Significations et usages de Homeschooling

Homeschooling or homeschool (also called home education or home based learning) is the education of children at home, typically by parents but sometimes by tutors, rather than in other formal settings of public or private school. Although prior to the introduction of compulsory school attendance laws, most childhood education occurred within the family or community,^[1] homeschooling in the modern sense is an alternative in developed countries to attending public or private schools.

Homeschooling is a legal option for parents in many countries, allowing them to provide their children with a learning environment as an alternative to public or private schools outside the home. Parents cite numerous reasons as motivations to homeschool their children. The three reasons that are selected by the majority of homeschooling parents in the United States are concern about the traditional school environment, to provide religious or moral instruction, and dissatisfaction with academic instruction at traditional public and private schools. Homeschooling may also be a factor in the choice of parenting style. Homeschooling can be an option for families living in isolated rural locations, living temporarily abroad, and to allow for more traveling; also many young athletes and actors are taught at home. Homeschooling can be about mentorship and apprenticeship, where a tutor or teacher is with the child for many years and then knows the child very well.

Homeschooling can be used as a form of supplementary education, a way of helping children learn, in specific circumstances. For instance, children that attend downgraded schools can greatly benefit from homeschooling ways of learning, using the immediacy and low cost of the internet. As a synonym to e-learning, homeschooling can be combined with traditional education and lead to better and more complete results.

Homeschooling may also refer to instruction in the home under the supervision of correspondence schools or umbrella schools. In some places, an approved curriculum is legally required if children are to be home-schooled.^[2] A curriculum-free philosophy of homeschooling may be called unschooling, a term coined in 1977 by American educator and author John Holt in his magazine Growing Without Schooling. In some cases a liberal arts education is provided using the trivium and quadrivium as the main model.

Contents 1 History 2 Methodology 2.1 Unit studies 2.2 All-in-one curricula 2.3 Online education 2.4 Community resources 2.5 Unschooling and natural learning 2.6 Autonomous learning 3 Homeschooling and college admissions 4 Homeschool cooperatives 5 Homeschool athletics 6 Motivations 7 Research 7.1 Supportive 7.1.1 Test results 7.2 Criticism of supportive achievement studies 7.2.1 Potential for unmonitored child abuse 8 Controversies and criticism 8.1 Philosophical and political opposition 9 International status and statistics 10 See also 11 References 12 External links

  History

For much of history and in many cultures, enlisting professional teachers (whether as tutors or in a formal academic setting) was an option available only to a small elite. Thus, until relatively recently, the vast majority of people were educated by family members (especially during early childhood).^[1]

The earliest compulsory education in the West began in the late 17th century and early 18th century in the German states of Gotha, Calemberg and, particularly, Prussia.^[3] However, even in the 18th century, the vast majority of people in Europe lacked formal schooling, which means they were homeschooled or received no education at all.^[4] The same was also true for colonial America^[5] and for the United States until the 1850s.^[6] Formal schooling in a classroom setting has been the most common means of schooling throughout the world, especially in developed countries, since the early and mid 19th century. Native Americans, who traditionally used homeschooling and apprenticeship, vigorously resisted compulsory education in the United States.^[7]

In 1964, John Caldwell Holt published a book entitled How Children Fail which criticized traditional schools of the time. The book was based on a theory he had developed as a teacher – that the academic failure of schoolchildren was caused by pressure placed on children by adults. Holt began making appearances on major TV talk shows and writing book reviews for Life magazine.^[8] In his follow-up work, How Children Learn, 1967, he tried to demonstrate the learning process of children and why he believed school short-circuits this process.

In these books Holt had not suggested any alternative to institutional schooling; he had hoped to initiate a profound rethinking of education to make schools friendlier toward children. As the years passed he became convinced that the way schools were was what society wanted, and that a serious re-examination was not going to happen in his lifetime.

