the no assignment policy must be enforced in school

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Statement on the no-homework policy bills

PASIG CITY, August 28, 2019 – With its issuance of the “Guidelines on Giving Homework or Assignment to All Public Elementary School Pupils,” otherwise known as DepEd Memorandum No. 392, series 2010, the Department of Education (DepEd) reiterates its commitment to the holistic development of learners inside and outside the classroom.

The said issuance aims to enable learners to have more quality time with their parents, family, and friends by limiting the homework/assignment to a reasonable quantity on school days and by eliminating the same during weekends.

It is in this regard that the Department supports the no-homework policy proposed by legislators from the House of Representatives. By ensuring that they complete all assignments and projects in school, the no-homework policy enables our learners to find balance between their academic development and personal growth by having ample time for enjoyable activities with family.

The Department will further study the other provisions of the bills to determine the repercussions on the current teaching and learning process.

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All you need to know about school policies (but were afraid to ask)

School policies are the structures that form and support the mission, vision, and goals of a school district. Yet, many parents, staff, and community members are unaware of the extensive development processes that occur before a policy is put to a vote.

In part four of our five-part series on policy adoption for school boards, we’ll explore how policy underpins all the district’s business – academic, financial, and social – and why it’s essential that all stakeholders understand how and why policy is made.

We’ll also discuss the importance of making district policy easily accessible to the community. Making policy open and available supports equity, builds trust between the school and the community, and increases school board accountability.

Federal vs. local policies

Policy-making is a major role of the school board and its main tool of governance . However, the impetus to adopt or change policies comes from several different sources.

One source is state and federal legislation that requires policy creation or updating. For policies related to specific state or federal legislation or current law, school boards and districts rely on their state school boards association, an outside policy provider, or in-house or outside legal counsel to provide the language for a policy that meets the requirements of the legislation.

In addition to legislative requirements, policies rise from local school and district needs. School boards themselves are a source of policy creation, especially in tandem with setting their mission and goals for the district. Suggestions and recommendations for policy development or changes frequently come from the superintendent, administrators, and even teachers, parents, students and other community members.

Local district policies cover all elements of school operations. They create the structure for the superintendent and staff to do their work. Local school board policy covers broad areas including:

• staff and teacher recruitment
• student services

How policy is made

Local policy is developed in stages, with the superintendent and administrators working on the wording of the specific policy to ensure that it reflects the goals of the policy.

When policies are complex or deal with potentially sensitive issues, in-house or outside legal counsel get involved, as well as the state school board association staff. Some larger districts may have policy committees that work on policy development.

School boards seek public feedback and input on proposed new policies or proposed updates to existing policies. The district then solicits public comments on proposed policies at school board meetings, other public forums, and committee meetings. They also can register feedback through electronic surveys or in online comment sections.

While in development and under consideration, policies go through several versions . Public comments and input are taken into consideration, as well as legal aspects. A new policy may be similar to a current one, and staff will need to make sure there is no duplication or contradiction among the policies.

School boards may deliberate on the proposed policy and may send it back to staff for rewording or additional research before the final vote.

Once the policy is approved, the board’s role turns to oversight, monitoring and evaluating implementation and results. Staff begins implementation planning, which includes the benchmarks and evaluation system the school board will use to see if the policy is working as intended. This system allows the board to adjust or change the policy depending on its results.

The importance of policy transparency

School districts are complex entities, and the policies can be, too. Many policies the board approves are ordinary business, but it is still important that the public can see and understand the policies and know when changes are made. This transparency builds trust with the community. Transparency is an equity tool, since it helps to make sure policies are applied evenly and fairly to all students, teachers, parents, administrators and staff.

Policy transparency helps inform the public on the processes that go into making policy decisions, and the different roles the school board and staff play in development. If a policy is a state or federal requirement, stakeholders will understand that the board did not create them and that the board cannot alter or eliminate them.

Parents and others may need support to understand policy wording, especially complex policies with education and legal terms.

If a dispute arises on policy issues – or if there is a misunderstanding about current policy – transparency also supports resolution because the policy record, with review and updated information, should be available for stakeholders to access easily.

How technology supports access, communication, and transparency

Policy development and approval are complex processes, but transparency will help build trust and understanding in the district community. Digital tools, such as board management platforms, are invaluable to policy transparency. Board management solutions offer:

• Centralized repositories for policies, organized for quick searches and easy access
• Timely policy updates and notifications, which ensure stakeholders are informed promptly
• User-friendly formats with simplified language, which aids in comprehension
• Automated notifications and reminders to ensure stakeholders are consistently informed
• Historical tracking of policy changes, which aids in transparency and accountability

Tips for smooth policy adoption and management

Policy adoption and changes are complex and multifaceted. They involve careful deliberation, collaboration, and adherence to legal and ethical standards. Here are some things to consider:

• Develop in collaboration with policy committees, employees and input from the public. This will make policies better and create support within the community and staff.
• Set up a regular schedule for policy review and make that schedule publicly available. Regular policy reviews ensure all policies are scrutinized to see if they are meeting current and future needs. Regular reviews demonstrate that governance is not on autopilot.
• Be aware of potential hidden costs of new polices, such as training needs for teachers and the community. Build these costs into the budget.
• Use plain language when developing policies, but make sure the essence of the policy remains intact.
• Communicate regularly about policy through a variety of channels, including emails, text messages, and social media platforms.
• Ensure that local school board policies include measurements and benchmarks for effectiveness. This way, school boards and their superintendents can use the data collected to make changes and communicate the reasons to staff and the community.

Make the policy process easier and more efficient

Technology tools such as Diligent Community can empower school boards and their staff to streamline policy adoption and management, enhance accessibility, and promote inclusivity and trust. School boards can prioritize transparency and accountability, ensuring policies are in the best interests of students and community.

The benefits of managing policy digitally through Diligent Community's Policy Publisher are that you can always track the current version, see the document history and track who made what changes. You always have the approved up-to-date version available to the public, students and staff.

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DepEd: No-homework plan to help students attain school-life balance

DepED Secretary Leonor Briones. INQUIRER FILE PHOTO / GRIG C. MONTEGRANDE

MANILA, Philippines — The Department of Education (DepEd) has expressed support to the proposed no-homework policy from kindergarten to high school, stressing it would help students achieve a school-life balance.

DepEd in a statement Wednesday cited Memorandum No. 392 issued in 2010, which advised teachers to limit assignments to a “reasonable quantity” and eliminating it during the weekends. 

“The said issuance aims to enable learners to have more quality time with their parents, family, and friends by limiting the homework/assignment to a reasonable quantity on school days and by eliminating the same during weekends,” Deped said.

“By ensuring that they complete all assignments and projects in school, the no-homework policy enables our learners to find a balance between their academic development and personal growth by having ample time for enjoyable activities with family,” it added.

DepEd Secretary Leonor Briones earlier expressed its support to the proposed legislation, stressing that formal education should be done inside schools. 

