Helping Your Child With Homework
for parents of elementary and junior
high school-aged children
By Nancy Paulu
Edited by Kathryn Perkinson
Illustrated by Becky Heavner
Office of Educational Research and Improvement
U.S. Department of Education
(AD 95-1203)
U.S. Department of Education
Richard W. Riley
Secretary
Office of Educational Research and Improvement
Sharon P. Robinson
Assistant Secretary
This book is in the public domain. Authorization to reproduce it in
whole or in part of educational purposes is granted.
Publication of this book was managed by the Office of Educational
Research and Improvement, U.S. Department of Education. Listing of
materials and resources in this book should not be construed or
interpreted as an endorsement by the Department of any private
organization or business listed herein.
U.S. G.P.O.: 1995-398-648
September 1995
-###-
U.S. DEPARTMENT OF EDUCATION
OFFICE OF EDUCATIONAL RESEARCH AND IMPROVEMENT
September 1995
HELPING YOUR CHILD WITH HOMEWORK
Foreword
Families play a vital role in educating America's children. What
families do is more important to student success than whether they are
rich or poor, whether parents have finished high school or not, or
whether children are in elementary, junior high, or high school.
Yet, for all that common sense and research tell us, family
involvement often remains neglected in the debate about American school
reform. To focus more attention on this important subject, the U.S.
Congress recently added to an initial list of six National Education
Goals another that states:
Every school will promote partnerships that will increase parental
involvement and participation in promoting the social, emotional, and
academic growth of children.
The Office of Educational Research and Improvement has produced
Helping Your Child With Homework to contribute to the drive to increase
family involvement in children's learning. As the handbook points out,
we know that children who spend more time on homework, on average, do
better in school, and that the academic benefits increase as children
move into the upper grades.
But the value of homework extends beyond school. We know that good
assignments, completed successfully, can help children develop wholesome
habits and attitudes. Homework can help parents learn about their
children's education and communicate both with their children and the
schools. And it can encourage a lifelong love of learning.
In addition to helping with homework, there are many other
important ways that parents can help their children learn. Parents can
encourage children to spend more leisure time reading than watching
television. They can talk with their children and communicate positive
behaviors, values, and character traits. They can keep in touch with the
school. And they can express high expectations for children and
encourage their efforts to achieve.
We hope Helping Your Child With Homework can lead all of you facing
the challenges of raising children one step closer to success. Indeed,
family involvement in education is crucial if we want our children to
succeed in school and throughout life.
Sharon P. Robinson
Assistant Secretary
Office of Educational Research and Improvement
-###-
CONTENTS
Title Page
Foreword
Homework: A Concern for the Whole Family
The Basics
How To Help: Show You Think Education and Homework Are Important
How To Help: Monitor Assignments
How To Help: Provide Guidance
How To Help: Talk With Someone at School To Resolve Problems
Resources
Acknowledgments
Checklist for Helping Your Child With Homework
The National Education Goals
Helping Your Child With Homework
Homework: A Concern for the Whole Family
Homework is an opportunity for students to learn and for parents to
be involved in their children's education. A parent's interest can spark
enthusiasm in a child and help teach the most important lesson of
all--that learning can be fun and is well worth the effort.
However, helping your child with homework isn't always easy. At PTA
meetings and at parent-teacher conferences, mothers and fathers ask:
How can I get Michael to do his homework? Every night it's a
struggle to get him to turn off the television and do his homework.
Why isn't Maria getting more homework? (Why is Jonathan getting so
much homework?)
When is Tanya supposed to do homework? She takes piano lessons,
sings in her church choir, plays basketball, and helps with family
chores. There's hardly any time left to study.
How can I help Robert with his math homework when I don't
understand it?
Do homework assignments really help my child learn?