Working in a similar vein was Rousas John Rushdoony who focused on education in America and was an advocate of homeschooling, which he saw as a way to combat the intentionally secular nature of the U.S. public school system. He vigorously attacked progressive school reformers such as Horace Mann and John Dewey and argued for the dismantling of the state's influence in education in three works: Intellectual Schizophrenia (a general and concise study of education), The Messianic Character of American Education (a history and castigation of public education in the U.S.), and The Philosophy of the Christian Curriculum (a parent-oriented pedagogical statement). Rushdoony was frequently called as an expert witness by the HSLDA (Home School Legal Defense Association) in court cases.

During this time, the American educational professionals Raymond and Dorothy Moore began to research the academic validity of the rapidly growing Early Childhood Education movement. This research included independent studies by other researchers and a review of over 8,000 studies bearing on Early Childhood Education and the physical and mental development of children.

They asserted that formal schooling before ages 8–12 not only lacked the anticipated effectiveness, but was actually harmful to children. The Moores began to publish their view that formal schooling was damaging young children academically, socially, mentally, and even physiologically. They presented evidence that childhood problems such as juvenile delinquency, nearsightedness, increased enrollment of students in special education classes, and behavioral problems were the result of increasingly earlier enrollment of students.^[9] The Moores cited studies demonstrating that orphans who were given surrogate mothers were measurably more intelligent, with superior long term effects – even though the mothers were mentally retarded teenagers – and that illiterate tribal mothers in Africa produced children who were socially and emotionally more advanced than typical western children, by western standards of measurement.^[9]

Their primary assertion was that the bonds and emotional development made at home with parents during these years produced critical long term results that were cut short by enrollment in schools, and could neither be replaced nor afterward corrected in an institutional setting.^[9] Recognizing a necessity for early out-of-home care for some children – particularly special needs and starkly impoverished children, and children from exceptionally inferior homes– they maintained that the vast majority of children are far better situated at home, even with mediocre parents, than with the most gifted and motivated teachers in a school setting (assuming that the child has a gifted and motivated teacher). They described the difference as follows: "This is like saying, if you can help a child by taking him off the cold street and housing him in a warm tent, then warm tents should be provided for all children – when obviously most children already have even more secure housing."^[10]

Similar to Holt, the Moores embraced homeschooling after the publication of their first work, Better Late Than Early, 1975, and went on to become important homeschool advocates and consultants with the publication of books like Home Grown Kids, 1981, Homeschool Burnout, and others.^[9]

At the time, other authors published books questioning the premises and efficacy of compulsory schooling, including Deschooling Society by Ivan Illich, 1970 and No More Public School by Harold Bennet, 1972.

In 1976, Holt published Instead of Education; Ways to Help People Do Things Better. In its conclusion, he called for a "Children's Underground Railroad" to help children escape compulsory schooling.^[8] In response, Holt was contacted by families from around the U.S. to tell him that they were educating their children at home. In 1977, after corresponding with a number of these families, Holt began producing Growing Without Schooling, a newsletter dedicated to home education.^[11]

In 1980, Holt said, "I want to make it clear that I don't see homeschooling as some kind of answer to badness of schools. I think that the home is the proper base for the exploration of the world which we call learning or education. Home would be the best base no matter how good the schools were."^[12]

Holt later wrote a book about homeschooling, Teach Your Own, in 1981.

One common theme in the homeschool philosophies of both Holt and the Moores is that home education should not be an attempt to bring the school construct into the home, or a view of education as an academic preliminary to life. They viewed it as a natural, experiential aspect of life that occurs as the members of the family are involved with one another in daily living.^{[citation needed]}

  Methodology

Homeschools use a wide variety of methods and materials. There are different paradigms, or educational philosophies, that families adopt including unit studies, Classical education (including Trivium, Quadrivium), Charlotte Mason education, Montessori method, Theory of multiple intelligences, Unschooling, Radical Unschooling, Waldorf education, School-at-home, A Thomas Jefferson Education, and many others. Some of these approaches, particularly unit studies, Montessori, and Waldorf, are also available in private or public school settings.

