An assessment of the Homework Emphasis Program (HEP) at a senior high school located in a mid-sized city is presented. This program is intended to increase student learning and decrease the number of failing grades by encouraging students to complete all assigned homework. HEP involves warnings to students who have not completed homework assignments; contacts with parents; referrals to the principal; teacher strategies to insure completion of homework; special early morning sessions monitored by the principal; and conferences involving parents, students, and the principal. The assessment involved structured interviews with 25 teachers, 20 students identified by the teachers as affected by the program, 20 students identified as unaffected, and 16 parents. In addition, the school principal was formally interviewed and informal meetings were conducted with school administrators. Other data were taken from the school district's Department of Management Information Data Services. Results indicate that: (1) homework did significantly influence course grades; (2) homework may actually have a negative affect on learning due to misunderstandings about its purpose and the best approach to its execution; and (3) attention should be given to preparation, extension, and creativity in the assignment and evaluation of homework assignments. (TJH)