This book helps answer these questions--and many others--that
parents and others who care for children in elementary and junior high
school often ask about homework. Included are practical ideas for
helping children complete homework assignments successfully. Some of the
ideas in this book may also be helpful for high school students. The
Basics
Helping Your Child With Homework - September 1995
The Basics
Before discussing ways you can help your child with homework, it is
important to discuss why teachers assign homework and how it benefits
your child.
Why Do Teachers Assign Homework?
Teachers assign homework for many reasons. Homework can help
children review and practice what they've learned; get ready for the
next day's class; learn to use resources, such as libraries, reference
materials, and encyclopedias; and explore subjects more fully than time
permits in the classroom.
Homework can also help children develop good habits and attitudes.
It can teach children to work independently; encourage
self-discipline and responsibility (assignments provide some youngsters
with their first chance to manage time and meet deadlines); and
encourage a love of learning. Homework can also bring parents and
educators closer together. Parents who supervise homework and work with
their children on assignments learn about their children's education and
about the school.
Homework is meant to be a positive experience and to encourage children
to learn. Assignments should not be used as punishment.
Does Homework Help Children Learn?
Homework helps your child do better in school when assignments are
meaningful, are completed successfully, and are returned with
constructive comments from the teacher. An assignment should have a
specific purpose, come with clear instructions, be fairly well matched
to a student's abilities, and designed to help develop a student's
knowledge and skills.
In the early elementary grades, homework can help children develop
the habits and attitudes described earlier. From fourth through sixth
grades, small amounts of homework, gradually increased each year, may
support improved academic achievement. In seventh grade and beyond,
students who complete more homework score better on standardized tests
and earn better grades, on the average, than students who do less
homework. The difference in test scores and grades between students who
do more homework and those who do less increases as children move up
through the grades.
What's the Right Amount of Homework?
Many educators believe that homework is most effective for the
majority of children in first through third grades when it does not
exceed 20 minutes each school day. From fourth through sixth grades,
many educators recommend from 20 to 40 minutes a school day for most
students. For students in seventh through ninth grades, generally, up to
2 hours a school day is thought to be suitable.
Amounts that vary from these guidelines are fine for some students.
Talk with your child's teacher if you are concerned about either too
much or too little homework.
-###-
How To Help: Show You Think Education and Homework Are Important
Helping Your Child With Homework - September 1995
How To Help: Show You Think Education and Homework Are Important
Children need to know that their parents and adults close to them
think homework is important. If they know their parents care, children
have a good reason to complete assignments and turn them in on time.
There is a lot that you can do to show that you value education and
homework.
Set a Regular Time.
Finding a regular time for homework helps children finish
assignments. The best schedule is one that works for your child and your
family. What works well in one household may not work in another. Of
course, a good schedule depends in part on your child's age, as well as
individual needs. For instance, one youngster may work best in the
afternoon after an hour of play, and another may be more efficient after
dinner (although late at night, when children are tired, is seldom a
good time).
Outside activities, such as sports or music lessons, may mean that
you need a flexible schedule. Your child may study after school on some
days and in the evening on others. If there isn't enough time to finish
homework, your child may need to drop some outside activity. Homework
must be a high priority.
You'll need to work with your elementary school child to develop a
schedule. An older student can probably make up a schedule
independently, although you'll want to make sure it's a good one.
It may help to write out the schedule and put it in a place where
you'll see it often, such as the refrigerator door.
Some families have a required amount of time that children must
devote to homework or some other learning activity each school night
(the length of time can vary depending upon the child's age). For
instance, if your seventh-grader knows she's expected to spend an hour
doing homework, reading, or visiting the library, she may be less likely
to rush through assignments so that she can watch television. A required
amount of time may also discourage her from "forgetting" to bring home
assignments and help her adjust to a routine.
Pick a Place.
A study area should have lots of light, supplies close by, and be
fairly quiet.
A study area doesn't have to be fancy. A desk in the bedroom is
nice, but for many youngsters the kitchen table or a corner of the
living room works just fine.
