The present study used the U.S. portion of the Program for International Student Assessment (PISA) to examine how homework resources, mathematics self-efficacy, and time spent on homework impacted mathematics achievement across gender and ethnicity. The findings showed that achievement gaps diminished with the increase in availability of homework resources and the increase in mathematics self-efficacy. Increased proportions of homework time spent on mathematics homework were associated with a decrease in mathematics achievement. These findings suggest that educators should attempt to provide the resources for students to complete their homework and structure homework assignments accordingly. Interestingly, the findings also suggest that educators need to focus on enhancing self-efficacy with respect to mathematics for all students.
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