homework policy 2023

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Homework Policy (2023)

Click here to download this policy

Aims of the policy

Through implementation of this policy, we aim to:

• Give pupils the opportunity to extend their learning in areas of personal interest
• Ensure a consistent approach throughout the school
• To encourage children to develop the confidence, independence, self-discipline and motivation needed to study on their own and prepare them for the next phase of education
• To make set homework relevant and meaningful for the child linked to work done at school
• Make expectations about homework clear to children, parents and other carers
• Provide opportunities for parents and children to work together, thereby, fostering an effective partnership between home and school

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A Change in Federal Funding May Make the ‘Homework Gap’ Worse

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Funding for a program created to provide students and teachers with internet access and digital devices they can use at home is not included in the federal budget for fiscal 2023 .

That decision will make it harder to close the so-called “homework gap,” the term used to describe the lack of internet access that still exists for many students at home, experts say.

Schools are increasingly relying on technology for teaching and learning in the classroom, from learning management systems to multimedia curriculum to internet research. And in some cases, schools are turning snow days into remote learning days. So it’s even more imperative that students have sufficient internet connectivity and devices to access learning materials while at home, even though most schools are no longer closing their buildings to curb the spread of COVID-19.

The Federal Communications Commission’s Emergency Connectivity Fund was established during the pandemic to help schools and libraries provide the tools their communities needed for remote learning. Congress, through the American Rescue Plan Act of 2021, appropriated $7.2 billion for the program. So far, the FCC has doled out $6.5 billion and the fund has helped millions of students and educators who didn’t have access to broadband or digital devices at home.

“The program was incredibly successful,” said Jon Bernstein, the president of the Bernstein Strategy Group, and co-chair of the Homework Gap Big Tent Coalition. “We believe it has made a significant dent in the existing homework gap.”

But in the federal budget for fiscal 2023 , there is not any additional funding to continue the program, even though there is still a lot of demand for it and even after dozens of education groups asked lawmakers to continue funding it .

“There’s about $1.3 billion in demand that is left, but there’s only $600 million left to satisfy that demand,” Bernstein said. “So you’re looking at hundreds and hundreds of millions of dollars worth of demand from school districts and libraries for ECF funds that are going to go unfulfilled unless we find some more money for this program.”

While the Emergency Connectivity Fund was not meant to be a permanent program, digital equity advocates say it’s important to find a long-term, sustainable solution to the homework gap. The problem is that when these dollars run out, students will still have the devices but not the money to pay for home internet access, Bernstein added. That likely means students from the most disadvantaged communities will be the ones left without access.

“We’re at a crossroads now where Congress has identified a need and provided a temporary fix but [has] not at all advanced on a substantive or sustainable platform for continuing to address a continuing need,” said Noelle Ellerson Ng, the associate executive director of advocacy and governance for AASA, the School Superintendents Association.

“We are looking at a scenario where this initial investment of significant money could ultimately be for naught,” Ellerson Ng said.

Advocates are hoping that Congress will pass additional funding, whether through a stand-alone bill or as part of the next fiscal year’s budget. But with a divided government, it might be a steep hill to climb, Bernstein said.

States and school districts might also be able to step up to offer some patchwork funding to provide these services to their residents and students. But a recent survey from the National Center for Education Statistics found that schools are winding down their efforts to supply students with home internet access, most likely driven by federal COVID-relief aid drying up.

“There could also be a conversation among stakeholders to see what telecommunications companies can do to be more earnest, to ensure that they’re actually making good-faith efforts to provide connectivity to all of these areas,” Ellerson Ng said. Part of the problem is that companies decide whether to run fiber optic lines to certain areas at an affordable price point or they decide not to do that, she said.

At the end of the day, Bernstein said, there needs to be “a stable source of funding.”

“We don’t want to go back in terms of the progress we made in closing the homework gap,” he said.

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Homework Policy

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All Students will receive homework Monday-Friday .   However, this is up to the teacher’s discretion. In order to be academically successful students must complete ALL HOMEWORK assigned.  Homework will be relevant to the classroom lessons and reinforces the skills necessary for our students to succeed.

We ask parents/guardians to set aside homework time every evening and create a space within their homes so students can complete their homework.