“Ang gusto natin, lahat ng pormal na pag-aaral, assignments, projects, whatever, gawin sa loob ng eskwelahan. Pag-uwi nila, libre na sila, free time na nila to be with their parents, with their friends,” Briones said in a recent radio interview. 

Separate bills calling for a no-homework policy were filed at the House of Representatives by Deputy Speaker Evelina Escudero and Quezon City Rep. Alfred Vargas.

Escudero’s bill seeks to eliminate homework and limit school activities within the campus while Vargas’ measure wants to stop teachers from assigning homework during weekends. /kga

RELATED STORIES

Briones supports no homework policy from kindergarten to high school

No-homework bills filed 

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Creating a Homework Policy With Meaning and Purpose

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We have all had time-consuming, monotonous, meaningless homework assigned to us at some point in our life. These assignments often lead to frustration and boredom and students learn virtually nothing from them. Teachers and schools must reevaluate how and why they assign homework to their students. Any assigned homework should have a purpose.

Assigning homework with a purpose means that through completing the assignment, the student will be able to obtain new knowledge, a new skill, or have a new experience that they may not otherwise have. Homework should not consist of a rudimentary task that is being assigned simply for the sake of assigning something. Homework should be meaningful. It should be viewed as an opportunity to allow students to make real-life connections to the content that they are learning in the classroom. It should be given only as an opportunity to help increase their content knowledge in an area.

Differentiate Learning for All Students

Furthermore, teachers can utilize homework as an opportunity to differentiate learning for all students. Homework should rarely be given with a blanket "one size fits all" approach. Homework provides teachers with a significant opportunity to meet each student where they are and truly extend learning. A teacher can give their higher-level students more challenging assignments while also filling gaps for those students who may have fallen behind. Teachers who use homework as an opportunity to differentiate we not only see increased growth in their students, but they will also find they have more time in class to dedicate to whole group instruction .

See Student Participation Increase

Creating authentic and differentiated homework assignments can take more time for teachers to put together. As often is the case, extra effort is rewarded. Teachers who assign meaningful, differentiated, connected homework assignments not only see student participation increase, they also see an increase in student engagement. These rewards are worth the extra investment in time needed to construct these types of assignments.

Schools must recognize the value in this approach. They should provide their teachers with professional development that gives them the tools to be successful in transitioning to assign homework that is differentiated with meaning and purpose. A school's homework policy should reflect this philosophy; ultimately guiding teachers to give their students reasonable, meaningful, purposeful homework assignments.

Sample School Homework Policy

Homework is defined as the time students spend outside the classroom in assigned learning activities. Anywhere Schools believes the purpose of homework should be to practice, reinforce, or apply acquired skills and knowledge. We also believe as research supports that moderate assignments completed and done well are more effective than lengthy or difficult ones done poorly.

Homework serves to develop regular study skills and the ability to complete assignments independently. Anywhere Schools further believes completing homework is the responsibility of the student, and as students mature they are more able to work independently. Therefore, parents play a supportive role in monitoring completion of assignments, encouraging students’ efforts and providing a conducive environment for learning.

Individualized Instruction

Homework is an opportunity for teachers to provide individualized instruction geared specifically to an individual student. Anywhere Schools embraces the idea that each student is different and as such, each student has their own individual needs. We see homework as an opportunity to tailor lessons specifically for an individual student meeting them where they are and bringing them to where we want them to be. 

Homework contributes toward building responsibility, self-discipline, and lifelong learning habits. It is the intention of the Anywhere School staff to assign relevant, challenging, meaningful, and purposeful homework assignments that reinforce classroom learning objectives. Homework should provide students with the opportunity to apply and extend the information they have learned complete unfinished class assignments, and develop independence.

The actual time required to complete assignments will vary with each student’s study habits, academic skills, and selected course load. If your child is spending an inordinate amount of time doing homework, you should contact your child’s teachers.

• An Overview of Renaissance Learning Programs
• How Scaffolding Instruction Can Improve Comprehension
• How Much Homework Should Students Have?
• Effective Classroom Policies and Procedures
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• 5 Types of Report Card Comments for Elementary Teachers
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• Pros and Cons to Flexible Grouping in Middle and High School
• Authentic Ways to Develop Performance-Based Activities
• What to Do If Your Students Come to Class Unprepared
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• 3 Real World Exit Slips for Formative Assessment
• Student Welcome Letter
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NO ASSIGNMENT POLICY: A BOON OR A BANE?

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Ka Leo O Kalani

K-12 public schools in the us should enforce uniforms.

Lily Washburn

Students walk between classes during the mid-morning break at Kalani High School. Public schools in Hawaii do not enforce uniform policies.

Jake Taylor , Opinion February 21, 2023

It isn’t a surprise that uniform policies are being made in schools across America, considering their many benefits. Many public schools are gradually switching to a school uniform system; as of Jan. 1, 2023, one in every five public schools in the United States requires students to wear uniforms.

Public schools in the United States, ranging from elementary to high school, should require students to wear uniforms during school hours because they create safer school environments and improve students’ discipline and punctuality.

K-12 schools that adopted school uniform policies have increased discipline levels among students, leading to safer school environments. Jay Wheeler, a School Board member of Osceola County, Florida, reported that the schools within the county had a 46% reduction in gang-related activities after their first school year enforcing a mandatory K-12 uniform policy. When a uniform policy was implemented during the 2009 – 2010 school year at Sparks Middle School in Nevada, local police data showed a 63% decrease in police log reports; there was a reduction in student fights, gang-related activities, graffiti, and property damage. The data shown in these two instances display the correlation between school uniforms and school environments (affected by the discipline level among students), and how establishing uniform policies can create a safer environment for students and school staff.

Not only did uniform policies in schools across the country create safer school environments, but they have also been shown to reduce absences and increase student punctuality. A group of researchers at the University of Houston found that the average absence rate in Houston for schools that adopted a school uniform policy during the 2008 – 2009 school year has decreased by 7% for middle and high school girls and 4% for middle and high school boys. These percentages translate to 29,482 fewer absences for Houston schools during the 2008-2009 school year. Youngstown State University conducted a study regarding schools in one of Ohio’s largest school districts. They researched the relationship between attendance rates and school uniforms in Ohio schools. They found that four of the six test schools experienced an average 3.5% increase in attendance, or approximately 75 fewer absences, while the other two experienced a lesser decrease in attendance.

Although statistics show increased discipline and punctuality among students with a uniform policy, some may argue that school uniforms go against the First Amendment of the United States Constitution, restricting students from expressing themselves freely. In Tinker v. Des Moines Independent Community School District, the United States Supreme Court stated, “it can hardly be argued that either students or teachers shed their constitutional rights to freedom of speech or expression at the schoolhouse gate.” School uniforms may go against free expression, but they don’t prevent students from exercising their right to free speech and exercise. The Tinker v. Des Moines Independent Community School District case concluded that a student’s constitutional right to free speech “does not relate to regulation of the length of skirts or the type of clothing” and that a student’s choice of clothing is not considered pure speech protected by the U.S. Constitution.

