This ERIC Digest discusses various types of homework assignments and examines research findings about the effectiveness and amount of homework assigned to American schoolchildren. It also examines some of the policies presently being discussed by school districts. Three types of homework are briefly delineated: practice assignments, preparation assignments, and extension assignments. Conflicting research findings regarding the relationship of homework to academic achievement are discussed and a recommendation is made that school districts should determine whether homework, as they define and construct it, meets the district's educational objectives. Several questions are presented to help determine what issues should be considered when developing homework policies. The digest concludes that individualized homework assigned to appropriate grade levels seems to help students develop the disciplined study skills that result in increased scholastic achievement. (RH)