This report describes a program for improving homework on-time completion with high school Fundamental Algebra students in an urban gifted and arts magnet high school. The Grade Control Chart was selected as a strategy for presenting students with a visual reminder of the value of timely completion of homework. The skills needed to produce this chart are in keeping with the National Council of Teachers of Mathematics (NCTM) Standards that call for the incorporation of statistical representations, self-analysis, goal setting, problem solving, and journal writing throughout the mathematics curriculum. The experiment produced negative effect sizes, indicating no practical significance to the intervention, but some slowing of the decline in homework was noted toward the end of the experiment period. Student response to the intervention was mixed, though generally positive. Appendices include: a homework record/seating chart, baseline data on rate of homework completion, teacher homework survey form, student and parent homework survey forms, and the Grade Control Chart. (Contains 76 references.) (Author/MKR)