Your child may enjoy decorating a special study corner. A plant, a
brightly colored container to hold pencils, and some favorite artwork
taped to the walls can make study time more pleasant.
Remove Distractions.
Turn off the television and discourage social telephone calls
during homework time. (A call to a classmate about an assignment may,
however, be helpful.)
Some youngsters work well with quiet background music, but loud
noise from the stereo or radio is not OK. One Virginia junior high
school history teacher laments, "I've actually had a kid turn in an
assignment that had written in the middle, `And George Washington said,
"Ohhhhh, I love you."' The kid was so plugged into the music that he
wasn't concentrating."
If you live in a small or noisy household, try having all family
members take part in a quiet activity during homework time. You may need
to take a noisy toddler outside or into another room to play. If
distractions can't be avoided, your child may want to complete
assignments in a nearby library.
Provide Supplies and Identify Resources.
For starters, collect pencils, pens, erasers, writing paper, an
assignment book, and a dictionary. Other things that might be helpful
include glue, a stapler, paper clips, maps, a calculator, a pencil
sharpener, tape, scissors, a ruler, index cards, a thesaurus, and an
almanac. Keep these items together in one place if possible. If you
can't provide your child with needed supplies, check with the teacher,
school guidance counselor, or principal about possible sources of
assistance.
For books and other information resources, check with the school
library or local public library. Some libraries have homework centers
designed especially to assist children with school assignments (there
may even be tutors and other kinds of individual assistance).
These days many schools have computers in classrooms, and many
households have personal computers. However, you don't have to have a
computer in your home in order for your child to complete homework
assignments successfully.
You may want to ask the teacher to explain school policy about the
use of computers--or typewriters or any special equipment--for homework.
Certainly, computers can be a great learning tool and helpful for some
assignments. They can be used for word processing and on-line reference
resources, as well as educational programs and games to sharpen skills.
Some schools may offer after-school programs where your child can use
the school computers. And many public libraries make computers available
to children.
Set a Good Example.
Children are more likely to study if they see you reading, writing,
and doing things that require thought and effort on your part. Talk with
your child about what you're reading and writing even if it's something
as simple as making the grocery list. Tell them about what you do at
work. Encourage activities that support learning--for example,
educational games, library visits, walks in the neighborhood, trips to
the zoo or museums, and chores that teach a sense of responsibility.
Show an Interest.
Make time to take your child to the library to check out materials
needed for homework (and for fun too), and read with your child as often
as you can. Talk about school and learning activities in family
conversations. Ask your child what was discussed in class that day. If
he doesn't have much to say, try another approach. For example, ask your
child to read aloud a story he wrote or discuss the results of a science
experiment.
Another good way to show your interest is to attend school
activities, such as parent-teacher meetings, shows, and sports events.
If you can, volunteer to help in the classroom or at special events.
Getting to know some classmates and other parents not only shows you're
interested but helps build a network of support for you and your child.
-###-
How To Help: Monitor Assignments
Children are more likely to complete assignments successfully when
parents monitor homework. How closely you need to monitor depends upon
the age of your child, how independent she is, and how well she does in
school. Whatever the age of your child, if assignments are not getting
done satisfactorily, more supervision is needed.
Here are some good ways to monitor assignments:
Ask About the School's Homework Policy.
At the start of the school year, ask the teacher:
What kinds of assignments will be given?
How long are children expected to take to complete them?
How does the teacher want you to be involved?
Teachers' expectations vary. Ask your child's teacher what you
should do. Should you just check to make sure the assignment is done, or
should you do something more? Some teachers want parents to go over the
homework and point out errors, while others ask parents to simply check
to make sure the assignment is completed.
It's also a good idea to ask the teacher to call you if any
problems with homework come up.
Be Available.
Elementary school students often like to have someone in the same
room when working on assignments in case they have questions. If your
child will be cared for by someone else, talk to that person about what
you expect regarding homework. For an older child, if no one will be
around, let him know you want him to begin work before you get home and
call to remind him if necessary.
