Homeschooling is an alternative education to public and
private school that is increasing each year in the United States (Bielick, 2008). In 2007, 1.5 million
students were homeschooled according to the National Center for Education
Stastics -- a 74% relative increase from 1999 to 2007 (Bielick, 2008). In 2007, parents cited various
reasons for choosing to homeschool:
Desires for religious or moral instruction (36%), concerns over school
environment such as drugs, safety, or peer pressure (21%), discontent with
school academics (17%), other reasons including family-time, finances, and
travel (14%), desires for a nontraditional learning environment (7%), and
because of a child’s health or special needs (6%) (Bielick, 2008). Educators, parents, and
lawmakers take an interest in this segment of learning, often times disagreeing
over the methods, results and rights. States are the governing arm that
determines how parents can homeschool, and governments must work with educators
and citizens to protect parental rights and the goals of educating it’s youth
at the same time as meeting the state’s needs. This is a balance that requires
an analysis of the research, including the positive aspects of homeschooling
and not just the negative opinions and outlying cases of failure that reach the
news media.
One educational researcher evaluated the academic
achievements and demographic traits of homeschool students in a 2010 nationwide
study, in hopes of providing more current information (Ray, 2010). Ray addressed an educational
issue using qualitative and quantitative measures (Creswell, 2012). The study included a large, nationwide sample of homeschooling
students. The researcher conducted a review of literature noting the increase
in homeschooling since 1970, when it was almost nonexistent to where it has
reached almost two million in grades K through 12 (Ray, 2010). Ray (2010) identified
various groups that have a concern in parent’s homeschooling – policymakers,
educators, school administrators, and judges. The researcher used standardized
test scores of academic achievement in various subjects; a total of 11,739
students responded across a broad target population (Ray, 2010). Statistical software was
used for data analysis. The level of parental education (college and post-graduate)
had an influence on the performance levels of the homeschooled students, with
students of college graduates scoring higher, which is consistent with public
school students (Ray,
2010).
However, the scores for homeschooled students with parents who did not attend
college were higher than their respective public school students and parents
without college education. Major findings in achievement found that
homeschooled student achievement test scores were notably higher than public
school students in subtests and mean scores (which were at least 80th
percentile) (Ray,
2010).
Ray noted the limitations of the study were the cross section of homeschooled families,
which may not be a cross section of all families in the United States (Ray, 2010).
Rothermel conducted a study in 2011 that provided
insights into homeschooling by interviewing 100 United Kingdom-based
homeschooling families (P.
Rothermel, 2011).
Interviews were conducted instead of questionnaires to gather more information
that may not have come to light otherwise (P. Rothermel, 2011). A review of the literature found a body of research, but
none that included a large and extensive study size within the United Kingdom (P. Rothermel, 2011). The researcher was able to
address previous research that identified “types” of parents who homeschool their
children – “rebels, compensators, and competitors” – but found that due to the
increase in the number of homeschoolers, these categories were no longer valid (P. Rothermel, 2011). The most recent UK study
categorized homeschooling parents as “‘natural’, ‘social’, and ‘last resort’”(P. Rothermel, 2011). But the researcher of this
study determined from her large sample that this was not valid either -- “Perhaps there is now, in the UK, too diverse
a population pursuing home-education to be neatly categorized.” (P.
Rothermel, 2011).
Subjects
were chosen using a broadly random approach from a previous questionnaire study
of 1000 respondents (P.
Rothermel, 2011). Parents came from a diverse socio-economic background, dispelling
stereotypes (P.
Rothermel, 2011). Some of the topics
discussed and addressed by the researcher included formal versus informal
learning, tight structure versus disorganization, socialization and social
effects, and adaptation to
children’s needs and the perceived moved from curriculum-centered to
child-centered (P.
Rothermel, 2011). Rothermel concluded that despite the UK government’s opinion “that home
educated children were more likely to be receiving an unsuitable education and
more likely to be at risk than children nationally” her research found
otherwise (P. Rothermel,
2011). This study noted other
researchers who addressed government concerns, thinking that if they could
determine the reasons parents homeschool, and address those needs, they would
get homeschooled kids back where they should be – in government schools (P.