Evidence shows how beneficial school uniforms are and how establishing uniform policies in K-12 public schools in the United States improves society. School uniforms create safer school environments and improve student discipline and punctuality, which is why all public schools in the United States should have a uniform policy.

To all who are proponents of establishing school uniforms in public schools in America, spread the word about the benefits of these policies.

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NPC 2018: Principals must avoid these 6 legal hazards

Erring on the side of caution can save administrators headaches in these key scenarios.

In a packed Wednesday afternoon session at the 2018 National Principals Conference in Chicago, attorney Brian D. Schwartz gave what he called one of his favorite presentations: a rundown of a half-dozen legal hazards principals and their faculty must remain mindful of to avoid headaches in court.

While he joked that everyone knows there are really anywhere from 6,000 to 6 million legal hazards that go hand-in-hand with being a principal, his goal was to focus on the most pressing concerns in a fun but informative rundown.

Avoid scenarios where you're personally liable for students outside your duties

“There are so many more lawsuits every year that name principals, teachers — everyone involved,” Schwartz said, adding that the answer to “Can I be sued?” is always yes.

Principals are generally protected as long as they act within the scope of their duties and act reasonably in the situation. They bear personal liability if they fail to act within the scope of their duties or fail to act reasonably.

As an example, he cited a common scenario especially important to share with teachers, because they do a lot of things that fall outside the scope of their duties, like giving students a ride home. If you’re going to have a student in your vehicle, he said, make sure someone else is present or that someone else is on a phone call with you so you’re protected from any sort of potential accusations.

Appreciate the visibility of your position

Around 97% of students remember the name of their 1st grade teacher, Schwartz said. And they always have fond memories of them. The anecdote serves as a reminder that educators tend to be held to a higher standard in their communities. Students and their families will remember, for example, if they see their principal in a place that could be deemed unsavory.

One attendee cited a scenario where she was entering a liquor store when she heard a young student exclaim, "There's my principal!"

“If you’re going to drink, just drink alone in your basement,” he said he always tells educators.

Beware of social networking sites

“If you’re going to have an account where you communicate with students, do it separately from your personal account,” he said.

Schwartz also mentioned a separate example of a talented, first-year 1st grade teacher who was forced to resign after a parent did a Google search and found a photo of her from college, double-fisting drinks, captioned “Sometimes school is so boring, I drink my lunch.” The parent sent that photo to every parent of every student in her class, as well as every school board member, and the resulting pressure led the teacher to leave the field of education permanently.

Limit physical contact with students

Physical contact should be limited to safety reasons, like breaking up fights, or educational purposes, Schwartz said.

When breaking up fights, use no more force than necessary to separate students, and break contact as soon as the students are separated.  With educational purposes, consider if an action is punishment or does it serve as a teachable moment.

A teacher, for example, was sued for “intentional infliction of emotional distress on a child” for setting up a standing desk for a student who kept sleeping in class. The judge ultimately ruled that it was for an educational purpose because the teacher had taken steps to keep the student awake without embarrassing them first. The practice of having a student draw a circle on a chalkboard and stand with their nose in it is, however, questionable.

Huggers must also err on the side of caution.

“I’d never tell you in a million years not to hug a kid,” Schwartz said. There’s a lot of reasons to hug a student and they can benefit from it, but there’s also a fine line between what’s “creepy” and what’s “kosher.” 

If you must hug, Schwartz advises that you control the situation, limit it to younger students, and make sure you are in a public area. You can also encourage educators to resort to the fist bump or the one-armed hug to add an extra layer of protection for themselves.

Don’t put yourself in the middle of family problems

With divorced parents, both have the right to participate in their child’s education, but only the parent with custody can make educational decisions. And equal parental responsibility means don't make any changes until a joint decision is made.

Schwartz advised that when or if the second parent moves to town and requests their child's records or to be involved in educational decisions, for example, that administrators use the allotted time of 45 days to figure things out by getting a copy of the second parent’s license, checking with the other parent, etc., before providing relevant documentation.

He also said that the general rule of thumb should be that until both parents make a decision, everything stays the same.

Do not search student cell phones

The U.S. Supreme Court has said cell phones are protected from unreasonable search and seizure​  by the 4th Amendment. And beyond that , you could also see sensitive content due to the prevalence of sexting, causing a major rift with students and parents while creating a larger legal issue.

Embracing a “bag & tag” practice can protect administrators in these scenarios. Simply have the student turn the phone off, place it in a plastic bag and seal it, and then write the student’s name on the bag and take it to the school office.

Administrators only have the right to look at the cell phone if they have reason to believe something on that phone violates school policy — such as evidence of a drug sell, academic cheating, or so on. And even then, they should have the police look at the phone on their behalf.

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Is "no late work" a common policy?

When I wrote my syllabus for this term, I added the line "Late work will not be accepted." In the past, I just took off a large percentage of the grade per day, but I became tired of the added work of managing papers that students handed to me at random times and places.

The students, naturally, complain this policy too harsh, especially when some larger projects are worth 25% of their grade. I searched the Internet to try to establish what the norm is. I found many syllabi from famous universities, but found very few even list any policies at all.

Is "no late work" a typical rule?

• 13 As a student, I had a number of courses which did not accept late submissions at all . I also had courses which had similar rules to what you've done previously, deducting points for late work, and other courses with other different policies besides. I see nothing wrong with a "no late work" policy that is clearly stated in the syllabus. (I was an undergraduate in Texas.) –  Brian S Commented Mar 25, 2014 at 17:57
• 12 Yes, it is very common. For examples you can try Google queries like "no late work will be accepted" site:harvard.edu . –  Nate Eldredge Commented Mar 25, 2014 at 20:00
• 13 @Joshua I have a hard time seeing what would qualify as "insane" in what the OP proposed. –  xLeitix Commented Mar 25, 2014 at 22:36
• 6 In industry, late work could cause serious consequences such as huge financial loss. You are doing your students a big favor by imposing no late work policy so that they learn this precious lesson as early as possible if they are going to work in industry after graduation. –  Nobody Commented Mar 26, 2014 at 2:28
• 10 Is “no late work” a common policy? It should be. –  Marc Claesen Commented Mar 26, 2014 at 7:10

21 Answers 21

One issue not covered by the many good answers is proportionality .

There's nothing wrong with having firm deadlines and sticking to them, or allowing a grace period with corresponding deductions, and so on. But it's your job as lecturer to make sure the 'punishment fits the crime'. If you have a zero-tolerance late policy and a short time window for a hard assignment that counts for a lot of points, then the policy is disproportionately harsh even if it's fair and clearly stated. I bring this up because you mentioned assignments/projects that carry upto 25% of the grade.

This is partly why I use a sliding scale late policy, where students can turn in things late, but lose a percentage of their score for each day they're late, upto a week for a 2-week assignment at which point they earn nothing. If you wish to have firm deadlines for a project that accounts for a large portion of the grade, then you might consider creating intermediate deadlines to break up the penalty. This way, students can learn the consequences of missing deadlines without facing huge penalties. It is also more robust to unforeseen events that no one can control.

