Research

SupportiveEdit

Test resultsEdit

According to the Home School Legal Defense Association (HSLDA) in 2004, "Many studies over the last few years have established the academic excellence of homeschooled children."^[32] Homeschooling Achievement—a compilation of studies published by the HSLDA—supported theacademic integrity of homeschooling. This booklet summarized a 1997 study by Ray and the 1999 Rudner study.^[33]The Rudner study noted two limitations of its own research: it is not necessarily representative of all homeschoolers and it is not a comparison with other schooling methods.^[34] Among the homeschooled students who took the tests, the average homeschooled student outperformed his public school peers by 30 to 37 percentile points across all subjects. The study also indicates that public school performance gaps between minorities and genders were virtually non-existent among the homeschooled students who took the tests.^[35]

A study conducted in 2008 found that 11,739 homeschooled students, on average, scored 37 percentile points above public school students on standardized achievement tests.^[36] This is consistent with the Rudner study (1999). However, Rudner has said that these same students in public school may have scored just as well because of the dedicated parents they had.^[37] The Ray study also found that homeschooled students who had a certified teacher as a parent scored one percentile lower than homeschooled students who did not have a certified teacher as a parent.^[36] Another nationwide descriptive study conducted by Ray (2010) contained students ranging from ages 5–18 and he found that homeschoolers scored at least 80th percentile on their tests.^[38]

In 2011, a quasi-experimental study was conducted that included homeschooled and traditional public students between the ages of 5 & 10 and it was discovered that the majority of the homeschooled children achieved higher standardized scores compared to their counterparts (Chang, Gould, & Meuse, 2001).^[39]However, Martin-Chang also found that unschooling children ages 5–10 scored significantly below traditionally educated children, while academically oriented homeschooled children scored from one half grade level above to 4.5 grade levels above traditionally schooled children on standardized tests (n=37 home schooled children matched with children from the same socioeconomic and educational background).^[40]

Relying solely on the standardized test scores would be considered a poor indicator to determine students’ academic progress and it wouldn’t not unlock their full potential. Now, there have been studies that moved beyond the traditional standardized tests scores and looked at the students’ GPAs. Cogan (2010) found that homeschooled students were performing significant higher on ACTs, and their high school GPAs (3.74) and transfer GPAs (3.65) were also better than the conventional students.^[41] Similarly, Snyder (2013) also revealed that homeschoolers were outperforming in the areas of standardized tests and overall GPAs.^[42]These studies do support the idea of homeschooling being a beneficial institution but have these students acquired the sufficient knowledge and skills needed in order to also reach ladder of success in college? A study done by the 1990 National Home Education Research Institute (as cited by Wichers, 2001), found that at least 33% of home schooled students attended a four- year college, and 17% attended a two-year college. This same study examined the students after one year, and they learned that 17% pursued higher education.^[43] Thus, the data indicates that homeschooling is also preparing students to reach success in higher education.

OutcomesEdit

Homeschooled children may receive more individualized attention than students enrolled in traditional public schools. A 2011 study suggests that a structured environment could play a key role in homeschooler academic achievement.^[44] This means that parents were highly involved in their child’s education and they were creating clear educational goals. In addition, these students were being offered organized lesson plans which are either self-made or purchased.^[44]

A study conducted by Ray (2010), indicates that the higher the level of parents’ income, the more likely the homeschooled child is able to achieve academic success.^[45]

In the 1970s, Raymond S. and Dorothy N. Moore conducted four federally funded analyses of more than 8,000 early childhood studies, from which they published their original findings in Better Late Than Early, 1975. This was followed by School Can Wait, a repackaging of these same findings designed specifically for educational professionals.^[46] They concluded that, "where possible, children should be withheld from formal schooling until at least ages eight to ten." Their reason was that children "are not mature enough for formal school programs until their senses, coordination, neurological development and cognition are ready". They concluded that the outcome of forcing children into formal schooling is a sequence of "1) uncertainty as the child leaves the family nest early for a less secure environment, 2) puzzlement at the new pressures and restrictions of the classroom, 3) frustration because unready learning tools – senses, cognition, brain hemispheres, coordination – cannot handle the regimentation of formal lessons and the pressures they bring, 4) hyperactivity growing out of nerves and jitter, from frustration, 5) failure which quite naturally flows from the four experiences above, and 6) delinquency which is failure's twin and apparently for the same reason."^[47] According to the Moores, "early formal schooling is burning out our children. Teachers who attempt to cope with these youngsters also are burning out."^[47] Aside from academic performance, they think early formal schooling also destroys "positive sociability", encourages peer dependence, and discourages self-worth, optimism, respect for parents, and trust in peers. They believe this situation is particularly acute for boys because of their delay in maturity. The Moores cited a Smithsonian Report on the development of genius, indicating a requirement for "1) much time spent with warm, responsive parents and other adults, 2) very little time spent with peers, and 3) a great deal of free exploration under parental guidance."^[47]Their analysis suggested that children need "more of home and less of formal school", "more free exploration with... parents, and fewer limits of classroom and books", and "more old fashioned chores – children working with parents – and less attention to rivalry sports and amusements."