Home Schooling

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When one thinks of education, almost automatically public education comes to mind. Through the years, preferences for educating children have slowly been changing. Home schooling was primarily restricted to religious groups, but in the past several years, it has rapidly been moving into mainstream society (Ray). Parents today are deciding to home school their children, although there are those who still believe public education is better. Home schooling is legal in every state and involves as many as 1.5 million children (Wingert & Katrowitz). Critics of home schooling raise questions about academic and social issues. Parents of the home schooled maintain they are not valid. Home schooling is overall more beneficial than public schools in the education of children.

The idea of home schooling first became popular in the 160's and 170's in religious and hippie communities in an attempt to train children in their values. However, in many states home schooling was illegal until a court battle in the 10's legalized it. Since that time, this type of education has been growing worldwide. In 18, it was estimated that about 1.5 million children were being home schooled. By 000, the estimate changed to 1.7 million children (Ray). In addition, the reputation of home schooling changed considerably. In a survey conducted in 18, 5 percent of the respondents showed evidence that home schooled children were well adjusted socially and performed on standardized tests as well or better than students in public schools (Wingert & Katrowitz).

Critics attack home schooling on many fronts, arguing that qualified professionals do not teach children and homes often do not possess the same qualified resources of public schools. Even though educational resources and opportunities for home schooled youngsters are not equal, home schooled students continue to learn and make academic gains in a safe academic environment. They benefit from many advantages. There are the advantages of flexibility of instructional time, multiage grouping, cooperative learning for mastery and small class sizes as compared to students in a public setting (Ramanowski). In some states, public schools form partnerships with home school educators providing the use of public school libraries and computers. Resource centers have been established for parents and families to facilitate independent study programs to obtain books and other materials. Therefore, home schooled children are thriving with the arrival of improved technology and personal computers. They are no longer entirely dependent on parental education and their personal teaching skills or qualifications (Wichers).

Another criticism of home schooling was that regular evaluation of children's learning rarely occurs in the home setting. The Ohio Department of Education reported that home schooled students were tested by a certified teacher to track their academic progress. The research was assembled to evaluate many different aspects of home schooling, but the focus was on academic competency. The report used data from the National Home School Legal Defense and the Home Research Institute. It found that home schooled students' average score was between the 65th and 80th percentile compared to 50 percent of the public school population. (Wichers).

Research shows that home schooled students score above average on other standard achievement tests. One logical reason being these students received more one-on-one instruction. The Ohio Department of Education reported that 80 percent of home schooled children across all age groups achieved individual scores above the national average on the Iowa Test of Basic Skills (Wichers). Reports from Boston University stated that students educated at home possess a passion for knowledge, independence, and self-reliance that enable them to excel in intellectually challenging programs of study (Romanowski). Lastly, several studies of cognitive and affective development in home schooled students consistently found that achievement scores on standardized tests were slightly higher for home schooled students than their peers in public schools. The example cited was on the Stanford Achievement Test used in Washington State for three consecutive years. When the scores were compared to national norms, home schooled students; for example, scored above the 60th percentile in math, science, and verbal skills tests (Latham).

ACT scores by home schooled students give the concept of home schooling integrity to be recognized as a successful educational method. Billups reported that home schooled children placed first on one college-entrance test for three consecutive years. These students scored higher on the ACT than students who attended public schools. The ratings on the score are 1-6, with 6 being the highest possible score. Home schooled children's average score was a .8 compared to the national average of 1. In addition, Rudner's research did find that homes schooled students did well on the 18 ACT scores too. This evidence further supports the fact that strong dedication to education through home schooling will obtain a flourishing academic future.

It is not a disadvantage to be from a home school environment when seeking admission to a college. Home schooled students have little difficulty being accepted into colleges and universities. Estimates indicate there are about 00,000 home schooled students in college now (Klicka). These students are being actively recruited for their abilities. Universities report that home schooled students are sought for their higher ability to read for comprehension. In addition, they know how to access and use information. Their continual commitment to education, is a good indicator of their success in academics going into higher education settings (Wichers). The comprehensive support system that home school families have, achievement scores, the skills that they develop and draw on, make them feasible contenders for higher education and academic excellence.

Another argument against home schooling, after the quality of education, focuses on isolation and lack of development of adequate social skills to enable home schooled young people to interact effectively with others later in life. Opponents believe a home schooled young person does not gain essential socialization skills and learn how to get along with others while in a home school setting. To the contrary, most home school families belong to at least one support network. Home schooled students form their own social clubs like their own sports teams to 4-H Clubs. Some students get together and go on field trips too(Wichers).

Many families who home school their children form communities of support groups to lessen isolation. They strive to gain information about curriculum standards and to provide materials and information about the legal aspects relevant to home schooling. As a result, it was learned that families were then able to incorporate this information into their individual lifestyles, values, and family goals as it relates into their child's curriculum as they educated them. It was then noted that children worked harder to fulfill social and academic expectations because of their supportive environment (Wichers). Rudner's study confirmed the fact that dedication, support, and resources weigh heavily on successful academic achievement.

In the same way, other studies indicate the social development of home schooled students is more advanced than that of public school students. One study used the Piers-Harris Children's Self-Concept Scare with home school students from the 4th to 1th grade. They scored higher than public school students. This fact indicates home schooled students have higher self-concepts. Self-concepts reflect socialization, which points toward the conclusion that they are not socially deprived (Latham).

In addition, children taught at home tend to have stronger relationships with their parents. This occurs because they usually spend an average of two to three hours per day receiving direct instruction. The typical public school student spends more than two hours a day on lunch, recess, and changing classes (Russo). Home schooled children spend more time on improving their strength, working on their weaknesses, while building positive relationships with their family members. Other social factors in favor of home schooling are children often become more independent and more responsible with their behavior, it decreases the influence of peer pressure, and trips are planned at the families' convenience, so children spend more time with the family (Latham).

In conclusion, home schooling is not for everyone. Families must make important choices about their time and desire to take full responsibility for the education of their children. The point is that for those who are able to follow this system and stick to it, they can provide a better education than the public schools. Another note worthy point is not whether this method is the best approach, but the willingness to recognize that home schooling is working and a better choice than public education in many areas. The data does not lie. Home schooled young people are scoring higher on standardized tests and achieving in college with socially acceptable interaction in today's society. Home school achievers are challenging the old stereotyped opinions that home schooling is considered a last chance choice for those without aspirations and the antisocial.

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