For many educators and their students, homework is part of standard school practice. Homework as an exercise is not nearly as important as its intended purpose. The common intent for assigning homework is for students to practice recently obtained skills and knowledge as well as expanding individual understanding. Unfortunately, changes in household dynamics, inconsistent practice, and less consistent completion all make homework's impact uneven. The purpose of this research is two-fold. First, the examination of homework practice compared to student achievement in seventh and eighth grade science. Second, the research will measure the impact of the implementation of differentiated independent work in middle school science class as a homework alternative. The dissertation conducts a study to demonstrate that structuring class time to include independent work in lieu of homework has a greater impact on learning. Employing practices, such as assigning homework, based on tradition is not the most effective method for assessing and addressing individual progress. Instructional design and classroom structure must be created within the culture of a school so that each student achieves success. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]