• 7 Codified rules are good. They don't preclude you from being accomodating of special situations. Say a student approaches you well before the deadline and has valid reason to be late (illness, tragedy, ...). This might be obvious to many, but maybe it needs to be said. (Also, I challenge that university attendees should be forced to do anything. Give them material, give them offers for support, and then the exam. Those who can not motivate and organise themselves should fail. Unfortunately, that point of view is not economically (US et al) and/or politically (EU et al) opportune.) –  Raphael Commented Mar 25, 2014 at 18:52
• 2 True. What I meant to say was that the OP mentioned zero tolerance AND lots of points. Then a short time window is the last piece that turns this into an unfair policy. –  Suresh Commented Mar 25, 2014 at 20:18
• 9 One percentage point per day is not enough IMO. I like multiplier = 0.90 ^ (days late) , which is 100%, 90%, ~81%, ~73%, ~66%, ~59%, ~53%, ~48%... but never quite gets to zero. –  Mooing Duck Commented Mar 25, 2014 at 23:21
• 3 @Joshua And those rules apply in special circumstances.... There is a huge difference IMO between allowing a repeat due special circumstances and allowing late work...Note that students complaining that late work is not accepted is not the same as "in special circumstances" late work is not accepted...... –  Nick S Commented Mar 26, 2014 at 1:13
• 4 I've never taken a class where we were directly punished for showing up for an exam late. The punishment was always implicit and proportional (if you show up late, you have less time to finish; the later you are, the less time you get). –  Brendan Long Commented Mar 26, 2014 at 15:23

Disclaimer: I am a student in Central Europe (Computer Science), but an enthusiastic one ;)

"No late work" rules are common for both courses with many (>100) and with few participants. Usually, there will still be a couple of students trying to get a deadline-extension, but in my experience this number is far smaller if you make the "no late work" rule clear to everyone.

Just keep in mind that students have other work besides your course and make sure that there's enough time to do the assignment. I don't really see the point to give less than two weeks - if a student falls ill for a couple of days or is otherwise occupied, a second week will give him or her the chance to nevertheless produce a good solution.

Even for regular homework assignments, I think that giving the students two weeks time will result in far better hand-ins: they can ask questions/request clarifications one week after the assignment was published in the lecture.

• 18 +1 for "make sure there's enough time." Even for a short assignment, don't assume that I can find an hour in the next two days to complete it. –  ff524 Commented Mar 25, 2014 at 16:17
• 6 "I don't really see the point to give less than two weeks." One possible point is that students retain much more from a lecture if they do a follow-up assignment as soon as possible after the lecture -- two weeks later is almost as bad as two months later. –  Mark Meckes Commented Mar 25, 2014 at 16:41
• 7 @MarkMeckes If you want the follow-up assignment to immediately follow the lecture, make it an in-class assignment. Otherwise, don't assume that students should be able to rearrange their schedules to accommodate your tight deadline, however well-intentioned. –  ff524 Commented Mar 25, 2014 at 16:51
• 7 @ff524: I don't expect my students to rearrange their schedules, I expect them to arrange their schedules around the classes they're taking. –  Mark Meckes Commented Mar 25, 2014 at 17:25
• 5 @Raphael We were often forced into those two days due to projects for other classes. In my experience, professors seem to like to assume that they're the only ones that give homework, and assign due dates accordingly, not taking into account we have stuff to do for other classes as well. –  Izkata Commented Mar 25, 2014 at 19:40

I am sure this varies between lecturers/courses; some universities may have more or less stringent policies but none that I have seen. In my own surroundings, a deadline used to be a deadline. This has softened over time due to many circumstances. Lecturers/teachers are more stressed and enforcing deadlines inevitably involves more work; students seem to find more and more excuses for not being on time. It is hard to point the finger in one or the other direction.

It is, however, interesting to think about the fact that deadlines are still deadlines in society. If you do not send in your tax report in time you are fined; if yo do not pay your bills you are "fined" etc. More critically, if you cannot finish a work task on time you may lose out on salary increases promotion or even lose a job, the latter particularly if you run your own business. So learning to cope with deadlines is important yet it seems to not be prioritized.

So what can be done? Key is to be very clear on what will happen from the start. If you make assessment criteria you can state that a late task means fail/zero points or whatever the perspective is. At the same time you can say that for a larger task, points will be deducted or grade lowered a step at a time after each time period the work is late. My former advisor gave all of us the option of being late but told us that points will be deducted. It was up to us to judge if we would benefit from being late (Better answer gave more points than was deducted for being late). This fostered some form of responsibility where you as a student had the power to decide.

So I do not think that it is difficult to impose rules for lateness that allows students to assess the effects of being late. Learning is of course about learning a subject but it is also about learning to function in society (in the work place) and that involves developing work standards that are good. So when imposing rules that involve lateness, it is also important to make the rules very clear and also to provide suggestions for what you perceive as a good work ethic/schedule to pass the tasks well, i.e. provide the students with enough information to also see what will not work. If you fail to do so the lateness effects may only seem as punishment.

• 4 +1 for So learning to cope with deadlines is important yet it seems to not be prioritized. –  Marc Claesen Commented Mar 25, 2014 at 16:28
• 13 True, though if you don't pay your bills, you're fined, you aren't generally immediately sent to collections or thrown in jail. If you don't send in your tax report on time, you have to deal with bureaucracy, fill out a bunch of papers, and probably won't get your refund very quickly, but you will still generally get it eventually. Learning to deal with deadlines is definitely good, but still, the real world isn't usually "turn it in on time or you're just completely screwed with no recourse", either. –  neminem Commented Mar 25, 2014 at 18:44
• 2 @neminem ... but losing a significant amount of points isn't exactly "being screwed with no recourse" either. It's exactly what you mentioned for the other examples - it's quite bad, and you would generally want to avoid it, but it's not the end of the world if it happens. –  xLeitix Commented Mar 25, 2014 at 22:39
• 1 As I understand it, there are a lot of career paths (e.g. medical school) where having a single 'C' on a college transcript is an automatic and irrevocable disqualification. And if you have a 'no late work' policy and individual assignments worth 25% of the grade, you're talking about giving an otherwise perfect student a 'C'. –  Daniel McLaury Commented Mar 27, 2014 at 8:11
• 1 @DanielMcLaury And if the students shows up late for the exam, you are also giving an otherwise perfect student a "C"... If the assignments for a class are worth 25%, then they should be a higher priority for that student than a 10% assignment... And we are speaking about probably multiple assignments worth 25%, being late once is not the end of the world... Being late always would be an issue, but then would you really want to accommodate that student?... And since you brought up medical school, would you want the student which is always late to be your heart surgeon? –  Nick S Commented Mar 27, 2014 at 14:01

I would say that in general it depends. If assignments are going to be happening regularly or are kind of a hard mathematics course (think calculus, differential equations...) then I think the no late work policy is valuable. This is particularly true if you plan to post a solution to the assigned problems shortly afterwards.

