This action research project sought to decrease the number of late or missing homework assignments among fourth-, seventh-, and eighth-graders in two schools near large urban communities. Survey data showed that over 75 percent of teachers polled considered late or missing assignments to be a problem. Several strategies were implemented, including: (1) contact by telephone or note with parents on a weekly basis, stressing both positive and negative behaviors by students and their status with late or missing assignments; (2) a full-class incentive program to encourage students to turn in homework on time; and (3) "targeted homework" approaches. Post-intervention parent and student surveys reflected an overall positive change in students' attitudes toward school and an incremental decline in late or missing assignments as additional programs were implemented. (Nine appendices contain program surveys, worksheets, and other materials. Contains 11 references.) (EV)