It is not uncommon for the student to experience more than one approach as the family discovers what works best for them. Many families do choose an eclectic approach. For sources of curricula and books, "Homeschooling in the United States: 2003"^[13] found that 78 percent utilized "a public library"; 77 percent used "a homeschooling catalog, publisher, or individual specialist"; 68 percent used "retail bookstore or other store"; 60 percent used "an education publisher that was not affiliated with homeschooling." "Approximately half" used curriculum or books from "a homeschooling organization", 37 percent from a "church, synagogue or other religious institution" and 23 percent from "their local public school or district." 41 percent in 2003 utilized some sort of distance learning, approximately 20 percent by "television, video or radio"; 19 percent via "Internet, e-mail, or the World Wide Web"; and 15 percent taking a "correspondence course by mail designed specifically for homeschoolers."

Individual governmental units, e. g. states and local districts, vary in official curriculum and attendance requirements.^[14]

  Unit studies

The unit study approach incorporates several subjects, such as art, history, math, science, geography and other curriculum subjects, around the context of one topical theme, like water, animals, American slavery, or ancient Rome.^{[15][unreliable source?]} For example, a unit study of Native Americans could combine age-appropriate lessons in: social studies, how different tribes lived prior to colonization vs. today; art, making patterns or artifacts influenced by Native American decorative crafts; history (of Native Americans in the U.S.); reading from a special reading list; and the science of plants used by Native Americans.^{[citation needed]}

Unit studies are particularly helpful for teaching multiple grade levels simultaneously, as the topic can easily be adjusted (i.e. from an 8th grader detailing and labeling a spider's anatomy to an elementary student drawing a picture of a spider on its web). As it is generally the case that in a given "homeschool" very few students are spread out among the grade levels, the unit study approach is an attractive option.^{[citation needed]}

  All-in-one curricula

All-in-one homeschooling curricula (variously known as "school-at-home", "The Traditional Approach", "school-in-a-box" or "The Structured Approach"), are methods of homeschooling in which the curriculum and homework of the student are similar or identical to what would be taught in a public or private school; as one example, the same textbooks used in conventional schools are often used. These are comprehensive packages that contain all of the needed books and materials for the whole year. These materials are based on the same subject-area expectations as publicly run schools which allows for easy transition back into the school system. These are among the more expensive options for homeschooling, but they require minimal preparation and are easy to use. Step-by-step instructions and extensive teaching guides are provided. Some include tests or access information for remote testing. Many of these programs allow students to obtain an accredited high school diploma.^[16][17]

  Online education

Online resources for homeschooling include courses of study, curricula, educational games, online tests, online tutoring, and occupational training. Online learning potentially allows students and families access to specialized teachers and materials and greater flexibility in scheduling. Parents can be with their children during an online tutoring session. Finally, online tutoring is useful for students who are disabled or otherwise limited in their ability to travel. Several well-known programs for gifted children, who need differentiation in their curricular choices, are available: the Johns Hopkins University Center for Talented Youth http://cty.jhu.edu/about/index.html and Stanford University's Education Program for Gifted Youth http://epgy.stanford.edu/ both provide challenging materials to students, including both self-paced courses with tutor support and online classroom-based courses. A commercial program of online study in all courses and at all grade levels is available from K12.com http://www.k12.com/. The K12 curriculum has been adopted by a number of public independent study charter schools throughout the country (see, for example, the California Virtual Academies at http://www.k12.com/cava/, where students use the K12 curriculum for credit under the supervision of a credentialed teacher). A number of other online high schools are also offering diplomas in many states, including some directed specifically at gifted students (see Stanford Online High School at http://epgy.stanford.edu/ohs/. Students can enroll in a full-time course load leading to a diploma or enroll in particular courses as part of their enrollment in another school or homeschool). Similarly, as more and more universities make content available online, homeschooled families are finding a wealth of materials available, primarily for use as self-study. Although teacher support is not usually provided in open courseware programs, families teaching their own children may, if the study met their requirements, grant credit for the work through their homeschools. The University of California at Berkeley, the Massachusetts Institute of Technology and many other renowned universities have contributed materials in this area. Some commercial organizations publish university-level lecture series on a broad range of subjects. Although the companies typically offer no teacher support or credit, homeschool families can, depending on their legal method of homeschooling, grant credit for work that includes the use of these materials if mastery is demonstrated to the satisfaction of the parents or other persons with oversight responsibility.^{[citation needed]} Noted musical educator S. M. Laddusaw has developed an adaptive musical curriculum (based on proprietary software) whereby students can learn piano and basic music theory at the student's own pace. The software recognizes patterns in the student's learning and adjusts the curriculum accordingly.