Look Over Completed Assignments.
It's usually a good idea to check to see that your elementary
school child has finished her assignments. If your junior high school
student is having trouble finishing assignments, check his too. If
you're not there when an assignment is finished, look it over when you
get home. After the teacher returns completed homework, read the
comments to see if your child has done the assignments satisfactorily.
Monitor Television Viewing.
American children on average spend far more time watching
television than they do completing homework. In many homes, more
homework gets done when television time is limited. Once you and your
child have worked out a homework schedule, take time to discuss how much
television and what programs she can watch. It's worth noting that
television can be a learning tool. Look for programs that relate to what
your child is studying in school, such as programs on history or science
or dramatizations of children's literature. When you can, watch shows
with your child, discuss them, and encourage follow-up activities such
as reading or a trip to the museum.
-###-
How To Help: ProvideGuidance
The basic rule is, "Don't do the assignments yourself." It's not
your homework--it's your child's. "I've had kids hand in homework that's
in their parents' handwriting," one Washington, DC-area eighth-grade
teacher complains. Doing assignments for your child won't help him
understand and use information. And it won't help him become confident
in his own abilities.
It can be hard for parents to let children work through problems
alone and learn from their mistakes. It's also hard to know where to
draw the line between supporting and doing.
Different teachers have different ideas about the best way for
parents to provide guidance. Here are a few suggestions with which most
teachers agree:
Figure Out How Your Child Learns Best.
If you understand something about the style of learning that suits
your child, it will be easier for you to help her.
If you've never thought about this style, observe your child. See
if he works better alone or with someone else. If your child gets more
done when working with someone else, he may want to complete some
assignments with a brother or sister or a classmate. (Some homework,
however, is meant to be done alone. Check with the teacher if you aren't
sure.)
Other things to consider about learning style:
Does your child learn things best when she can see them? If so,
drawing a picture or a chart may help with some assignments. For
example, after reading her science book, she may not remember the
difference between the tibia and the fibula. But by drawing a picture of
the leg and labeling the bones, she can remember easily.
Does your child learn things best when he can hear them? He may
need to listen to a story or have directions read to him. Too much
written material or too many pictures or charts may confuse him.
Does your child understand some things best when she can handle or
move them? An apple cut four or six or eight ways can help children
learn fractions.
Help Your Child Get Organized.
As mentioned earlier, it's a good idea to set a regular time for
children to do homework. Put up a calendar in a place where you'll see
it often and record assignments on it. If your child's not able to write
yet, then do it for him until he can do it himself. Writing out
assignments will get him used to the idea of keeping track of what's due
and when. You may want to use an assignment book instead of a calendar.
A bag for books will make it easier to carry homework to and from
school. Homework folders in which youngsters can tuck their assignments
for safekeeping help many students stay organized.
Encourage Good Study Habits.
Teachers generally give students tips on how to study. But it takes
time and practice to develop good habits. You can reinforce these habits
at home. For example:
Help your child structure time in order to complete assignments.
For example, if your eighth-grader has a biology report due in 3 weeks,
discuss all the steps she needs to take to complete it on time,
including:
selecting a topic;
doing the research by looking up books and other materials on the
topic and taking notes; figuring out what questions to discuss; drafting
an outline; writing a rough draft; and revising and completing the final
draft.
Encourage your child to write down how much time she expects to
spend on each step.
Help your child get started when he has to do research reports or
other big assignments. Encourage him to use the library. If he isn't
sure where to begin, have him ask the librarian for suggestions. If he's
using a computer for on-line reference resources--whether the computer's
at home, school, or the library--make sure he's getting whatever help he
needs to use it properly. As mentioned earlier, many public libraries
have homework centers where there are tutors or other kinds of
one-on-one assistance. After your child has done the research, listen
while he tells you the points he wants to make in the report.
