This study was designed to: (1) determine whether there was higher achievement by students assigned homework or by those not assigned homework; (2) determine whether there was higher achievment by students assigned preparation homework or those assigned practice homework; and (3) determine whether there was higher achievement by females or by males within homework groups. The sample consisted of 131 tenth-grade students enrolled in six American History classes. The students were divided into three groups: practice homework, preparation homework, and no homework. Findings indicated that: (1) there was a significant difference in achievement mean scores between students assigned homework and those not assigned homework; (2) there was no statistically significant difference in achievement mean scores between students assigned preparation homework and those assigned practice homework; and (3) there was no statistically significant difference in achievement mean scores between females and males within the homework groups. A discussion of the findings includes a suggestion that homework assignments must be regularly assigned, clearly stated, regularly collected, promptly graded, and promptly returned. (JD)