On the other hand in a class that I teach most of the assignments are more project oriented. As a result they will take longer than a normal assignment, and they are also far more open-ended (a solution from student A may look nothing like solution from student B, but they may both be completely valid). As a result the approach that some students use may lead them to take longer on an assignment than others. I use a sliding scale as discussed above; Typically I allow 1 week grace where each day costs a few percentage points, and after that the assignment is not accepted.

as for pros and cons,

• students seem to like the flexibility, sometimes many of their assignments are due in one or two days and this allows some buffering (at a cost)
• with a digital submission like blackboard the late grading is very easy to do
• assignments appear to have more work put into them, instead of students doing the bare minimum they tend to explore their solutions more
• since introducing the policy some students tend to turn in homework later (typically 1-3 days)
• some students treat the final deadline (1 week late) as the deadline, so a limited number of students will turn in their homework late consistently

Overall I am happy with the solution though, and I would suggest offering a slight grace period where it doesn't make your life too difficult. The main approaches that I've seen being either % off per day, or x number of free late days for the class.

• 4 +1 for "if you plan to post a solution to the assigned problems shortly afterwards," which seems to be an issue not addressed by the other answers. –  Mark Meckes Commented Mar 26, 2014 at 10:35

As an undergrad computer science/philosophy major at a top 10 school in the United States, I would say that 90% of the classes I have taken have had a no late work policy. Particularly after the end of freshman year, it's understood that you need to get your work in on time.

However, it's usually understood in these classes that there is still the option to ask the professor for an extension, which will almost certainly be granted in cases of illness, etc, unless the class is just too large/has an automated grading system (checkouts of code on a particular date from SVN, for example) that prevents this. The late policy covers the case where a student just doesn't hand in his or her work when it's due and says nothing to his or her professor, and there is really no excuse for that.

I think it depends a lot on the culture and the institution. In America, er, a decade or two ago, I remember there was usually some penalty for late work at the Universities I and my friends attended, but "no credit for late work" was rare. However when I was at university in England, there were no penalties for late work in any of my classes. Even very late work was not considered a problem. Personally, I found that having all the time I needed to do the work, resulted in me being far more productive (if not as timely, but no one cared about that), and doing much more interesting and better writing, as well as not abusing my sleep by staying up all night.

• 1 I find the last part interesting, as typically when one is late on an assignment it results in less time for the following assignments... And then you get no better writing and more abusing sleep.. –  Nick S Commented Mar 27, 2014 at 12:32
• 1 Ah but if no assignments have punitive deadlines, that doesn't need to happen. My overall amount of work done went up by a lot, actually, as I would actually spend several productive days working on a paper, revising it, turning it in when I was happy with it. So it didn't create a backlog - it just had me feeling no deadline pressure or resentment, and doing the work when I was ready and had thought of something interesting to write about, instead of stressing and resenting the deadline and doing something at the last minute, losing sleep, etc. –  Dronz Commented Mar 28, 2014 at 20:47
• I highly doubt that any instructor would accept assignments long after the final examination. Typically the final exam is a hard punitive deadline for all the assignments... Which means that the total time you can spend on all the assignments is the same, no matter how deadlines are set... It is an illusion that with no strict deadline, you get more time for all assignments, but this is a very popular thought among the students... The reality is that you only get extra time if you start the assignments late... If you have 2 weeks for an assignment but you only start it a day or two before .. –  Nick S Commented Mar 28, 2014 at 22:28
• ... the deadline, yes by extensions one actually gets more time and less abusing sleep. But exactly the same result can easily be accomplished by starting the assignment 2-3 days earlier... Or, and some of my students are shocked when I tell them this, one should simply start the assignment 2 weeks before the deadline as one is expected. –  Nick S Commented Mar 28, 2014 at 22:29
• Have you heard the expression, "what we resist, persists?" Do you think the shock of a student hearing that they could start assignments early is about not having heard it before, or about having to be punished into learning the truth of that obvious statement? I think the suffering and head-butting around deadlines comes from the power conflict in the situation. It's not about learning the obvious truth of when things could be done, and it doesn't have to be a stressful power struggle, and when it's not about that, it can be about much more interesting things. –  Dronz Commented Mar 29, 2014 at 20:23

I have never seen a no late work policy; on the contrary, most of the classes I have taken/TAed accepted late work and took off no credit when the amount of time late was reasonable (1 or 2 days if you were asking questions / professor knew you were working on it.) This is probably due to the fact that most of my classes have had 5-10 students in them; the classes that I have taken with 20+ students have all accepted late work with a similar penalty as the one you described.

The question follows: Do you want every students best work, or do you want every students best work within a very strict time frame? If an assignment is difficult, and not just time heavy, it might be worth relaxing a no late work policy in my opinion.

It is entirely possible to have a hybrid, in which weekly assignments are not accepted late but larger assignments can be late with penalty.

• 4 "Do you want every students best work, or do you want every students best work within a very strict time frame?" I want students to learn as much as possible from the course. Research on learning has shown that students retain more from a lecture if they do follow-up work as soon as possible after the lecture, regardless of how well they do on that work. –  Mark Meckes Commented Mar 25, 2014 at 16:46
• 1 @Mark Meckes: and is that difference large enough to offset learning less from the work itself because it has to be done at a more likely unsuitable time? –  Mark Commented Mar 26, 2014 at 15:27
• 1 @Mark: Based on studies I've seen, yes. –  Mark Meckes Commented Mar 26, 2014 at 15:51

I specify a due date, but have a 48 hr, no questions asked, grace period. If a student gets an assignment in by the due date, I give a small amount of extra credit (typically 0.25 pts added to his or her final percentage*). I do not accept assignments after the grace period. I never get complaints about this policy.

* I don't round final percentages. Students are in charge of their own rounding by getting the extra credit for turning in assignments by the due date

I've always been a student that turned in HW late, and it varies widely depending on the professor. In general, I have found the humanities departments the most harsh about deadlines. The natural science classes are more lenient, with some professors clearly stating that they will accept late HW with a deduced grade. Others will accept late HW unofficially before they return graded HWs to students, and yet others will work with you more flexibly. There hasn't been a single professor of mine that hasn't accepted at least some late HW from me.

As a TA, I fully accept late HW, with no deadlines, and likewise return the HWs to students late (you can call it a "suggested deadline"). My teaching principles are fairly libertarian, and my students tend to learn a lot during the semester. That's what I care about. The only time I care about HWs and examinations is to see whether I'm doing an effective job at what the students' pay me to do, which is teach them. It's only fair to examine the students to see if I'm failing them.

It's appalling to see professors demand of their students, who, just in case anyone forgot, pay the professors' salaries, demand of their students to learn a certain way within a definite deadline. Nothing in my experience has been more detrimental to my learning. I've gained the most out of classes that allowed me to turn in HW late.

