Watchdog Indiana Home Page K-12 Education Research Compilation & Summaries H.E.L.P. Indiana H.E.L.P. Legislation Reasons to Support H.E.L.P. Third Grade "Best Practices" Third Grade Best Practices Inventory Report K-12 State Tuition Support

Homework Enhances Learning Potential
Version 112610

© Copyright 2010 Aaron J. Smith
Permission granted to everyone to reproduce or use H.E.L.P. in any form or by any means for legitimate educational purposes only. No part of H.E.L.P. may be reproduced or utilized in any form or by any means for a monetary return without permission of Aaron J. Smith, 2625 Countryside Drive, Lebanon, IN 46052.

An approach that first, second and third grade teachers 
can use to measure how well a community provides
"mature homework partners" to help students 
effectively complete homework every school day.

1. Parents and Guardians of all Grade 1, 2 and 3 Students are Encouraged To Have the Completion of Daily Homework Effectively Supervised

2. All Grade 1, 2 and 3 Teachers Assign Meaningful Homework Every School Day that Requires the Supervision of a Mature Homework Partner

3. A Mature Homework Partner is Expected to Supervise the Completion of All Assigned Homework Due Every School Day from Each Grade 1, 2 and 3 Student

4. All Students Must Submit every Homework Assignment to their Teacher on the Date When Due

5. All Teachers Will Record the Last Day of Every School Week Whether or Not Each Student Submitted Homework Satisfactorily Completed Under the Supervision of a Mature Homework Partner Every Day the Student Attended School During the Week

6. All Schools will Promptly and Confidentially (Without Identifying Individual Teachers and Individual Students) Compute the Weekly H.E.L.P. Rates for School Grades 1, 2 and 3

7. All Schools will Use their School PIN and Password to Promptly Input their Grade 1, 2 and 3 Weekly H.E.L.P. Rates on the State K-12 Data Website

8. H.E.L.P. Rates for each Grade 1, 2 and 3 School in all School Corporations will be Displayed for Public Use on the State K-12 Data Website

Students in Grades 1, 2 and 3 who complete homework every school day under the effective supervision of a "mature homework partner" achieve more, are better motivated, have positive attitudes toward education, enjoy better self-esteem, and exhibit self-confidence. Those communities that work to provide effective homework supervision make certain that Homework Enhances Learning Potential (H.E.L.P.)!

 

H.E.L.P. Table of Contents

NOTE: Topic numbers refer to the like-numbered block in the H.E.L.P. Flow Chart.

1. (a) How does effectively supervised homework help students?

1. (b) What is effective homework supervision?

1. (c) How can effectively supervised homework be encouraged?

2. (a) Why is H.E.L.P. limited to Grade 1, 2 and 3 students?

2. (b) When is homework required?

2. (c) How much homework is required?

2. (d) What is a Mature Homework Partner?

3 and 4. Is it important to complete homework in a timely manner?

5. How does a teacher record satisfactorily completed homework?

6. (a) What does the weekly H.E.L.P. Rate really measure?

6. (b) How are weekly H.E.L.P. Rates computed by a school?

7. (a) How is weekly H.E.L.P. Rate data sent to the State Website?

7. (b) What H.E.L.P. Rate data appears on the State Website?

8. (a) How can the H.E.L.P. Rate data best be used?

8. (b) How can H.E.L.P. results be measured?

8. (c) How can H.E.L.P. legislation be prepared?

1. (a) How does effectively supervised homework help students?

The references cited next are included in the October 1996 study from the U.S. Department of Education, Office of Educational Research and Improvement, titled The Uses of Time for Teaching and Learning: see http://www2.ed.gov/pubs/SER/UsesofTime/index.html.  

• High achievers are engaged in "deliberate out-of-school learning activities" - defined as homework, part-time work, internships, apprenticeships, and leisure activities involving communication skills, problem solving, and decision making - for about 25 to 35 of their approximately 60 to 70 waking hours in a given week. Clark, R. M. (1990, Spring). Why disadvantaged students succeed: What happens outside school is critical. Public Welfare. 17-23.
• The regularity of literacy-related activities as part of family life (e.g., being read to, going to the library, buying books) is one of the most powerful predictors of literacy achievement in school. Snow, C. E., Barnes, W. S., Chandler, J., Goodman, I. P., & Hemphill, L. (1991). Unfulfilled expectations: Home and school influences on literacy. Cambridge, MA: Harvard University Press.
• Adult involvement while homework is being done is associated with high achievement, but the exact nature of the relationship between homework and academic achievement is unclear. Leone, C. M., & Richards, M. H. (1989). Classwork and homework in early adolescence: The ecology of achievement. Journal of Youth and Adolescence, 18(6), 531-549.
• Most studies of tutoring and mentoring find positive impacts on students' achievement, motivation, attitudes toward education, self-esteem, and self-confidence. Richardson, L. (1992). Review of research on peer tutoring and mentoring. Washington, DC: Policy Studies Associates, Inc.