Give practice tests. Help your third-grader prepare for a spelling
test by saying the words while she writes them down. Then have her
correct her own test.
Help your child avoid last-minute cramming. Review with your
fifth-grader how to study for his social studies test well before it's
to be given. You can have him work out a schedule of what he needs to do
to, make up a practice test, and write down answers to the questions
he's made up.
Talk with your child about how to take a test. Be sure she
understands how important it is to read the instructions carefully and
to keep track of the time and avoid spending too much time on any one
question.
Several books and pamphlets listed in the Resources section of this
book give more tips on how your child can get organized and develop good
study habits.
Talk About the Assignments.
Ask your child questions. Talking can help him think through an
assignment and break it down into small, workable parts. Here are some
sample questions:
Do you understand what you're supposed to do? After your child has
read the instructions, ask her to tell you in her own words what the
assignment is about. (If your child can't read yet, the teacher may have
sent home instructions that you can read to her.) Some schools have
homework hotlines you can call for assignments in case your child
misplaced a paper or was absent that day. If your child doesn't
understand the instructions, read them with her and talk about the
assignment. Are there words she doesn't understand? How can she find out
what they mean? If neither you nor your child understands an assignment,
call a classmate or contact the teacher.
What do you need to do to finish the assignment? Your child may
want to talk through the steps with you (or make a written list of them,
if he's able to), as described in the section above on good study
habits.
Do you need help in understanding how to do your work? See if your
child needs to learn more, for example, about subtracting fractions
before she can do her assignment. Or find out if the teacher needs to
explain to her again when to use capital and lowercase letters. If you
understand the subject yourself, you may want to work through some
examples with your child. But let her do the assignment herself.
Have you ever done any problems like the ones you're supposed to do
right now? See if your child has already done similar problems that can
guide him in completing these particular ones.
Do you have everything you need to do the assignment? Sometimes
your child needs special supplies, such as colored pencils, metric
rulers, maps, or reference books. As mentioned before, check with the
teacher, school guidance counselor, or principal for possible sources of
assistance if you can't provide needed supplies; and check with the
local public library or school library for books and other information
resources.
Does your answer make sense to you? Sometimes the response to a
math problem doesn't seem logical, or the meaning of a paragraph your
child has written is unclear. If that's the case, your child may need to
check over the math problem or revise the paragraph.
If your child is still confused, ask:
How far have you gotten on the assignment? Let's try to figure out
where you're having a problem.
Do you need to review your notes (or reread a chapter in your
textbook) before you do the assignment?
Are you still having problems? Maybe it would help to take a break
or have a snack.
Give Praise.
People of all ages respond to praise. And children need
encouragement from the people whose opinions they value most--their
parents. "Good first draft of your book report!" or "You've done a great
job" can go a long way toward motivating your child to complete
assignments.
Children also need to know when they haven't done their best work.
Make criticism constructive. Instead of telling a third-grader, "You
aren't going to hand in that mess, are you?" try, "The teacher will
understand your ideas better if you use your best handwriting." Then
give praise when a neat version is completed.
-###-
How To Help: Talk With Someone at School To Resolve Problems
Homework hassles can often be avoided when parents and caregivers
value, monitor, and guide their children's work on assignments. But,
sometimes helping in these ways is not enough. Problems can still come
up. If they do, the schools, teachers, parents, and students may need to
work together to resolve them.
Share Concerns With the Teacher.
You may want to contact the teacher if :
your child refuses to do her assignments, even though you've tried hard
to get her to do them;
instructions are unclear;
you can't seem to help your child get organized to finish the
assignments;
you can't provide needed supplies or materials;
neither you nor your child can understand the purpose of assignments;
the assignments are often too hard or too easy;
the homework is assigned in uneven amounts--for instance, no homework is
given on Monday, Tuesday, or Wednesday, but on Thursday four of your
child's teachers all make big assignments that are due the next day; or
your child has missed school and needs to make up assignments.
