progress. This feedback loop helps identify areas of strength and areas needing improvement.

Also Read: 5 formative assessment techniques for real time feedback

Homework Policy for Secondary School:

1. diverse subjects and specializations:.

Homework in secondary school becomes more diverse as students take on different subjects and potentially specialize in certain areas. Assignments may include essays, research projects, and problem-solving tasks.

2. Preparation for Exams:

Homework plays a crucial role in preparing students for exams. It reinforces learning, allows for deeper exploration of topics, and helps students develop study strategies for upcoming assessments.

3. Independent Learning:

Encourage independent learning skills. Secondary school students should be capable of managing their workload, researching independently, and applying critical thinking skills to their assignments.

Homework Policy for High School:

1. advanced academic rigor:.

High school homework involves advanced academic rigor, often requiring critical analysis, research, and synthesis of information. Assignments may be more extensive and may contribute to overall course grades.

2. College and Career Preparation:

Homework in high school prepares students for college or vocational pursuits. It emphasizes skills such as research, time management, and effective communication, essential for success in higher education and future careers.

3. Balance and Well-Being:

Acknowledge the increased academic demands and extracurricular commitments in high school. Strive for a balance that promotes student well-being, considering the importance of mental health and a holistic educational experience.

Homework Policy for Pre-University College (PUC):

1. academic specialization:.

Homework in PUC is often more specialized, focusing on subjects relevant to the chosen course of study. Assignments may be research-intensive, requiring students to delve deeply into their chosen field.

2. Critical Thinking and Research:

Emphasize critical thinking and research skills. PUC homework should challenge students to think analytically, apply theoretical knowledge to practical scenarios, and engage in independent scholarly inquiry.

3. Transition to Higher Education:

Homework in PUC serves as a bridge to higher education. It helps students adapt to the expectations of college-level coursework, where independent research and self-directed learning become increasingly important.

4. Preparation for Examinations:

PUC homework is closely tied to exam preparation, helping students develop effective study habits, time management skills, and a comprehensive understanding of the subjects they are studying.

Tips for Creating an Effective Homework Policy for Students

1. understanding cultural dynamics:.

A homework policy should be sensitive to the diversities, acknowledging that students may come from varied socio-economic backgrounds and have different levels of support at home. Tailoring homework assignments to be inclusive and culturally relevant ensures that all students can engage meaningfully with the material.

2. Balancing Academic Rigor and Well-being:

While academic excellence is a priority, it’s essential to strike a balance between challenging students and safeguarding their mental health. The pressure-cooker environment of education can be overwhelming, so a well-crafted homework policy should consider the recommended guidelines for the amount of homework assigned, ensuring it aligns with developmental needs and does not contribute to excessive stress.

3. Clear Communication with Parents:

Transparent communication with parents is crucial for the success of any homework policy. Schools should clearly articulate the purpose of homework, its role in the learning process, and the expected level of parental involvement . Regular updates and parent-teacher meetings can facilitate a collaborative approach, fostering a supportive learning environment at home.

Also Read: 5 formative assessment techniques for real-time feedback

4. Differentiated Homework Assignments:

Recognizing the diverse learning styles and abilities of students, teachers should design homework that allows for differentiation. Tailoring assignments to cater to varying levels of proficiency ensures that each student is appropriately challenged and has the opportunity to succeed .

Also Read: Tips for Parents to help their children succeed in school

5. Aligning Homework with Curriculum Goals:

The homework policy should be closely aligned with the broader curriculum goals of the school. Assignments should reinforce classroom learning, providing students with opportunities to apply theoretical knowledge in practical contexts. This alignment ensures that homework serves as a meaningful extension of the educational experience rather than a disconnected task.

6. Promoting Self-directed Learning:

A well-designed homework policy encourages self-directed learning and critical thinking. Assignments that prompt students to explore topics independently, ask questions, and connect learning across subjects foster a sense of curiosity and intellectual engagement.

7. Incorporating Technology Thoughtfully:

In the digital age, incorporating technology into homework assignments can enhance the learning experience. However, it’s essential to do so thoughtfully, considering accessibility issues and ensuring that technology complements the learning objectives rather than becoming a distraction.

8. Providing Timely and Constructive Feedback:

Feedback is a crucial component of the learning process. Teachers should establish a system for providing timely and constructive feedback on homework assignments. This not only helps students understand their strengths and areas for improvement but also fosters a culture of continuous learning.

9. Encouraging Collaborative Learning:

Homework assignments that encourage collaboration can be beneficial in schools. Group projects, peer reviews, and cooperative learning activities promote teamwork, communication skills, and a sense of shared responsibility.

10. Flexibility and Adaptability:

Recognizing that students may face unforeseen challenges at home or in their personal lives, a flexible and adaptable homework policy allows for accommodations when needed. Teachers should be understanding and responsive to individual student needs, ensuring that the policy is a tool for support rather than a source of additional stress.

Also Read: How can school leaders help parents get to know the school staff better?

A well-designed homework policy is a valuable tool for creating a positive and effective learning environment. In all phases of school education, it’s essential to consider the developmental needs of students, provide clear communication between teachers and parents, and maintain a balance that promotes both academic success and overall well-being.

Homework should be purposeful, aligned with educational goals, and conducive to the development of lifelong learning skills. Additionally, an effective homework policy contributes to the overall well-being of students by striking a balance between academic rigor and the importance of a holistic educational experience.

Latest Blogs

Jodhpur school leader finds joy in educating dangiyawas local kids and fulfilling their dreams, february 23, 2024, 6 impact of social media on education, february 26, 2024, why is stem education crucial for future job opportunities, february 27, 2024, most viewed blogs, the benefits of teaching financial literacy to children at an early age, march 22, 2024, this school leader from kota opens a school addressing the community’s competitive exam needs, april 5, 2024, what to do when low enrollment becomes a problem for your school, april 8, 2024.

21st century skills (1)
Bias in Schools (1)
Budget Private Schools (3)
Bullying (2)
Business (1)
career guidance (1)
Career Guidance In School (1)
Career planning (1)
Child Labour (1)
Classroom Management (35)
Customer stories (119)
Diversity in Education (6)
Education (343)
Educational Podcasts (1)
Empathy in Education (2)
Exam Management (1)
Examination (1)
Extracurricular Activities (6)
Festive Learning (2)
Finance (11)
Financial Literacy (4)
Gen Z and Education (1)
Girl Education (2)
Higher education (2)
Language Skills (1)
Learning Loss (2)
Learning Styles (2)
Menstrual Hygiene (3)
Mental health (18)
Outdoor Education (5)
Parent-Teacher Communication (1)
Parents engagement (8)
school administration (1)
School Admissions (2)
School Assignment (1)
School budget (5)
School data analytics (1)
School Education (1)
School Enrollment (1)
School Field Trips (1)
School finance (7)
School Growth (9)
School Homework Management (1)
School Infrastructure (10)
School Insurance (1)
School Leadership (18)
School Loan (18)
School Loans (1)
School Management (1)
School Safety (2)
School self evaluation (5)
Skill-Based Learning (1)
Social Media in Education (4)
STEM Learning (4)
Student Apps (1)
Student Counselling (1)
Student Mental Health (1)
Student Productivity (11)
Teacher Podcasts (1)
teacher training (9)
Teacher-Student Relationship (2)
Teachers training (9)
technology (2)
Technology in Education (8)
Technology in School (3)
Uncategorized (7)
Vocational Education (1)
Women in STEM (4)

Dear Varthana Customer,

We have an information update regarding your loan/s with us.