  Community resources

Homeschoolers often take advantage of educational opportunities at museums, libraries, community centers, athletic clubs, after-school programs, churches, science preserves, parks, and other community resources. Secondary school level students may take classes at community colleges, which typically have open admission policies. In many communities, homeschooling parents and students participate in community theater, dance, band, symphony, and choral opportunities.^{[citation needed]}

Groups of homeschooling families often join together to create homeschool co-ops. These groups typically meet once a week and provide a classroom environment. These are family-centered support groups whose members seek to pool their talents and resources in a collective effort to broaden the scope of their children's education. They provide a classroom environment where students can do hands-on and group learning such as performing, science experiments, art projects, foreign language study, spelling bees, discussions, etc. Parents whose children take classes serve in volunteer roles to keep costs low and make the program a success.^{[citation needed]}

Certain states, such as Maine, Florida and New Mexico, have laws that permit homeschooling families to take advantage of public school resources. In such cases, children can be members of sports teams, be members of the school band, can take art classes, and utilize services such as speech therapy while maintaining their homeschool lifestyle.^{[citation needed]}

  Unschooling and natural learning

Some people use the terms "unschooling" or "radical unschooling" to describe all methods of education that are not based in a school.

"Natural learning" refers to a type of learning-on-demand where children pursue knowledge based on their interests and parents take an active part in facilitating activities and experiences conducive to learning but do not rely heavily on textbooks or spend much time "teaching", looking instead for "learning moments" throughout their daily activities. Parents see their role as that of affirming through positive feedback and modeling the necessary skills, and the child's role as being responsible for asking and learning.^{[citation needed]}

The term "unschooling" as coined by John Holt describes an approach in which parents do not authoritatively direct the child's education, but interact with the child following the child's own interests, leaving them free to explore and learn as their interests lead.^[12][13] "Unschooling" does not indicate that the child is not being educated, but that the child is not being "schooled", or educated in a rigid school-type manner. Holt asserted that children learn through the experiences of life, and he encouraged parents to live their lives with their child. Also known as interest-led or child-led learning, unschooling attempts to follow opportunities as they arise in real life, through which a child will learn without coercion. An unschooled child may utilize texts or classroom instruction, but these are not considered central to education. Holt asserted that there is no specific body of knowledge that is, or should be, required of a child.^[14]

"Unschooling" should not be confused with "deschooling," which may be used to indicate an anti-"institutional school" philosophy, or a period or form of deprogramming for children or parents who have previously been schooled.^{[citation needed]}

Both unschooling and natural learning advocates believe that children learn best by doing; a child may learn reading to further an interest about history or other cultures, or math skills by operating a small business or sharing in family finances. They may learn animal husbandry keeping dairy goats or meat rabbits, botany tending a kitchen garden, chemistry to understand the operation of firearms or the internal combustion engine, or politics and local history by following a zoning or historical-status dispute. While any type of homeschoolers may also use these methods, the unschooled child initiates these learning activities. The natural learner participates with parents and others in learning together.^{[citation needed]}

  Autonomous learning

Autonomous learning is a school of education which sees learners as individuals who can and should be autonomous i.e. be responsible for their own learning climate.

Autonomous education helps students develop their self-consciousness, vision, practicality and freedom of discussion. These attributes serve to aid the student in his/her independent learning.

Autonomous learning is very popular with those who home educate their children. The child usually gets to decide what projects they wish to tackle or what interests to pursue. In home education this can be instead of or in addition to regular subjects like doing math or English.