In some cases, the school guidance counselor may be helpful in resolving
such problems.
Work With the School.
Communication between teachers and parents is very important in
solving homework problems. Here are some important things to remember:
Talk with teachers early in the school year. Get acquainted before
problems arise, and let teachers know that you want to be kept informed.
Most elementary schools and many secondary schools invite parents to
come to parent-teacher conferences or open houses. If your child's
school doesn't provide such opportunities, call the teacher to set up a
meeting.
Contact the teacher as soon as you suspect your child has a
homework problem (as well as when you think he's having any major
problems with his schoolwork). Schools have a responsibility to keep
parents informed, and you have a right to be upset if you don't find out
until report-card time that your child is having difficulties. On the
other hand, sometimes parents figure out that a problem exists before
the teacher does. By alerting the teacher, you can work together to
solve a problem in its early stages.
Request a meeting with the teacher to discuss homework problems.
Tell him briefly why you want to meet. You might say, "Rachel is having
trouble with her math homework. I'm worried about why she can't finish
the problems and what we might do to help her." Parents for whom English
is a second language may need to make special arrangements, such as
including another person who is bilingual.
Don't go straight to the principal without giving the teacher a
chance to work out the problem with you and your child.
Approach the teacher with a cooperative spirit. Believe that the
teacher wants to help you and your child, even if you disagree about
something. It's hard to solve problems if teachers and parents view each
other as enemies.
If you have a complaint, try not to put the teacher on the
defensive. For example, avoid saying that you think the assignments are
terrible even if you think so. You might say, "I'm glad Calvin is
learning to add and subtract in the first grade, but he doesn't want to
do his math work sheets. Can we find another way for him to learn the
same material?" This might encourage the teacher to let Calvin (and the
rest of his classmates) try another approach. Perhaps he can learn
addition and subtraction by moving around buttons, sticks, or shells.
Let the teacher know if your child is bored with assignments or
finds them too hard or too easy. (Teachers also like to know when
children are particularly excited about an assignment.) Of course, not
all homework assignments can be expected to interest your child and be
perfectly suited to her. Teachers just don't have time to tailor
homework to the individual needs of each student night after night.
However, most teachers want to assign homework that children enjoy and
can complete successfully, and they welcome feedback from parents.
Many times homework can be structured so that a wide range of
children will find assignments interesting. For example:
Different approaches to the same topic or lesson can be offered to
students;
Extra assignments can be given to students who want more challenge;
and
Specialized assignments can be given to students having trouble in
a particular area.
While meeting with the teacher, explain what you think is going on.
Also tell the teacher if you don't know what the problem is. Sometimes a
child's version of what's going on isn't the same as the teacher's
version. For example, your child may tell you that the teacher never
explains assignments so he can understand them. But the teacher may tell
you that your child isn't paying attention when assignments are given.
Work out a way to solve or lessen the problem. The strategy will
depend on what the problem is, how severe it is, and the needs of your
child. For instance:
Is the homework often too hard? Maybe your child has fallen behind
and will need extra help from a teacher, parent, or tutor to catch up.
Does your child need to make up a lot of work because of absences?
The first step might be working out a schedule with the teacher.
Has your child been diagnosed with a learning disability or is one
suspected? If so, you'll need to make sure your child gets extra help,
and the teacher may need to adjust some assignments. (See Federal
Sources of Assistance in the Resources Section of this book.)
Does your child need extra support, beyond what home and school can
give? Ask the teacher, school guidance counselor, or principal if there
are mentor programs in your community. Mentor programs pair a child with
an adult volunteer who assists with the youngster's special needs, such
as tutoring or career advice.
There are many good mentor programs operating in schools,
universities, community organizations, churches, and businesses.
Make sure communication is clear. Listen to the teacher and don't
leave until you're sure you understand what's being said. Make sure,
too, that the teacher understands what you have to say. If, after the
meeting, you realize you don't understand something, call the teacher to
doublecheck.
