FINAL DAC Memo_ Homework (November 5, 2025).pdf (250 KB)

To: BVSD Board of Education From: District Accountability Committee (DAC) Date: November 5, 2025 Re: Homework Policy Input

To fulfill the DAC responsibility: C.R.S. 22-11-302(1)(g) and (2) - Each school district accountability committee has the power and duty to increase the level of parent engagement in the school district and in the public schools of the school district and to cooperate with the District to make recommendations to the local school board.

Process The BVSD DAC Policy Subcommittee researched the legal framework in Colorado regarding school homework policies, and reviewed the current policies Policy IKB and Policy IKB-R (the “Homework Policies”). The Policy Subcommittee convened at the September DAC meeting to discuss the policies and to design questions to seek input from SACs and parents on the current policies. The DAC Policy Subcommittee then worked asynchronously to distribute, collect, and analyze survey feedback. On the day of the October DAC meeting, the Policy Subcommittee learned from the Board representative that the Board is now considering removing the Homework Policies entirely, because they are not required by statute, and potentially considering an entirely new approach to Grading and Homework policy or guidance in coming months. As such, the Policy Subcommittee pivoted from providing specific recommendations on the current Homework Policies to providing general feedback for the Board’s consideration on related topics. A draft version of this memo was discussed and agreed upon by the Policy Subcommittee via e-mail correspondence. DAC Exec and Policy Subcommittee leadership subsequently met to discuss the recent draft redline of Policy IKB discussed at the October 28 Board meeting, and have made minor adjustments to the memo to reflect the current state of Board deliberations. An updated version of this memo was presented to the DAC on November 4, and minor edits were agreed upon during the DAC meeting. The DAC voted unanimously to approve providing the memo to the Board.

Page 1

Recommendations The DAC has the following recommendations for the Board’s consideration on immediate updates to the District homework policy: (1)​ Consistency across the District: A common theme of feedback from SACs and parents is that there should be more consistency across grades at the District regarding whether and how much homework is assigned (as well as what in-school support frameworks such as advisory/transitions classes in secondary), which we believe needs to be balanced with the idea that schools should have some flexibility. This seemed to be a particular concern of elementary parents, where several reported concerns with too much homework being provided to their children, and several reporting concerns that no homework is being required of theirs. There is a particular interest in ensuring more uniformity across the 5th grade, so that students are on more equal footing with regard to homework expectations heading into middle school. Some parents and SACs from focus schools that use different curricula models than traditional BVSD schools recommend that there could be some differentiation in homework expectations at these schools as compared to others, so as to align with the school’s curriculum model. (2)​ Purpose of Homework: The DAC recommends that the Board clearly sets forth the purposes of homework for all grades (not just in secondary), and should clarify that no “new learning” should happen through homework. The DAC recognizes that research regarding the effective use of homework continues to evolve, and encourages the Board to consider available resources in considering how to design effective homework policies and in presenting the purpose of homework. Some of the resources collected by the Policy Subcommittee and included in responses to the SAC/parent survey are included in the appendix to this memo. The DAC also encourages the Board to work with District staff to collect data over time on whether and to what extent homework is contributing to achievement and growth in our schools and use such data to inform future iterations of the policy. (3)​ Artificial Intelligence (AI): The DAC strongly encourages the Board to consider developing guidance around the use of AI in the classroom and in homework. While this will be a rapidly evolving field in coming years, several parents and SACs expressed concern that there does not appear to be District-level leadership or guidance currently, and believes that these issues should not be decided on a school-specific basis.

Page 2

As the Board considers how to support schools in designing school-level homework policies and practices that reflect the updated District homework policy, the DAC offers the following additional recommendations: (4)​ Equity Considerations & Support: o​ Whether through policy language or otherwise, the DAC recommends that the Board require all schools to provide sufficient supports for completing homework for all students, and especially those who may not have parent/guardian support. o​ A new homework or combined homework-grading policy should direct that students without home support for homework are not penalized in grading. o​ The Board’s existing policy requirement that students may not be required to miss recess in order to make up incomplete assignments (included in Policy ADF-R) should be integrated into any new policy or guidance relating to homework. o​ Any policy should direct that based on students’ individualized learning needs, teachers may also differentiate homework and modifications may be necessary for homework assignments. (5)​ Amount of Homework: o​ If the Board provides recommended time limits for school-level homework policies in a future regulation or guidance, it should consider: ▪​ Reducing the maximum time limits specified in the policy for elementary students, especially the upper elementary grades. There is significant consensus among parents and SACs that weighed in on the issue that all elementary grades should be capped at no more than 30-40 minutes per night. ▪​ Setting time limit guidelines for high school students (perhaps with exceptions for honors/AP courses), as there is considerable concern regarding how homework loads are not supportive of teen mental health. We appreciate that the Board has added specific references in policy language that student wellness should be a consideration in determining how much homework to assign. ▪​ Setting time limit guidelines that reflect weekly, instead of just daily, maximum homework loads and encouraging flexibility during the week as to when homework can be turned in. o​ The Board should encourage schools/teachers to allow more flexibility in homework due dates, to allow students with significant commitments on a particular night to be able to turn in homework later in the week without penalty. o​ The Board should consider working with schools to ensure that teachers across courses at the secondary level are coordinating to ensure that the maximum time limits are not exceeded. This seems to be happening already in at least some middle schools already, but potentially not all.

Page 3

2025-2026 BVSD DAC Policy Subcommittee Members DAC Member

School or Role

DAC Member

School or Role

Sarah Keane (Chair)

Community Montessori Louisville Middle

Marissa Yaker

Heatherwood Elementary

Felicia Gorman (Exec. Liaison)

Flatirons Elementary

Mamta Saxman

High Peaks Elementary

Angel Dailey

Angevine Middle

Kevin Jacobs

Kohl Elementary

Sloan Speck

Bear Creek Elementary

Chris Stevenson Drake

Monarch K-8

Leila Behnampour

Creekside Elementary

Diana Underhill

Nederland Middle/High School

Ellen Tate

Crestview Elementary

Andrew Brandt

New Vista High School

Erin Romano

Douglass Elementary Platt Middle School

Joanna Dressen

Pioneer Elementary

John Clasby

Fairview High

Sara Steele

Ryan Elementary

Greg Bluis

Gold Hill Elementary

Polly Fields

Southern Hills Middle

Appendix: Resources on Homework for the Board’s Consideration ●​ The Role of Homework in Elementary Education (K-5): An Evidence-Based Review and Policy Recommendations ●​ Terada, The Pros and Cons of Homework (in 6 Charts) ●​ Marzano & Pickering, Special Topic: The Case for and Against Homework ●​ Graduate Program for Educators, How to Create an Effective Homework Policy for Your Classroom ●​ Cooper, Robinson and Patella, Does Homework Improve Academic Achievement? A Synthesis of Research, 1987–2003 ●​ Aksoy and Link, A panel analysis of student mathematics achievement in the US in the 1990s: does increasing the amount of time in learning activities affect math achievement? ●​ Eren and Henderson, The impact of homework on student achievement ●​ Fan, Xu, Cai, He and Fan, Homework and students' achievement in math and science: A 30-year meta-analysis, 1986–2015 ●​ Cooper, Homework: What the Research Says. Research Brief ●​ Cooper, Homework for All – In Moderation ●​ Murray, Homework and students’ achievement in math and science

Page 4