Families need to reinforce the importance of school, homework, and activities that build student skills and feelings of success. As part of this reinforcement, families must help their children at home with learning activities coordinated with the children’s classwork. Effective homework supervision is one important home-based learning activity.

Judy Caragher in her online articles Putting Homework in its Place (http://school.discoveryeducation.com/parents/teacherlink/articles/homework1_1.html) and Getting Kids to Do Their Own Homework (http://school.discoveryeducation.com/parents/teacherlink/articles/homework2_1.html) emphasizes the tips listed next to make homework a useful learning activity.

• Establish a Homework Station. Decide with your child where the best place is for completing homework. A desk or table in you child's room is ideal because it will begin to foster the independence that you are going to expect when your child reaches middle and high school. Also, children who are easily distracted by noise and movement will have an easier time focusing in a location that's not part of the family living space. Not only should all homework be done at the homework station, but it should also be where your child deposits her backpack and books when arriving home from school. That way, it's easier to repack for the next day, and it's more likely that your child will arrive at school with all of the necessary assignments and materials.
• Create a Homework Toolbox. A homework toolbox will eliminate the procrastinator's ability to stall and help all kids make a more effective use of time. All you need is an inexpensive plastic container with a lid that's a couple of inches deep and big enough to hold 8-1/2" x 11" sheets of paper. These are easy to find in the cooking or storage sections of large discount or drug stores. Together with your child, fill the box with standard supplies — paper, pencils, an eraser, a sharpener, a ruler, markers, a highlighter, a glue stick, crayons, a protractor, and any other homework tool that your child needs to complete assignments. Then declare this "anti-walking" toolbox a permanent part of the homework station.
• Determine the Best Time for Homework. As you start a new school year, it's a good idea to plan with your child when homework is to be done. The goal should be to select a regular time that is workable for everyone — both the family's schedule and your child's needs. Think about your child's temperament. Does she need to run around and get rid of some pent up energy after school? Does he need some "down time?" Homework time should not be a punishment, and there are many different ways to schedule it. If you can find the right time with your child — and be consistent about it — the whole process will be more peaceful, as well as more efficient and productive.
• Provide Direction — But Not Directions. Many children do need help with homework, but it is important to help in ways that will lead to independence. Consider this: Before they've even glanced at the directions, kids often will show parents a worksheet and say, "I don't get it." Kids know what they're doing; why spend time figuring out directions if you can get Mom or Dad to explain what to do? In these cases, rather than reading the directions to yourself and then explaining them, ask your child to read the directions aloud to you. This strategy enables kids to hear the directions, which is often all that's needed to make the assignment clear. Talk about what needs to be completed — even if it is only a portion of the assignment—and then disappear. The goal is to nurture and help your child believe in her ability to be successful. When your child has completed his homework, the homework should be reviewed and your child told if the the homework has been satisfactorily completed. 
• Offer Guidance and Support When Needed. If your child is one who needs individual support and attention both at school and at home, tackle the assignments one at a time. Go over the directions and materials with your child, making sure he is clear about what needs to be done and how to do it. If necessary, consequences can be implemented if your child does not give sufficient attention to satisfactory homework completion.

Those communities that do the best job of educating children effectively involve parents and guardians. Therefore, parents and guardians must be educated on the many ways that effectively supervised homework can help Grade 1, 2 and 3 students. The parents and guardians then have to be continuously inspired to have effective homework supervision provided. This education and inspiration can come from the school, the media, and the government.

EDUCATION: 

Make a telephone call, two or three weeks before the opening of school, welcoming the family to the new school year and to the classroom.

Hold an informal open house before the opening of school.

Provide a packet of information on the first day of school that includes information on effective homework supervision.

PTA/PTO meetings can include topics on effective homework supervision. 

Advisory councils and school boards can help direct resources to the education and motivation of parents and guardians regarding effective homework supervision.

A teacher needs knowledge of each individual child, and to completely gain this knowledge, it is necessary to form a relationship with the parents and family. This relationship can provide an environment in which "teachers and parents share their knowledge of the child and understanding of children’s development and learning as part of day-to-day communication and planned conferences" (Bredekamp & Copple, 1997, p.22). This relationship requires respect, cooperation, shared responsibility, and negotiation of conflicts in order to attain shared goals for the child.

