The purpose of this program evaluation was to gain a clear understanding of how homework supports or deters the achievement of students, specifically the overall grade a student attains. This document details how students and teachers at a suburban Middle School perceive homework and its effect on student learning. The findings were that many students received failing grades in classes, primarily due to missing homework. The program evaluation used mixed methodology. Using survey and focus group results in conjunction with current literature, the conclusion revealed a need for homework policies that would support student learning without punishing students’ grades. Students shared that they have busy lives and much of the homework is challenging for them to complete on their own. Teachers shared feelings of how subjective homework policies and grading can be, and they agreed that policies should be designed with this in mind. The recommendations made were for policies that are more consistent, and that grading policies do not put too much emphasis on homework as part of an overall grade.
","abstract_html":"<p>The purpose of this program evaluation was to gain a clear understanding of how homework supports or deters the achievement of students, specifically the overall grade a student attains. This document details how students and teachers at a suburban Middle School perceive homework and its effect on student learning. The findings were that many students received failing grades in classes, primarily due to missing homework. The program evaluation used mixed methodology. Using survey and focus group results in conjunction with current literature, the conclusion revealed a need for homework policies that would support student learning without punishing students’ grades. Students shared that they have busy lives and much of the homework is challenging for them to complete on their own. Teachers shared feelings of how subjective homework policies and grading can be, and they agreed that policies should be designed with this in mind. The recommendations made were for policies that are more consistent, and that grading policies do not put too much emphasis on homework as part of an overall grade. </p>","abstract_has_math":false,"creators":["Huisman, Cody"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Norman Weston","Jack Denny","Harrington Gibson"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016-12-01T08:00:00Z","date_published":"2016-12-01T08:00:00Z","updated_at":"2026-07-24T03:20:32Z","subjects":["grading","homework","Curriculum and Instruction","Educational Leadership","Elementary and Middle and Secondary Education Administration"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/207","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Norman Weston","Jack Denny","Harrington Gibson"]},{"key":"dc:creator","label":"Author","values":["Huisman, Cody"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2017-01-12T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Public Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["grading","homework","Curriculum and Instruction","Educational Leadership","Elementary and Middle and Secondary Education Administration"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/207"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this program evaluation was to gain a clear understanding of how homework supports or deters the achievement of students, specifically the overall grade a student attains. This document details how students and teachers at a suburban Middle School perceive homework and its effect on student learning. The findings were that many students received failing grades in classes, primarily due to missing homework. The program evaluation used mixed methodology. Using survey and focus group results in conjunction with current literature, the conclusion revealed a need for homework policies that would support student learning without punishing students’ grades. Students shared that they have busy lives and much of the homework is challenging for them to complete on their own. Teachers shared feelings of how subjective homework policies and grading can be, and they agreed that policies should be designed with this in mind. The recommendations made were for policies that are more consistent, and that grading policies do not put too much emphasis on homework as part of an overall grade.
"]},{"key":"dc:title","label":"Title","values":["Perceptions Of The Effects Of Homework On Student Achievement At A Suburban Middle School: A Program Evaluation"]}]}],"canonical_facts":{"dc:contributor":["Norman Weston","Jack Denny","Harrington Gibson"],"dc:creator":["Huisman, Cody"],"dc:date.available":["2017-01-12T08:00:00Z"],"dc:description.abstract":["The purpose of this program evaluation was to gain a clear understanding of how homework supports or deters the achievement of students, specifically the overall grade a student attains. This document details how students and teachers at a suburban Middle School perceive homework and its effect on student learning. The findings were that many students received failing grades in classes, primarily due to missing homework. The program evaluation used mixed methodology. Using survey and focus group results in conjunction with current literature, the conclusion revealed a need for homework policies that would support student learning without punishing students’ grades. Students shared that they have busy lives and much of the homework is challenging for them to complete on their own. Teachers shared feelings of how subjective homework policies and grading can be, and they agreed that policies should be designed with this in mind. The recommendations made were for policies that are more consistent, and that grading policies do not put too much emphasis on homework as part of an overall grade.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/207"],"dc:subject":["grading","homework","Curriculum and Instruction","Educational Leadership","Elementary and Middle and Secondary Education Administration"],"dc:title":["Perceptions Of The Effects Of Homework On Student Achievement At A Suburban Middle School: A Program Evaluation"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation - Public Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:20:32Z"}