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Natomas board reviews AB 2999 homework survey after students report stress; academies to dig into data
Summary
Staff presented Assembly Bill 2999 implications and local survey results: parents generally found homework manageable, but students (secondary) reported 45–90 minutes and 40% said homework was a major source of stress; the board directed academy‑level review and teacher alignment work.
The Natomas Charter District reviewed its homework practices April 20 after completing a survey tied to Assembly Bill 2999. Staff summarized research and site‑by‑site survey results and recommended targeted academy reviews and teacher alignment to reduce the gap between assigned work and student experience.
The staff presenter said the district’s site‑based programs reported different patterns: teachers generally estimated giving 30–60 minutes of homework per week at some sites while students and families reported substantially higher time — as much as two hours in some cases. ‘‘We do not want to stress kids out to the point where they’re having mental health issues,’’ the presenter said while outlining recommended next steps.
Survey highlights provided to the board included: about 40% of parents said they always have enough information to help their child with homework, 44% said they sometimes have the needed information, and 16% said they do not have adequate support. Students (largely middle and high school) estimated they spend 45–90 minutes on homework; 40% of students reported homework as a major source of stress. Administrators noted that ECA and PAX (homeschool/site‑hybrid models) were not included in the site‑based homework survey because assignments there blur the line between classwork and homework.
Board members asked for academy‑level follow up: staff recommended targeted listening sessions with students and families and teacher professional development on effective homework practices (examples: posting resources on the learning platform, recording brief instructional videos, and coordinating cross‑teacher timelines to avoid simultaneous heavy loads). The board discussed parent supports (how to access online textbooks and teacher help links) and the value of a clear grade‑level communication at the start of the year outlining expected homework time and purpose.
Why it matters: AB 2999 requires boards to consider stakeholder input and recommended time limits; the local survey showed alignment on research for younger grades but exposed gaps in perceived workload and family supports in secondary grades.
What’s next: Each academy will analyze its raw survey data, hold listening sessions where needed, align teacher expectations and consider additional parent support materials and training. Staff will return with more detailed academy plans and any recommended policy language changes.
