U.S. teachers grade homework far more than teachers in other countries, yet at least one study shows a negative correlation between grading homework and student achievement. More important, Vatterott notes, grading homework sends students unhelpful signals about the purpose and value of homework. By focusing on the grade, students view homework scores as "rewards" rather than useful feedback, and they fail to connect doing homework to mastering content and doing well on assessments. Vatterott, a noted author on homework issues, probes three reasons that U.S. teachers cling to grading homework. She describes four practices characteristic of more helpful homework policies that encourage students to do homework but avoid grades: (1) Stop grading homework, but maintain accountability; (2) Evaluate each assignment to determine whether to grade it; (3) Tie homework to assessments; and (4) Focus on demonstrations of learning, not task completion. (Contains 1 figure.)