Your details are submitted successfully.

You can see how this popup was set up in our step-by-step guide: https://wppopupmaker.com/guides/auto-opening-announcement-popups/

The new homework policy is a step in the right direction

Lauren Doherty, Story Editor @ LDohertyCourant

While some might believe that the result of a large workload would be a high level of achievement, numbers appear to tell a different story. According to the American Psychological Association, 83% percent of teenagers believe that school is “a somewhat or significant source of stress”. Recently, Principal William Egan conducted a school-wide survey, which discovered that 74.3% of students are spending more than 25 minutes per class on homework each night. With five classes, that totals to over 2 hours. A 2013 study found that when faced with too much homework, students can be faced with many physical and mental health issues such as sleep deprivation or higher stress levels. (Galloway, Conner, & Pope, 2013)

To combat the student stress and piles of homework that students are given, Principal Egan has introduced a new homework policy. The policy limits homework to just 20 to 25 minutes a night per class. “We wanted to find a way to still maintain high achievement, but also make sure everyone knew we cared about kids and want to do the best by them in every way that we can,” said Mr. Egan. “But realistically, spending 4 hours a night, I don’t care what classes you’re in, it’s not healthy. It’s not okay.”

The new policy initially raised some concerns, as many teachers believed they would need to cut down on content. However, English teacher and head of the faculty homework committee, Jessica Cullen finds that this has not been the case. “The short answer is yes, reducing the amount of homework will slow down the pace of the class. But, in English it is more skills based, so if I get through 5 books in a year instead of 6 I can still teach the same skills with just those 5 books,” she said.

Quality over quantity seems to be the key for many teachers when assigning homework. “Focusing on how we can produce quality writing by breaking it into pieces really makes a difference versus just assigning a lit-based essay due in two nights and saying you’re on your own ,” said Ms. Cullen. “That’s quantity, but you’re not necessarily going to get quality work.”

Sophomore Grace Flatow believes it’s questionable how effective the homework policy has been for some students. “Many teachers just disregard it and give more homework,” said Grace. “Especially on the weekends they think that you can do 20 minutes each day so they give you an obscene amount of homework.”

Senior Ben Castle has a heavy load of classes, including both AP Biology and AP Government. “I have found that for these classes I do have homework, but it is much more spread out,” said Ben. “Homework mainly includes taking notes and reading textbooks, but it is more for your knowledge rather than being checked for a grade.”

Sophomore Kiera Mastey finds that her homework has been incredibly overwhelming. “We’re already putting so much effort into school, it just seems insane for in an already high-stress environment for us to bring this into our home life as well,” said Kiera. “I just feel like I can never escape school and it has become a really overwhelming place for me.”

Kiera hopes that the homework policy will improve. “I think that the policy of having 20 minutes of homework is a good idea in theory,” she said. “But I don’t think it’s really understood that 20 minutes of homework for one person and 20 minutes of homework for another person are completely different things.”

Ms. Cullen says her team is working to make changes. “We are trying to develop a more comprehensive school-wide homework policy that will flush out more in depth expectations for teachers, for students, and for parents around homework.”

The current homework policy is just a start. “It’s a work in progress. It’s a step in the right direction,” says Mr. Egan. As the school continues to improve the policy, it is the hope that eventually New Canaan will reach what is needed to best please all members of the school community. “We need to find a way to work together, students, teachers, administration, parents, to best meet the needs of kids so they maintain high achievement and also stay healthy,” he said. “The truth is, we want you all to be the best you can possibly be, but be healthy.”

Exploring the planning process of prom

The unseen benefits of having ADHD

Teachers & students benefit with the addition of the copy center

St Winifred's Catholic Primary School

St winifred’s catholic primary school, homework policy.

Homework Policy 2022-23

At St Winifred’s Primary School we believe that homework is an essential part of pupils’ learning. In line with National Curriculum requirements, homework is set and children are encouraged to, and expected to establish good homework habits from the beginning of their school life.

Homework is set regularly as a means of reinforcing and extending learning
Homework is differentiated to meet the needs of individual pupils
Homework should be understood by pupils and parents, and not be seen as an onerous task

Homework is defined as work set by the teacher to be done at home, either by the child alone or with the support of an older sibling, parent or carer. The main focus of homework will be numeracy and literacy, with occasional tasks to extend and enhance learning across the curriculum.

Homework will involve some or all of the following activities:

Reading: independent, shared or paired reading, with possible activities to reinforce comprehension and understanding of texts as children progress through school.
Spellings and vocabulary extension: learning sounds and spellings; activities to apply spelling rules and patterns to extended tasks.
Research into an aspect of the curriculum as preparation for, extension to, consolidation of or follow up to work carried out in class.
Learning number facts and practice of calculation, including problem solving (multiplication tables, number bonds, etc..).
Written assignments in English and Maths.

Handwriting

Other tasks to extend work done in class, including topic-based work.
The nature, type and amount of homework will vary according to the age and ability of the pupil.

Entitlement

All children are entitled to have homework set by their teacher, which is matched to their ability and needs. Parents are entitled to share in the learning of their child.

At St Winifred’s, we appreciate how important the links between home and school are, and the need for us to work together to ensure a good education for all children. It is for this reason that we believe that it is important that children have homework set that will support learning within the classroom. Homework will be carefully planned to extend learning, enhance and reinforce skills and understanding, and allow children to consolidate and improve their skills further.

Through the provision of a variety of activities and approaches to homework we aim to:

raise standards in all curriculum areas but particularly basic skills in Maths and English
create a sound partnership between parents and teachers with regard to children’s learning
consolidate/reinforce pupils’ skills, knowledge and understanding of work covered in class
improve pupils’ attitudes to learning and independent learning skills

In setting and marking homework, teachers will:

give reasonable time for its completion (including time to complete tasks if homework

is not returned)

match tasks to time and as far as possible to the abilities of the children
provide feedback to children on their progress
provide additional guidance for parents as part of termly curriculum letters, on
how/when homework should be completed, including web links, etc. (see Appendices)

At St Winifred’s, we recognise the importance of developing a sound partnership between parents and children with reference to children’s learning.

Parents will:

be provided with additional guidance to support learning at home and to help children with homework tasks;
be encouraged to support the school’s homework policy when signing the home school agreement;
be given feedback on how children are doing with homework through marking, during parents’ meetings and in annual reports.

The Headteacher will regularly review the Policy and Guidelines on behalf of the Governing Body, alongside the whole staff team, and will monitor the quality of homework provision through planning and work scrutiny.

Appendix 1 – Guidance for parents/carers

Homework – Guidance for Parents

At St Winifred’s we appreciate how important and valuable good home/school links are and the need for us all to work together to ensure a good education for all children.

Homework is an important part of the curriculum for pupils, and in line with National

Curriculum guidance we provide regular homework for pupils in all year groups.

We aim to vary the approach to homework according to the age and learning needs of the

child and we cannot emphasise too strongly the importance of parents working with their

child to ensure homework is completed.

Why do we set homework?

Homework enables children to practise and extend skills learned in the classroom, and also

gives pupils a chance to undertake research and additional learning, as required. It involves

parents (and other adults) in the children’s work and we believe that homework encourages

and improves independent learning.

How can parents help?