According to Home Education UK the autonomous education philosophy emerged from the epistemology of Karl Popper in The Myth of the Framework: In Defence of Science and Rationality, which is developed in the debates, which seek to rebut the neo-Marxist social philosophy of convergence proposed by the Frankfurt School (e.g. Theodor W. Adorno Jürgen Habermas Max Horkheimer).

  Homeschooling and college admissions

After secondary education is completed, many students choose to pursue higher education at established colleges and universities. Many students use standardized test scores to aid colleges in evaluating their educational background. The College Board suggests that homeschooled students keep detailed records and portfolios.^[18]

In the last several decades, US colleges and universities have become increasingly open to accepting students from diverse backgrounds, including home-schooled students.^[19] According to one source, homeschoolers have now matriculated at over 900 different colleges and universities, including institutions with highly selective standards of admission such as the US military academies, Rice University, Haverford College, Harvard University, Stanford University, Cornell University, Brown University, Dartmouth College, and Princeton University.^[20]

Many homeschooled students earn college credit through dual enrollment, by taking community college classes while in high school. Others choose to earn college credits through standardized tests such as the College Level Examination Program (CLEP).^{[citation needed]}

  Homeschool cooperatives

A Homeschool Cooperative is a cooperative of families who homeschool their children. It provides an opportunity for children to learn from other parents who are more specialized in certain areas or subjects. Co-ops also provide social interaction for homeschooled children. They may take lessons together or go on field trips. Some co-ops also offer events such as prom and graduation for homeschoolers.^{[citation needed]}

Homeschoolers are beginning to utilize Web 2.0 as a way to simulate homeschool cooperatives online. With social networks homeschoolers can chat, discuss threads in forums, share information and tips, and even participate in online classes via blackboard systems similar to those used by colleges.^{[citation needed]}

  Homeschool athletics

Early in the 21st century, a number of national and international organizations began oversight of sports exclusively for homeschool athletic teams. N.C.H.B.C. has organized a National Basketball Championship with over 350 teams competing through a network of regional qualifying competitions. Currently H.W.S.A. organizes a Baseball National Championship, N.H.S.V.B.T. in volleyball,N.H.S.C. in Soccer, and N.H.FA. in 8-man football. Additional structures are organizing national championships in tennis, and 11-man football. In 2005, the Central Virginia Homeschool Disciples became the first 11-man high school homeschool football team in the U.S.^{[citation needed]}

In 1994, Jason Taylor was a homeschool football player in Pennsylvania who engaged a legal battle against the N.C.A.A. (the leading oversight association governing U.S. collegiate athletics) and its classification of homeschool athletes as essentially high school drop-outs. Taylor's legal victory has provided a precedent for thousands of other homeschool athletes to compete in colleges and attain the same opportunities in education and professional development that other athletes enjoy. Other homeschool students who have risen to the top of collegiate competition include N.C.A.A. 2005 champion tennis player, Chris Lam, Kevin Johnson of the Tulsa University basketball team, 2010-2011 Big South Player of the Year Jesse Sanders of the Liberty University Flames and the 2007 Heisman Trophy winner Tim Tebow from the University of Florida .^{[citation needed]}

In Texas, Six-Man Football has also been popular among homeschoolers, with at least five teams being fielded for the 2008-2009 season. Interestingly enough, the top 3 places in the Texas Independent State Championship (TISC, also referred to as "the Ironman Bowl) were claimed by homeschool teams. The Homeschool Sportsnet website lists several homeschool sports teams and organizations.^{[citation needed]}

  Motivations

The examples and perspective in this article deal primarily with the United States and do not represent a worldwide view of the subject. Please improve this article and discuss the issue on the talk page. (September 2010)

Number and percentage of homeschooled students in the United States, by reason for homeschooling: 1999, National Center for Education Statistics (NCES)