If your child tells you he/she does not have homework, check in the backpack.  If they don’t have any homework, there are options to assist their learning. Options include: having students practice their simple math facts, write sentences with their spelling words, creating a story, or using the Internet to research information on a topic of interest.  The possibilities are endless.  Please note that while some students are able to work on their homework in after-school programs, we cannot guarantee that it will be completed. 

Also, students should read every night for at least 20 minutes.

Reading just 20 minutes a day really adds-up and has life-long positive impacts. Starting in kindergarten, if a student reads 20 minutes a day at home, they will hear 1.8 million words per year. They will have read for 851 hours by 6th grade and on standardized tests, they will likely score better than 90% of their peers. Make time every day to read to your child and/or have them read on their own.

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Whitesboro Central School District

Inspire-Cultivate-Empower

Homework policy/regulation.

On August 15, 2023, the Whitesboro CSD Board of Education approved an updated Homework Policy and new Regulation based on feedback and input from the district's Homework Committee, administration and BOE recommendations. Prior to Board of Education approval, a year-long process was put in place during the 2022-2023 school year which included input gathered from student, teacher and parent/guardian surveys; a committee book study; a review of recent research and committee meeting recommendations. The new regulation specifies grade level expectations by the number of minutes and frequency of homework for students in grades K-12.

Click HERE to view the Policy

Click HERE to view the Regulation

65 Oriskany Blvd. Suite 1

Whitesboro, NY 13492

315-266-3300

315-768-9730

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Student Opinion

Should We Get Rid of Homework?

Some educators are pushing to get rid of homework. Would that be a good thing?

By Jeremy Engle and Michael Gonchar

Do you like doing homework? Do you think it has benefited you educationally?

Has homework ever helped you practice a difficult skill — in math, for example — until you mastered it? Has it helped you learn new concepts in history or science? Has it helped to teach you life skills, such as independence and responsibility? Or, have you had a more negative experience with homework? Does it stress you out, numb your brain from busywork or actually make you fall behind in your classes?

Should we get rid of homework?

In “ The Movement to End Homework Is Wrong, ” published in July, the Times Opinion writer Jay Caspian Kang argues that homework may be imperfect, but it still serves an important purpose in school. The essay begins:

Do students really need to do their homework? As a parent and a former teacher, I have been pondering this question for quite a long time. The teacher side of me can acknowledge that there were assignments I gave out to my students that probably had little to no academic value. But I also imagine that some of my students never would have done their basic reading if they hadn’t been trained to complete expected assignments, which would have made the task of teaching an English class nearly impossible. As a parent, I would rather my daughter not get stuck doing the sort of pointless homework I would occasionally assign, but I also think there’s a lot of value in saying, “Hey, a lot of work you’re going to end up doing in your life is pointless, so why not just get used to it?” I certainly am not the only person wondering about the value of homework. Recently, the sociologist Jessica McCrory Calarco and the mathematics education scholars Ilana Horn and Grace Chen published a paper, “ You Need to Be More Responsible: The Myth of Meritocracy and Teachers’ Accounts of Homework Inequalities .” They argued that while there’s some evidence that homework might help students learn, it also exacerbates inequalities and reinforces what they call the “meritocratic” narrative that says kids who do well in school do so because of “individual competence, effort and responsibility.” 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. Calarco, Horn and Chen write, “Research has highlighted inequalities in students’ homework production and linked those inequalities to differences in students’ home lives and in the support students’ families can provide.”

Mr. Kang argues:

But there’s a defense of homework that doesn’t really have much to do with class mobility, equality or any sense of reinforcing the notion of meritocracy. It’s one that became quite clear to me when I was a teacher: Kids need to learn how to practice things. Homework, in many cases, is the only ritualized thing they have to do every day. Even if we could perfectly equalize opportunity in school and empower all students not to be encumbered by the weight of their socioeconomic status or ethnicity, I’m not sure what good it would do if the kids didn’t know how to do something relentlessly, over and over again, until they perfected it. Most teachers know that type of progress is very difficult to achieve inside the classroom, regardless of a student’s background, which is why, I imagine, Calarco, Horn and Chen found that most teachers weren’t thinking in a structural inequalities frame. Holistic ideas of education, in which learning is emphasized and students can explore concepts and ideas, are largely for the types of kids who don’t need to worry about class mobility. A defense of rote practice through homework might seem revanchist at this moment, but if we truly believe that schools should teach children lessons that fall outside the meritocracy, I can’t think of one that matters more than the simple satisfaction of mastering something that you were once bad at. That takes homework and the acknowledgment that sometimes a student can get a question wrong and, with proper instruction, eventually get it right.