The Indiana Department of Education has some helpful information on how teachers can build strong family and parent involvement with the education of their children: see http://www.doe.in.gov/publications/pdf_tnlguide/tnlg_039-074.pdf.

INSPIRATION: 

The best way for school, media, and government leaders to inspire parents and guardians to effectively supervise the completion of homework by their Grade 1, 2 and 3 students is to (1) objectively measure and publicize the degree of community involvement, and then (2) continuously work to improve the community involvement. 

A good measure of community involvement is the weekly H.E.L.P. Rate. The H.E.L.P. Rate is the percent of attending students in a class whose homework was effectively supervised by a "Mature Homework Partner."

A volunteer statewide media campaign that involves elected officials and other community leaders can help publicize a community's H.E.L.P. Rate and the volunteer resources available for community members to help provide Mature Homework Partners.

2. (a) Why is H.E.L.P. limited to Grade 1, 2 and 3 students?

As stated by Tom Shultz and Joan Lombardi in "Right From the Start" (Young Children, January, 1989), the Preschool and Primary Years are "…the crucial early years of education, when children gain the essential skills, knowledge, and dispositions critical to later school success."

Grade 1, 2 and 3 teachers must require homework EVERY school day. The only exceptions are that students are not responsible for completed homework (1) the first day of the school year and (2) the first day back from an excused absence.

Teachers must assign homework every school day (except, of course, the last day of school). Unexcused students are responsible for completed homework every school day, including Mondays and the first day back from vacations.

Requiring homework every single school day delivers the message that education is important!

The amount of daily homework is left to the discretion of teachers and school administrators. All assigned homework must have a meaningful connection to academic achievement.

A Mature Homework Partner can be a Parent, Guardian, relative, neighbor, and anyone at least 14 years of age. If a Parent or Guardian cannot - or will not - provide a Mature Homework Partner, then volunteer resources from the Community can be used. There are literally thousands of national and community-based youth development clubs and organizations offering young people some structure for their out-of-school time and serving a nonformal, educative function. These organizations are often particularly important to disadvantaged children and youth.

Timely completion of daily homework under the effective supervision of a Mature Homework Partner continually emphasizes to students that education is highly valued. Clearly sending the message that education is highly valued will significantly help students achieve at their highest level.

Existing grade book computer applications can be enhanced so teachers can easily identify and record whether or not each student submitted homework satisfactorily completed under the supervision of a Mature Homework Partner every day during the week.

6. (a) What does the weekly H.E.L.P. Rate really measure?

Weekly H.E.L.P. Rates identify the extent to which communities highly value education.

6. (b) How are weekly H.E.L.P. Rates computed by a school?

The H.E.L.P. Rate is the percent of Students whose Homework was supervised by a Mature Homework Partner every day they attended school during the week. A computer application can be developed where every school easily computes a separate cumulative H.E.L.P. Rate for its Grade 1, 2, and 3 students. 

All Schools will use their School PIN and Password to promptly input their weekly Grade 1, 2 and 3 H.E.L.P. Rates on the State K-12 Data Website.

Because the posted H.E.L.P. rates are computed by Grade 1, 2, and 3 within each School, individual Students needing the assistance of a Mature Homework Partner cannot be identified without the assistance of a School Principal.

Interested Community members can use the State K-12 Data Website to keep track of their School’s H.E.L.P. Rates and meet with their School Principals to volunteer assistance to those Students needing a Mature Homework Partner.

8. (b) How can H.E.L.P. results be measured?

Community efforts to increase H.E.L.P. rates are expected to improve education outcomes by helping families reinforce the importance of school, homework, and activities that build student skills and feelings of success. One good measure of education outcomes in Indiana is the ISTEP+ test results for third grade students. The current status of third grade ISTEP+ test results can be found at H.E.L.P. Indiana.

8. (c) How can H.E.L.P. legislation be prepared?

Listed next is a legislation outline (legislation applicable to Indiana can be found at http://www.finplaneducation.net/HELP_legislation.htm). 

HOMEWORK ENHANCES LEARNING POTENTIAL

Sec. 1. Those communities that provide effective homework supervision every school day for their Grade 1, 2, and 3 students through Mature Homework Partners help their students achieve more, be better motivated, have positive attitudes toward education, enjoy better self-esteem, and exhibit self-confidence.

Sec. 2. The State Department of Education must include on its website public information for teachers on how to prepare and assign daily homework assignments that have a meaningful connection to academic achievement by Grade 1, 2, and 3 students.