Just in case anyone thinks that students who fail to "respect" deadlines are intrinsically procrastinators, I declare that it was quite the contrary in my case. The reason I submitted HWs late was to ensure I read the whole relevant text before attempting the HW. I wanted to know exactly what I was doing when I solved a problem, rather than use "ad hoc" methods to get something that resembles the correct answer. Moreover, I would often find a passage in a text that interested me, so I would pursue the topic and do some research. Sometimes this "research" would take a week out of my time, but I learned more from the self-driven pursuits than all the professor-imposed, who was paid by me to teach me, HW combined.

It's time we do away with harsh grading policies and strict deadlines, because I don't know a single person who has ever learned that way.

On the other hand, I do know a lot of wage-slaves, also known as employees at major companies, who rent their bodies to their masters; and the masters certainly will demand of their subjects to have work done on time and subject themselves to meaningless evaluations by authoritarian figures. That isn't the environment in which people can learn and discover; that sounds more like mines, sweat-shops, and assembly line to me. Unless one wants to impose an assembly-line education, which is what's common in USA universities these days, I'd advise against serious deadlines.

• 14 their students, who, just in case anyone forgot, pay the professors' salaries — Incorrect. My salary is paid by the state, not from tuition income. (I do not accept late homework, even for illness or injury. I do, however, forgive homework under extenuating circumstances, so that the student's grade is unaffected. And I'm happy to give feedback on anything.) –  JeffE Commented Mar 25, 2014 at 22:40
• 6 Yes, but so do I. And so do their future employers. –  JeffE Commented Mar 25, 2014 at 22:44
• 8 @TheLateGreat you don't purchase learning. you pay for the time and expertise of people who've spent a long time studying the topic you're learning. If you want to buy your education, you can always buy a degree. But then it won't have much value. –  Suresh Commented Mar 25, 2014 at 22:46
• 9 Sometimes, "staggering consistency" = "correct". I should add though that I've seen courses (often, mathematically oriented ones) dole out homework that has no deadlines and merely needs to be turned in by the end of the semester. The problem is then that the homework fails as a diagnostic tool to identify student weakness and misconceptions that could have been rectified if detected early. –  Suresh Commented Mar 25, 2014 at 22:47
• 13 This is what worked best for you . Other students may find (in the long run) that a lack of firm deadlines would be a detriment to their learning; for instance, it gives them the option of putting off work until they've forgotten how to do it. I understand your point of view, but I don't think you can claim that it's the one right way to do things. –  Nate Eldredge Commented Mar 25, 2014 at 23:17

My problem with a "no late work" policy is that it disincentivizes learning. If a student forgets an assignment or can't quite finish it in time, they no longer have any reason to learn the material; they get no credit for learning it because they cannot turn it in late. Because of this, I favor a 10% or even 20% per day penalty as oppose to a no late work policy.

I also think the "prepare students for the real world" argument is invalid. In the real world, if you miss a deadline for something (work deadline, tax filing, etc.) you will get punished somehow, but you likely still have to complete the work; it doesn't just disappear. Also, preparing the students for the real world is a secondary goal at best. Helping students learn the material should always come before preparing them for the real world. Internships and first jobs are much more suited for preparing for the real world.

• 2 Aren't doing better on the final exam, doing better in followup courses, doing better in job interviews, doing better on the job, and "gee my mom and dad paid all this tuition money so I'd better get something out of it" reasons to learn the material? –  JeffE Commented Mar 28, 2014 at 5:41
• 1 So, college students are known for being great planners with lots of well thought out long term goals who rarely make poor decisions...? Don't pretend like rewards months/years down the road are of the same value to students as instant rewards. Also, for gen-ed courses, almost none of what you mentioned applies. How can you motivate a CS major to learn more about chemistry? Well, you can start by not disincentivizing them with a silly grading system. –  MikeS Commented Mar 28, 2014 at 17:31
• 2 College students are adults. –  JeffE Commented Mar 29, 2014 at 3:48
• 1 That's exceedingly dismissive and I'd say flip to sweep this and so much else under the rug with "he's/she's an adult". Are you going to hold me to your arbitrary standards even though I'm not even considered legally competent among other things? And even if I were, what you said is inappropriate for a great many people, probably a quarter, for any number of other reasons. –  Vandermonde Commented Aug 9, 2015 at 6:16

I remember an answer I once got for a piece of work handed in a few minutes late (and rejected):

How can you have nothing ready for 30 days and then suddenly have something in the last few hours?

In fact, I had been working on it the whole time, trying to constantly improve it, despite the fact that I had a working solution early on. Waiting was a mistake and helped me learn to prioritise.

So welcome be hard deadlines, they teach planning and prioritisation , and save examiner time.

As an undergraduate, I have had a few classes like this, but if it's a class with lots of HW assignments, usually the professor will grant extensions if you ask; sometimes there are also a set number of "late days" that students can use, so maybe you can do that so that the volume of late submissions is reduced, or just take 50% off for one day and 100% off for more than one (that way I doubt many people would ever submit late).

I just want to make it clear that any professor should, of course, always grant extensions in the event of an emergency (family emergency / illness); to do otherwise is, well, barbaric.

Edit: I don't think you're obliged to give full credit if there was no extenuating emergency circumstance (e.g. illness) and the student didn't ask you beforehand. If they thought they might not finish in time, it's definitely their responsibility to tell you that. That said, giving 0% for such a case is also pretty harsh.

I think the focus of teaching should be students' learning, and all policies including late assignment policies should be designed with the goal of improving student learning and experience. A good fair policy would encourage learning and good behavior, a bad unfair one would do the opposite.

I think students generally care too much about grades, it is important to refocus them as much as possible on learning. Assignments, tests, and grades are tools for teachings not goals of teaching.

The hard deadline policy is common but I think it is also a common experience of instructors that it doesn't work well. It is important to think about why it is so, if we understand why hard deadlines do not work well then we can design better policies.

In my experience, the followings are the main reasons for missing deadlines in most cases (roughly based on the justifications my students gave me when asking for extensions in my previous courses):

Technical difficulties: small unexpected submission difficulties, i.e. they have finished assignments but they were unable to submit it before deadline, e.g. they lost power just before deadline.

Procrastination: Considerable number of students leave working on assignments to the last minute. They are also not good with estimating the time they need to finish assignments. So they go over deadline.

Special cases: events beyond students' reasonable control prevented them from finishing assignments, e.g. serious illness.

Of course we would not want to penalized students for the 3rd reason. But we should also try to help those in the first two groups.

One common alternative to hard deadlines is having grace days, but it has a too high administrative overhead in my opinion, and it doesn't really work much better. They will use up their grace days and then go over deadline. If we give them a grace day for all assignments then we are essentially shifting deadlines in their minds.

After discussions with a few more experienced instructors I switched to something similar to Suresh's policy for my last course and it worked quite well. There was almost no serious complaint. Here is the policy I used:

1% penalty for every 30min after the deadline.

