Nobody likes homework: It gives an unfair advantage to students who have the time and conditions to do school work outside of school hours; when it’s graded, it distorts the overall picture of student learning; and it’s a burden for teachers to keep after students who perpetually don’t do it. Instead of these traditional conceptions of homework, experts like Cathy Vatterott suggest revamping homework into something more meaningful—individualized practice. Have you or your school changed policies toward homework? What affected your decisions to stop giving, grading, or otherwise altering your approach to homework? Can there be rigor without reams of homework? How do you build in equitable opportunities for students to practice with skills or content? How do you ensure that practice is purposeful? What are the political snafus inherent in not grading homework or differentiating practice assignments, and how have you dealt with them?