Date

12-2018

Document Type

Capstone Project (Open Access)

Degree Name

Bachelor of Science (B.S.)

Department

Liberal Studies

Major

Liberal Studies

Abstract

Assigning equitable homework to students from low socioeconomic status (SES) families is a challenge for elementary school teachers. Often, teachers assign traditional homework activities such as weekly packets, projects, and research. Unfortunately, research indicates that students often do not have access to materials, parental help, and/or other resources which their SES advantaged peers may have. This study is important because students should have the opportunity to continue their learning outside of the classroom, and involve their families in their learning. After interviewing teachers at Sand Dune Elementary School, I have used what I have learned to identify action options to resolve the issue of assigning homework to these students. One of the benefits of this project included an opportunity for participants to share their homework assignments that transcend socioeconomic barriers. This was beneficial for research, and provided concrete suggestions for improvement. The action options are discussed at the end of this study.

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