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Crossroads (talk | contribs) We already removed a previous copy of this tag since the lead seems okay and more balanced now that we've added criticisms, but some sections might be worth tagging. See this discussion here, where a useful source was suggested as well: Talk:Homeschooling#Arizona_Law_Review_source |
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Critics of homeschooling argue that children may lack adequate [[socialization]] and therefore have poorer [[social skills]]. Some are also concerned that parents may be unqualified to guide and advise their children, or that abusive parents may use homeschool to isolate their children. Critics also say that a child might not encounter people of other cultures, worldviews, and socioeconomic groups if they are not enrolled in a school. Therefore, these critics believe that homeschooling cannot guarantee a comprehensive and neutral education if educational standards are not prescribed. Studies on homeschooled students typically rely on [[convenience sampling]], which may disproportionately sample the highest-achieving homeschoolers.<ref name="valiente2022">{{cite journal |last1=Valiente |first1=Carlos |last2=Spinrad |first2=Tracy L. |last3=Ray |first3=Brian D. |last4=Eisenberg |first4=Nancy |last5=Ruof |first5=Ariana |date=March 2022 |title=Homeschooling: What do we know and what do we need to learn? |url=https://srcd.onlinelibrary.wiley.com/doi/abs/10.1111/cdep.12441 |journal=Child Development Perspectives |language=en |volume=16 |issue=1 |pages=48–53 |doi=10.1111/cdep.12441 |issn=1750-8592 |access-date=22 June 2024}}</ref>{{rp|51}} Researchers have identified a need for more representative samples in studying homeschooling.<ref name=valiente2022/>{{rp|51}}
== Terminology ==
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==History==
{{See also|History of education}}{{Globalize section|date=September 2024}}[[File:Fireside Education frontispiece.jpg|thumb|Frontispiece to ''Fireside Education'', [[Samuel Griswold Goodrich|Samuel Griswold (Goodrich)]]]]
=== Early history ===
For most of history
▲For most of history and in different cultures, homeschooling was a common practice by family members and local communities.<ref name="EoDL">A. Distefano, K. E. Rudestam, R. J. Silverman (2005) [https://books.google.com/books?id=PwNPSlDHFxcC Encyclopedia of Distributed Learning] {{Webarchive|url=https://web.archive.org/web/20160101025239/https://books.google.com/books?id=PwNPSlDHFxcC&printsec=frontcover|date=2016-01-01}} (p221) {{ISBN|0-7619-2451-5}}</ref> Enlisting professional tutors was an option available only to the wealthy. Homeschooling declined in the 19th and 20th centuries with the enactment of compulsory school attendance laws. However, it continued to be practised in isolated communities. Homeschooling began a resurgence in the 1960s and 1970s with educational reformists dissatisfied with industrialized education.<ref name="EoDL"/>
Home education and apprenticeship continued to remain the main form of education until the 1830s.<ref name="History of Alternative Education">{{cite web|url=http://www.quaqua.org/utah.htm|title=History of Alternative Education in the United States|access-date=19 April 2016|archive-url=https://web.archive.org/web/20160304031714/http://www.quaqua.org/utah.htm|archive-date=4 March 2016|url-status=live}}</ref> However, in the 18th century, the majority of people in Europe lacked formal education.<ref>{{Cite EB1911|wstitle= Education |volume= 8 |last= Welton |first= James | pages = 951–989; see page 959, fourth para, last line |quote= But the total results were not great; the mass of the people in every European country remained without schooling throughout the 18th century. }}</ref> Since the early 19th century, formal classroom schooling became the most common means of schooling throughout the developed countries.<ref>{{Cite journal|last1=Cvrcek|first1=Tomas|last2=Zajicek|first2=Miroslav|date=2019-09-01|title=The rise of public schooling in nineteenth-century Imperial Austria: Who gained and who paid?|journal=Cliometrica|language=en|volume=13|issue=3|pages=367–403|doi=10.1007/s11698-018-0180-6|issn=1863-2513|doi-access=free}}</ref> As laws enforcing public school attendance proliferated, movements to resist such laws began to form.<ref name=":11" />{{Rp|pages=16-17}}
{{Globalize section|date=September 2024}}▼
=== United States ===
Resistance to laws mandating school attendance emerged as early as the end of the nineteenth century.<ref name="valiente2022" /><ref name=":11" />{{Rp|page=16}} Catholic groups in particular resisted the enforcement of Protestant ideals in public schools, as seen in the [[Philadelphia nativist riots|1844 Philadelphia nativist riots]]. The Philadelphia Roman Catholic bishop requested that Catholic schoolchildren be permitted to read the Catholic [[Douay bible]] in school rather than the Protestant [[King James Version]], which was granted. This decision fanned anti-Catholic sentiment, sparking a rumor that Catholics were attempting to remove the Bible from schools.<ref name=":11" />{{Rp|page=16}} The [[Toledo, Ohio|Toledo]] Reverend Patrick Francis Quigley was put on trial in 1891 for resisting the requirement to report the names of students at his school, which he was principal of; he argued unsuccessfully that "the state has no right to control the education of the child."<ref name=":11" />{{Rp|page=16}} Resistance to mandatory schooling was sporadic throughout the 19th century as the state undertook more responsibility in protecting the rights of children.
