This study found major differences among types of Chicago (Illinois) elementary schools in the amount and time that sixth grade students spent on homework, and that differences were related to the income level and prior student achievement in those schools. Ten magnet schools, 10 integrated schools and 10 primarily minority schools were chosen for study. Objectives were to do the following: (1) determine the extent of differences in the amount of homework completed among the three types of schools; (2) compare the reported amount of homework to the Board of Education policy on the assignment of homework; and (3) determine the relationship between students' report of homework completed and school background variables. Data were analyzed from responses to student questionnaires. Summary findings included the following: (1) students in integrated schools do more homework in math, science, and social studies, but not in reading, than those in magnet and predominantly minority schools; (2) students in predominantly minority schools do the least amount of homework; (3) students in poorer and lower-achieving schools do less homework than those in less-poor and higher-achieving schools; and (4) almost all schools assign more homework than the amount required by Board of Education policy. Statistical data are included on four graphs and four tables. A list of six references is included. (FMW)