This action research project implemented and evaluated a program for increasing time spent on homework. The project was intended to improve academic achievement among five employed high school students taking geometry and physical science who were also employed more than 15 hours per week. The problem of lower academic achievement due to inconsistent completion of homework assignments, caused by time management conflicts related to student employment, was documented by means of student surveys, student interviews, self-monitoring worksheets, and teacher records of assignment completion. Analysis of probable cause data revealed that employed students who work more than 15 hours per week spend less time on homework and exhibit lower academic achievement. Additionally, students have a commitment to work at the expense of school. Students make work, not school, their highest priority, as reflected in their time management. A review of solution strategies resulted in the selection of three major categories of intervention: incorporation of a self-awareness worksheet for incomplete assignments; implementation of a time management program; and a series of interviews with targeted students and their parents. Post-intervention data indicated that the intervention increased the frequency of homework completion by increasing self-awareness, increasing student responsibility, and increasing teacher and parent involvement. (Eight appendixes contain program materials. Contains 23 references.) (EV)