In the 1960s, [[Rousas John Rushdoony]] began to advocate homeschooling, which he saw as a way to combat the [[secular]] nature of the [[Public school (government-funded)|public school]] system in the United States. He vigorously attacked [[progressivism|progressive]] [[school reform]]ers such as [[Horace Mann]] and [[John Dewey]], and argued for the dismantling of the state's influence in education in three works: ''Intellectual Schizophrenia'', ''The Messianic Character of American Education'', and ''The Philosophy of the Christian Curriculum''. Rushdoony was frequently called as an expert witness by the [[Home School Legal Defense Association]] (HSLDA) in court cases. He frequently advocated the use of private schools.<ref>{{cite web|last=Edgar |first=William |title=The Passing of R. J. Rushdoony |work=[[First Things]]|access-date=2014-04-23 |date=January 2007|url=http://www.firstthings.com/article/2007/01/the-passing-of-r-j-rushdoony |url-status=dead |archive-url=https://web.archive.org/web/20140404033004/http://www.firstthings.com/article/2007/01/the-passing-of-r-j-rushdoony |archive-date=April 4, 2014 }}</ref> The HSLDA influenced changes to the legal status of homeschooling across the United States.<ref>{{cite journal |last1=Patterson |first1=Jean |last2=Gibson |first2=Ian |last3=Koenigs |first3=Andrew |last4=Maurer |first4=Michael |last5=Whitterhouse |first5=Gladys |last6=Stockton |first6=Charles |last7=Taylor |first7=Mary Jo |title=Resisting Bureaucracy: A Case Study of Home Schooling |journal=Journal of Thought |date=2007 |volume=42 |issue=3 |page=73 |jstor=jthought.42.3-4.71 |url=https://www.jstor.org/stable/jthought.42.3-4.71 |access-date=25 June 2024}}</ref>▼
In 1913 the US [[Bureau of Education]] established the Home Education Division, an organization which worked with the National Council of Mothers and Parent-Teacher Associations to provide home curriculum materials, although these were meant to supplement, not substitute, for public schooling. In the early 20th century, the headmaster of [[Baltimore]]'s [[Calvert School]], Virgil Hillyer, recognized that various students at his school were unable to attend due to ill health, and began to send out lesson plans to those students' parents. The [[Calvert method]] became a popular early home curriculum. Its advertising in periodicals such as ''[[McClure's]]'' admonished parents that the curriculum was necessary to provide a proper education.<ref name=":11" />{{Rp|pages=|page=26}} This form of homeschooling was targeted primarily at those who needed to educate their children at home due to ill health, and many of their materials were dispatched to hospitals.<ref name=":11" />{{Rp|page=26}} 1940 brought the advent of remote education by telephone.<ref name=":11" />{{Rp|page=28}}
▲In the 1960s, [[Rousas John Rushdoony]] began to advocate homeschooling, which he saw as a way to combat the increasingly [[secular]] nature of the [[Public school (government-funded)|public school]] system in the United States. He vigorously attacked [[progressivism|progressive]] [[school reform]]ers such as [[Horace Mann]] and [[John Dewey]], and argued for the dismantling of the state's influence in education in three works: ''Intellectual Schizophrenia'', ''The Messianic Character of American Education'', and ''The Philosophy of the Christian Curriculum''. Rushdoony was frequently called as an expert witness by the [[Home School Legal Defense Association]] (HSLDA) in court cases. He frequently advocated the use of private schools.<ref>{{cite web|last=Edgar |first=William |title=The Passing of R. J. Rushdoony |work=[[First Things]]|access-date=2014-04-23 |date=January 2007|url=http://www.firstthings.com/article/2007/01/the-passing-of-r-j-rushdoony |url-status=dead |archive-url=https://web.archive.org/web/20140404033004/http://www.firstthings.com/article/2007/01/the-passing-of-r-j-rushdoony |archive-date=April 4, 2014 }}</ref> The HSLDA,
Conservative [[Evangelicalism|Evangelical]] Christian parents were increasingly dissatisfied with the public school system and were the main demographic that organized to promote home education in the United States.<ref>{{cite magazine |last1=Talbot |first1=Margaret |title=The New Counterculture |url=https://www.theatlantic.com/magazine/archive/2001/11/the-new-counterculture/302341/ |website=The Atlantic |date=November 2001 |access-date=25 June 2024}}</ref> Prominent Evangelical pastor and activist [[Jerry Falwell]] expressed horror that [[sex education]] and lessons on [[evolution]] had replaced [[Engel v. Vitale|prayer and Bible study in schools]].<ref name=":11" />{{Rp|page=35}} This movement embraced research conducted by other religious parents that advocated for homeschooling such as Raymond and Dorothy Moore.<ref>{{cite journal |last1=Riley |first1=Gina |title=Differences in Competence, Autonomy, and Relatedness between Home Educated and Traditionally Educated Young Adults |journal=International Social Science Review |date=2015 |volume=90 |issue=2 |page=11 |url=https://www.jstor.org/stable/intesociscierevi.90.2.02 |access-date=25 June 2024}}</ref> Another influential figure associated with the rise of the homeschooling movement was [[John Holt (educator)|John Holt]]. Holt believed that informal education was better than compulsory education and expressed these views in his books ''How Children Fail'' and ''How Children Learn''.<ref>{{cite web |last1=Gaither |first1=Milton |title=John Holt |url=https://www.britannica.com/biography/John-Holt |website=Encyclopaedia Britannica |date=8 May 2024 |access-date=1 July 2024}}</ref> Holt advocated for [[unschooling]], where children learn without any formalized curriculum or expectations.<ref>{{cite magazine |last1=Hanes |first1=Stephanie |title=Free-range education: Why the unschooling movement is growing |url=https://www.csmonitor.com/USA/Education/2016/0214/Free-range-education-Why-the-unschooling-movement-is-growing |website=The Christian Science Monitor |access-date=1 July 2024}}</ref>▼
=== Germany ===
Homeschooling is heavily restricted in Germany. The history of public schooling dates back to the time of [[Martin Luther]], who called on the government to provide schooling to both boys and girls in ''To the Councilmen of all Cities in Germany'' (''An die Ratsherren aller Städte deutschen Landes''), so that they might read the Bible for themselves. Today, compulsory education at school is strictly enforced in Germany, and is only permitted in rare cases, such as that of serious illness. However, parents interested in alternative schooling may choose to send their children to a private, independent school.<ref>{{Cite web |last=Stock |first=Wolfgang |date=2023-04-11 |title=Column from Germany: Why homeschooling is unnecessary in Germany |url=https://cne.news/article/3843-column-from-germany-why-homeschooling-is-unnecessary-in-germany |access-date=2024-10-08 |website=Christian Network Europe |language=en}}</ref>