Students, read the entire article, then tell us:

Should we get rid of homework? Why, or why not?

Is homework an outdated, ineffective or counterproductive tool for learning? Do you agree with the authors of the paper that homework is harmful and worsens inequalities that exist between students’ home circumstances?

Or do you agree with Mr. Kang that homework still has real educational value?

When you get home after school, how much homework will you do? Do you think the amount is appropriate, too much or too little? Is homework, including the projects and writing assignments you do at home, an important part of your learning experience? Or, in your opinion, is it not a good use of time? Explain.

In these letters to the editor , one reader makes a distinction between elementary school and high school:

Homework’s value is unclear for younger students. But by high school and college, homework is absolutely essential for any student who wishes to excel. There simply isn’t time to digest Dostoyevsky if you only ever read him in class.

What do you think? How much does grade level matter when discussing the value of homework?

Is there a way to make homework more effective?

If you were a teacher, would you assign homework? What kind of assignments would you give and why?

Want more writing prompts? You can find all of our questions in our Student Opinion column . Teachers, check out this guide to learn how you can incorporate them into your classroom.

Students 13 and older in the United States and Britain, and 16 and older elsewhere, are invited to comment. All comments are moderated by the Learning Network staff, but please keep in mind that once your comment is accepted, it will be made public.

Jeremy Engle joined The Learning Network as a staff editor in 2018 after spending more than 20 years as a classroom humanities and documentary-making teacher, professional developer and curriculum designer working with students and teachers across the country. More about Jeremy Engle

Home — Essay Samples — Education — Homework — The Benefits and Drawbacks of the No Homework Policy

The Benefits and Drawbacks of The No Homework Policy

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Published: Sep 7, 2023

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Bill aims to give students ‘no homework’ weekends

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MANILA, Philippines — Saying children are “overworked” with 10 hours spent at school on weekdays, Tutok to Win Rep. Sam Versoza has filed House Bill No. 8243 — the proposed “No Homework Law” — to stop teachers from giving homework to elementary and high school students during weekends so as to allow students to “rest and recharge.”

A 2010 Department of Education memorandum circular advised teachers to limit the giving of homework to public elementary school students to a reasonable quantity on weekdays, while no homework is to be given on weekends. HB 8243 sought to institutionalize this for all elementary and high schools across the country.

Since the 17th Congress (2016-2019), lawmakers have tried to institute a no homework policy on weekends, but such measures remained pending before the House basic education and culture committee.

Versoza, in a privilege speech on Monday, said students work extra hours to accomplish their homework. In some instances, parents themselves would finish their children’s tasks.

“The Filipino youth are overworked and yet the Philippines is trailing behind other countries,” Versoza said in his privilege speech.

He cited recent reports that the average intelligence quotient (IQ) of Filipinos was 81.64, while the global average IQ was 100. The Philippines ranked 111th out of 200 countries in terms of average IQ.

“This is alarming and proves that the Philippines is in the middle of an educational crisis. If the system is not working, let us improve the system,” Versoza said.

He noted that Finland, China, South Korea, Japan, and other progressive nations already cut back on giving homework to students and that the Philippines should consider this as well.

Versoza said an hour of homework a day was “sufficient to achieve satisfactory results” and that increasing the number of hours for homework “may cause stress to students and their families.”

The lawmaker also pointed to the disparity between the rich and poor in completing school tasks.

“Kids from wealthier homes are more likely to have resources such as computers, internet connection, dedicated areas to do schoolwork, and parents who tend to be more educated and more available to help them with their homework,” Versoza said.

On the other hand, children from disadvantaged homes are more likely to take on after-school jobs, be at home without parents’ supervision, or take care of siblings instead of doing homework.

He also cited data from the Philippine Statistics Authority, which showed that the Philippines had the highest dropout rate among Southeast Asian countries, with a lack of interest in school as one of the reasons cited.

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“This only shows that school is not fun anymore,” Versoza said.

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