First, it is easy to implement. I use an online submission system so it is quite easy to compute and apply these penalties using time-stamps for latest submissions, it is a simple script.

Second, it is effective way of helping the first two groups. This policy gives them two extra days after the deadline if they really need. Most late submissions miss the deadline by a small amount of time. Being essentially a continuous linear penalty function it makes sure the penalty is proportional: a student who goes over the deadline a few minutes doesn't loose too much points. I give students typically 2 weeks for submitting assignments. I don't think it makes sense to give more that 2 extra days. Too many days and too soft penalty will essentially shift assignment deadlines in their minds and cause further procrastination. The hourly lateness penalty creates a sense of urgency that daily penalty would not. I had around 100 students and they seldom went over a few hours. I also put deadlines on Friday evenings. Students who don't like doing assignments hate to spend their weekend on them. Student who submit their assignments on time do not have to worry and spend their weekend working on assignments, this adds an extra incentive for them to finish it by deadline, or if not possible with as little lateness as possible. In addition, it also makes sure that the following week we can focus on our topic without them worrying about assignments.

To deal with the 3rd group I don't use my late assignment policy, I use an special consideration policy. If a student misses an assignment deadline with a good reason, e.g. serious illness supported by medial documents, I apply my special consideration policy to accommodate them e.g. I may move the points for the assignment to other assignments.

I think the appropriateness of such a policy depends on the class and the students within it, and even when it exists, I'd consider flexing it for extraordinary circumstances.

For example, I once had a student who turned in late work because they were called up to respond to a national emergency. Is that really something I should have savaged their grade for, even if generally the class had a pretty strict deadline policy (because I was trying to turn grades around fast)?

As an undergrad engineering/computer science alum, I will say that I am biased towards having a late policy. Scale the assignment difficulty appropriately to account for "extra" time at a penalty and codify the policy to be clear and non-negotiable, ie 10% off per day. The other option is to tell students late assignments are not accepted, but extend deadlines appropriately based on student feedback. The goal remains the same: maximize participation.

The reason I support this is pedagogical. It is not to account for students being irresponsible. It is to attract more students to complete an assignment, allowing them to be methodical and calculating with their learning experience while ultimately maximizing the value they receive from a course.

The goal with college classes, from a pedagogical view, is to maximize turnout and participation. These are solid measures indicating that students are learning and that the college experience is economically valuable. If there is a no late assignment policy and 25% of students received a zero or extremely low mark for being unable to "complete" on time, we have an issue that could potentially be fixed with a course policy change. So I argue that it is better to have a late penalty while scaling content difficulty appropriately.

I was exceptionally busy during my senior year, taking the max amount of credits where all classes were advanced level/difficult. I recall one class where the policy was no late assignments. This was a very difficult programming class. I was on the wire for time, and pulled repeated all-nighters to complete an assignment for this course- right past the due date. I was very stubborn and I refused to just give up, although in the back of my mind I considered the high likelihood I would receive a zero. It ended up being accepted with no penalty and I received a high grade where the average grade was significantly lower.

Many would say this is not fair. But from my perspective, I learned more actually doing the assignment rather than being defeated - the alternative fate would have been to cease all work and receive a zero had the policy been uncompromising. As someone who is a perfectionist- I prefer not to stop until I know I have produced something that is robust and meets all requirements- this hits home even more for me. I believe that from a learning standpoint, accepting late assignments is far more likely to result in higher quality education. If a late penalty makes a course "easier", scale the content appropriately. Or surprise the students on a case by case basis at the instructor's discretion.

The goal is to get as many students as possible in a course to give a best effort attempt on an assignment given a variety of schedules, circumstances and uncertainty in the assignment itself. If after some date they receive a zero you will always chop off a number of students who can do the assignment with more time, and would with the opportunity, even with dramatic penalty.

• 1 And if the policy had been "no late work", then instead of just handing in what you had, you would have done nothing ? Be realistic. You wouldn't have been "defeated", you would simply have handed in something that wasn't as good as it could have been if you'd had more time. Which is kind of a common situation to be in throughout your life. –  jalf Commented Mar 29, 2014 at 11:40
• That is sometimes true and sometimes not. In that particular case I would have failed the assignment completely. I consider that defeat. It is actually not as common a situation as you may think. Very rarely in life do you need to complete something, once, before a certain date or face failure. Things we do at work don't just disappear once a certain day passes; it just gets deferred until a later date. The point is that handing in something that isn't as good as it could have been is bad . The goal is to get as many students to hand in their best work as possible. Is that so far-fetched? –  trueshot Commented Mar 30, 2014 at 7:48
• no, if that was the goal, you wouldn't have deadlines at all. It is up to the student how much work they want to put in before the deadline. Universities are not obligated to coddle you. And you're still hung up on the (wrong) mindset that "if it is not perfect, then it might as well not exist". In real life, people do not just "defer" the task you've been working on if you exceed the deadline. Instead, you just have to make do with what you've got. You , not I, are the one pretending that things just disappear if you can't perfect them before the deadline. They don't. –  jalf Commented Mar 30, 2014 at 10:32
• But please enlighten me as to how it is "fair" that you get a full grade for breaking the rules. You were supposed to do X before date Y. By your own admission you were unable to do that, and would have failed the course if they hadn't been lenient. Why did you deserve that leniency? You were unable to do what the course required. –  jalf Commented Mar 30, 2014 at 10:35
• I'm not going to tell you I deserved anything. I am going to tell you that I have personally experienced the benefit of a late policy in courses. Those policies have allowed me to absorb more from a course than what would have been possible without one. The goal for me was always to learn. Forgive my selfish desire to maximize learning. You imply that the goal of a university is to sink as many students as possible, ie no student deserves "leniency". I argue that the goal is to maximize participation. Target any average for a course, but get as many students to try their best as possible. –  trueshot Commented Mar 30, 2014 at 20:01

An important role for a college professor is to prepare the students for the real world. And in the real world, deadlines are firm. You think a customer or an employer cares that you have a "good excuse" for being late? That you "tried"?

Trust me, you'll be doing all your students a favor by accustoming them now to the reality that schedules are unforgiving.

When I was a student, one of the first things we were told was "No late work is accepted. Not even if it is only a matter of seconds. Not even if the printer catches fire or you're snowed in".

My university had previously just subtracted from the grade, and had been warned by the authorities that this was against the rules. So they stopped doing that, and instead enforced a zero-tolerance rule of "respect the deadlines".

And honestly, it worked well. The only requirement is that you make absolutely totally sure that all of your students are aware of these rules! Like I said, it was drilled into our heads on day 1 (and repeated regularly ever since). And it was enforced for the entire Computer Science department, not just for individual courses.

Of course, students can always ask (preferably in advance) to have an agreed-upon extension in special cases (perhaps in case of extended sickness, or whatever else it might be), but if it's just a matter of "I didn't finish in time", then tough luck. You either hand in what you have, even if it is incomplete, or you don't hand it in at all.