It may help to summarize what you've agreed to do at the end of the
meeting:
OK, so to keep track of Kim's assignments, I'll check her
assignment book each night and write my initials by new assignments.
Each day you'll check to make sure she's written down all new
assignments in her book. That way we'll be certain that I know what her
assignments are.
Follow up to make sure that the approach you agreed to is working.
If the teacher told you, for example, that your child needs to spend
more time practicing long division, check back in a month to talk about
your child's progress.
Homework can bring together children, parents, and teachers in a
common effort to improve student learning. The younger your child is
when you start to do the kinds of activities suggested in this guide,
the better.
Helping your child with homework is an opportunity to improve your
child's chances of doing well in school and life. By helping your child
with homework, you can help him learn important lessons about discipline
and responsibility. You can open up lines of communication--between you
and your child, and you and the school. You are in a unique position to
help your child make connections between school work and the "real
world," and thereby bring meaning (and some fun) to your child's
homework experience.
Whether you succeed in doing all of the activities suggested in
this guide is not what's most important. What's most important is that
you are willing to take the time and make the effort to be involved in
your child's education.
-###-
Resources
The following publications provide more information for parents on ways
to approach homework.
American Federation of Teachers (1991).Home Team Learning Activities for
the Early Grades.*
Canter, Lee, and Hauser, Lee, (1987).Homework Without Tears. New York:
Perennial Library.
Klavan, Ellen (1992).Taming the Homework Monster. New York: Poseidon
Press.
The National PTA and the National Education Association (1995). Helping
Your Student Get the Most Out of Homework.** Rich, Dorothy (1988, 1992).
Megaskills: How Families Can Help Children Succeed in School and Beyond.
Boston: Houghton Mifflin Company.
Sonna, Linda Agler (1990).The Homework Solution: Getting Kids To Do
Their Homework. Charlotte, Vermont: Williamson Publishing Co.
* English and Spanish versions available free in limited quantities by
writing:
AFT Public Affairs Department,
555 New Jersey Avenue, NW,
Washington, DC 20001.
** Sold in packages of 25 through the National PTA Catalog (item #B307).
Call 312-549-3253 or write
National PTA Orders,
135 So. LaSalle Street, Dept. 1860,
Chicago, IL 60674 1860
Federal Sources of Assistance if Your Child Has a
Learning Disability
ERIC Clearinghouse on Disabilities and Gifted Education
The Council for Exceptional Children
1920 Association Drive
Reston, VA 22091
The National Library Service for the Blind and Physically
Handicapped
Library of Congress
Washington, DC 20542
National Institute of Child Care and Human Development
U.S. Department of Health and Human Services
31 Center Drive
Building 31, Room 2A32
MSC-2420
Bethesda, MD 20892-2425
National Information Center for Children and Youth with
Disabilities
P.O. Box 1492
Washington, DC 20013
Office of Special Education and Rehabilitative Services
U.S. Department of Education
Washington, DC 20202
******
Parents and caregivers may also wish to learn about an innovative
homework program called TIPS (Teachers Involve Parents in Schoolwork),
which was developed at the federally funded Center on Families,
Communities, Schools and Children's Learning at Johns Hopkins
University. TIPS assignments are designed for elementary middle grade
students to do together with adult family members. Hands-on,
interactive assignments that draw on real-life situations have been
developed in language arts, math, science, and health. Information is
available through the Center's Dissemination Office at Johns Hopkins
University, 3505 North Charles St., Baltimore, Maryland 21218.