Reason for homeschooling	Number of homeschooled students	Percent	s.e.
Can give child better education at home	415,000	48.9	3.79
Religious reason	327,000	38.4	4.44
Poor learning environment at school	218,000	25.6	3.44
Family reasons	143,000	16.8	2.79
To develop character/morality	128,000	15.1	3.39
Object to what school teaches	103,000	12.1	2.11
School does not challenge child	98,000	11.6	2.39
Other problems with available schools	76,000	9.0	2.40
Child has special needs/disability	69,000	8.2	1.89
Transportation/convenience	23,000	2.7	1.48
Child not old enough to enter school	15,000	1.8	1.13
Parent's career	12,000	1.5	0.80
Could not get into desired school	12,000	1.5	0.99
Other reasons*	189,000	22.2	2.90

Parents give many different reasons for homeschooling their children. In the 2003 and 2007 NHES, parents were asked whether particular reasons for homeschooling their children applied to them. The three reasons selected by parents of more than two-thirds of students were concern about the school environment, to provide religious or moral instruction, and dissatisfaction with the academic instruction available at other schools. From 2003 to 2007, the percentage of students whose parents reported homeschooling to provide religious or moral instruction increased from 72 percent to 83 percent. In 2007, the most common reason parents gave as the most important was a desire to provide religious or moral instruction (36 percent of students). This reason was followed by a concern about the school environment (such as safety, drugs, or negative peer pressure) (21 percent), dissatisfaction with academic instruction (17 percent), and "other reasons" including family time, finances, travel, and distance (14 percent).^[21] Other reasons include more flexibility in educational practices and family core stability for children with learning disabilities or prolonged chronic illnesses, or for children of missionaries, military families, or families who move often, as frequently as every two years.

  Research

  Supportive

  Test results

Numerous studies have found that homeschooled students on average outperform their peers on standardized tests.^[22] Homeschooling Achievement, a study conducted by National Home Education Research Institute (NHERI), a homeschooling advocacy group, supported the academic integrity of homeschooling. 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.^[23]

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.^[24] 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."^[25] According to the Moores, "early formal schooling is burning out our children. Teachers who attempt to cope with these youngsters also are burning out."^[25] 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."^[25] 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."^[25]

John Taylor later found, using the Piers-Harris Children's Self-Concept Scale, "while half of the conventionally schooled children scored at or below the 50th percentile (in self-concept), only 10.3% of the home-schooling children did so."^[26] He further stated that "the self-concept of home-schooling children is significantly higher (and very much so statistically) than that of children attending the conventional school. This has implications in the areas of academic achievement and socialization, to mention only two. These areas have been found to parallel self-concept. Regarding socialization, Taylor's results would mean that very few home-schooling children are socially deprived. He states that critics who speak out against homeschooling on the basis of social deprivation are actually addressing an area which favors homeschoolers.^[26]

In 2003, the National Home Education Research Institute conducted a survey of 7,300 U.S. adults who had been homeschooled (5,000 for more than seven years). Their findings included:

• Homeschool graduates are active and involved in their communities. 71% participate in an ongoing community service activity, like coaching a sports team, volunteering at a school, or working with a church or neighborhood association, compared with 37% of U.S. adults of similar ages from a traditional education background.

• Homeschool graduates are more involved in civic affairs and vote in much higher percentages than their peers. 76% of those surveyed between the ages of 18 and 24 voted within the last five years, compared with only 29% of the corresponding U.S. populace. The numbers are even greater in older age groups, with voting levels not falling below 95%, compared with a high of 53% for the corresponding U.S. populace.

• 58.9% report that they are "very happy" with life, compared with 27.6% for the general U.S. population. 73.2% find life "exciting", compared with 47.3%.^[27]

