An Analysis of High School Homework Guidelines in One Urban School District

The purpose of this study was to evaluate homework guidelines according to criteria identified in the literature. Further the researcher attempted to determine the relationship, if any, between homework guidelines and student achievement results as measured by 2014-2015 high school graduation rates, American College Test (ACT) scores for reading and mathematics, and Scholastic Assessment Test (SAT) scores for reading and mathematics for high schools in one urban school district. A document analysis was conducted focusing on curriculum guides, faculty handbooks, parent handbooks, student handbooks and school websites. Any reference to the identified criteria was recorded in the Homework Criteria Matrix. The next step was to interview the 19 high school principals based on the same criteria. These results were also included in the rubric. An analysis of the data was conducted on the overall presence of elements found for each of the 19 high schools. The elements were quantified and a Pearson r correlation was run to determine the relationship between the presence of homework elements and student achievement results that were being looked at. Data showed that there were few guidelines that were made available to parents and students. The majority of the written homework guidelines were located in the faculty handbook. The other major source of information on homework was the principal interview. Of the sources reviewed, 86% of the homework guidelines that were articulated were found in the faculty handbook and conversations disseminated to the faculty through faculty meetings and Professional Learning Community (PLC) meetings. There were no significant relationships found between homework guidelines and student achievement results as measured by the 2014-2015 high school graduation rates, American College Test (ACT) scores for reading and mathematics, and Scholastic Assessment Test (SAT) scores for reading and mathematics