Problems in students completing homework may be related to lack of parental involvement and support, student attitudes and priorities, and the assigning of inappropriate and irrelevant homework. This action research project implemented and examined the effectiveness of increased communication with parents regarding homework, cooperative learning incorporating metacognitive processes, and modification of homework assignments to increase homework completion rates. Participating were 111 sixth graders in middle school or elementary schools and 22 first year Spanish high school students in a midwestern metropolitan area. The problem of insufficient homework completion was documented by means of student and teacher surveys, teacher interviews, and examination of grade books. The intervention consisted of: (1) increasing communication with parents regarding homework policies and parent involvement with homework; (2) incorporating cooperative learning activities such as homework support base groups; and (3) evaluating and designing homework assignments to better meet student individual needs, learning styles, and curricular objectives. The effects of the intervention were assessed by means of student and parent surveys given on a pre-post basis, a record of parent notifications of late homework, and weekly teacher journal entries. Post intervention data indicated that homework completion increased in the elementary and middle school settings but showed no significant improvement at the high school site. Cooperative learning with metacognitive processing and modification of homework assignments were effective in improving the quantity and quality of homework completion. However, increased communication with parents did not result in increased parental involvement nor influence homework completion. (Appendices include data collection forms and sample instructional materials. Contains 44 references.) (KB)