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Abstract

School policies regarding homework and grading are among the most controversial areas of education reform. This quantitative study investigates differences in various stakeholders’ perspectives on these important issues. A survey with common items related to homework and grading policies was administered to all parents/families, teachers, principals, and district leaders in a medium-size Midwest school district in the United States prior to the development and implementation of policy change initiatives. Results from 1,765 responses showed statistically significant differences in stakeholders’ views regarding the purpose of homework, parents’/families’ role in homework, the purpose of grades, and meaning of grades, especially with principals. Principals’ views on homework in grades and what evidence teachers should use to assign grades are unlike other stakeholders. Differences also vary depending on the school level of students involved. A discussion includes the nature of these differences along with implications and a framework for policy development, implementation, and professional learning.

Keywords

Grading homework parents policy implementation education reform

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Variation in stakeholders’ views on homework and grading: A study to improve policy & practice

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