There are many ways you can help:

Ask the children questions about what they are learning at school (talking helps everyone understand things clearly).
Play word and number games to consolidate early learning of letter sounds, common vocabulary and number bonds.
Spend a little time, on a regular basis, listening to your child read and discussing the books they have brought home. Encourage your child to read words and books regularly (show them how important words are).
Help them to form letters the way they are taught at school starting at the correct point.
Test what has to be learned e.g. spellings, tables, number facts etc.
Read what your child has written, and talk to them about their writing: Does it make sense? Is it correctly punctuated, etc.? Is writing neat and accurate? Have they used exciting words?
Encourage your child to check over his/her work.
Help your child find out additional facts, e.g. by visiting the library or researching on the Internet.

We ask for your support in seeing that homework is done conscientiously and in the best possible conditions. If homework is not completed, children are often at a disadvantage in class, as many homework tasks are discussed in class and often inform future learning.

Teachers may ask children to complete homework in school if it is not handed in.

Time set aside for homework should be respected by the rest of the family. Try to make sure it becomes part of your child’s daily routine.

Encourage your child to establish a homework routine which best suits them, e.g. not when they are becoming tired, etc.

For younger children little and often is best – 10-15 minutes daily is a good habit. As children become older they should be encouraged to sustain their concentration for longer periods of time, and to work with increasing independence. For example, it would be beneficial to get children into the habit of reading every evening; time spent on reading should range from approximately 10 minutes in Key Stage 1 and up to 30 minutes in Key Stage 2. We appreciate this isn’t always possible every day but a minimum of 3-4 times a week should be encouraged.

If a child struggles with an activity, try to avoid becoming anxious about it and approach your child’s teacher as soon as you can. They will spend more time explaining the task to help you and your child.

What sort of homework should I expect for my child?

Children will bring home reading books every day. Please ensure these are returned when requested. In addition, children will be given tasks to support learning in literacy and numeracy lessons, and occasionally to extend learning in other subject areas.

Homework can also be set using Google Classroom. Please ensure that you login weekly and check.

Homework tasks will depend on the age and ability of children, but in general terms the following can be expected:

Reading – When children are ready, they will bring their reading books home daily along with reading record books so that you can share comments on progress and enjoyment with school staff. (Little Wandle – online e-book later in the academic year).

Reading – physical and Little Wandle online e-book.

Handwriting Practice

Numeracy worksheets and activities or Tasks related to topic work

Literacy or topic tasks

Literacy or numeracy tasks, including times tables work (MyMaths and later in the academic year)

Tasks related to topic work

Key Stage 2

Homework will include:

Reading – Children have a reading journal to record their comments about their books

A literacy task – spellings, a reading-related task, comprehension activity, written

task, research

A numeracy task – tables to learn, maths activities to undertake, problems, etc.

Additional topic-based tasks or projects, to enhance topic work done in class

My Maths (computer-based tasks)

As children progress towards Year 6 they may often be given additional activities and this

will also include SATs revision. It is expected that parents encourage greater independence

as children move into upper Key Stage 2.

Rick Hess Straight Up

Education policy maven Rick Hess of the American Enterprise Institute think tank offers straight talk on matters of policy, politics, research, and reform. Read more from this blog.

Does School Choice ‘Work’?

In “Straight Talk with Rick and Jal,” Harvard University’s Jal Mehta and I examine the reforms and enthusiasms that permeate education. In a field full of buzzwords, our goal is simple: Tell the truth, in plain English, about what’s being proposed and what it means for students, teachers, and parents. We may be wrong and we will frequently disagree, but we’ll try to be candid and ensure that you don’t need a Ph.D. in eduspeak to understand us.

Today’s topic is educational choice and whether it “works.”

Rick: It’s been another busy spring for educational choice, so let’s dig into the heated debate about whether choice “works.” Here’s where I’m coming from: I’ve supported full-spectrum educational choice since the last century, including intradistrict choice, charter schooling, school vouchers, education savings accounts (ESA), and the rest. That said, regular readers also know that I’m critical of the absolutist rhetoric favored by some choice advocates, over-the-top claims for choice, and the insistence that choice works. As I see it, educational choice is part of the answer to our challenges, but it isn’t the answer. Choice enables more parents to find options that are right for their child, creates more room for the emergence of promising new options, and offers educators more say as to where they’ll work. These are all very good things.

But educational choice programs are no one thing. They vary dramatically, from relatively restricted open-enrollment programs that give students some choice among district schools to ambitious ESA programs that radically reimagine how schooling works. Just within charter schooling, there are vast differences from state to state in who is permitted to authorize schools, how they are authorized, the goals they are required to meet, and so forth. Broadly asserting that choice is “good” (or “bad”) ignores that it means many different things depending on context, policy, and practice.

In short, choice isn’t a bag of magic beans. Worse, suggesting it is makes it less likely that anyone will do the hard work necessary to make choice programs deliver. Ultimately, the how of choice matters mightily. How tough is it for good new schools or programs to emerge? How do we ensure that scam artists aren’t ripping off families and taxpayers? How do parents find out what the options are? How does the financing work? The answers to questions like these determine whether a school choice program works for the families that participate or not.

Anyway, that’s how I tend to approach all this. Curious to hear your take, especially given how much you’ve thought about these issues in the context of your scholarship on institutions and deeper learning.

Jal: Yet again, there is a surprising amount of agreement here. Choice can mean very different things depending on the context and the nature of the regulations. In some states, even fairly proven providers can’t open new schools, whereas in others, licenses are offered to schools that have no track record or plan. As I’ve talked with graduate students coming from all over the nation, their views of choice often vary significantly depending on what state they are coming from.

From an innovation perspective, I think the hopes of the choice movement have not been realized. Charter schools, in particular, were created based on the idea that they would use the freedoms they had been granted to try out new possibilities, which might, over time, influence traditional public schools. But in practice, most charter schools, including a number of the most well-known ones, have mostly just done the same old thing—the same seven-period days, same subjects, same teaching methods. Even Nina Rees, the former head of the National Alliance for Public Charter Schools, acknowledges that charter schools frequently haven’t been as innovative as their advocates have hoped. The reasons for this are almost overdetermined: Teachers teach as they were taught, parents expect school to look the same as what they experienced, external measures like state tests and college admissions reward conformity, etc.

If we wanted to take advantage of some of the benefits of choice to generate more genuine innovation, we would need to make some changes. For instance, we would have to alter the external ecosystem: If we want schools to be organized around students doing more authentic work, then schools have to be evaluated on the basis of students doing that kind of authentic work. These evaluations might include performance assessments or balanced scorecard-style dashboards. Or it might look like the state getting out of the business of measuring outcomes entirely and trusting that parents will be able to select the schools that work for their kids, without having one set of measures that standardizes everything. (Ted Sizer advocated market over state accountability for this reason in The Red Pencil .) A more split-the-middle option would be to have the state perform periodic accreditation reviews, such as those that are used in England. This would allow schools to experiment as they like but offer some protections that public institutions are meeting a certain floor of public goals.

What do you think, Rick? Has choice produced “innovation”? How do we create quality without standardization?

Rick: You know, it’s almost disturbing how much common ground we find in these exchanges, even surrounded by frenzied hyperbole (with Kentucky’s lieutenant governor recently thundering that “‘school choice’ is nothing more than welfare for the well-to-do”). I’m always struck how crazy it is that we’ve ceded so much ground to the self-interested industry of outrage-peddling politicos and culture-war grifters.