-###-
Acknowledgments
This guide was made possible with the help of many organizations
and people who provided materials and suggestions, reviewed drafts, and
contributed generously from their own experience. The individuals
include: Lettie Cale, Phil Carr, Sharon Craig, Cynthia Dorfman,
Christina Dunn, Gerard Devlin, Joyce Epstein, Lance Ferderer, Cheryl
Garnette, Naomi Karp, Barbara Lieb, Margaret McNeely, Suellen Mauchamer,
Oliver Moles, Sharon Scales, Joe Vaughan, Barbara Vespucci,Audrey
Warcola, staff members at Greenbelt Middle School in Greenbelt, Maryland
(including Judy Austin, Helen Cheakalos, Ann Donahoe, Janice
Elliot-Banks, Maha Fadli, John Lapolla, and Barbara Morris), and staff
members at Hunter Woods Elementary School in Reston, Virginia (including
Denise DeFranco, Sara Depczenski, Linda Goldberg, and Lucy Miller). The
organizations include: the American Federation of Teachers, the Far West
Laboratory for Educational Research and Development, the National
Education Association, the National PTA, and the North Central Regional
Educational Laboratory.
The handbook was prepared under the direction of Eve Bither, acting
director of OERI's Office of Reform Assistance and Dissemination; and
Charles Stalford, director of ORAD's Knowledge Applications Division.
-###-
Checklist for Helping Your Child With Homework
Show You Think Education and Homework Are Important.
Do you set a regular time every day for homework? Does your child have
the papers, books, pencils, and other things needed to do assignments?
Does your child have a fairly quiet place to study with lots of light?
Do you set a good example by reading and writing yourself?
Do you stay in touch with your child's teachers?
Monitor Assignments.
Do you know what your child's homework assignments are? How long they
should take? How the teacher wants you to be involved?
Do you see that assignments are started and completed?
Do you read the teacher's comments on assignments that
are returned?
Is TV viewing cutting into your child's homework time?
Provide Guidance.
Do you understand and respect your child's style of learning? Does he
work better alone or with someone else? Does he learn best when he can
see things, hear them, or handle them?
Do you help your child to get organized? Does your child need a
calendar or assignment book? A bag for books and a folder for papers?
Do you encourage your child to develop good study habits (e.g.,
scheduling enough time for big assignments; making up practice tests)?
Do you talk with your child about homework assignments? Does she
understand them?
Talk With Someone at School When Problems Come Up.
Do you meet the teacher early in the year before any problems arise?
If a problem comes up, do you meet with the teacher?
Do you cooperate with the teacher and your child to work out a plan and
a schedule to fix homework problems?
Do you follow up with the teacher and with your child to make sure the
plan is working?
In addition to Helping Your Child With Homework, the U.S. Department of
Education publishes a number of books on related subjects. To find out
what's available and how to order, request the Consumer Information
Catalog listing nearly 200 useful federal publications. The Catalog is
free from the Consumer Information Center, Pueblo, Colorado 81009.
-###-
The National Education Goals
The National Education Goals
The GOALS 2000: Educate America Act, signed by President
Clinton on March 31, 1994, sets into law eight National Education
Goals for the year 2000:
All children in America will start school ready to learn.
The high school graduation rate will increase to at least 90 percent.
All students will leave grades 4, 8, and 12 having demonstrated
competency over challenging subject matter including English,
mathematics, science, foreign languages, civics and government,
economics, arts, history, and geography, and every school in America
will ensure that all students learn to use their minds well, so they may
be prepared for responsible citizenship, further learning, and
productive employment in our Nation's modern economy.
The Nation's teaching force will have access to programs for the
continued improvement of their professional skills and the opportunity
to acquire the knowledge and skills needed to instruct and prepare all
American students for the next century.
U.S. students will be first in the world in mathematics and science
achievement.
Every adult American will be literate and will possess the knowledge and
skills necessary to compete in a global economy and exercise the rights
and responsibilities of citizenship.
Every school in the United States will be free of drugs, violence, and
the unauthorized presence of firearms and alcohol and will offer a
disciplined environment conducive to learning.
Every school will promote partnerships that will increase parental
involvement and participation in promoting the social, emotional, and
academic growth of children.
| 
