PARENTS' RATIONALE FOR HOMESCHOOLING: A QUALITATIVE STUDY
by
Joanne Brown
Submitted in Partial Fulfillment ofthe Requirements
for the Degree of
Master ofScience in Education
in the
Master Teacher--Secondary Education
Human Ecology
Program
YOUNGSTOWN STATE UNIVERSITY
March,1997
Copyright 1997 Joanne Brown
PARENTS' RATIONALE FOR HOMESCHOOLING: A QUALITATIVE STUDY
by
Joanne Brown
Submitted in Partial Fulfillment ofthe Requirements
for the Degree of
Master ofScience in Education
in the
Master Teacher--Secondary Education
Human Ecology
Program
YOUNGSTOWN STATE UNIVERSITY
March,1997
Copyright 1997 Joanne Brown
PARENTS' RATIONALE FOR HOMESCHOOLING: A QUALITATIVE STUDY
by
Joanne Brown
Submitted in Partial Fulfillment ofthe Requirements
for the Degree of
Master ofScience in Education
in the
Master Teacher--Secondary Education
Human Ecology
Program
YOUNGSTOWN STATE UNIVERSITY
March,1997
Copyright 1997 Joanne Brown
PARENTS' RATIONALE FOR HOME SCHOOLING: A QUALITATIVE STUDY
Joanne Brown
I hereby release this thesis to the public. I understand this thesis will be housed at the
Circulation Desk ofthe University library and will be available for public access. I also
authorize the University or other individuals to make copies ofthis thesis as needed for
scholarly research.
Signature:
Student
Approvals:
~ a AQu4M:tteeMember
e.SU~Wl rh{\\o....... 'tl\ttl\cL ,\~ tm
Committee Member Date
?()~ .,~ /'11' ;/ .~,~ () pili r'!r?J;,
Co . Member 1
PARENTS' RATIONALE FOR HOME SCHOOLING: A QUALITATIVE STUDY
Joanne Brown
I hereby release this thesis to the public. I understand this thesis will be housed at the
Circulation Desk ofthe University library and will be available for public access. I also
authorize the University or other individuals to make copies ofthis thesis as needed for
scholarly research.
Signature:
Student
Approvals:
~ a AQu4M:tteeMember
e.SU~Wl rh{\\o....... 'tl\ttl\cL ,\~ tm
Committee Member Date
?()~ .,~ /'11' ;/ .~,~ () pili r'!r?J;,
Co . Member 1
PARENTS' RATIONALE FOR HOME SCHOOLING: A QUALITATIVE STUDY
Joanne Brown
I hereby release this thesis to the public. I understand this thesis will be housed at the
Circulation Desk ofthe University library and will be available for public access. I also
authorize the University or other individuals to make copies ofthis thesis as needed for
scholarly research.
Signature:
Student
Approvals:
~ a AQu4M:tteeMember
e.SU~Wl rh{\\o....... 'tl\ttl\cL ,\~ tm
Committee Member Date
?()~ .,~ /'11' ;/ .~,~ () pili r'!r?J;,
Co . Member 1
ABSTRACT
Following an introduction ofthe historical background ofhomeschooling,
including categories ofhomeschoolers and issues related to homeschooling, this qualitative
study focused on reasons parents chose to homeschool. Rationale for homeschooling
varied widely, but frequent responses among homeschooling parents that emerged
pertained to such categories as: family related issues--with family togetherness as the most
frequently mentioned reason to homeschool; parental rights--including religious reasons;
traditional school environment which cited school violence as a major concern; curricula,
varied child-led learning experiences with an emphasis on child-centered learning, and
socialization ofthe child.
The methodology chosen to conduct this study was a one-page, self-administered
survey instrument. Questionnaires were distributed through three mediums: on-line e-mail,
support group meetings, and as an addendum to a mailed newsletter. Responses to a group
of survey questions established current demographic profiles of homeschoolers, while
replies to open-ended questions provided information related to homeschooling rationale.
Consistent with previous research on homeschoolers, the themes that emerged were love
and concern for the well-being ofthe homeschooled child. This study revealed that
homeschooling parents were committed to the education oftheir children and viewed
schooling as a priority ofparenting.
A major contribution to this study was the use ofcomputer technology as a means
ofdata collection. On-line e-mail capabilities offered the possibility ofworld-wide
participation, rapidity ofdata collection, and convenience while maintaining minimal
expense to the researcher. In addition, communication was established with a segment of
the homeschooling community which would have otherwise been out ofthe realm ofthis
study.