But that’s a sermon I’ve preached many times, so I’ll get back to the point. I agree with you both that choice works largely by creating room for better solutions to emerge . . . and that it mostly hasn’t. As you note, this is due to the failure (of even its supporters) to embrace the kind of ecosystem that fuels rethinking. For me, it’s useful to think of this as a humane, organic vision of school improvement. Now, talk of choice as “humane” and “organic” can sound odd when the debate is filled with talk of “wars on public education” and “failing public schools.” But all this wild-eyed rhetoric misses the mark. The promise of choice is not that, tomorrow, schools will magically be “better.” The promise of choice-based systems is that, over time, they create room for educators and families to build better solutions.

This should all be intuitive to anyone who’s spent much time talking school improvement with principals or district leaders. Conversations are peppered with phrases like, “I’d like to do this, but the contract requires . . . ,” “I’d like to pay them more, but HR says . . . ,” or “I’d love to move those dollars, but we’re not allowed. . . .” Educators wrestle with layers of rules, regulations, and contract provisions. That’s why choice can be so appealing: It can make it easier for educators to pioneer promising new school models. School vouchers and ESAs make it feasible to offer alternatives to low-income families who’ve long felt trapped in local schools. Charter schooling enables educators to get a new school approved by a charter authorizer without having to spend years pleading with district officials for flexibility, facilities, and approval.

This kind of inertia is hardly unique to education. Older organizations are rarely good at managing change. They tend to grow rigid, routinized, and hierarchical with time, making it tougher to leverage new technologies or meet changing needs. That’s why the average life span of a Fortune 500 company is just 50 years. When we tell educators they’ve no path other than “fixing” aged systems or schools, we put them in a nearly impossible position.

That’s one reason I’m optimistic about choice today, in the wake of the pandemic. As I noted in The Great School Rethink , the emergence of microschools, learning pods, and hybrid home schools; the adoption of large-scale ESA programs; and the explosion of home schooling have together changed the choice landscape. Choice is no longer mostly about a handful of broadly similar urban charter school networks; today, it’s far more decentralized, dynamic, and geographically dispersed. Of course, these new changes have also surfaced new challenges, ranging from accountability for public funds to questions of staffing and logistics. Our ability to thoughtfully navigate these will determine the success of this next era of educational choice.

Wondering what you make of this changing landscape and what it means going forward, pal.

Jal: Embracing a “humane and organic” approach to school reform? If you don’t watch out, you’re going to get kicked out of the GOP, Rick.

I agree with your idea that the emerging choice landscape—particularly the growth of home schooling, learning pods, and microschools—is much more varied in its goals, means, and approaches than the charter schools that dominated the dialogue in the aughts and 2010s. There also seems to be a much more fundamental willingness to rethink what is taken for granted. This can range from parents who want to resist the standardizing pressures of schools to those whose kids aren’t being served well by the peer or racial dynamics of such schools.

There isn’t yet much research about these efforts, so what I know about them is pretty partial. But still, there is a sense that these folks are motivated by a much more human focus than past reformers. Rather than being committed to grand ideals like social mobility for other people’s children, these are people who are looking at their own kids not as abstractions but as real human beings who are not being served well by school. We can hope that what they generate is much more varied and authentic and that it serves the wide diversity of interests that young people bring to the table.

At the same time, the idea of unschooling and escaping the conformity of public education is not a new one, nor is it a surefire way to educate children successfully. Experience suggests that there are certain Romantic ideas that will turn out to be not entirely true. While intrinsic motivation and self-directed learning are important (and in much too short supply in regular public schools), for most kids, they won’t be sufficient without some structure, community, and routine. Some kids listen better to other adults than they do to their own parents. Thus, there is a lot to be figured out in this emerging world: Who should “teach”; what sorts of structures, communities, and routines should replace the ones previously provided by school; and what models work and for which kids.

To make this a bit more personal, we were home schoolers for most of one year during the COVID-19 pandemic. We had a bright 6-year-old who was bored by virtual school and would click “leave meeting” rather than partake in the community-building activities his school had designed for 1st graders. We enrolled him and his best friend in a little school in our living room. We used some materials for science and social studies that my wife found on a home-schooling site and signed up for Beast Academy , a virtual math program for bright kids who like math. Beast Academy was a hit and lasted well past the pandemic. The home-schooling materials we got were more mixed: Some landed and some didn’t. For ELA, we had him read (what he wanted) and write (what he wanted). This was good, but only worked because his kindergarten teacher had already taught him to read. Eventually, the friend had to go back to school, and our son got sad and lonely without him, and so he went back to school. The lesson here is that what we call “school” is really a bundle of things—curriculum in different subjects, teachers, friends, specials—all of which have to be replaced in ways that work. This is much easier said than done.

One obvious question is what the role of the state is in this process. When we home schooled, we just had to fill out a form with the district at the beginning of the year saying what we were going to do and then one at the end saying what we had done. This seems a little light to me. I think some kind of performance of understanding in different domains is important to ensure that real learning has taken place. But the trick, as is always the case with any alternative arrangement, is that if we put too tight strictures on what counts, we are going to lose the innovation that choice can potentially unleash. Finding a way to manage this balance is the key to making the new choice movement more innovative than the old.

The opinions expressed in Rick Hess Straight Up are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.

Sign Up for EdWeek Update

Edweek top school jobs.

Image of students working at desks, wearing black and white school uniforms.

Sign Up & Sign In

Moscow School District #281
A.B. McDonald Elementary School
J. Russell Elementary School
Lena Whitmore Elementary School
Moscow High School

Moscow Middle School

Paradise Creek Regional High School
West Park Elementary School
View Original
Lena Whitmore Elementary
McDonald Elementary
Russell Elementary
West Park Elementary
Moscow High School Library
Moscow Middle School Library
Elementary Libraries
Canvas (Staff Login)
Staff Email Access
Office 365 Portal
PowerSchool For Teachers
Absence Management
Spiceworks (Technology Work Orders)
Safe Schools Course
PowerSchool For Substitute Teachers
www.Regence.com
Pay For Staff Lunch
Year End 2021
MMS Staff Collaboration Form
Canvas (Parent Login)
Canvas Parent Guide
Canvas Student Guide
PowerSchool
PowerSchool Parent Setup Guide
Counseling Center Photo Gallery
Bell Schedule
AABCD Calendar
New Student Registration Information
Course Description
Middle Level Credits
English as a Second Language (ESL) Program
MOSS Information
Parent Support Team FB
Staff Directory
One-to-One Handbook
Canvas (Student Login)
Student Handbook
MMS Library
Counseling Center
AABCD Schedule
Student Slideshow
Academic Teams and Schedules
Sports Teams and Schedules
Sports Forms and Registrations
Cub Communicator
Cub Community Connection
Basic School Supply List
School Report Card/Assessment Data
Staff Resources
MMS Calendar

Student Resources

Math textbook links.

Moscow is a city in Latah county, Idaho

Top Rated Schools

College Success Award

Neighboring cities.

Nearby homes for sale

Top Rated Schools in This City

Moscow District 2,333 students | MOSCOW, ID Grades PK, K-12 | 8 schools

Homes Nearby

Homes for rent & sale near this city

Reviews From Schools in Moscow

Chicago Board of Education opens new school safety policy for public comment

The Chicago Board of Education moved one step closer Thursday to creating a new school safety policy that would rid campuses of school resource officers by the fall.

The board voted to open a 30-day period where the public can comment on the newly proposed Whole School Safety plan, which pushes schools to embrace alternatives to traditional disciplinary practices and teach students how to understand their emotions, known as social-emotional learning.

The board is expected to vote on the plan in July, after the public comment period is over.