  Criticism of supportive achievement studies

Although there are some studies that show that homeschooled students can do well on standardized tests,^[28] some of these studies compare voluntary homeschool testing with mandatory public-school testing. Homeschooled students in the United States are not subject to the testing requirements of the No Child Left Behind Act.^[29] Some U.S. states require mandatory testing for homeschooled students, but others do not. Some states that require testing allow homeschooling parents to choose which test to use.^[30] An exception are the SAT and ACT tests, where homeschooled and formally schooled students alike are self-selecting; homeschoolers averaged higher scores on college entrance tests in South Carolina.^[31] When testing is not required, students taking the tests are self-selected, which biases any statistical results.^[32] Other test scores (numbers from 1999 data in a year 2000 article) showed mixed results, for example showing higher levels for homeschoolers in English (homeschooled 23.4 vs national average 20.5) and reading (homeschooled 24.4 vs national average 21.4) on the ACT, but mixed scores in math (homeschooled 20.4 vs national average 20.7 on the ACT as opposed homeschooled 535 vs national average 511 on the 1999 SAT math).^[33] However, advocates of home education and educational choice counter with an input-output theory, pointing out that home educators expend only an average of $500–$600 a year on each student, in comparison to $9,000-$10,000 for each public school student in the United States, which raises a question about whether home-educated students would be especially dominant on tests if afforded access to an equal commitment of tax-funded educational resources.^[34]

  Potential for unmonitored child abuse

While there is no specific evidence to suggest that abuse among homeschoolers is more pervasive or severe than other institutions, in Washington, D.C. increased regulation of homeschooling was enacted in response to a mother who had withdrawn her four children from public school and was subsequently charged with their murder.^[35] It was claimed that the homeschooling exemption in the District of Columbia allowed the abuse of the children to occur undetected.^[36]

  Controversies and criticism

The examples and perspective in this article deal primarily with the United States and do not represent a worldwide view of the subject. Please improve this article and discuss the issue on the talk page. (September 2010)

  Philosophical and political opposition

Opposition to homeschooling comes from many sources, including some organizations of teachers and school districts. The National Education Association, a United States teachers' union and professional association, opposes homeschooling.^[37][38] Such opponents of homeschooling give several examples of areas of concern in relation to homeschooling or its potential effects on society:

• Inadequate standards of academic quality and comprehensiveness;
• Lack of socialization with peers of different ethnic and religious backgrounds;
• The potential for development of religious or social extremism;
• Children sheltered from mainstream society, or denied opportunities such as social development;
• Potential for development of parallel societies that do not fit into standards of citizenship and the community.

Stanford University political scientist Professor Rob Reich ^[39] (not to be confused with former U.S. Secretary of Labor, Robert Reich) wrote in The Civic Perils of Homeschooling (2002) that homeschooling can potentially give students a one-sided point of view, as their parents may, even unwittingly, block or diminish all points of view but their own in teaching. He also argues that homeschooling, by reducing students' contact with peers, reduces their sense of civic engagement with their community.^[40]

Gallup polls of American voters have shown a significant change in attitude in the last twenty years, from 73% opposed to home education in 1985 to 54% opposed in 2001.^[41]

  International status and statistics

Homeschooling is legal in many countries. Countries with the most prevalent home education movements include Australia, Canada, New Zealand, the United Kingdom, and the United States. Some countries have highly regulated home education programs as an extension of the compulsory school system; others, such as Sweden and Germany,^[42] have outlawed it entirely. Brazil has a law project in process. In other countries, while not restricted by law, homeschooling is not socially acceptable or considered undesirable and is virtually non-existent.

  See also

• Education
• Homeschooling international status and statistics
• Alternative education
• Alternative school
• Alternative university
• Homeschooling in the United States
• Home education in the United Kingdom
• List of homeschooled people
• Unschooling
• Deschooling
• Family literacy
• Secular Homeschooling (magazine)
• Parenting styles
• Charlotte Mason education
• Classical education (including Trivium, Quadrivium)
• Theory of multiple intelligences
• Waldorf education
• E-learning
• Anarchistic free school
• Autodidacticism
• Democratic education
• Gifted education
• School choice
• Exceptional education
• Special education
• Montessori education
• Thomas Jefferson Education

  References

  External links

Look up homeschooling in Wiktionary, the free dictionary.

Wikisource has original text related to this article: Homeschooling

• A history of the modern homeschool movement, from the Cato Institute.
• National Home Education Research Institute NHERI produces research about homeschooling and sponsors the peer-reviewed academic journal Homeschool Researcher.
• Home Education Network of Victoria, Australia
• Home Education Foundation, New Zealand
• The National Independent Study Accreditation Council
• The Swedish Association for Home Education (Rohus)

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