Rothermel, 2011). This researcher felt a need to dispel the popularist thought that
parents only homeschool because of school dissatisfaction. In this way, home
education can be valued for other positives such as innovative approaches to
learning (P. Rothermel,
2011).
Rothermel
conducted another study after the previous qualitative research of 1000
homeschooling families (P.
J. Rothermel, 2012). In this study, the researcher addressed the
assertion that homeschooled children are at risk of having psychological
problems. Using two different
tests, the Revised Rutter Scale (RRS) and the Goodman Strengths &
Difficulties Questionnaire (SDQ), Rothermel (2012) studied 83 homeschooled
children between the ages of 4 and 11. In the ‘total difficulties score’ both
tests were consistent in finding that the homeschooler did not exhibit behavior
problems. However there was a discrepancy on the prosocial scale between the
two tests. The RSS test determined the children to be psychosocially healthy,
but the other test, the SDQ found them experiencing problems. The researcher,
in analyzing the data noted that the RSS has 50 questions and the SDQ only 25
questions, and that this may limit the quality of the SDQ for homeschooled
children (P.
J. Rothermel, 2012). The children identified as having a problem
did not match the results of the previous interview results. Rothermel (2012) identified
problems within the SDQ test with wording that may not apply to homeschooled
children and thus interfere with valid results. Homeschooled children have been
found to identify friends among a wide range of ages – even calling adults their
friends (P.
J. Rothermel, 2012). This may impact the wording of questions
bout sharing with other children versus sharing with friends. While mature
adults share with friends, they are not expected to share their belongings with
strangers or acquaintances (P.
J. Rothermel, 2012). Other questions that created problems, according to Rothermel
(2012) were the SDQ questions about the child ‘being nervous or clingy in new
situations’. The word ‘obedient’ was to be correctly paired to ‘good’ for a
perfect score (P.
J. Rothermel, 2012). One student asked, “were the Nazis good?” (P.
J. Rothermel, 2012). In conclusion, Rothermel (2012) suggested
that educators and professionals should be cautioned in using the rating scales
for homeschooled children. These standard scales are more likely standardized
for public school children where a different type of behavior is expected (P.
J. Rothermel, 2012).
An
exploratory quantitative study examined the college outcomes of homeschooled
students compared to traditional students at a Midwest doctoral college of the
United States (Cogan,
2010). A regression analysis revealed that homeschooled students at this
college, earned higher GPAs in the
first and fourth year, when controlling for demographics, pre-college,
engagement and first term academic factors (Cogan,
2010). A binary logistic regression analysis revealed that there was no
difference between homeschooled students and traditional students in
fall-to-fall retention rates and four-year gradation rates, controlling for the
same factors (Cogan,
2010). Homeschooled students had higher ACT scores, GPAs and graduation rates
in a descriptive analysis (Cogan,
2010). Two of the limiting factors of this study were the sample size of the homeschooled
student (N=76) and only one institution (Cogan,
2010). Cogan (2010) recommended further research over a broader range of
college institutions and a larger sample group.
Homeschooling
does not receive the support of all educators or policy makers. In fact, Robin
West writes about her opinions in the harms of homeschooling (2009). It is an
emotional subject for many, and in her opening paragraph, her emotional bias is
evident in claiming that homeschooling has been used by “parents of special
needs children, parents in isolated parts of the country who live far from any
public schoolhouse, as well as a smattering of parents of circus performers…” (West,
2009). This is the beginning of her unprofessional slant on unregulated
homeschooling. West recounts that research shows homeschooled students often
outperform traditional students in academics, but alludes to the “lack of
socialization, diversity, training for citizenship and so on” of homeschooled
students (West, 2009). West did not conduct any research in this
article, and did not cite any references, though she included sources at the
end of her paper. She merely stated her opinion that homeschooling should be
regulated by the states to include home visits to check on the quality of life,
immunization requirements, testing requirements, and if not met, state
intervention to enroll students in a certified public school (West,
2009). West advised that states mandate testing to give “the state a way to
ensure that the children who should be college bound are being prepared for
that path…” (West,
2009). She did not explain how the state would determine who should be college
bound or how states would finance such a venture.