Jadine Chou, chief safety and security officer for CPS, noted the proposed plan was created with feedback from a survey and the Whole School Safety Steering Committee, made up of community-based organizations that had advocated for a different approach to safety.

“It’s not just about locks on our doors or cameras,” Chou said. “It’s about how children feel when they enter the building, how welcome they feel and how emotionally well they are.”

The proposed policy change comes three months after the board voted to ban school resource officers, or SROs, who are trained and staffed by the Chicago Police Department. Currently, 39 schools have SROs while Local Schools Councils at 14 other schools voted to remove their officers.

That decision also called for CPS to create a new “holistic” safety policy that incorporated alternative discipline, such as restorative justice, which focuses on conflict resolution and getting to the root of why students act out.

In defending the change, the board’s February resolution said the rates of suspensions and calls to police are disproportionately higher for students with disabilities and Black students, compared to their Hispanic and white peers, and contended that adopting alternative disciplinary practices could help reduce those disparities.

Chou said Thursday that the previous board had committed to “a vision” to phase out SROs and to change safety guidelines in August 2020, following outcry in response to the murder of George Floyd by a Minneapolis police officer.

The board at the time also directed Local School Councils to vote on whether they wanted to keep SROs on campus. The board’s decision now to strip LSCs of that authority has drawn criticism from LSCs and elected officials, including state lawmakers who filed a bill that would allow LSCs to contract directly with the Chicago Police Department for campus officers. That bill is still moving through the legislature, but there’s limited time left for it to pass as the legislative session is set to end soon.

Nationally, research has shown that schools with police officers tend to have more student arrests, but it’s unclear whether that’s caused by the presence of police or if those schools have more challenges than others. And a recent study found that Chicago schools that adopted restorative justice practices saw a drop in student arrests.

Under the proposed safety plan, all schools would also be required to do the following by 2028:

Create a Whole School Safety committee made up of parents, teachers, and students.
Hire at least one security guard. Schools would get more guards based on a formula that considers multiple factors, such as the size of the school building, the number of students, and neighborhood crime.
Create an emergency management plan that’s updated annually.
Teach social-emotional learning.
Implement restorative justice practices.
Include training on “climate, trauma-responsive, and social and emotional learning” in professional development plans.
Have behavioral health teams, which are supposed to help students who are in crisis, have experienced trauma, or are in need of mental health assistance. Most CPS schools – 460 – already have such teams, according to a district spokesperson.
Keep all doors locked, except for bathrooms.

The district’s new school funding formula also promises every school a security guard and for high-need schools, a restorative justice coordinator.

Schools will be required to adhere to the new guidelines and create safety plans in phases. The schools that go first will be chosen based on how often they’re currently using exclusionary disciplinary practices, Chou said.

Multiple people from the steering committee spoke Thursday in favor of the policy.

So did Natasha Erskine, executive director of the nonprofit Raise Your Hand, who told board members the plan is overdue. Like some experts, Erskine said she has some concerns about exactly how the plan will be implemented and funded, and is eager to find out more about these specifics.

Chou said schools will be encouraged to build on things they’re already doing and hopes that implementing the guidelines over a number of years — as opposed to all at once — will help.

But overall, Erskine said, “Parents are optimistic about what’s listed in your policy.”

The public can provide comment on the policy on the district’s website. They can also attend four meetings next month, which will be posted online at www.cps.edu/wholeschoolsafety .

Mila Koumpilova contributed.

Reema Amin is a reporter covering Chicago Public Schools. Contact Reema at [email protected] .

Illinois bill blocking changes at Chicago’s selective enrollment stalled as clock winds down on session

Chicago Mayor Brandon Johnson asked Illinois Senate President Don Harmon in a letter late Thursday to hold a bill that would block changes to selective enrollment schools and prevent any school closures until 2027.

Indiana sees a big spike in the number of voucher students from wealthy families

Lawmakers last year relaxed income eligibility rules so that most Indiana families now qualify for the Choice Scholarship program.

Through Mural Arts, Philadelphia students probe their inner selves and the world around them

Students work with artists to find themselves, learn about their world, and see their work showcased around the city.

Colorado lanzará el Cuerpo de Salud Mental Juvenil para apoyar las necesidades de salud mental de los jovenes.

El programa capacitará a jóvenes de entre 18 y 24 años para actuar “como navegadores que sirven a estudiantes de secundaria y preparatoria en escuelas y en organizaciones comunitarias.”

Newark teachers could see 4.5% raises and a seat at the table under proposed new contract terms

The teachers union’s 7,000 members are scheduled to take a ratification vote on June 6.

Will Michigan schools hurt from the end of COVID relief?

The state superintendent said cuts to staff won’t be prevalent in all districts. But educators say the “fiscal cliff” existed in the state well before federal COVID relief funds.

EdConnection

Governor DeWine signs bill requiring Ohio schools to create cellphone policies

Last week, Ohio Governor Mike DeWine signed House Bill 250 at Karrer Middle School in Dublin. The new law will require every school district in Ohio to establish an official policy governing cellphone usage during school hours and seeks to minimize student use of cell phones in K-12 schools. Sponsored by former Rep. Jessica Miranda (D-Forest Park) and Rep. Tracy Richardson (R-Marysville), and with the cellphone provision championed by Sen. Andrew Brenner (R-Delaware), HB 250 requires that all districts place an emphasis on limiting cellphone use and reducing cellphone-related distractions in classrooms. It also includes exceptions for students who require a cellphone to monitor a health concern or for student learning as determined by school officials. Governor DeWine called on the Ohio General Assembly to enact legislation limiting cellphone use in schools during his State of the State Address last month, during which he also recognized the longstanding work of Lt. Governor Husted to advocate for limited cellphone usage in schools and support of parental consent requirements for children to use social media. The bill passed unanimously in both the Ohio Senate and House of Representatives. Several school districts around the state already have policies limiting cellphone use. In Dublin City Schools, including Karrer Middle School, students are required to have their cell phones powered off during the school day, unless they have received special permission from a teacher or administrator to use them. As a result of the new law, the Ohio Department of Education and Workforce will soon publish a model policy regarding cell phones that schools across the state can utilize as they create their cellphone policies. Schools will be required to adopt their cellphone policies no later than July 2025, ahead of the 2025-2026 school year.

Real Estate | Florida homeowners finally have some new…

Real Estate

GrowthSpotter

SUBSCRIBER ONLY

Real estate | florida homeowners finally have some new insurers to consider, some companies are even lowering premiums or not raising them, state says.

Houses In Geneva on Mullet Lake Park Road, are inundated by floodwaters from the St. Johns River after historic levels of rainfall from Hurricane Ian in 2022. (Joe Burbank/Orlando Sentinel)

“I checked to see why this was happening, thinking they thought my home was on the coast and subject to hurricanes or rising tide,” said Herbert, who lives in Winter Park.

But to his surprise, his insurance company identified him as a high risk for hurricane damage, along with 100,000 other policyholders.

“That’s puzzling,” Herbert said. “Why would we be at a higher risk than others?”

The closest he got to an answer was that the company was re-balancing its Florida portfolio “due to a reduction in our hurricane exposure.”

Herbert is among the thousands of homeowners hunting for a new insurer after their companies shed them like winter jackets as hurricane season starts on June 1. And this year is expected to be one of the worst on record.

A forecast released Thursday by the National Oceanic and Atmospheric Administration gave an 85% chance of an above-normal hurricane season, which goes to Nov. 30, with up to 25 named storms.

