This action research project examined the impact of organizational and motivational strategies to increase homework completion among high school students. Participating were high school algebra and biology students in a midwestern, suburban city. The problem of homework completion was evidenced by existing grade and homework reports and teacher and student surveys. The strategy used to encourage students to complete homework through enhancing their organizational skills was a teacher-issued standard homework assignment notebook that served as a visual reminder of the homework assignments and their value. An individual student-generated grade record was also incorporated into the intervention, thereby increasing students' responsibility for grade performance and knowledge. Procedures for failure to turn in homework, pink slips, were established with the students, reinforcing again their responsibility for their academic achievement. Data on the impact of the intervention were collected through weekly teacher journals, comparison of the homework completion rate of comparable classes the previous year, pre-intervention surveys for parents and teachers, and pre- and post-intervention surveys for students. Post-intervention data indicated an increase in the homework completion rate. A positive change in student attitude toward the importance of homework for academic success was evident in the post-intervention student surveys. There was also an increase in use of school time to complete homework assignments. (Ten appendices include data collection instruments and sample materials. Contains 26 references.) (Author/KB)