The Goldilocks Dilemma: Homework Policy Creating a Culture Where Simply Good Is Just Not Good Enough

Abstract

Throughout the decades of educational reform cycles, the value of homework has proven either meaningful or meaningless depending on the reforming framework. Questions about homework as simply busy work or knowledge work, mere content distraction or content extension, ambivalence toward importance, or discipline of character all cloud any conclusions about homework, good or bad. Our research is a case study of one rural, high school that has created a No Excuses Homework expectation that is embedded in the school's culture. Focus groups of faculty and students, interviews with both the principal and assistant principal, combined with quantitative data reveal a cultural shift within the organization. Three themes emerge as contributors to a cultural transformation around homework expectations: initial and ongoing professional development exploring the creation of meaningful homework assignments and consistent quality expectations, continuous support for students and parents in meaningful homework standards, and informed stakeholders regarding quality standards and consequences when standards are not met. The results of this study reveal that high expectations for homework quality can have an impact on student academic performance and motivation for meeting quality standards. Much of the criticism directed toward homework policies is the disjointed, low expectations that marginalize its impact on learning and the value in assessing student progress. Integrating homework as a valued cultural experience may offer a possible answer to some of its common criticism.