United State
Statistically, the typical American homeschooling parents are white, married, home educate their children primarily for religious or moral reasons, and are almost twice as likely to be Evangelical than the national average. They have three or more children, and it is the mother that typically stays at home.
Atypical homeschools may even be found in single parent homes, also known as single parent homeschooling. According to the peer review journal Education Policy Analysis, based on the findings of the National Household Education Survey, of the National Center of Educational Statistics, as early as 1994, 11% of United States homeschools were being led by a single parent, and by 1999, 20.6% were so being led. However, this phenomenon seems to be flying under the radar as the movement does not seem to have significant advocacy from any national agency or organization and the statistics tracking single parent homeschools have currently not yet been posted on the websites of the DOE, the NHERI,or The Barna Group.
There is online advocacy at The Single Parent Home School Website. website sponsored by Morningstar Educational Network and The Work at Home Professional Website.
According to United States Department of Education report NCES 2003-42, "Homeschooling in the United States: 2003", there was an increase in homeschooled students in the U.S. from 850,000 students in 1999 (1.7 percent of the total student population) to 1.1 million students in 2003 (2.2 percent of the total student population).
According to an unsourced National Home Education Research Institute statement, an estimated 1.9 to 2.4 million children were home educated during 2005-2006.
During this time, homeschooling rates increased among students whose parents have high school or lower education, from 2.0 to 2.7 percent among White students; 1.6 to 2.4 percent among student in grades 6-8; and 0.7 to 1.4 percent among students with only one parent.
Race and ethnicity ratios remained "fairly consistent", with 2.7 percent of White students homeschooling, 1.3 percent of Black students, and 0.7 percent of Hispanic students.
As in 1999, rates were highest in families with three or more children (3.1 percent), and higher in families with two children (1.5 percent) than only one child (1.4 percent). There were more homeschool students from families with two parents (2.5 percent) than only one parent (1.5 percent), and students from two parent families where only one parent worked were more than twice as likely to be homeschooled (5.6 percent).
According to a 2000-2001 Barna survey, 41 percent of homeschoolers are White, 29.5 percent are Black and 29.5 percent Asian. (These figures, if true, would be significant, since Whites make up 81.7 percent of the U.S. population, Blacks 12.9 percent, and Asians 4.2 percent). The study indicated that home school parents are 39 percent less likely to be college graduates, 21 percent more likely to be married, 28 percent less likely to have experienced a divorce, and that the household income is 10% below the national average. Barna found that homeschoolers in the U.S. live predominantly in the Mid-Atlantic, the South-Atlantic, and the Pacific states. It found that homeschoolers are almost twice as likely to be evangelical as the national average (15 percent vs 8 percent), and that 91 percent describe themselves as Christian, although only 49 percent can be classified as "born again Christians." It found they were five times more likely to describe themselves as "mostly conservative" on political matters than as "mostly liberal," although only about 37 percent chose "mostly conservative", and were "notably" more likely than the national average to have high view of the Bible and hold orthodox Christian beliefs.
Saturday, December 29, 2007
Sunday, December 23, 2007
Raymond & Dorothy Moore
Almost simultaneously, in the late 1960s and early 1970s, 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, particularly boys (due to their lag in maturity). 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.[8] 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.
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 into schools, and could neither be replaced nor afterward corrected in an institutional setting.[8] 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."
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, Home School Burnout, and others.
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.
They asserted that formal schooling before ages 8–12 not only lacked the anticipated effectiveness, but was actually harmful to children, particularly boys (due to their lag in maturity). 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.[8] 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.
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 into schools, and could neither be replaced nor afterward corrected in an institutional setting.[8] 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."
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, Home School Burnout, and others.
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.
Friday, December 21, 2007
Beginning of the modern homeschool movement
John Hol
In 1964 John Caldwell Holt published his first work, How Children Fail. A teacher, and an observer of children and education, Holt asserted that the academic failure of schoolchildren was not in spite of the efforts of the schools, but actually because of the schools. Not surprisingly, How Children Fail ignited a firestorm of controversy. Holt was catapulted into American popular culture to the extent that he made appearances on major TV talk shows, wrote book reviews for Life magazine, and was a guest on the To Tell The Truth TV game show. 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. Such claims fail to account for the success of many schools, nor allow for the fact that diverse public and private schools in the US have a wide variety of teaching methods and philosophies.
In neither book had he 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.
Leaving teaching to publicize his ideas about education full time, he encountered books by other authors questioning the premises and efficacy of compulsory schooling, like Deschooling Society by Ivan Illich, 1970, and No More Public School by Harold Bennet, 1972 (which went so far as to offer advice to parents on how to keep their children out of school illegally). Then, in 1976, he 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.
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 a magazine dedicated to home education: Growing Without Schooling.
A former WWII submariner, with no professional training in education, Holt's philosophy was simple: "... the human animal is a learning animal; we like to learn; we are good at it; we don't need to be shown how or made to do it. What kills the processes are the people interfering with it or trying to regulate it or control it." It was no great leap from there to arrive at homeschooling, and Holt later said, in 1980, "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."