Honestly, I kind of think it is the only fair policy. Lowering a student's grade for handing his work in late strikes me as much weirder. Their work should be graded on its quality, and nothing else. "your ability to manage time" should not be part of the curriculum. If two students hand in equally good work, they deserve the same grade.

I think the important point is that being late doesn't mean that you can't hand in your work. It just means that instead of handing it in late, but complete, you hand it in on time, but incomplete. And you get graded on what you handed in.

I don't know about "typical," but I have definitely seen it used. I've taught mostly in design schools where understanding the importance of hitting deadlines is a core part of the training.

Having said that, most instructors are a little more moderate. Some will say students are allowed one late assignment per semester, some will accept any assignment late for half-credit.

My own personal policy was this: As long as you made a reasonable effort to turn an assignment in on time you could always improve your grade on that assignment by resubmitting any time before the end of the semester. If you missed that first deadline, no deal. But if you turned in a project at, say, 25% completion on the day of the deadline and then before the end of the semester managed to get in the remaining 75% you could have full points. But that's just me.

One other thing I go out of my way to say on day 1 is that communication is important. I had a student who didn't show up for class all semester only to tell me two weeks before the end that he'd been caring for an ailing relative. I could have made an accommodation in week one, but what am I supposed to do in week 13?!

The university I attended had a no late work policy, however, some of the modules did allow a 24-hour late work window, but work submitted in this 24 hours was capped at 40% (Minimum pass grade).

I work at a middle-ranking UK university and we have a rule of 5% per day for 5 days then zero. I think it becomes counted as a cost by some students. "No late work without a doctor's cert", providing everyone knows well in advance, seems as fair as any other, what with the deadline being part of the test.

Your students have the reasonable right to expect you to operate the policies decided by your department. Whilst I have every sympathy with the notion of 'a minute late = no marks' providing exceptional circumstances are accounted for, it's really not your decision but rather a decision that should be made by your department and uniformly applied across different courses.

It is unfair on students for your course to operate a different policy to the other courses they are taking because it (a) unfairly requires them to prioritise the work for your course over other courses and (b) it requires them to notice that you've set different regulations. So, whether or not your method has merit, you should adopt the same system as other courses they are taking.

I'm kind of surprised that your university/department does not already have a formally stated and agreed policy on this.

• 4 My department leaves this decision to the individual instructors. As it should. And no, students don't need to notice ; instructors just need to tell them. –  JeffE Commented Mar 26, 2014 at 23:29
• The comment on noticing was based on the assumption that was a general ruling. If every course does things differently then that alters expectations. –  Jack Aidley Commented Mar 27, 2014 at 7:01

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• Is it ethical for a PI of a collaborating PhD student to be part of my publication, even if he hasn't contributed anything?
• Two equivalent definitions of function?
• When I attach a sensitive pdf encrypted by Adobe with a password, and send it through Gmail with password included, does it make any difference?
• What do I do if my professor doesn't give me an extra credit assignment that he promised?
• Serre’s comment on Hurwitz: connecting FLT to points of finite order on elliptic curves
• What are applicable skills and abilities for dealing with paperwork, administration and law in 5e?
• Checking HDD drives for physical errors - scanning sectors
• Isn't manual port forwarding actually less safe than UPnP?
• What does "joint-most" exactly mean?
• When should I give up searching for a tenure track faculty job?
• What can a time traveler use to generate an encryption key to encrypt information so it's only decryptable after a given time period
• Visualising a mapping
• Reference for a proof of QMA-completeness of sparse Hamiltonian
• Does a Lunar Cycler make practical sense?

Tex. Educ. Code Section 25.083 School Day Interruptions

Source: Section 25.083 — School Day Interruptions , https://statutes.­capitol.­texas.­gov/Docs/ED/htm/ED.­25.­htm#25.­083 (accessed Jun. 5, 2024).

Accessed: Jun. 5, 2024

§ 25.083’s source at texas​.gov

Blank Outline Levels

The legislature occasionally skips outline levels. For example:

In this example, (3) , (4) , and (4)(a) are all outline levels, but (4) was omitted by its authors. It's only implied. This presents an interesting challenge when laying out the text. We've decided to display a blank section with this note, in order to aide readability.

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California bans school rules requiring parents notification of child's pronoun change

The Associated Press

Parents, students, and staff of Chino Valley Unified School District hold up signs in favor of protecting LGBTQ+ policies at Don Antonio Lugo High School, in Chino, Calif., in June 2023. California Gov. Gavin Newsom signed a law Monday barring school districts from passing policies that require schools to notify parents if their child asks to change their gender identification. Anjali Sharif-Paul/The Orange County Register/AP hide caption

SACRAMENTO, Calif. — California became the first U.S. state to bar school districts from requiring staff to notify parents of their child's gender identification change under a law signed Monday by Gov. Gavin Newsom.

The law bans school rules requiring teachers and other staff to disclose a student's gender identity or sexual orientation to any other person without the child's permission. Proponents of the legislation say it will help protect LGBTQ+ students who live in unwelcoming households. But opponents say it will hinder schools' ability to be more transparent with parents.

The legislation comes amid a nationwide debate over local school districts and the rights of parents and LGBTQ+ students.

"This law helps keep children safe while protecting the critical role of parents," Brandon Richards, a spokesperson for Newsom, said in a statement. "It protects the child-parent relationship by preventing politicians and school staff from inappropriately intervening in family matters and attempting to control if, when, and how families have deeply personal conversations."

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The new law comes after several school districts in California passed policies requiring that parents be notified if a child requests to change their gender identification. That led to pushback by Democratic state officials, who say students have a right to privacy.

But Jonathan Zachreson, an advocate in California who supports the so-called parental notification policies, opposes the law and said telling parents about a student's request to change their gender identification is "critical to the well-being of children and for maintaining that trust between schools and parents."

States across the country have sought to impose bans on gender-affirming care, bar transgender athletes from girls' and women's sports, and require schools to out trans and nonbinary students to their parents. Some lawmakers in other states have introduced bills with broad language requiring that parents are told of any changes to their child's emotional health or well-being.

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The California law led to heated debate in the state Legislature. LGBTQ+ lawmakers have shared stories about how it was difficult for them to decide when to come out to their families, arguing that transgender students should be able to share that part of their identity on their own terms. State Assemblymember Bill Essayli, a Republican representing part of Riverside County, is an outspoken opponent of the law. He has criticized Democratic leaders for preventing a bill he introduced last year — that would have required parents to be told of their child's gender identification change — from receiving a hearing.

In Northern California, the Anderson Union High School District board approved a parental notification policy last year. But the teachers union recommended that teachers not enforce the rule while the union is involved in a labor dispute with the district over the policy, said Shaye Stephens, an English teacher and president of the teachers association at the district.

The notification policies put teachers in an unfair position, Stephens said.

"It's kind of a lose-lose situation for teachers and administrators or anybody that's being asked to do this. I don't think it's safe for students," she said. "I do not think that we are the right people to be having those conversations with a parent or a guardian."