111
ABSTRACT
Following an introduction ofthe historical background ofhomeschooling,
including categories ofhomeschoolers and issues related to homeschooling, this qualitative
study focused on reasons parents chose to homeschool. Rationale for homeschooling
varied widely, but frequent responses among homeschooling parents that emerged
pertained to such categories as: family related issues--with family togetherness as the most
frequently mentioned reason to homeschool; parental rights--including religious reasons;
traditional school environment which cited school violence as a major concern; curricula,
varied child-led learning experiences with an emphasis on child-centered learning, and
socialization ofthe child.
The methodology chosen to conduct this study was a one-page, self-administered
survey instrument. Questionnaires were distributed through three mediums: on-line e-mail,
support group meetings, and as an addendum to a mailed newsletter. Responses to a group
of survey questions established current demographic profiles of homeschoolers, while
replies to open-ended questions provided information related to homeschooling rationale.
Consistent with previous research on homeschoolers, the themes that emerged were love
and concern for the well-being ofthe homeschooled child. This study revealed that
homeschooling parents were committed to the education oftheir children and viewed
schooling as a priority ofparenting.
A major contribution to this study was the use ofcomputer technology as a means
ofdata collection. On-line e-mail capabilities offered the possibility ofworld-wide
participation, rapidity ofdata collection, and convenience while maintaining minimal
expense to the researcher. In addition, communication was established with a segment of
the homeschooling community which would have otherwise been out ofthe realm ofthis
study.
111
ABSTRACT
Following an introduction ofthe historical background ofhomeschooling,
including categories ofhomeschoolers and issues related to homeschooling, this qualitative
study focused on reasons parents chose to homeschool. Rationale for homeschooling
varied widely, but frequent responses among homeschooling parents that emerged
pertained to such categories as: family related issues--with family togetherness as the most
frequently mentioned reason to homeschool; parental rights--including religious reasons;
traditional school environment which cited school violence as a major concern; curricula,
varied child-led learning experiences with an emphasis on child-centered learning, and
socialization ofthe child.
The methodology chosen to conduct this study was a one-page, self-administered
survey instrument. Questionnaires were distributed through three mediums: on-line e-mail,
support group meetings, and as an addendum to a mailed newsletter. Responses to a group
of survey questions established current demographic profiles of homeschoolers, while
replies to open-ended questions provided information related to homeschooling rationale.
Consistent with previous research on homeschoolers, the themes that emerged were love
and concern for the well-being ofthe homeschooled child. This study revealed that
homeschooling parents were committed to the education oftheir children and viewed
schooling as a priority ofparenting.
A major contribution to this study was the use ofcomputer technology as a means
ofdata collection. On-line e-mail capabilities offered the possibility ofworld-wide
participation, rapidity ofdata collection, and convenience while maintaining minimal
expense to the researcher. In addition, communication was established with a segment of
the homeschooling community which would have otherwise been out ofthe realm ofthis
study.
111
DEDICATION
I dedicate this thesis to my mother and father, John and Rose Toth, who were
ahead oftheir time in supporting formal education for women. They viewed higher
education as a way out ofpoverty and a woman's door to independence. This thesis and
degree represent the fulfillment of a promise I made to them in 1964. Mom and Dad were
two ofthe most learned people that I have had the privilege ofknowing, and I will always
be grateful to them for their love, support, and encouragement which was ever present in
my life.
IV
DEDICATION
I dedicate this thesis to my mother and father, John and Rose Toth, who were
ahead oftheir time in supporting formal education for women. They viewed higher
education as a way out ofpoverty and a woman's door to independence. This thesis and
degree represent the fulfillment of a promise I made to them in 1964. Mom and Dad were
two ofthe most learned people that I have had the privilege ofknowing, and I will always
be grateful to them for their love, support, and encouragement which was ever present in
my life.
IV
DEDICATION
I dedicate this thesis to my mother and father, John and Rose Toth, who were
ahead oftheir time in supporting formal education for women. They viewed higher
education as a way out ofpoverty and a woman's door to independence. This thesis and
degree represent the fulfillment of a promise I made to them in 1964. Mom and Dad were
two ofthe most learned people that I have had the privilege ofknowing, and I will always
be grateful to them for their love, support, and encouragement which was ever present in
my life.