Sec. 3. Grade 1, 2, and 3 teachers must assign homework every school day that has a meaningful connection to academic achievement.

Sec. 4. The amount of homework assigned daily is left to the discretion of teachers and school administrators.

Sec. 5. A Mature Homework Partner can be a parent, guardian, relative, neighbor, or anyone at least 14 years of age.

Sec. 6. The State Department of Education must include on its website public information that Mature Homework Partners can use to help provide effective homework supervision to Grade 1, 2, and 3 students.

Sec. 7. School corporations must help inform Mature Homework Partners how to provide effective homework supervision to Grade 1, 2, and 3 students.

Sec. 8. Every Grade 1, 2, and 3 teacher must record the last day of each school week for every one of their students whether or not the student submitted homework satisfactorily completed under the supervision of a Mature Homework Partner every day the student attended school during the week.

Sec. 9. Every Grade 1, 2, and 3 student must submit homework that is satisfactorily completed under the supervision of a Mature Homework Partner every school day except (a) the first day of the school year and (b) the first day back from an excused absence.

Sec. 10. Whether or not homework submitted by a student is satisfactorily completed is left to the discretion of the student’s teacher and school administrators.

Sec. 11. Weekly H.E.L.P. Rates identify the extent to which communities highly value education.

Sec. 12. The H.E.L.P. Rate is the percent of students (rounded to four places and presented as 00.00%) that submit homework satisfactorily completed under the supervision of a Mature Homework Partner every day the students attended school during the week (except the first day of the school year and the first day back from an excused absence).

Sec. 13. Every elementary school will compute every week a separate cumulative H.E.L.P. Rate for its Grade 1, Grade 2, and Grade 3 students. (For illustrative purposes, an elementary school with two first grade classes, three second grade classes, and two third grade classes will compute three cumulative H.E.L.P. Rates each week – one H.E.L.P. Rate for all its Grade 1 students, one H.E.L.P. Rate for all its Grade 2 students, and one H.E.L.P. Rate for all its Grade 3 students.)

Sec. 14. Including the names of teachers and students with the presentation of H.E.L.P. Rate data is prohibited.

Sec. 15. All elementary schools will use their School PIN and Password to input their weekly Grade 1, 2 and 3 H.E.L.P. Rates on the State K-12 Data Website no later than the second school day after the last day in the school week.

Sec. 16. All elementary school H.E.L.P. Rates will be displayed by county and school corporation on the State K1-12 Data Website and will include the following information: elementary school name, elementary school number, the current weekly H.E.L.P. Rate ("Not Provided" will show if the elementary school fails to input its current H.E.L.P. Rate), a link for each school to a list of all its H.E.L.P. Rates in order from the first week of input through the current week.

Sec. 17. For each elementary school that inputs its weekly H.E.L.P. Rate for the first time during a school year, two dollars for each Grade 1, 2, and 3 student in the elementary school will be sent to the applicable school corporation at the time of the next state tuition support distribution in accordance with IC 20-43-2 after the pupil enrollment is determined in accordance with 20-43-4.

Sec. 18. For each elementary school that inputs its weekly H.E.L.P. Rate every week during the school year, two dollars for each Grade 1, 2, and 3 student in the elementary school will be sent to the applicable school corporation at the time of the next state tuition support distribution after the end of the school year in accordance with IC 20-43-2.

Sec. 19. Every school governing body must publicize the H.E.L.P. rates of its elementary schools at least twice a school year and request the volunteer assistance of its community to provide Mature Homework Partners.

Sec. 20. Elementary school principals are the only school officials allowed to reveal the names of Grade 1, 2, and 3 students to those concerned community members and organizations who wish to provide Mature Homework Partners.

Sec. 21. Elementary school principals must maintain a list of approved Mature Homework Partners for those students whose effective homework supervision is provided by someone other than a parent, guardian, or someone or some organization selected by a parent or guardian.

Sec. 22. Elementary school principals must have on file a limited criminal history record in accordance with IC 10-13-3-36 that is less than one year old for each Mature Homework Partner that is someone other than a parent, guardian, or someone or some organization selected by a parent or guardian.

APPLICABILITY: All public schools with students in Grades 1, 2, and 3.

Watchdog Indiana Home Page K-12 Education Research Compilation & Summaries H.E.L.P. Indiana H.E.L.P. Legislation Reasons to Support H.E.L.P. Third Grade "Best Practices" Third Grade Best Practices Inventory Report K-12 State Tuition Support

This page was last updated on 02/03/11.