Homeschooling in France is permitted only in specific circumstances: for the health of the child, for intensive artistic or sports training, for itinerant families, and for those who live too far from a school. To be granted the right to homeschool, parents must have a [[baccalauréat]] or equivalent to prove they are qualified to teach. These restrictions were introduced in September 2022, known as ''loi contre le séparatisme'': a law designed to reduce "[[Islamism|Islamist]] [[separatism]]" and enforce [[Secularism in France|secularism]].<ref>{{Cite web |last=Hanks |first=Jane |date=2022-03-23 |title=How does private education and home-schooling work in France? |url=https://www.connexionfrance.com/practical/how-does-private-education-and-home-schooling-work-in-france/167766 |access-date=2024-10-08 |website=www.connexionfrance.com |language=en-GB}}</ref><ref>{{Cite web |last= |first= |date=2023-09-18 |title=France restricts rights of homeschooling children |url=https://cne.news/article/3627-france-restricts-rights-of-homeschooling-children |access-date=2024-10-08 |website=Christian Network Europe |language=en}}</ref>
=== Asia ===
▲Conservative Christian parents were increasingly dissatisfied with the public school system and were the main demographic that organized to promote home education in the United States.<ref>{{cite magazine |last1=Talbot |first1=Margaret |title=The New Counterculture |url=https://www.theatlantic.com/magazine/archive/2001/11/the-new-counterculture/302341/ |website=The Atlantic |date=November 2001 |access-date=25 June 2024}}</ref> This movement embraced research conducted by other religious parents that advocated for homeschooling such as Raymond and Dorothy Moore.<ref>{{cite journal |last1=Riley |first1=Gina |title=Differences in Competence, Autonomy, and Relatedness between Home Educated and Traditionally Educated Young Adults |journal=International Social Science Review |date=2015 |volume=90 |issue=2 |page=11 |url=https://www.jstor.org/stable/intesociscierevi.90.2.02 |access-date=25 June 2024}}</ref> Another influential figure associated with the rise of the homeschooling movement was [[John Holt (educator)|John Holt]]. Holt believed that informal education was better than compulsory education and expressed these views in his books ''How Children Fail'' and ''How Children Learn''.<ref>{{cite web |last1=Gaither |first1=Milton |title=John Holt |url=https://www.britannica.com/biography/John-Holt |website=Encyclopaedia Britannica |date=8 May 2024 |access-date=1 July 2024}}</ref> Holt advocated for [[unschooling]], where children learn without any formalized curriculum or expectations.<ref>{{cite magazine |last1=Hanes |first1=Stephanie |title=Free-range education: Why the unschooling movement is growing |url=https://www.csmonitor.com/USA/Education/2016/0214/Free-range-education-Why-the-unschooling-movement-is-growing |website=The Christian Science Monitor |access-date=1 July 2024}}</ref>
A meta-analysis of studies on homeschooling in [[Asia]] found that the majority of homeschoolers cited religion as their reason for homeschooling.<ref name=":0">{{Citation |last=Seo |first=Deokhee |title=Homeschooling in Asian Countries in Terms of Law, Tradition, and Habitus |date=2022 |work=International Handbook on Education Development in Asia-Pacific |pages=1–20 |editor-last=Lee |editor-first=Wing On |url=https://link.springer.com/referenceworkentry/10.1007/978-981-16-2327-1_4-1 |access-date=2024-10-08 |place=Singapore |publisher=Springer Nature |language=en |doi=10.1007/978-981-16-2327-1_4-1 |isbn=978-981-16-2327-1 |editor2-last=Brown |editor2-first=Phillip |editor3-last=Goodwin |editor3-first=A. Lin |editor4-last=Green |editor4-first=Andy}}</ref>
===
==Motivations==
{{See also|Motivations for unschooling}}{{Globalize section|date=September 2024|United States}}[[File: Motivations regarded most important for homeschooling.png|thumb|When homeschooling is a choice, families have different reasons for choosing it. This cake diagram shows the motivations regarded as most important for [[homeschooling in the United States]] as of 2007.<ref name="ies2007">[http://nces.ed.gov/pubs2009/2009030.pdf 1.5 Million Home-schooled Students in the United States in 2007] Issue Brief from Institute of Education Sciences, U.S. Department of Education. December 2008. NCES 2009–030</ref>|400x400px]]▼
▲[[File: Motivations regarded most important for homeschooling.png|thumb|When homeschooling is a choice, families have different reasons for choosing it. This cake diagram shows the motivations regarded as most important for [[homeschooling in the United States]] as of 2007.<ref name="ies2007">[http://nces.ed.gov/pubs2009/2009030.pdf 1.5 Million Home-schooled Students in the United States in 2007] Issue Brief from Institute of Education Sciences, U.S. Department of Education. December 2008. NCES 2009–030</ref>|400x400px]]
There are a multitude of sometimes complex reasons why parents and children choose to homeschool, some of which overlap with those for [[unschooling]] and may be very different depending on the country and (current) situation of parents and children.
In some cases, parents may homeschool their children due to necessity. Homeschooling can be a matter of consistency for families living in isolated rural locations, for those temporarily abroad, and for those who travel frequently.<ref>{{Cite news |date=2016-05-31 |title=Why The Homeschool Movement Is Growing |url=https://modernhomeschoolfamily.com/2016/05/31/why-the-homeschool-movement-is-growing/ |url-status=dead |archive-url=https://web.archive.org/web/20201108110834/https://modernhomeschoolfamily.com/2016/05/31/why-the-homeschool-movement-is-growing/ |archive-date=2020-11-08 |access-date=2020-11-01 |website=Modern Homeschool Family |language=en-US}}</ref> Many young athletes, actors, and musicians are taught at home to accommodate their training and practice schedules more conveniently. Some children also have health issues and therefore cannot attend a school regularly and are at least [[Homeschooling#Hybrid homeschooling|partially homeschooled]] or take [[distance education]] instead.<ref name="Reasons Parents Homeschool">{{Cite web |date=2013-09-11 |title=Reasons Parents Homeschool |url=http://www.responsiblehomeschooling.org/homeschooling-101/reasons-parents-homeschool/ |url-status=dead |archive-url=https://web.archive.org/web/20160504234438/http://www.responsiblehomeschooling.org/homeschooling-101/reasons-parents-homeschool/ |archive-date=2016-05-04 |access-date=2016-05-15 |website=Coalition for Responsible Home Education |language=en-US}}</ref><ref>{{Cite web |date=11 March 2017 |title=No Regrets: Homeschooling for Medical Reasons |url=https://www.setonmagazine.com/latest-articles/no-regrets-homeschooling-for-medical-reasons |access-date=2020-12-15 |language=en-US}}</ref>
Parents commonly cite two main motivations for homeschooling their children: dissatisfaction with the local schools and the interest in increased involvement with their children's learning and development. Parental dissatisfaction with available schools typically includes concerns about the school environment, the quality of academic instruction, the curriculum, bullying, racism and lack of faith in the school's ability to cater to their children's [[Special needs education|special needs]].<ref>{{Cite web | url=https://theconversation.com/record-numbers-of-children-are-now-homeschooled-but-whos-keeping-an-eye-on-the-parents-88449 | title=Record numbers of children are now homeschooled, but who's keeping an eye on the parents? | date=12 December 2017 | access-date=2018-09-28 | archive-url=https://web.archive.org/web/20181016032834/http://theconversation.com/record-numbers-of-children-are-now-homeschooled-but-whos-keeping-an-eye-on-the-parents-88449 | archive-date=2018-10-16 |url-status=live }}</ref> Some parents homeschool in order to have greater control over what and how their children are taught, to cater more adequately to an individual child's aptitudes and abilities, to provide instruction from a specific [[religious]] or and [[moral]] position, and to take advantage of the efficiency of one-to-one instruction and thus allow the child to spend more time on childhood activities, socializing, and non-academic learning.<ref name=":9"/>▼
