Does homework increase academic achievement? The best answer, in 1986, is that large-scale correlational studies at the secondary level suggest a strong, positive relationship between amount of homework and academic achievement. Results are less clear at the elementary level, but the weight of evidence is positive. At both elementary and secondary levels, doing homework is associated with pupils' liking for a subject. Comparative figures indicate that, at the secondary level, Toronto students are doing fewer hours/minutes of homework per week than are students in most other countries. Surveys done in the United States suggest that most homework assignments are of a practice variety. Individualized and more varied assignments are desirable. Little summative research on the effectiveness of study hall exists, but supervised study at school might reasonably be expected to be at least as effective as unsupervised home study. Other alternatives which have been positively evaluated include homework hot lines and parent-training programs. Because of the influence parents can exert for the good of their children, educators should recognize parent involvement as a powerful tool for advancing children's readiness and ability to learn, especially in the area of reading. Schools should involve both teachers and parents in the formulation of homework policies. A five-page list of references concludes the document. (RH)