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• W2994489650 abstract "Among trends in American education, homeschooling stands as one of the most complex and contentious-and least understood. Indeed, the U.S. Department of Education (USDOE) did not issue the first comprehensive estimates and analysis of the homeschool population until 2001. As the body of knowledge about homeschooling expands and the movement grows in size and political activism, policymakers at all levels (local, state, and federal) should be prepared to engage (or re-engage) several key questions and debates. Data compiled by USDOE in 1999 and 2003 (released in .2001 and 2004) provide a crucial snapshot of the size and characteristics of the homeschooling population, building on and in most cases confirming the findings of earlier, more limited research. Among USDOE'S conclusions: * The number of homeschoolers and their share of the K-12 population have increased markedly in recent years. From 1999 to 2003, the estimated number of homeschooled students in the United States increased 29 percent, from 850,000 to 1.1 million. Similarly, the share of the nation's school-age population represented by homeschoolers rose from 1.7 percent to 2.2 percent. * Homeschooled students are more likely to be White and from two-parent households where only one parent works and parents have higher educational attainment. Threequarters (75 percent) of the homeschool population in 1999 was White (non-Hispanic), compared with 65 percent of the non-homeschool population. Additionally, more than half (52 percent) of homeschoolers lived in two-parent households with one parent working, compared with 19 percent of their non-homeschool counterparts. Moreover, nearly half (47 percent) of homeschool parents in 1999 had attained a bachelor's degree or higher compared with one-third (33 percent) of non-home-school parents. * The reasons given for homeschooling vary, but settle into three primary camps-the desire to provide religious/ moral instruction, concerns over the environment of other schools, and dissatisfaction with the academic instruction of other schools.The 2003 USDOE analysis found a roughly even split between the school environment (31 percent) and religious/moral instruction (31 percent) camps, followed by the academic dissatisfaction camp (16 percent). While direct comparison cannot be made with the 1999 USDOE data, basic response patterns are consistent. As the ranks of homeschoolers have grown, so too have questions regarding the status of these students as they enter, exit, or re-enter the traditional education system. Such questions include: What are appropriate local and/or state-level requirements for assessment, record-keeping, and attendance? What college admissions and financial aid standards should be applied to these students, who lack traditional credentials? The advancement of standards-based reform and the advent of high-stakes testing in K-IZ education, as well as increased competition for seats and student aid in postsecondary education, only sharpen these questions. At the same time, a substantial homeschool advocacy movement has emerged (driven predominantly by the religious/moral instruction camp) and is actively pursuing these and other questions at the state and federal levels. * State Issues. …" @default.
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• W2994489650 date "2005-01-01" @default.
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• W2994489650 title "Homeschooling in the United States: Growth... and Growing Pains." @default.
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