▲Parents commonly cite two main motivations for voluntarily homeschooling their children: dissatisfaction with the local schools and the interest in increased involvement with their children's learning and development. Parental dissatisfaction with available schools typically includes concerns about the school environment, the quality of academic instruction, the curriculum, bullying, the risk of [[school shooting]]s, racism, and lack of faith in the school's ability to cater to their children's [[Special needs education|special needs]].<ref>{{Cite web | url=https://theconversation.com/record-numbers-of-children-are-now-homeschooled-but-whos-keeping-an-eye-on-the-parents-88449 | title=Record numbers of children are now homeschooled, but who's keeping an eye on the parents? | date=12 December 2017 | access-date=2018-09-28 | archive-url=https://web.archive.org/web/20181016032834/http://theconversation.com/record-numbers-of-children-are-now-homeschooled-but-whos-keeping-an-eye-on-the-parents-88449 | archive-date=2018-10-16 |url-status=live }}</ref> Some parents homeschool in order to have greater control over what and how their children are taught, to cater more adequately to an individual child's aptitudes and abilities, to provide instruction from a specific [[religious]] or and [[moral]] position, and to take advantage of the efficiency of one-to-one instruction and thus allow the child to spend more time on childhood activities, socializing, and non-academic learning.<ref name=":9">{{Cite web |date=2016-09-10 |title=10 good reasons to home school your child |url=http://www.theguardian.com/lifeandstyle/2016/sep/10/10-good-reasons-to-home-school-your-child |access-date=2020-12-15 |website=The Guardian |language=en}}</ref>
A 2023 survey of homeschooling parents in the United States found concerns about school environment, moral instruction, dissatisfaction with academics, concern about [[school shooting]]s, and bullying to be the most common reasons for homeschooling.<ref name=":1">{{Cite web |last=Meckler |first=Laura |last2=Jamison |first2=Peter |last3=Guskin |first3=Emily |last4=Clement |first4=Scott |date=2023-09-26 |title=Home schooling today is less religious and more diverse, poll finds |url=https://www.washingtonpost.com/education/2023/09/26/home-schooling-vs-public-school-poll/ |archive-url=https://archive.today/20230929164533/https://www.washingtonpost.com/education/2023/09/26/home-schooling-vs-public-school-poll/ |archive-date=2023-09-29 |access-date=2024-10-08 |website=Washington Post |language=en}}</ref> The need for [[Distance education|distance learning]] during the COVID-19 pandemic caused many parents to consider homeschooling where they might not have before.<ref>{{Cite news |date=27 February 2021 |title=Covid-19 has persuaded some parents that home-schooling is better |url=https://www.economist.com/international/2021/02/22/covid-19-has-persuaded-some-parents-that-home-schooling-is-better |access-date=2021-08-20 |newspaper=the Economist |language=en-UK}}</ref>
Another argument for homeschooling children may be the protection against physical and emotional [[School violence|violence]], [[School bullying|bullying]], exclusion, drugs, stress, sexualization, social pressures, excessive performance thoughts,{{Clarify|date=October 2024}} socialization groups or role models with negative impact and degrading treatment in school.<ref>{{Cite web |title=Homeschooling & Co. als Alternative? |url=https://www.trendyone.de/news/homeschooling-co-als-alternative |access-date=2020-08-07 |website=www.trendyone.de |language=de}}</ref><ref>{{Cite news |last=Krummenacher |first=Jörg |date=2019-09-16 |title=Aus Misstrauen gegenüber dem Staat: Immer mehr Eltern unterrichten ihre Kinder privat |url=https://www.nzz.ch/schweiz/immer-mehr-eltern-unterrichten-ihre-kinder-privat-ld.1508446 |newspaper=Neue Zürcher Zeitung |language=de}}</ref><ref>{{Cite news |last=WELT |date=2016-11-13 |title=Unschooling: Lernen ohne Schule, ohne Noten, ohne Lehrer
=== Religion ===
▲Another argument for homeschooling children may be the protection against physical and emotional [[School violence|violence]], [[School bullying|bullying]], exclusion, drugs, stress, sexualization, social pressures, excessive performance thoughts, socialization groups or role models with negative impact and degrading treatment in school.<ref>{{Cite web|title=Homeschooling & Co. als Alternative?|url=https://www.trendyone.de/news/homeschooling-co-als-alternative|access-date=2020-08-07|website=www.trendyone.de|language=de}}</ref><ref>{{Cite news|last=Krummenacher|first=Jörg|date=2019-09-16|title=Aus Misstrauen gegenüber dem Staat: Immer mehr Eltern unterrichten ihre Kinder privat|url=https://www.nzz.ch/schweiz/immer-mehr-eltern-unterrichten-ihre-kinder-privat-ld.1508446|newspaper=Neue Zürcher Zeitung|language=de}}</ref><ref>{{Cite news|last=WELT|date=2016-11-13|title=Unschooling: Lernen ohne Schule, ohne Noten, ohne Lehrer|work=DIE WELT|url=https://www.welt.de/wirtschaft/karriere/article160311421/Lernen-ohne-Schule-ohne-Noten-ohne-Lehrer.html|access-date=2020-08-07|language=de}}</ref><ref name=":7">{{Cite web|last=Weller|first=Chris|date=2018-01-21|title=Homeschooling could be the smartest way to teach kids in the 21st century — here are 5 reasons why|url=https://www.businessinsider.com/reasons-homeschooling-is-the-smartest-way-to-teach-kids-today-2018-1|access-date=2020-09-05|website=Business Insider}}</ref><ref>{{Cite web|date=2016-08-09|title=Top 5 Reasons Why Parents Homeschool Their Kids|url=https://www.calverteducation.com/should-i-homeschool/top-5-reasons-parents-homeschool-kids|access-date=2020-09-05|website=Calvert Education}}</ref><ref name="Reasons Parents Homeschool">{{Cite web|date=2013-09-11|title=Reasons Parents Homeschool|url=http://www.responsiblehomeschooling.org/homeschooling-101/reasons-parents-homeschool/|url-status=dead|archive-url=https://web.archive.org/web/20160504234438/http://www.responsiblehomeschooling.org/homeschooling-101/reasons-parents-homeschool/|archive-date=2016-05-04|access-date=2016-05-15|website=Coalition for Responsible Home Education|language=en-US}}</ref>
Some parents have objections to the secular nature of public schools and homeschool in order to give their children a religious education. Use of a religious curriculum is common among these families. Religion used to be the primary reason for homeschooling in the United States: in 2012, almost 2 of 3 homeschool parents cited religion as the primary reason for homeschooling; by 2023, the proportion dropped to just over 1 in 3.<ref name=":1" /> However, home-schooling parents tend, in general, to lean more [[Conservatism|conservative]] than the general population.<ref name=":1" />
In Asia, the majority of homeschoolers cited religion - [[Christianity]], [[Confucianism]], or [[Islam]] - as their primary reason for homeschooling.<ref name=":0" />
