A survey of the parents at a middle school in central Florida indicated that parents believed homework should contribute to the student's grade and that 47% of the respondents felt that mathematics should have daily homework. Based on these results, a study was conducted to determine the effects of implementing an innovative automated communication program that contacted parents every day by telephone to communicate homework results for their children. Twenty-one sixth-grade students failing mathematics and their parents from one team within the middle school were selected to participate in the study. The original 21 students selected were reduced by three students through attrition. Two students moved and one was placed on a different academic team. The progress of the remaining 18 students was monitored through meetings with the mathematics teacher. The program was based on a daily routine that had students record their assignment on a Parent Homework Record, required parents to initial the form upon completion of the assignment, initiated daily contact with the parents via an automated telephone system to inform parents of assignment completion and new assignments, required parents to initial the form to verify receiving the recorded phone message, and had the teachers initial the form of credit for the completed homework. The program was implemented for 10 weeks. Results indicated that the group mean for homework completion improved from 24% to 80%, that student achievement improved on teacher-made tests. As a result of the study, the program will be implemented in the other two sixth-grade teams at the middle school and presented to the school board for possible utilization school-wide. (Contains 17 references.) (MDH)