In
contrast to the last article by West (2009), a group of researchers reported on
the evidence for homeschooling in light of social science research and
constitutional rights (Dumas,
Gates, & Schwarzer, 2010).
Dumas, et al., referenced the U.S. Supreme Court ruling on how states
should handle homeschooling cases – that regulation must not impact the
fundamental constitutional rights of parents to direct their children’s
education unless it is ‘reasonable’ (Dumas,
Gates, & Schwarzer, 2010). Of concern to those against homeschooling
is that homeschooling does not advance the interests of the state (Dumas,
Gates, & Schwarzer, 2010). These researchers were able to show through
empirical results, homeschoolers successfully advance the state goals of a
productive, engaged and educated citizenry (Dumas,
Gates, & Schwarzer, 2010).
“Therefore, if the regulations do not serve the state interest, they are
unreasonable.”(Dumas,
Gates, & Schwarzer, 2010). The researchers examined a California case
where the state was considering that homeschool parents must have a teaching
credential. They cited references that included the strata of homeschooling
parents to include a wide range across an entire spectrum of incomes, race,
religion, and political affiliation (Dumas,
Gates, & Schwarzer, 2010).
The reasons for homeschooling were diverse, as well as the methods, and
materials used for teaching (Dumas, et al., 2010). Studies supporting the success of homeschool students were
cited, supporting the stance that these groups of educated at-home citizens
contribute to the states needs (Dumas, et al., 2010). The researchers included studies and data that showed that
homeschooled students’ achievement scores were not related to the level of
state regulation (Dumas, et al., 2010).
More regulation in states did not improve test scores (Dumas, et al.,
2010). In fact, parent credentialing did not have any impact on the quality of
education or the outcome of the students’ achievement tests (Dumas, et al.,
2010).
In
continuing to look at the academic achievements of homeschooled students,
Martin-Chang, Gould, & Meuse (2011) studied the outcomes of traditionally
schooled students versus homeschooled students. Since parents often choose
their own curriculum and methods of teaching, academic achievement scores will
vary. Students in public schools are prepared for standardized tests each year,
with teachers prepping their students with practice tests and learning methods (Martin-Chang,
Gould, & Meuse, 2011). The researchers presented previous results
from studies conducted and in light of the lack of empirical investigations,
proposed to compare the academic achievements of homeschooled children with
public school children (Martin-Chang,
Gould, & Meuse, 2011).
Methods included using standardized tests administered by researchers to
the two groups of students and conducted by an independent entity with no
affiliations with homeschool organizations (Martin-Chang,
Gould, & Meuse, 2011). The researchers were careful to select
their students for the two pools of subjects – 37 public school students and 37
homeschooled students between the ages of 5 and 10 years (Martin-Chang,
Gould, & Meuse, 2011). While the researchers made efforts to match
the two groups from similar backgrounds, with parents of equal education,
notable differences may have influenced their results. For example, 65% of the
mothers of homeschooled children had college degrees versus 54% for public
school educated children (Martin-Chang,
Gould, & Meuse, 2011). Mothers with postgraduate training differed
as well – 11% of homeschooled children versus 30% of public school educated
children (Martin-Chang,
Gould, & Meuse, 2011). The median income for the two groups was
also significantly different. The researchers divided the homeschooled group
into two subgroups of 1) structured learning and 2) unstructured learning.
These two groups were not equal in size, 25 in the first group and 12 in the
second. A questionnaire was used to determine demographics. The researchers
were aware of the limitations in the study, the size of the sample, for
example, but they continued to report on their results. They wanted to know if
the two main groups differed in scores on standardized tests. Their results
found that children homeschooled in a structured environment scored higher than
the children enrolled in public school. A multivariate analysis of variance
(MANOVA) was performed, including all subtests as dependent variables and with
the kind of school group as the independent variable (Martin-Chang,
Gould, & Meuse, 2011). Family income and education of the mother
was accounted for in the MANOVA and found not to be an influence in the final
results (Martin-Chang,
Gould, & Meuse, 2011). The researchers used exploratory analyses
to understand the differences in educational achievement between the structured
homeschoolers and the unstructured (Martin-Chang,
Gould, & Meuse, 2011).