=== Racism ===
Some African-American families choose to homeschool as a way of increasing their children's understanding of African-American history – such as the [[Jim Crow laws]] that resulted in African Americans being prevented from reading and writing – and to limit the harm caused by the unintentional and sometimes subtle [[systemic racism]] that affects most American schools.<ref name="Anderson">{{Cite news |last=Anderson |first=Melinda D. |date=2018-05-17 |title=The Radical Self-Reliance of Black Homeschooling |url=https://www.theatlantic.com/education/archive/2018/05/black-homeschooling/560636/ |url-status=live |archive-url=https://web.archive.org/web/20180702064414/https://www.theatlantic.com/education/archive/2018/05/black-homeschooling/560636/ |archive-date=2018-07-02 |access-date=2018-07-02 |work=The Atlantic |language=en-US}}</ref> The increase of homeschooling post-COVID-19 pandemic saw the greatest increases among Black, Latino, and Asian American households. Many families cited concerns that their children, particularly boys, were perceived as threatening or violent at school due to racism, as well as the issue of school quality and funding.<ref>{{Cite news |last=Balingit |first=Moriah |last2=Rabinowitz |first2=Kate |date=2021-08-05 |title=Home schooling exploded among Black, Asian and Latino students. But it wasn’t just the pandemic. |url=https://www.washingtonpost.com/education/2021/07/27/pandemic-homeschool-black-asian-hispanic-families/ |access-date=2024-10-08 |work=Washington Post |language=en-US |issn=0190-8286}}</ref>
On the other hand, some groups promote homeschooling to enforce [[White supremacy|white supremacist]] ideals. An exposé of a [[Nazism|Nazi]] homeschooling network in [[Ohio]] with over two thousand members led to no consequences or restrictions on the group due to lax regulatory requirements in the state.<ref>{{Cite news |last=Meckler |first=Laura |date=2023-02-04 |title=Ohio officials are investigating pro-Nazi home-schoolers |url=https://www.washingtonpost.com/education/2023/02/02/ohio-officials-are-investigating-pro-nazi-home-schoolers/ |access-date=2024-10-08 |work=Washington Post |language=en-US |issn=0190-8286}}</ref>
==Teaching methods, forms and philosophies==
Line 113 ⟶ 122:
==Research on outcomes==
▲{{Globalize section|date=September 2024|United States}}
▲===General===
Research on homeschooling faces a number of challenges and limitations. The documentation and regulation of homeschooling in the United States is highly variable among states, with a minority of states administering any rigorous testing or record-keeping of homeschooled children; in eleven states, no record of homeschooled students is kept at all.<ref name=":4">{{Cite journal |last=Kunzman |first=Robert |last2=Gaither |first2=Milton |date=2013 |title=Homeschooling: A Comprehensive Survey of the Research |url=http://giftedhomeschoolers.org/wp-content/uploads/2013/04/10-219-1-PB.pdf |journal=The Journal of Educational Alternatives |volume=2 |issue=1 |pages=4–59 |archive-url=https://web.archive.org/web/20161104133705/http://giftedhomeschoolers.org/wp-content/uploads/2013/04/10-219-1-PB.pdf |archive-date=2016-11-04}}</ref> Homeschoolers as a demographic tend towards distrust of surveillance and institutions, making eliminating survey bias a challenge.<ref name=":4" /> Additionally, the majority of homeschool research in the United States is done with the support of the homeschool advocacy group, the [[Home School Legal Defense Association]] (HSLDA). A review of studies performed by prominent HSLDA-affiliated researcher Dr. Brian D. Ray found severe design limitations<ref name=":4" /> and demographic bias; nearly all subjects in his studies were [[White people|White]], [[Christians|Christian]], and from households with two [[Marriage|married]] parents who were more educated than average. Meanwhile, a 2016 federal survey of US homeschoolers found that over 40 percent of homeschoolers were not White, a majority had parents with less than a [[bachelor's degree]], and over one in five lived in poverty.<ref name=":3">{{Cite news |last=Meckler |first=Laura |date=11 December 2023 |title=How a true believer's flawed research helped legitimize home schooling |url=https://www.washingtonpost.com/education/2023/12/11/brian-ray-homeschool-student-outcomes/ |archive-url=https://archive.today/20240924210925/https://www.washingtonpost.com/education/2023/12/11/brian-ray-homeschool-student-outcomes/ |archive-date=24 September 2024 |newspaper=[[The Washington Post]]}}</ref>
As of 2022, virtually all research on homeschooling used [[convenience sampling]], with [[selection bias]] as a concern. Conclusions of research on homeschooling can be biased if only the highest-achieving homeschoolers are studied. Other common methodological problems were identified that need to be addressed in future research, such as controlling for [[confounding factor]]s such as [[socioeconomic status]] and parental involvement, incorporating data from other adults and from homeschooled children themselves and their peers rather than just the parents, and taking into account the timing and duration of homeschooling due to the fact that many families discontinue homeschooling after one or a few years.<ref name=valiente2022/>▼
In the [[United Kingdom|UK]], the government has noted that no figures are available on educational attainment for children educated at home: "This means no assessment can be made of the impact on educational attainment of being home schooled".<ref name="HoC">{{cite web |last1=Long |first1=Robert |last2=Danechi |first2=Shadi |date=2022 |title=Home education in England: Research Briefing 05108 |url=https://researchbriefings.files.parliament.uk/documents/SN05108/SN05108.pdf
▲As of 2022, virtually all research on homeschooling used [[convenience sampling]], with [[selection bias]] as a concern. Conclusions of research on homeschooling can be biased if only the highest-achieving homeschoolers are studied. Other common methodological problems were identified that need to be addressed in future research, such as controlling for [[confounding factor]]s such as [[socioeconomic status]] and parental involvement, incorporating data from other adults and from homeschooled children themselves and their peers rather than just the parents, and taking into account the timing and duration of homeschooling due to the fact that many families discontinue homeschooling after one or a few years.<ref name="valiente2022" /> Research on adults who have been homeschooled is extremely limited.<ref name=":4" />
With the studies available, a 2022 review found it was unable to offer firm conclusions because of these issues, but did not find systematic evidence of poor educational or social outcomes.<ref name="valiente2022" /> Another survey of studies related to homeschooling found that, controlling for demographic bias, homeschoolers were generally on par with non-homeschoolers, with a slight advantage in reading and writing, and a slight disadvantage in math.<ref name=":4" />
===Academic===
{{primary sources|section|date=June 2024}}