IV
ACKNOWLEDGMENTS
I am very grateful to my thesis committee members, Denise DaRos, Susan deBlois,
and Donna McNierney, for their wonderful guidance and support. Their suggestions and
comments kept me focused throughout my writing. To my advisor, Louise Pavia, I offer
my heartfelt thanks and appreciation. She was always present to meet my needs, offering
assistance throughout each step ofthe writing process. Louise was a constant source of
encouragement, gently directing me towards my final goal.
A special thanks to all the members ofmy family who supported me throughout my
years of academia and thesis writing. They continually displayed their confidence in my
abilities, cheered me on, did laundry, and cooked meals while I was engaged in writing and
data processing. In addition, I am appreciative of my husband, Jim, who made my
academic life a reality.
Without Sharyn Fees, my editor/typist, I would not have been able to meet the
thesis timeline. Her organizational skills were invaluable and a definite asset to the writing
procedure.
Finally, it is inadequate to just say "thank you" to my beloved sister, Kay, and dear
friend, Merrill. Ifit were not for their constant, loving support and prayers, I would not
have realized this life-long ambition. Their unconditional faith in and love for me
throughout the past years have been a constant source ofinspiration. I will be eternally
grateful. Thank you.
v
ACKNOWLEDGMENTS
I am very grateful to my thesis committee members, Denise DaRos, Susan deBlois,
and Donna McNierney, for their wonderful guidance and support. Their suggestions and
comments kept me focused throughout my writing. To my advisor, Louise Pavia, I offer
my heartfelt thanks and appreciation. She was always present to meet my needs, offering
assistance throughout each step ofthe writing process. Louise was a constant source of
encouragement, gently directing me towards my final goal.
A special thanks to all the members ofmy family who supported me throughout my
years of academia and thesis writing. They continually displayed their confidence in my
abilities, cheered me on, did laundry, and cooked meals while I was engaged in writing and
data processing. In addition, I am appreciative of my husband, Jim, who made my
academic life a reality.
Without Sharyn Fees, my editor/typist, I would not have been able to meet the
thesis timeline. Her organizational skills were invaluable and a definite asset to the writing
procedure.
Finally, it is inadequate to just say "thank you" to my beloved sister, Kay, and dear
friend, Merrill. Ifit were not for their constant, loving support and prayers, I would not
have realized this life-long ambition. Their unconditional faith in and love for me
throughout the past years have been a constant source ofinspiration. I will be eternally
grateful. Thank you.
v
ACKNOWLEDGMENTS
I am very grateful to my thesis committee members, Denise DaRos, Susan deBlois,
and Donna McNierney, for their wonderful guidance and support. Their suggestions and
comments kept me focused throughout my writing. To my advisor, Louise Pavia, I offer
my heartfelt thanks and appreciation. She was always present to meet my needs, offering
assistance throughout each step ofthe writing process. Louise was a constant source of
encouragement, gently directing me towards my final goal.
A special thanks to all the members ofmy family who supported me throughout my
years of academia and thesis writing. They continually displayed their confidence in my
abilities, cheered me on, did laundry, and cooked meals while I was engaged in writing and
data processing. In addition, I am appreciative of my husband, Jim, who made my
academic life a reality.
Without Sharyn Fees, my editor/typist, I would not have been able to meet the
thesis timeline. Her organizational skills were invaluable and a definite asset to the writing
procedure.
Finally, it is inadequate to just say "thank you" to my beloved sister, Kay, and dear
friend, Merrill. Ifit were not for their constant, loving support and prayers, I would not
have realized this life-long ambition. Their unconditional faith in and love for me
throughout the past years have been a constant source ofinspiration. I will be eternally
grateful. Thank you.
