(a) Each local educational agency is encouraged to do all of the following: (1) (A) By the start of the 2027â28 school year, develop a homework policy for all grades maintained by the local educational agency. (B) The goal of the policy is encouraged to be to promote evidence-based homework practices to support pupil learning and well-being, and to ensure consistency and clarity in assigning of homework. (C) The development of the policy is encouraged to involve significant stakeholder participation in order to ensure that the policies are responsive to the unique needs and desires of pupils, parents, and educators in each community, consistent with subdivision (b). (2) Formally adopt a final homework policy by the start of the 2028â29 school year, consistent with subdivision (c). (3) Update the adopted homework policy at least once every five years, consistent with subdivisions (b) and (c). (b) In developing and updating the homework policy, the governing board or body of the local educational agency is encouraged to convene stakeholders, including, but not limited to, pupils, parents, teachers and education specialists, administrators, and other school staff, to do all of the following: (1) Examine and collect data on the current homework practices of schools in the local educational agency, including the nature of assignments and the time required at each grade level. (2) Reflect on the effectiveness of these practices and identify strengths and weaknesses of current practices. (3) Solicit stakeholder feedback. (c) The local educational agencyâs homework policy adoption, and any updates to the local educational agencyâs homework policy, are encouraged to be publicly discussed, with public comment, and considered for adoption at a minimum of two separate regularly scheduled public meetings conducted pursuant to the Ralph M. Brown Act (Chapter 9 (commencing with Section 54950) of Part 1 of Division 2 of Title 5 of the Government Code). (d) In developing and updating the homework policy, the governing board or body of the local educational agency is encouraged to consider all of the following: (1) Research on effective homework practices, including the quality of assignments and quantity of work assigned, which support pupil learning and well-being, including, but not limited to, mental and physical health. (2) Elements of a homework policy that ensure the use of effective homework practices to support pupil learning and well-being, including the quality of assignments, quantity of work assigned at each grade level, and days on which homework is assigned. (3) Equity in homework practices, including, but not limited to, the availability of supports needed to successfully complete homework, such as parental support and access to technology. (4) Different types of homework, including for practice, completion of in-class work, preparation, and extension. (5) Different educational placements and programs in which pupils are enrolled, including, but not limited to, independent study, honors courses, Advanced Placement courses, International Baccalaureate courses, dual enrollment courses, accelerated pathways, music programs, credit recovery programs, continuation schools, block scheduling, and project-based learning. (6) Individual pupil needs, including, but not limited to, pupils with individualized education programs adopted pursuant to the federal Individuals with Disabilities Education Act (20 U.S.C. Sec. 1400 et seq.), pupils with a plan adopted pursuant to Section 504 of the federal Rehabilitation Act of 1973 (29 U.S.C. Sec. 794(a)), and English learners. (7) Developmental appropriateness of homework assigned in primary, intermediate, and secondary grades. (8) Grading practices for homework, including whether homework should be optional and whether it should be graded, and opportunities to complete makeup work for missed assignments. (9) The need for professional development and collaboration time for teachers to coor
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