We now stand at an interesting intersection in the perennial debate about the merits of homework, write Marzano and Pickering. Arguments against homework are becoming louder and more popular; at the same time, research is providing growing evidence that homework can be useful when employed effectively. After reviewing three recent books that have called on schools to greatly reduce or eliminate homework, the authors summarize the results of meta-analyses that have found a link between homework and higher achievement. They discuss three issues: the appropriate use of homework at various grade levels; the optimum amount of time students should spend doing homework; and the most effective forms of parent involvement. They recommend that educators combine research findings with experience to develop their own local knowledge base. (Contains 1 figure.)