v
TABLE OF CONTENTS
Introduction 1
Purpose ofthe Study 4
Value ofthe Study 4
Review of the Literature......................................................... 5
Categories ofHomeschoolers 8
Religious Motivation...................................................... 9
Academic Motivation ..................................................... 10
Negative Socialization 12
Changing American Culture ....................... 13
Issues Related to Homeschooling ......................................... 14
Academic Success 14
Socialization .. ............................................................. 15
Teacher Qualifications. ................................................... 17
University Acceptance.............. 18
Employment. .............................................................. 19
Methodology 21
Participants. .................................................................. 21
E-mail Respondents 22
Suport Group Respondents 23
Newsletter Respondents 24
Data Collection Techniques. ............................................... 24
Analysis ofData. ............................................................ 25
Findings 27
Demographics of Homeschoolers ......................................... 27
Rationale for Homeschooling .............................................. 28
Family-related Issues................. 28
Parental Rights. ........................................................ 31
School Environment. .................................................. 34
Curricula. ............................................................... 41
III
II
IV
Page
ABSTRACT iii
DEDICATION................................................................................. iv
ACKNOWLEDGMENTS. v
LIST OF FIGURES viii
CHAPTER
I
vi
TABLE OF CONTENTS
Introduction 1
Purpose ofthe Study 4
Value ofthe Study 4
Review of the Literature......................................................... 5
Categories ofHomeschoolers 8
Religious Motivation...................................................... 9
Academic Motivation ..................................................... 10
Negative Socialization 12
Changing American Culture ....................... 13
Issues Related to Homeschooling ......................................... 14
Academic Success 14
Socialization .. ............................................................. 15
Teacher Qualifications. ................................................... 17
University Acceptance.............. 18
Employment. .............................................................. 19
Methodology 21
Participants. .................................................................. 21
E-mail Respondents 22
Suport Group Respondents 23
Newsletter Respondents 24
Data Collection Techniques. ............................................... 24
Analysis ofData. ............................................................ 25
Findings 27
Demographics of Homeschoolers ......................................... 27
Rationale for Homeschooling .............................................. 28
Family-related Issues................. 28
Parental Rights. ........................................................ 31
School Environment. .................................................. 34
Curricula. ............................................................... 41
III
II
IV
Page
ABSTRACT iii
DEDICATION................................................................................. iv
ACKNOWLEDGMENTS. v
LIST OF FIGURES viii
CHAPTER
I
vi
TABLE OF CONTENTS
Introduction 1
Purpose ofthe Study 4
Value ofthe Study 4
Review of the Literature......................................................... 5
Categories ofHomeschoolers 8
Religious Motivation...................................................... 9
Academic Motivation ..................................................... 10
Negative Socialization 12
Changing American Culture ....................... 13
Issues Related to Homeschooling ......................................... 14
Academic Success 14
Socialization .. ............................................................. 15
Teacher Qualifications. ................................................... 17
University Acceptance.............. 18
Employment. .............................................................. 19
Methodology 21
Participants. .................................................................. 21
E-mail Respondents 22
Suport Group Respondents 23
Newsletter Respondents 24
Data Collection Techniques. ............................................... 24
Analysis ofData. ............................................................ 25
Findings 27
Demographics of Homeschoolers ......................................... 27
Rationale for Homeschooling .............................................. 28
Family-related Issues................. 28
Parental Rights. ........................................................ 31
School Environment. .................................................. 34
Curricula. ............................................................... 41
III
II
IV
Page
ABSTRACT iii
DEDICATION................................................................................. iv
ACKNOWLEDGMENTS. v
LIST OF FIGURES viii
CHAPTER
I
vi
Learner-led Education 42
Socialization. ........................................................... 45
V Discussion and Implications. ................................................... 47
REFERENCES..................................... 50
APPENDICES 56
A. Introductory Letter.................................................................. 57
B. Questionnaire 58
Vll
Learner-led Education 42
Socialization. ........................................................... 45
V Discussion and Implications. ................................................... 47
REFERENCES..................................... 50
APPENDICES 56
A. Introductory Letter.................................................................. 57
B. Questionnaire 58
Vll
Learner-led Education 42
Socialization. ........................................................... 45
V Discussion and Implications. ................................................... 47
REFERENCES..................................... 50
APPENDICES 56
A. Introductory Letter.................................................................. 57
B. Questionnaire 58
Vll
LIST OF FIGURES
Figure
1 Ages of homeschooler and unschooler respondents and spouses
participating in this study. ....................................................... 60
2 Education: last grade completed by respondents and spouses participating
in this study. ...................................................................... 61
3 Total combined annual income reported by participating respondents in
this study. 62
4 Religious preference ofhomeschooler and unschooler respondents and
spouses participating in this study.............................................. 63
Vlll
LIST OF FIGURES
Figure
1 Ages of homeschooler and unschooler respondents and spouses
participating in this study. ....................................................... 60