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."<ref name="hslda.org">{{cite web|url=http://www.hslda.org/docs/nche/000010/200410250.asp|title=HSLDA - Academic Statistics on Homeschooling|access-date=19 April 2016|archive-url=https://web.archive.org/web/20160421172714/http://www.hslda.org/docs/nche/000010/200410250.asp|archive-date=21 April 2016|url-status=dead}}</ref> ''Home Schooling Achievement'', a compilation of studies published by the HSLDA, supported the [[academic integrity]] of homeschooling. This booklet summarized a 1997 study by Ray and the 1999 Rudner study.<ref>{{cite web|title=Academic Achievement|url=http://www.hslda.org/docs/study/comp2001/default.asp|publisher=HSLDA|access-date=12 October 2012|archive-url=https://web.archive.org/web/20121031123231/http://www.hslda.org/docs/study/comp2001/default.asp|archive-date=31 October 2012|url-status=dead}}</ref> 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.<ref>{{cite journal|title=Achievement and Demographics of Home School Students|pages=8|journal=Education Policy Analysis Archives|volume=7|date=1999-03-23|last1=Rudner|first1=Lawrence M.|doi=10.14507/epaa.v7n8.1999|doi-access=free}}</ref> 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.<ref>{{cite web|url=http://www.hslda.org/docs/study/comp2001/default.asp|title=HSLDA - Home Schooling Achievement|access-date=19 April 2016|archive-url=https://web.archive.org/web/20160412162415/http://www.hslda.org/docs/study/comp2001/default.asp|archive-date=12 April 2016|url-status=dead}}</ref>
A survey of 11,739 homeschooled students conducted in 2008 found that, on average, the homeschooled students scored 37 percentile points above public school students on standardized achievement tests.<ref name=Ray>{{cite web|last=Ray|first=Brian|title=Progress Report 2009: Homeschool Academic Achievement and Demographics|url=http://www.hslda.org/docs/media/2009/200908100.asp|work=Survey|publisher=National Home Education Research Institute|access-date=6 January 2013|archive-url=https://web.archive.org/web/20130105090830/http://www.hslda.org/docs/media/2009/200908100.asp|archive-date=2013-01-05|url-status=dead}}</ref> This is consistent with the 1999 Rudner study. However, Rudner said that these same students in public school may have scored just as well because of the dedicated parents they had, alluding to the demographic bias which affects a large portion of homeschool-related scholarship.<ref name="Rudner Review">{{cite journal |last=Welner |first=Kariane Mari |author2=Kevin G. Welner |title=Contextualizing Homeschooling Data: A Response to Rudner |journal=Education Policy Analysis Archives: Education Policy Analysis Archives - Arizona State University |date=11 April 1999 |volume=7 |issue=13 |url=http://epaa.asu.edu/ojs/article/download/548/671 |access-date=13 September 2013 |archive-url=https://web.archive.org/web/20150112051416/http://epaa.asu.edu/ojs/article/download/548/671 |archive-date=12 January 2015 |url-status=dead }}</ref> 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.<ref name="Ray"/> Another nationwide descriptive study conducted by Ray contained students ranging from ages 5–18 and he found that homeschoolers scored in at least the 80th percentile on their tests.<ref>Ray, Brian. (2010). Academic achievement and demographic traits of homeschooled students: a nationwide study. ''Academic Leadership Live: The Online Journal'', 8(1)</ref>
In 2011, a quasi-experimental study was conducted that included homeschooled and traditional public students between the ages of 5 and 10. It was discovered that the majority of the homeschooled children achieved higher standardized scores compared to their counterparts.<ref>1. Chang- Martin, S., Gould, O., & Meuse, R. (2011). The impact of schooling on academic achievement: evidence from homeschooled and traditionally schooled students. ''Canadian Journal of Behavioural Science'', 43(3): 195–202. DOI:10.1037/a0022697</ref> 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 homeschooled children matched with children from the same socioeconomic and educational background).<ref name=Martin-Chang>{{cite journal|last=Martin-Chang|first=Sandra|author2=Gould, O.N.|author3=Meuse, R.E.|title=The impact of schooling on academic achievement: Evidence from home-schooled and traditionally-schooled students|journal=Canadian Journal of Behavioural Science|year=2011|volume=43|issue=3|pages=195–202|doi=10.1037/a0022697|url=http://crdh.concordia.ca/researchers/Sandra_Martin-Chang.html|access-date=7 January 2013|archive-url=https://web.archive.org/web/20130212220421/http://crdh.concordia.ca/researchers/Sandra_Martin-Chang.html|archive-date=12 February 2013|url-status=dead}}</ref>
Studies have also examined the impact of homeschooling on students' [[GPA]]s. Cogan (2010) found that homeschooled students had higher high school GPAs (3.74) and transfer GPAs (3.65) than conventional students.<ref>Cogan, F. (2010). Exploring academic outcomes of homeschooled students. ''Journal of College Admission'', 208, 18–25</ref> Snyder (2013) provided corroborating evidence that homeschoolers were outperforming their peers in the areas of standardized tests and overall GPAs.<ref>Snyder, Marc. (2013). An evaluative study of the academic achievement of homeschooled students versus traditionally schooled students attending a Catholic university. ''Catholic Education: A Journal of Inquiry and Practice March'', 16, 288–308</ref>
==== Parental involvement ====
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.<ref name="Chang- Martin 2011">Chang- Martin, S., Gould, O., & Meuse, R. (2011). The impact of schooling on academic achievement: evidence from homeschooled and traditionally schooled students. ''Canadian Journal of Behavioural Science'', 43(3): 195–202. DOI:10.1037/a0022697</ref> 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.<ref name="Chang- Martin 2011" /> A study conducted by Ray in 2010 indicates that the higher the level of parents' income, the more likely the homeschooled child is able to achieve academic success, which is in alignment with the correlation between income and achievement for students at conventional schools.<ref>Ray, Brian. (2010). Academic achievement and demographic traits of homeschool students: a nationwide study. ''Academic Leadership Live: The Online Journal'', 8(1).</ref> A study in which parents had an average of 13 years of schooling found that homeschooling for longer periods was correlated with lower test scores, which was attributed to the relatively lower educational status of the parents in the sample group; meanwhile, in studies with highly educated parents, homeschooling for longer periods of time, on average, had no effect, positive or negative.<ref name=":4" />
Overall, when controlling for parental education, homeschooling generally has little or no effect on educational outcomes for students.<ref name=":4" />