Holt actually wrote only one book about homeschooling, Teach Your Own, 1981, and continued to hope for more expansive reform within education until his death in 1985.
In 1964 John Caldwell Holt published his first work, How Children Fail. A teacher, and an observer of children and education, Holt asserted that the academic failure of schoolchildren was not in spite of the efforts of the schools, but actually because of the schools. Not surprisingly, How Children Fail ignited a firestorm of controversy. Holt was catapulted into American popular culture to the extent that he made appearances on major TV talk shows, wrote book reviews for Life magazine, and was a guest on the To Tell The Truth TV game show. 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. Such claims fail to account for the success of many schools, nor allow for the fact that diverse public and private schools in the US have a wide variety of teaching methods and philosophies.
In neither book had he 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.
Leaving teaching to publicize his ideas about education full time, he encountered books by other authors questioning the premises and efficacy of compulsory schooling, like Deschooling Society by Ivan Illich, 1970, and No More Public School by Harold Bennet, 1972 (which went so far as to offer advice to parents on how to keep their children out of school illegally). Then, in 1976, he 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.
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 a magazine dedicated to home education: Growing Without Schooling.
A former WWII submariner, with no professional training in education, Holt's philosophy was simple: "... the human animal is a learning animal; we like to learn; we are good at it; we don't need to be shown how or made to do it. What kills the processes are the people interfering with it or trying to regulate it or control it." It was no great leap from there to arrive at homeschooling, and Holt later said, in 1980, "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."
Holt actually wrote only one book about homeschooling, Teach Your Own, 1981, and continued to hope for more expansive reform within education until his death in 1985.
Monday, December 17, 2007
Home Schooling in the United States
Public schools were gradually introduced into the United States during the course of the 19th Century. The first state to issue a compulsory education law was Massachusetts, in 1789, but not until 1852 did the state establish a "true comprehensive statewide, modern system of compulsory schooling."
Prior to the introduction of public schools, many children were educated in private schools or in the home. During this period illiteracy was common and many children were never properly educated. It was common for literate parents to use books dedicated to educating children such as Fireside Education, Griswold, 1828, Warren Burton's Helps to Education in the Homes of Our Country, 1863, and the popular McGuffey Readers, sometimes bolstered by local or itinerant teachers, as means and opportunity allowed. In contrast, Raymond Moore asserted that the United States was at the height of its national literacy under this informal system of tutelage.
After the establishment of the Massachusetts system, other states and localities gradually began to provide public schools and to make attendance mandatory. In 1912 A.A. Berle of Tufts University, (not to be confused with the Adolf Berle who was a delegate to the Paris Peace Conference) asserted in his book The School in Your Home that the previous 20 years of mass education had been a failure and that he had been asked by hundreds of parents how they could teach their children at home.
Prior to the introduction of public schools, many children were educated in private schools or in the home. During this period illiteracy was common and many children were never properly educated. It was common for literate parents to use books dedicated to educating children such as Fireside Education, Griswold, 1828, Warren Burton's Helps to Education in the Homes of Our Country, 1863, and the popular McGuffey Readers, sometimes bolstered by local or itinerant teachers, as means and opportunity allowed. In contrast, Raymond Moore asserted that the United States was at the height of its national literacy under this informal system of tutelage.
After the establishment of the Massachusetts system, other states and localities gradually began to provide public schools and to make attendance mandatory. In 1912 A.A. Berle of Tufts University, (not to be confused with the Adolf Berle who was a delegate to the Paris Peace Conference) asserted in his book The School in Your Home that the previous 20 years of mass education had been a failure and that he had been asked by hundreds of parents how they could teach their children at home.
Thursday, December 13, 2007
Homeschooling
Homeschooling – also called home education or home school – is the education of children at home, typically by parents or guardians, rather than in a public or private school. Prior to the introduction of compulsory school attendance laws, most childhood education occurred within the family or community, with only a small portion of the population attending schools or employing tutors. Currently, the great majority of children in developed nations receive their formal education in public and private schools.
In many places homeschooling is a legal option for parents who wish to provide their children with a different learning environment than exists in nearby schools. Many of these families make this choice on religious grounds. It is also an alternative for families living in isolated rural locations and those who choose, for practical or personal reasons, not to comply with school regulations.
Homeschooling may 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. A curriculum-free philosophy of homeschooling may be called unschooling, a term coined in 1977 by American educator John Holt in his magazine Growing Without Schooling.
In many places homeschooling is a legal option for parents who wish to provide their children with a different learning environment than exists in nearby schools. Many of these families make this choice on religious grounds. It is also an alternative for families living in isolated rural locations and those who choose, for practical or personal reasons, not to comply with school regulations.
Homeschooling may 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. A curriculum-free philosophy of homeschooling may be called unschooling, a term coined in 1977 by American educator John Holt in his magazine Growing Without Schooling.
Tuesday, December 4, 2007
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