The purpose of this study was to test the validity of scores on the Homework Management Scale (HMS) using 699 rural and 482 urban eighth graders. The study revealed that the HMS comprised 5 separate yet related factors: arranging the environment, managing time, handling distraction, monitoring motivation, and controlling emotion. Given an adequate level of configural, factor loading, common error covariance, and intercept invariance, I further tested the difference between group means. Results revealed that urban students were more likely to manage their homework than their rural counterparts in 2 of the 5 areas, namely, handling distraction and monitoring motivation. Findings also showed that the HMS differentiated among students who were more or less likely to complete homework assignments. (Contains 4 tables.)