Some homeschoolers averaged higher scores on these college entrance tests in South Carolina.<ref>Homeschool Legal Defense Association. "Academic Statistics on Homeschooling." [http://www.hslda.org/docs/nche/000010/200410250.asp Hslda.org] {{Webarchive|url=https://web.archive.org/web/20050409185326/http://www.hslda.org/docs/nche/000010/200410250.asp |date=2005-04-09 }}</ref> Other scores (1999 data) 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).<ref>{{Cite news|url=http://www.oakmeadow.com/resources/articles/WSJArticle.htm|title=Home-Schooled Kids Defy Stereotypes, Ace SAT Test|date=11 February 2000|work=The Wall Street Journal|author=Daniel Golden|url-status=dead|archive-url=https://web.archive.org/web/20100118013315/http://www.oakmeadow.com/resources/articles/WSJArticle.htm|archive-date=January 18, 2010}}</ref> According to a study done on the homeschool movement,<ref>{{cite book|last=Stevens|first=Mitchell L.|title=Kingdom of Children: Culture and Controversy in the Homeschooling Movement|date=2001|publisher=Princeton University Press|isbn=9780691114682|url=http://press.princeton.edu/chapters/i7135.pdf|access-date=2014-04-28|archive-url=https://web.archive.org/web/20150824100346/http://press.princeton.edu/chapters/i7135.pdf|archive-date=2015-08-24|url-status=dead}}</ref> homeschoolers often achieve academic success and admission into elite universities. According to the National Home Education Research Institute president, Brian Ray, socialization is not a problem for homeschooling children, many of whom are involved in community sports, volunteer activities, book groups, or homeschool co-ops.<ref>{{cite journal|last=Sizer|first=Bridget Bentz|title=Socialization: Tackling Homeschooling's "S" word|journal=Pbsparents}}</ref>▼
==== "Math gap" ====
A survey of educational outcomes for homeschool students found that homeschoolers consistently scored below the average in math, but above the average in reading and writing. The exact cause of this is not known, but researchers speculated that this was due to the nature of curricula, which often consisted of being read to or self-directed reading, and a lack of parental training in math.<ref name=":4" /><ref name=":8">{{Cite web |last=Coleman |first=Rachel |date=2014-09-02 |title=The Homeschool Math Gap: The Data |url=https://responsiblehomeschooling.org/the-homeschool-math-gap/ |access-date=2024-10-08 |website=Coalition for Responsible Home Education |language=en-US}}</ref> This gap in competency has also been suggested as a reason why homeschoolers are less likely to pursue higher education.<ref name=":8" />
==== Higher education ====
▲In the UK, the government has noted that no figures are available on educational attainment for children educated at home: "This means no assessment can be made of the impact on educational attainment of being home schooled".<ref name="HoC">{{cite web |last1=Long |first1=Robert |last2=Danechi |first2=Shadi |title=Home education in England: Research Briefing 05108 |url=https://researchbriefings.files.parliament.uk/documents/SN05108/SN05108.pdf |publisher=House of Commons |access-date=28 November 2022 |date=2022}}</ref> There is some evidence from 2009 that home-educated children in the UK are more likely to be [[NEET]], Not in Employment, Education or Training, at age 16 to 18.<ref name="HoC"/>
Looking beyond high school, a study by the 1990 National Home Education Research Institute (as cited by Wichers, 2001) found that at least 33% of homeschooled students attended a four-year college, and 17% attended a two-year college (with the national average being 40% and 20%, respectively).<ref name=":8" /> This same study examined the students after one year, finding that 17% pursued higher education.<ref>Wichers, M. (2001). Homeschooling: adventitious or detrimental for proficiency in higher education. ''Education'', 122, 145–150</ref> A study by the [[Kentucky]] Office Of Education Accountability found that homeschooled students attended college or university within Kentucky at less than half the rate of other Kentucky high school graduates, with the academic outcomes of other homeschooled students being unknown.<ref>{{Cite web |last=Kentucky Office of Education Accountability |title=Homeschooling in Kentucky |url=https://apps.legislature.ky.gov/lrc/publications/ResearchReports/RR454.pdf}}</ref>
▲Although educational outcomes of homeschoolers are difficult to track, especially where homeschooled students are not required to be registered, home-schoolers tend to take standardized college admission tests such as the [[SAT]] at a disproportionately low rate, suggesting they may be underrepresented in higher education.<ref name=":8" /> Some homeschoolers averaged higher scores on
For those homeschoolers who do pursue higher education, their GPA tends to be higher.<ref name=":8" /> A limited amount of data exists that homeschoolers in college were much less likely than their peers to pursue degrees in [[Science, technology, engineering, and mathematics|STEM]] topics, and more likely to pursue creative degrees, which may be attributed to the "math gap" discussed above.<ref name=":8" />
There is some evidence from 2009 that home-educated children in the UK are more likely to be [[NEET]], Not in Employment, Education or Training, at age 16 to 18.<ref name="HoC" />
===Social===
{{primary sources|section|date=June 2024}}
Due to its qualitative nature and reliance on parental or self-assessment, the social outcomes of homeschooling are challenging to determine, despite being a major criticism of homeschooling as a phenomenon.<ref name=":4" />
Using the Piers-Harris Children's Self-Concept Scale, John Taylor later found that, "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."<ref name="Taylor">Self-Concept in home-schooling children, John Wesley Taylor V, Ph.D., Andrews University, Berrien Springs, MI</ref> He further stated that "the self-concept of home-schooling children is significantly higher statistically than that of children attending conventional school. This has implications in the areas of academic achievement and socialization which 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 favours homeschoolers.<ref name="Taylor"/> ▼
▲Using the Piers-Harris Children's Self-Concept Scale, John Taylor later found that, "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."<ref name="Taylor">Self-Concept in home-schooling children, John Wesley Taylor V, Ph.D., Andrews University, Berrien Springs, MI</ref> He further stated that "the self-concept of home-schooling children is significantly higher statistically than that of children attending conventional school. This has implications in the areas of academic achievement and socialization which 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 favours homeschoolers.<ref name="Taylor" /> Richard G. Medlin, Ph.D.'s research found that homeschooled children have better social skills than children attending traditional schools.<ref>{{Cite web |title=Archived copy |url=https://files.eric.ed.gov/fulltext/ED573486.pdf |url-status=dead |archive-url=https://web.archive.org/web/20190605215031/https://files.eric.ed.gov/fulltext/ED573486.pdf |archive-date=2019-06-05 |access-date=2020-04-03}}</ref> A study of the social connections of homeschooled children found that homeschoolers had an equal number of social connections as their peers, but that those connections had a larger range of ages.<ref name=":4" /> A review of studies on the topic found that while homeschoolers were slightly more likely to report feelings of social isolation and be less peer-oriented, this may have fostered a greater sense of independence and self-determination as well.<ref name=":4" />
Homeschooled youth are less likely to use and abuse illicit substances and are more likely to disapprove of using alcohol and marijuana.<ref>{{Cite journal |last1=Vaughn |first1=Michael G. |last2=Salas-Wright |first2=Christopher P. |last3=Kremer |first3=Kristen P. |last4=Maynard |first4=Brandy R. |last5=Roberts |first5=Greg |last6=Vaughn |first6=Sharon |year=2015 |title=Are homeschooled adolescents less likely to use alcohol, tobacco, and other drugs? |journal=Drug and Alcohol Dependence |volume=155 |pages=97–104 |doi=10.1016/j.drugalcdep.2015.08.010 |pmc=4652803 |pmid=26338482}}</ref> ▼