Anyone freshly dumped back into the insurance market for one reason or another has several new options, in addition to 19 other companies that are either keeping their rates the same or lowering them slightly, according to the state’s Office of Insurance Regulation.

“New residential insurers entering the Florida market will provide opportunities for consumers to shop their home coverage, a rarity in recent years,” said Mark Friedlander, spokesman for the Insurance Information Institute. “More competitive markets typically lead to more competitive pricing.”

With eight new carriers approved to sell property insurance by the OIR, Florida is the only state showing a high volume of new companies entering the market this year, Friedlander said. “Insurers feel they can profitably write home insurance in Florida due to the legislative changes that eliminated the drivers of legal system abuse and claim fraud that led to our state’s risk crisis.”

Several of the “new” companies aren’t really new, said Jeff Brandes, a former state senator from the Tampa Bay area who has been a relentless voice for insurance reform in Florida.

“If you look at the list of companies, you’ll notice that some are spinoffs or subsidiaries of existing Florida companies, while others are new to the state or are reactivating their presence here,” Brandes said.

Six new companies are start-ups, Friedlander said. Several were created by holding companies already operating multiple insurers in Florida, he said. Two were operating in another state.

Only one new company, Mainsail, is planning to offer full lines of insurance for auto, home and business.

Four new companies are known as reciprocal insurance exchanges, which work something like a mutual fund, where policyholders are also owners, former OIR Commissioner Kevin McCarty said.

“In most recent years it’s been enormously difficult to find investors in the Florida market,” McCarty said.

Reciprocal insurance exchanges are a way to raise capital and, if profitable, the policyholders share the rewards, he said.

“They still assume risk but more flexibility getting startup capital,” he said.

Several of the new start-ups are by existing Florida domestic insurance companies.

Ovation Home Insurance Exchange, for instance, is a start-up of Florida Peninsula Insurance Company and Edison Insurance. All three share the same Boca Raton address.

The others are Manatee Insurance Exchange, a start-up by SafePoint of Temple Terrace; the Condo Owners Reciprocal Exchange, a startup of Tampa-based HGI Group, which also started up Tailrow Insurance; and Orange Insurance Exchange, run by a former Tower Hill CEO.

Some other companies in Florida following the reciprocal insurance exchange model include Tower Hill, Kin Interinsurance Network and Loggerhead Reciprocal Interinsurance Exchange, the Insurance Journal said.

The exchange insurance contracts to spread out risk, so that when one policyholder’s property gets damaged, other policyholders can help cover their losses.

The upside is policyholders generally have lower premiums and can offset operating costs. As part owners, policyholders have a say in the business operations. And they protect each other instead of receiving profits.

The downside is that if the subscriber pool is too small, premiums can go up.

Several existing Florida companies launching start-ups are also lowering their rates or keeping them the same, including Safe Harbor, Spinnaker, Florida Peninsula and Edison.

Startups have a clean slate with new investment opportunities and no backlog of litigated claims, making it possible to offer lower rates, McCarty said.

“You base your rates on expected future losses that are being driven by cases in litigation,” McCarty said. “A new company starting under new laws has no claims in the pipeline and doesn’t have to worry about the cost of litigation later on.”

The big three factors that affect rates are reinsurance costs, legal costs and catastrophic losses, said Lisa Miller, a former deputy insurance commissioner who lobbies on behalf of the insurance industry.

Legal reforms imposed by the Legislature will help a great deal, McCarty said. But the impact won’t be felt for a while yet because there are so many claims in the litigation pipeline.

Reinsurance remains a large driver of premiums because state companies that don’t have the capital to pay out a huge catastrophic hurricane rent capital from the reinsurance companies.

About 50% of every homeowner’s premium pays for the company’s reinsurance, which helps cover payouts from catastrophic events like major hurricanes.

More in Real Estate

'Hurtful and tiring:' Chinese push back against Florida law limiting home ownership

Politics | ‘Hurtful and tiring:’ Chinese residents protest Florida law limiting home ownership

Former lawmaker Dorworth’s Seminole firm files for Chapter 7 bankruptcy

As homebuyers grapple with record prices this spring, mortgage rates have also crept up.

Business | Mortgage rate forecast for May 2024: No break for homebuyers

By mid-July, home buyers will have contracts with their real estate agents that specify how much they will be paid.

Business | Advice for working with a home buyer’s agent this spring

Share full article

Supported by

N.Y.C. Parents Rebuked for Questioning Transgender Student-Athlete Rules

Over a dozen Democratic elected officials criticized a parent group that asked for a review of rules that let students play on sports teams that align with their gender identity.

A roomful of seated parents smile and hold up signs, including one that says “Rescind the resolution.”

By Troy Closson

This spring, a group of elected parent leaders in New York asked the city to review education department rules allowing transgender students to play on sports teams that align with their gender identity.

The parent council — representing the diverse local District 2 that weaves through the West Village, Hell’s Kitchen and the Upper East Side — said that the current policies present “challenges to youth athletes and coaches” and fail to consider the “well-being of girls.”

The schools chancellor, David C. Banks, called the proposal “despicable” and “no way in line with our values.”

Democratic officials also have responded to the parent council swiftly, and angrily.

In a letter made public on Monday, a coalition of 18 Democratic elected officials from New York called the proposal “hateful, discriminatory and actively harmful” to the city’s children. As officials in more conservative jurisdictions move to bar or restrict transgender athletes from competing, the resolution and ensuing backlash in New York illustrate how charged the issue is in one of the most heavily Democratic cities in the country.

The elected officials include Representative Jerry Nadler, Assemblyman Tony Simone, State Senators Liz Krueger and Brad Hoylman-Sigal, as well as five City Council members.

The officials argued that while some parents say they were “simply asking for a conversation,” the resolution “was based in anti-LGBTQ+ rhetoric” that has helped fuel harassment and mental health issues for young people. They demanded that the council formally rescind the resolution.

“The message to trans students that they are not welcome has reverberations, and the consequences can be dire,” the group’s letter said, adding that elected parent leaders “must be fighting for every student” and “not attack, ridicule, or marginalize the vulnerable.”

The Manhattan borough president, Mark Levine, a Democrat, announced earlier this month that one parent who voted in favor of the review would be ousted from his position on a local community board. He also signed the letter.

But opinions on this issue don’t necessarily break neatly along political lines.

There is limited polling on how New Yorkers view the issue. One Siena College poll last month found that about two-thirds of registered voters statewide — including 83 percent of Republicans and 77 percent of independents — support requiring high school athletes to “only compete with others of the same sex that they were assigned at birth.”

The poll also found that about 52 percent of Democrats supported the policy, in line with national surveys .

The argument in Manhattan comes as parent councils across New York, which represent the public school system’s 32 districts, have increasingly battled over a wider menu of divisive issues.

The resolution in District 2 — which passed in an 8-3 vote — drew a backlash from some local families, in part because the parent council’s purview includes Greenwich Village, which is home to Stonewall Inn, widely considered to be the birthplace of the L.G.B.T.Q. rights movement.

It is unclear, though, how many of the New York City school system’s some 45,000 student-athletes are transgender, or whether the issue has affected sports teams in the city.

The parent leaders who passed the resolution in District 2 said that the school system’s gender policies — which were adopted in 2019 — could lead to potential problems. At a meeting, some parents worried that their children could be disadvantaged or injured if transgender girls joined girls’ teams.

“This is an issue where our definitions of gender are continuing to evolve,” the council’s president, Leonard Silverman, said during the meeting.