2 Education: last grade completed by respondents and spouses participating
in this study. ...................................................................... 61
3 Total combined annual income reported by participating respondents in
this study. 62
4 Religious preference ofhomeschooler and unschooler respondents and
spouses participating in this study.............................................. 63
Vlll
LIST OF FIGURES
Figure
1 Ages of homeschooler and unschooler respondents and spouses
participating in this study. ....................................................... 60
2 Education: last grade completed by respondents and spouses participating
in this study. ...................................................................... 61
3 Total combined annual income reported by participating respondents in
this study. 62
4 Religious preference ofhomeschooler and unschooler respondents and
spouses participating in this study.............................................. 63
Vlll
PARENTS' RATIONALE FOR HOMESCHOOLING: A QUALITATIVE STUDY
Chapter 1
Introduction
The purpose ofthis research was to explore the rationale ofhomeschooling as an
alternative method ofeducation. One definition ofeducation is the passing down of a
culture (Jeub, 1994). The methods of achieving this goal have been diverse and have varied
from culture to culture. Founded on the belief that human beings are natural learners as well
as teachers, historically it has been the role ofparents to educate their children (Gorder,
1990). Learning and teaching have naturally been an intergenerational and cross-cultural
occurrence with parents, family, and community participating actively in the education of
the child. Traditionally, prior to and throughout early Judeo-Christian life, the home was
the primary center oflearning. During the 17th and 18th centuries, the upper class educated
their children at home, frequently with the assistance oftutors, while the lower classes of
citizenry viewed education as being inseparable from day-to-day living experiences
(Knowles, Muchmore, & Spaulding, 1994). With the onset ofthe Industrial Revolution in
the 19th century, compulsory public schooling was established (Gatto, 1992). The first
goal offormal, compulsory public schooling was to Americanize the vast numbers of
immigrants while de-emphasizing ethnic heritage. A second goal was to prepare the
children to perform and conform to the rigors ofindustrial labor, allowing them little
opportunity for independent thought or expression while working long hours (Knowles et
al.; Llewellyn, 1991). According to Knowles et aI., the role ofparents as teachers was
discouraged by public school administrators and boards ofeducation, which left the
educational responsibilities to "trained personnel."
Within the past thirty years parents have become increasingly dissatisfied with
conventional forms ofeducation and have turned to alternative methods ofschooling for
their children (Colfax & Colfax, 1988; Dunleavey, 1995; Hahn & Hasson, 1996; Holt,
1981). Homeschooling has become one ofthese optional forms ofeducation. Guterson
PARENTS' RATIONALE FOR HOMESCHOOLING: A QUALITATIVE STUDY
Chapter 1
Introduction
The purpose ofthis research was to explore the rationale ofhomeschooling as an
alternative method ofeducation. One definition ofeducation is the passing down of a
culture (Jeub, 1994). The methods of achieving this goal have been diverse and have varied
from culture to culture. Founded on the belief that human beings are natural learners as well
as teachers, historically it has been the role ofparents to educate their children (Gorder,
1990). Learning and teaching have naturally been an intergenerational and cross-cultural
occurrence with parents, family, and community participating actively in the education of
the child. Traditionally, prior to and throughout early Judeo-Christian life, the home was
the primary center oflearning. During the 17th and 18th centuries, the upper class educated
their children at home, frequently with the assistance oftutors, while the lower classes of
citizenry viewed education as being inseparable from day-to-day living experiences
(Knowles, Muchmore, & Spaulding, 1994). With the onset ofthe Industrial Revolution in
the 19th century, compulsory public schooling was established (Gatto, 1992). The first
goal offormal, compulsory public schooling was to Americanize the vast numbers of
immigrants while de-emphasizing ethnic heritage. A second goal was to prepare the
children to perform and conform to the rigors ofindustrial labor, allowing them little
opportunity for independent thought or expression while working long hours (Knowles et
al.; Llewellyn, 1991). According to Knowles et aI., the role ofparents as teachers was
discouraged by public school administrators and boards ofeducation, which left the
educational responsibilities to "trained personnel."
Within the past thirty years parents have become increasingly dissatisfied with
conventional forms ofeducation and have turned to alternative methods ofschooling for
their children (Colfax & Colfax, 1988; Dunleavey, 1995; Hahn & Hasson, 1996; Holt,
1981). Homeschooling has become one ofthese optional forms ofeducation. Guterson
PARENTS' RATIONALE FOR HOMESCHOOLING: A QUALITATIVE STUDY
Chapter 1
Introduction
The purpose ofthis research was to explore the rationale ofhomeschooling as an
alternative method ofeducation. One definition ofeducation is the passing down of a
culture (Jeub, 1994). The methods of achieving this goal have been diverse and have varied
from culture to culture. Founded on the belief that human beings are natural learners as well
as teachers, historically it has been the role ofparents to educate their children (Gorder,
1990). Learning and teaching have naturally been an intergenerational and cross-cultural
occurrence with parents, family, and community participating actively in the education of
the child. Traditionally, prior to and throughout early Judeo-Christian life, the home was
the primary center oflearning. During the 17th and 18th centuries, the upper class educated
their children at home, frequently with the assistance oftutors, while the lower classes of
citizenry viewed education as being inseparable from day-to-day living experiences
(Knowles, Muchmore, & Spaulding, 1994). With the onset ofthe Industrial Revolution in
the 19th century, compulsory public schooling was established (Gatto, 1992). The first
goal offormal, compulsory public schooling was to Americanize the vast numbers of
immigrants while de-emphasizing ethnic heritage. A second goal was to prepare the
children to perform and conform to the rigors ofindustrial labor, allowing them little
opportunity for independent thought or expression while working long hours (Knowles et
al.; Llewellyn, 1991). According to Knowles et aI., the role ofparents as teachers was
discouraged by public school administrators and boards ofeducation, which left the
educational responsibilities to "trained personnel."