Because of the sample size of this group of unstructured homeschoolers,
the results were not statistically significant, even though it showed that they
scored below their equivalent public schooled students (Martin-Chang,
Gould, & Meuse, 2011). Of course this is to be expected, and does
not rule out the abilities of these students ability to perform at the same
level as public school students given the opportunity to learn the information
and how to test. However, this information could prove important to
homeschooling parents when selecting a curriculum and method of teaching. Structured
homeschoolers outperformed the public school students and showed to be rated at
higher-grade levels than their public school comparisons (Martin-Chang,
Gould, & Meuse, 2011).
Homeschooling
continues to increase in numbers each year, and it is expected to draw
attention from educators, colleges, and policy makers at the national and state
level. While it is important to provide research about homeschooled students,
results are often skewed by policy makers that seem to have a preconceived
opinion of the parents who embrace homeschooling. The articles that were
published in law journals summarized findings of educators and psychologists
who conducted research. There seems to be a great divide between the educators
who want to genuinely understand the homeschooling phenomenon and provide the
research and the lawmakers who want to keep the status quo of public school. Lawmakers
are not conducting studies, but instead finding information that supports their
claims. Before 1970 there were few parents who embarked on the homeschooling
journey, but as the numbers increase, states become more interested in
protecting their rights. While the government schools struggle with issues of
school safety and meeting the needs of the many, parents have stepped in to
provide solutions for their own families by homeschooling. Even though it is
not a choice that all will make, parents choices for their children are a
fundamental right under the constitution. Research will continue and as
homeschool students graduate from college with higher degrees and contribute to
society in a satisfactory way, their numbers will help dispel disbelief. There
will always be an outlying statistic where homeschooling is failing, but that
will be the case within the public school system as well. Education is one of
the important aspects of a productive society and citizens and parents will
always have an interest in creating the best scenarios for learning – which
will be as varied as the people.
References
Bielick, S. (2008). 1.5 million homeschooled students in the united states in 2007. ().
Washington D.C.: U.S. Department of Education (National Center for Education
Statistics).
Cogan, M. F. (2010). Exploring academic outcomes
of homeschooled students. Journal of
College Admission, (208), 18-25. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=52253079&site=eds-live
Creswell, J. (2012). Educational research: Planning, conducting, and evaluating quantitative
and qualitative research. Upper Saddle River, NJ: Pearson.
Dumas, T. K., Gates, S., & Schwarzer, D. R.
(2010). Evidence, for homeschooling: Constitutional analysis in light of social
science research. Widener Law Review, 16(1),
63-87. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=ofs&AN=502141523&site=eds-live
Martin-Chang, S., Gould, O. N., & Meuse, R.
E. (2011). The impact of schooling on academic achievement: Evidence from
homeschooled and traditionally schooled students. Canadian Journal of Behavioural Science/Revue Canadienne Des Sciences
Du Comportement, 43(3), 195-202. doi: 10.1037/a0022697
Ray, B. D. (2010). Academic achievement and
demographic traits of homeschool students: A nationwide study. Academic Leadership (15337812), 8(1),
1-26. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=57804347&site=eds-live
Rothermel, P. (2011). Setting the record
straight: Interviews with a hundred british home educating families. Journal of Unschooling & Alternative
Learning, 5(10), 20-57. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=82214991&site=eds-live
Rothermel, P. (2012). Home educated children's
psychological well being. Estudios Sobre
Educacion, (22), 13-36. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=77896038&site=eds-live
West, R. L. (2009). The harms of homeschooling. Philosophy & Public Policy Quarterly,
29(3), 7-12. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=ofs&AN=504307071&site=eds-live
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