“We can stick our head in the sand, and we can refuse to acknowledge that there are differences in athletes,” he said. “Or we can try to have an honest, open, transparent discussion about these issues.”

Other families questioned whether the parent council’s desire to review the policies about transgender athletes represents broader views within the district. The group received dozens of messages in opposition and only a handful in support in the lead-up to their meeting on the resolution, according to Gavin Healy, a parent on the council who voted against the proposal.

Alaina Daniels, a transgender educator who runs a local after-school program, said at the meeting that the proposal was part of a bigger threat. “Trans existence has long been a story of survival in the face of obstacles,” they said, adding, “We’re under attack in this very room.”

Mr. Simone, the assemblyman who signed the letter opposing the resolution, said in an interview on Monday that he was “personally outraged” by the council’s recommendation.

He said it “creates a conversation that is not needed,” and noted that city data shows one in three transgender youth in New York have “seriously thought about taking their lives.”

“I think they should be debating school issues,” said Mr. Simone, who represents parts of Manhattan including Chelsea, Hell’s Kitchen and Midtown. “But this is not one of them. This is clearly a bigoted, targeted attack on one part of our community.”

The schools chancellor, Mr. Banks, has said that the city’s Education Department will not change its policies. He has criticized parent leaders for sending what he called an inappropriate message to transgender students.

“The language that we use as adults really matters,” Mr. Banks said at a town-hall meeting in Manhattan earlier this month.

Troy Closson reports on K-12 schools in New York City for The Times. More about Troy Closson

Politics in the New York Region

Limiting Donations to Israel: Representative Alexandria Ocasio-Cortez, who rarely wades into state politics, publicly backed a bill that could strip New York nonprofits of their tax-exempt status if their funds are used to support Israel’s military or settlements.

Transgender Student-Athlete Rules: A parent group in New York City asked for a review of rules that let students play on sports teams that align with their gender identity. Democratic officials responded angrily .

Equal Rights Amendment: As Election Day approaches, the proposed amendment to the State Constitution has become a divisive culture-war issue that encompasses abortion, discrimination and transgender athletes.

Office of Cannabis Management: The head of New York State’s cannabis agency will step down at the end of his three-year term in September as part of an overhaul of the embattled agency , Gov. Kathy Hochul said.

A Thorny Mayoral Race: Zellnor Myrie, an Afro-Latino state senator from Brooklyn known for backing progressive causes, announced that he is moving to challenge Mayor Eric Adams in next year’s Democratic primary in New York City.

New Steiner school to open in Rockhampton as parents turn away from mainstream schooling

Mother sitting on floor of playroom with young child playing games

When Catrina Thomasson was looking at schooling options for her eldest daughter, she wanted an option other than mainstream education.

She found herself drawn to Steiner schools, which are based on an educational philosophy of self-directed learning with a holistic approach.

With no Steiner schools in her town of Rockhampton in central Queensland, the mother-of-two decided to form one.

"Opening a Steiner school here was a very obvious gap in the market," Ms Thomasson said.

"I hear a lot of parents saying, 'I would move anywhere to send my child to a Steiner school'."

Data shows there has been a jump in parents opting out of mainstream education, with a 195 per cent increase in home school registrations since 2019, according to the Queensland Department of Education.

What is a Steiner school?

Steiner schools are registered as independent schools and follow the Australian Steiner Curriculum Framework, which is recognised and approved by the Australian government as providing comparable education outcomes to the mainstream curriculum.

Under the education systems within Australia, Steiner, along with Montessori, is defined as an alternative school.

Other school types in Australia include government/public schools, private/independent schools, faith-based schools and schools that cater for special needs.

Older slender man with white hair and beard speaking in front of a crowd in a classroom.

Steiner Education Australia chief executive Andrew Hill said the schools were all individual, with the foundations of educating the "whole child".

The curriculum is age-appropriate and is centred around the child's cognitive and emotional stages.

"The teacher creates interesting, artistic lessons that even in the sciences, maths … can be made engaging and active, and the child is able to learn in a manner that really suits their stage of development," Mr Hill said.

Teachers also complete additional training to be qualified for Steiner education.

Ms Thomasson, who has a background in business, has partnered with Priscilla Stevens-Guiney and a local teacher with Steiner education training.

The new school will need to be approved by the Non-State Schools Accreditation Board which will review the educational program, student welfare processes, resources, financial viability and improvement processes.

Ms Thomasson is funding the school privately and it will be eligible for some government funding, however students will be required to pay tuition fees to attend.

The first Steiner school in Australia opened in Sydney in 1957.

There are now 51 schools operating under the Steiner Education Australia banner.

Within two days of plans being announced for a school in the Rockhampton region, 110 families with 170 students expressed interest.

"We received interest from as far out as Dysart, Eton, way out west … about a 900km radius of interest, which is massive," Ms Thomasson said.

'Sceptical at first'

When Mick White's eldest child was nearing school age, he and his wife Agnes enrolled him in a local Catholic school in Far North Queensland as the "first and obvious option", as they had both attended "conventional schooling".

A mother and father with their children, two girls and two boys, standing in the garden smiling at the camera.

"He started school and within a few months we noticed some really striking changes in his behaviour and his demeanour," Mr White said.

"We were shocked about some of the disciplines and control that come with conventional schooling."

Later that year, the family moved to Germany and came across a Steiner school near where they were living.

"My wife sold the idea to give it a try … I was pretty sceptical, and it was difficult, there was a lot of scepticism also from family and friends who are uninitiated," Mr White said.

"But very quickly I started to see some real value."

The family moved back to Australia five years later and they now have four children, all enrolled at the Noosa Pengari Steiner School.

The rigid exam and testing system within mainstream schooling was also a reason the Whites wanted to explore other options.

"NAPLAN was a bit of an issue that worried us and overall anxiety that comes from over or unnecessary competition … those are the sorts of things that really concerned us very quickly," Mr White said.

National Assessment Program – Literacy and Numeracy (NAPLAN) was introduced in Australia in 2008, and while it is a requirement for all Australian schools to offer it, participation is not mandatory and parents are able to decide whether their child will do the testing.

In the Steiner curriculum, it is not a focus, and pressure is not placed on the student to perform well.

Mr White admitted there were elements of founder Rudolf Steiner's ideology that they did not follow, and he had received criticism from family and friends over the years.

But at the heart of it, his children enjoy school and that is his priority.

A young mother with holding an infant and painting with her toddler daughter outside with a pool in the background.

New school to include rural education hub

The new central Queensland school will offer a distance education program, which is a first for a Steiner-based school.

The distance education program will allow rural students to access the curriculum online and participate in regular community events.

"We really want to be able to share that as a second option for distance education, for all of our graziers and rural communities," Ms Thomasson said.

She acknowledged a Steiner school was not going to be for everyone and they were not trying to compete with existing schools in the region.

"Some parents and children will thrive in a different system, and some parents and children will thrive in this system," she said.

"And it's very important that every family and every child is where they need to be for them."

ABC Capricornia — local news in your inbox

X (formerly Twitter)

Why banning your child from social media might not be the best approach

A row of teenagers sitting down on a long bench chair, all looking at their smartphones

'We made the right decision at the time': Is it time for your child to change schools?

mum walking child into school through the front gate

'They just felt they had no choice': Why the number of 'accidental homeschoolers' keeps rising

Near a bright yellow armchair, a smiling woman and child sit on the floor near various instruments, like tambourines.

