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Research has shown that student input and autonomy are positively correlated to motivation and agency. This study investigates the effect of student input on classroom procedures on homework completion rate. Two different classroom treatments were applied to two classes over the same term in an urban high school chemistry course. The first treatment involved eliciting student ideas regarding classroom structures surrounding homework that theoretically would lead to a greater homework completion rate. The second treatment (or control) involved the traditional, authoritative structures that had been in placeÔøΩstudent ideas were not elicited about homework and therefore the teacher decided all structures and routines regarding homework. Our results suggest that structures derived with student input led to greater homework completion rates and to higher performances on the district assessment over the teacher decided homework condition. These results and their implications are discussed.

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