▲Homeschooled youth are less likely to use
Although a large proportion of parents cited religion as their primary reason for homeschooling, a 2008 survey found that homeschooling had no effect on the religious behavior or affiliation of children, with parents holding the same degree of influence over their children regardless of their schooling method.<ref name=":4" />
Homeschooled students are more likely to vote than average, and homeschooled families were found to be more politically involved than those who did not homeschool.<ref name=":4" />
===Child abuse and neglect===
{{primary sources|section|date=June 2024}}
Some studies suggest homeschooled children are less likely to experience [[
After the death by abuse of homeschooled [[Autism|autistic]] teen Matthew Tirado, a Connecticut study was done to investigate the prevalence of neglect and abuse among homeschooled families. It found that 38% of children withdrawn from school to be homeschooled lived in families with one or more reports of abuse or neglect to the Department of Children and Families.<ref>{{Cite web |last=Office of the Child Advocate of the State of Connecticut |date=26 April 2018 |title=Examining Connecticut's Safety Net for Children Withdrawn from School for the Purpose of Homeschooling—Supplemental Investigation To OCA's December 12 2017 Report Regarding the Death of Matthew Tirado |url=https://portal.ct.gov/-/media/oca/ocamemohomeschooling4252018pdf.pdf |website=State of Connecticut}}</ref> In 1990, homeschool lobbyists defeated a proposed [[Florida]] law which would have required parents to be run against a [[Sex offender registry|child abuse registry]] before being allowed to homeschool their children.<ref>{{Cite news |last=Goldberg |first=Michelle |date=2013-09-20 |title=The Sinister Side of Homeschooling |url=https://www.thedailybeast.com/the-sinister-side-of-homeschooling |access-date=2024-09-30 |work=The Daily Beast |language=en}}</ref> In the United States, only two states
=== Adulthood ===
▲After the death by abuse of homeschooled [[Autism|autistic]] teen Matthew Tirado, a Connecticut study was done to investigate the prevalence of neglect and abuse among homeschooled families. It found that 38% of children withdrawn from school to be homeschooled lived in families with one or more reports of abuse or neglect to the Department of Children and Families.<ref>{{Cite web |last=Office of the Child Advocate of the State of Connecticut |date=26 April 2018 |title=Examining Connecticut's Safety Net for Children Withdrawn from School for the Purpose of Homeschooling—Supplemental Investigation To OCA's December 12 2017 Report Regarding the Death of Matthew Tirado |url=https://portal.ct.gov/-/media/oca/ocamemohomeschooling4252018pdf.pdf |website=State of Connecticut}}</ref> In 1990, homeschool lobbyists defeated a proposed [[Florida]] law which would have required parents to be run against a [[Sex offender registry|child abuse registry]] before being allowed to homeschool their children.<ref>{{Cite news |last=Goldberg |first=Michelle |date=2013-09-20 |title=The Sinister Side of Homeschooling |url=https://www.thedailybeast.com/the-sinister-side-of-homeschooling |access-date=2024-09-30 |work=The Daily Beast |language=en}}</ref> In the United States, only two states ([[Pennsylvania]] and [[Arkansas]]) prevent convicted child abusers and sex offenders from homeschooling.
Research on the long-term outcomes of homeschooled adults is severely lacking. An HSLDA survey, distributed by [[Evangelical christian|Evangelical Christian]] homeschooling networks, found extremely positive outcomes for homeschooled adults. However, a random survey of religious young adults found that those who were homeschooled got married younger, had fewer children, and divorced more frequently other religious adults, controlled for background variables. The homeschool cohort reported lower SAT scores, less time in college, and higher rates of feeling helplessness about life and lack of direction.<ref name=":4" />
==Legality and prevalence==
Line 157 ⟶ 186:
Critics of homeschooling point to methodological problems with the studies on homeschooling that have been done, which are typically based on non-representative convenience samples.<ref name=valiente2022/>
Some organizations of teachers and school districts resist homeschooling. The [[National Education Association]], a United States [[labor union|teachers' union]] and [[professional association]], has asserted that teachers should be licensed and that state-approved curricula should be used.<ref>{{cite web |last=Lines |first=Patricia M. |title=Homeschooling |url=http://www.kidsource.com/kidsource/content2/homeschooling.k12.3.html |publisher=Kidsource |url-status=bot: unknown |access-date=13 September 2013 |archive-url=https://web.archive.org/web/20160101025239/http://www.kidsource.com/kidsource/content2/homeschooling.k12.3.html |archive-date=1 January 2016}}</ref><ref>{{cite web|last1=Lips|first1=Dan|last2=Feinberg|first2=Evan|title=Homeschooling: A Growing Option in American Education|url=http://www.heritage.org/research/reports/2008/04/homeschooling-a-growing-option-in-american-education|publisher=Heritage Foundation|date=2008-04-03|url-status=bot: unknown|access-date=13 September 2013|archive-url=https://web.archive.org/web/20130806091432/http://www.heritage.org/research/reports/2008/04/homeschooling-a-growing-option-in-american-education|archive-date=6 August 2013}}</ref> [[Elizabeth Bartholet]], a [[Harvard University]] professor of law and faculty director of the Law School's Child Advocacy Program, recommended a ban on home education in 2019, calling it a risky practice.<ref name="EB">{{cite news |last1=O'Donnell |first1=Erin |date=May 2020 |title=The Risks of Homeschooling |url=https://www.harvardmagazine.com/2020/05/right-now-risks-homeschooling |access-date=January 1, 2022}}</ref>
Gallup polls of American voters showed a significant change in attitude from 1985 to 2001, with respondents going from 73% opposed to homeschooling to 54% opposed.<ref>{{cite web |title=ERIC/CEM - School Choice Discussion |url=http://eric.uoregon.edu/trends_issues/choice/home_schooling.html |archive-url=https://web.archive.org/web/20071114144844/http://eric.uoregon.edu/trends_issues/choice/home_schooling.html |archive-date=14 November 2007 |access-date=19 April 2016}}</ref><ref>{{cite journal |last=Rose |first=Lowell C. |author2=Alec M. Gallup |author3=Stanley M. Elam |date=1997 |title=The 29th Annual Phi Delta Kappa/Gallup Poll of the Public's Attitudes Toward the Public Schools |journal=Phi Delta Kappan |series=1 |volume=79 |pages=41–56}}</ref> In 1988, when asked whether parents should have a right to choose homeschooling, 53 percent thought that they should, as revealed by another poll.<ref>{{cite journal |last=Gallup |first=Alec M. |author2=Elam M. Stanley |date=1988 |title=The 20th Annual Gallup Poll of the Public's Attitudes Toward the Public Schools |journal=Phi Delta Kappan |volume=70 |issue=1 |pages=33–46}}</ref>
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