Independent Schools
Online and Remote Learning
Rockhampton

IMAGES

10+ Homework Policy Templates in PDF
homework policy
Homework Policy- Kindergarten and 1st Grade by Imperfect Super Teacher
10+ Homework Policy Templates in PDF
Homework Policy
Homework Policy

VIDEO

School homework, HOMEwork, and the cELinGwoRk🤪
Every schoolchild after the holidays #example #mathematics #school #homework
New Education Policy 2020 For Board exam Student, College Student & Higher Education
MPS Homework Policy

COMMENTS

Creating a Homework Policy With Meaning and 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. ... Sample School Homework Policy . Homework is defined as the time students spend outside the classroom in assigned learning activities ...
The four planks of an effective homework policy
Over time, we've come to the opinion that there are four overarching concepts that need to be considered when setting homework. We call these the "four planks" of an effective homework policy, and below we've outlined each one, why it's important, and how you can take it into account when planning homework. Access.
PDF Homework Policy Guidelines
Introduction. The Homework Policy Guidelines contains information for schools that would like to review, update or newly develop a Homework Policy. These guidelines are not prescriptive and schools may choose to follow their own processes to meet the requirements of the NSW Department of Education and Communities' Homework Policy.
How to Write the Perfect Homework Policy
3‭. ‬The purpose of homework‭ ‬. The school regards the purpose of homework as being to‭:‬. 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 ...
The power of a good homework policy
A good homework policy creates transparency for parents. It helps them to understand the value the school places on homework and what the learning objectives are. If parents understand this, it will help set a foundation for them to be engaged in their child's education. #4 Gives students a routine and creates good habits.
Should We Get Rid of Homework?
The authors believe this meritocratic narrative is a myth and that homework — math homework in particular — further entrenches the myth in the minds of teachers and their students.
Advice on Creating Homework Policies
Creating a homework policy for younger students in the elementary grades should avoid traditional assignments and focus on building study skills and encouraging learning. Older students after elementary school are ready to take on written assignments rather than using technology and other tools. Putting more focus on study skills will set a ...
Homework policy: examples
Primary school. Shadwell Primary School in Leeds has a homework policy that covers: When pupils take books home for reading. How long they should spend reading at home. English and maths homework. Spelling and times tables expectations. Additional half-termly homework tasks, such as a learning log and key instant recall facts.
Homework Policy Still Going Strong
Homework Policy Still Going Strong. Posted January 15, 2014. By Lory Hough. It's become one of those stories that has legs. Two years after we ran a feature story on whether schools should assign homework, we're still receiving letters to the editor and new tweets. On the Ed. site, the story has consistently been one of the most shared.
Key Lessons: What Research Says About the Value of Homework
Too much homework may diminish its effectiveness. While research on the optimum amount of time students should spend on homework is limited, there are indications that for high school students, 1½ to 2½ hours per night is optimum. Middle school students appear to benefit from smaller amounts (less than 1 hour per night).
Homework and Higher Standards
For as long as homework has been a part of school life in the United States, so too has the debate over its value. In 1900, a prominent magazine published an article on the evils of homework ...
What's the Right Amount of Homework?
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.
Homework Policies: Loosen Up a Little
Build Flexibility Into Your Homework Policy EducationWorld is pleased to present this professional development resource shared by Dr. Jane Bluestein, an expert in relationship-building, positive school climate and effective instruction.. Any teacher who has ever given out homework has certainly encountered a student the next day saying, "I don't have my assignment."
PDF HOMEWORK POLICY
HOMEWORK POLICY Homework contributes toward building responsibility, self-discipline, and lifelong learning habits. It is the intention of Brooklyn Technical High School faculty to assign relevant, challenging, and meaningful homework assignments that prepare students for new material and reinforce classroom learning objectives.
Should Kids Get Homework?
And homework has a greater positive effect on students in secondary school (grades 7-12) than those in elementary. "Every child should be doing homework, but the amount and type that they're doing ...
How To Create An Effective Homework Policy In School?
It encourages time management and responsibility while reinforcing the importance of daily practice. 3. Feedback and Assessment: Use homework for formative assessment, providing constructive feedback to guide students' progress. This feedback loop helps identify areas of strength and areas needing improvement.
The new homework policy is a step in the right direction
The current homework policy is just a start. "It's a work in progress. It's a step in the right direction," says Mr. Egan. As the school continues to improve the policy, it is the hope that eventually New Canaan will reach what is needed to best please all members of the school community. "We need to find a way to work together ...
(Pdf) How Does a School Homework Policy Impact Upon Students' Attitudes
There is an underlying and ongoing issue with motivation to complete homework in my setting despite the implementation of a whole-school homework policy covering key stage 3 and 4 years of study.
Homework Policy
Homework Policy. Homework Policy 2022-23. Rationale. At St Winifred's Primary School we believe that homework is an essential part of pupils' learning. In line with National Curriculum requirements, homework is set and children are encouraged to, and expected to establish good homework habits from the beginning of their school life.
Sample School Board Policies for Student Success
Use this resource of sample school board resolutions and policies based on best practices identified throughout the country to ensure opportunities for all students. Now more than ever, we must work collectively to ensure that our students have the freedom to learn in happy, safe, inclusive schools that celebrate every part of who they are ...
My Family's Experiment in Extreme Schooling
Many children, including ours, stayed at school until 6 p.m., doing homework with curators. This was a godsend for us, because we had difficulty helping with assignments.
Does School Choice 'Work'? (Opinion)
Choice enables more parents to find options that are right for their child, creates more room for the emergence of promising new options, and offers educators more say as to where they'll work ...
Student Resources
Canvas (Staff Login) Staff Email Access; Office 365 Portal; Skyward; PowerSchool For Teachers; Absence Management; Mileposts; Clever; Spiceworks (Technology Work Orders)
Best Moscow Schools
These are some of the top-rated public schools in Moscow based on a variety of measures, including academic performance and equity. Find out more about GreatSchools ratings . Elementary. High. 9 /10. A.B. Mc Donald Elementary School. 3.3. ( 7 Reviews) | Public, PK, K-5 | 378 students. Homes nearby.
Academic Excellence
achieving academic excellence. At ISM, your child will benefit from a world-class British education and the highest standards of teaching and learning. At every stage of their education, your child will be supported and challenged to achieve excellence. They will also enjoy learning opportunities - in and outside of the classroom - that ...
Chicago Board of Education opens new school safety policy for public
The Chicago Board of Education moved one step closer Thursday to creating a new school safety policy that would rid campuses of school resource officers by the fall. The board voted to open a 30 ...
Governor DeWine signs bill requiring Ohio schools to create cellphone
Governor DeWine signs bill requiring Ohio schools to create cellphone policies. 5/20/2024. Last week, Ohio Governor Mike DeWine signed House Bill 250 at Karrer Middle School in Dublin. The new law will require every school district in Ohio to establish an official policy governing cellphone usage during school hours and seeks to minimize student use of cell phones in K-12 schools.
Florida homeowners finally have some new insurers to consider
Herbert is among the thousands of homeowners hunting for a new insurer after their companies shed them like winter jackets as hurricane season starts on June 1. And this year is expected to be one ...
Democrats Criticize N.Y.C. Parents Who Questioned ...
The parent leaders who passed the resolution in District 2 said that the school system's gender policies — which were adopted in 2019 — could lead to potential problems. At a meeting, some ...
New Steiner school to open in Rockhampton as parents turn away from
The first Steiner school in Australia opened in Sydney in 1957. There are now 51 schools operating under the Steiner Education Australia banner. Within two days of plans being announced for a ...