10/15/2026
Teaching & Learning Thursday 🎥📚
“Wait… if homework doesn’t count toward my grade, why do I still have to do it?”
It’s a fair question. When students are accustomed to earning points for assignments, how do we help them recognize the value of practice, feedback, and understanding?
This week, we’re highlighting an eighth-grade math teacher at Crossroads who decided to rethink the purpose of homework.
In October 2025, a conversation with Mr. Alverson prompted Mrs. Haxton to examine whether homework grades accurately reflected what students understood.
Previously, students had unlimited attempts to earn a 100 on homework, but those scores didn’t always match their quiz and test performance.
So she made a change.
Homework is now recorded in a category worth 0% of the overall grade. Students can earn two formative bonus points each week for completing it on time.
They receive one attempt per question and immediate feedback, including the correct answer when they’re wrong. Mrs. Haxton uses those results to identify misconceptions and plan additional support before assessments.
So what has she noticed?
According to Mrs. Haxton, students are becoming more independent, taking academic risks, and recognizing when they need help.
She’s also observed that homework results now align more closely with quiz and test performance, giving her better information to guide instruction.
Perhaps most encouraging is that students are developing a clearer understanding of their own learning and where they need additional practice.
That’s the Coach ’Em Up spirit at Crossroads.
One professional conversation encouraged a teacher to examine an established practice, make a thoughtful adjustment, and study how students responded.
We want our teachers to feel supported in doing exactly that as we continue working to be the best at getting better.
Now we’d love to hear from you!
Teachers and families, what’s one way you’ve seen students become more independent in their learning? Share a small win in the comments!
