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“damned if you do, damned if you don't” situation. Certainly, giving students more work to take

home is one visible way for teachers to respond to public demands for higher standards. Many parents, students and administrators expect homework to be assigned regularly, at least by the third grade.

But teachers receive complaints if they give too little and complaints if they are thought to give too much or the assignment is too difficult. Similarly, parents ought to worry when children say they don't have any homework, but may resent homework when it takes precedence over other activities or family needs. Harris Cooper of the University of Missouri concludes that homework does not begin to have positive effects on achievement until the junior high school years, and that its academic benefits double when students reach high school.

Boosting achievement, of course, is not the only reason for assigning homework. Other good reasons is sure to include developing children's initiative and responsibility and helping them see that learning can happen outside of school. Homework is recommended to be tailored to serve different purposes at different grades. Since the effects on achievement are negligible for younger students, the goal should be to foster positive attitudes, habits and character traits. Thus assignment should be short, make use of materials commonly found in the home, and give children success experiences.

At the junior high level, when everybody thinks homework to begin serving as academic function, students appear to benefit from working for one or two. hours a night on material that is not too complex or unfamiliar. But the role of homework in developing motivation should not be overlooked. Teachers are thought to combine man­datory and voluntary assignments, giving students interesting projects or tasks to complete.

Such recommendations may prove difficult to carry out. In a recent study, Joyce Epstein of the John Hopkins Centre for Research in Elementary and Middle Schools found a complex relationship among student’s attitudes about homework and school, parents' level of education, and parent-child interaction in the family.

Children who behaved badly in the classroom and failed to complete their homework tended to be ones who did not like talking about school with their parents and felt tense when working with a parent. Furthermore, their parents were sure to have .been less educated and their homes less likely to be stocked with books, dictionaries, globes or other materials that might be useful to them in completing assignments. Yet children whose parents have low education levels and low incomes may derive important benefits from homework. Jean Chaudler Catherine Show, and a team of researchers from Harvard University concluded that homework gave these parents a window on their children's school-work and sometimes led them to talk to the teachers. These con­tacts sometimes improved the children's chances for success at school.

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