Within the past thirty years parents have become increasingly dissatisfied with
conventional forms ofeducation and have turned to alternative methods ofschooling for
their children (Colfax & Colfax, 1988; Dunleavey, 1995; Hahn & Hasson, 1996; Holt,
1981). Homeschooling has become one ofthese optional forms ofeducation. Guterson
Parents' Rationale 2
(1992) described a homeschooler as "one who did not go to school" (p. 5). The method of
education for the homeschooled varied. Holt (1970), Colfax and Colfax (1988) pointed out
that the spectrum ranged from the "orthodox" who used formal curricula and essentially
had miniature schools at home to the "unschoolers" who advocated an unstructured
learning environment with the child initiating and dictating the learning experience. The
majority ofhomeschoolers fell somewhere between the two extremes (Guterson). Within
the orthodox structure the parent(s) acted as teacher or supervisor with one or more ofthe
children participating in grade K-12 work, and in an unschooling setting the child was the
"teacher" with the parent as guide or facilitator (VanGalen & Pitman, 1991).
In 1978, the recorded number ofhomeschoolers was 12,500 (Ray, 1992).
Homeschooling is on the increase with an estimated number ranging from 500,000 to
1,000,000 (Dunleavey, 1995; Robertson, 1994). Although this is a dramatic increase from
the 1991 figures of350,000 to 375,000 (Lines, 1991), homeschooled children comprise
only 1-2% (Knowles et aI., 1994) of the school-age population. It is difficult to obtain
accurate figures ofthe homeschooling population due to the segment ofhomeschoolers
who avoid responding to traditional inquiries. Citing legal disputes and harassment, some
parents have chosen not to provide information in reference to school-age children to local
boards ofeducation (Ray, 1992; F. & T. Edwards, personal communication, April 8,
1996). Homeschoolers, both the "orthodox" with their formal curricula, and "unschoolers"
with their unstructured learning environment, join a distinguished group ofpeople who
were homeschooled for a portion or all oftheir years: George Washington, Abraham
Lincoln, Woodrow Wilson, Theodore Roosevelt, Thomas Edison, Margaret Mead,
Andrew Carnegie, Mark Twain, Charlie Chaplin, Andrew Wyeth, Pearl Buck, George
Washington Carver, Albert Einstein, Benjamin Franklin, Claude Monet, Florence
Nightingale, Agatha Christi, and the Wright Brothers (Farenga, 1991; Guterson, 1992).
This movement cannot be ignored. Although it represents a small percentage ofthe students
Parents' Rationale 2
(1992) described a homeschooler as "one who did not go to school" (p. 5). The method of
education for the homeschooled varied. Holt (1970), Colfax and Colfax (1988) pointed out
that the spectrum ranged from the "orthodox" who used formal curricula and essentially
had miniature schools at home to the "unschoolers" who advocated an unstructured
learning environment with the child initiating and dictating the learning experience. The
majority ofhomeschoolers fell somewhere between the two extremes (Guterson). Within
the orthodox structure the parent(s) acted as teacher or supervisor with one or more ofthe
children participating in grade K-12 work, and in an unschooling setting the child was the
"teacher" with the parent as guide or facilitator (VanGalen & Pitman, 1991).
In 1978, the recorded number ofhomeschoolers was 12,500 (Ray, 1992).
Homeschooling is on the increase with an estimated number ranging from 500,000 to
1,000,000 (Dunleavey, 1995; Robertson, 1994). Although this is a dramatic increase from
the 1991 figures of350,000 to 375,000 (Lines, 1991), homeschooled children comprise
only 1-2% (Knowles et aI., 1994) of the school-age population. It is difficult to obtain
accurate figures ofthe homeschooling population due to the segment ofhomeschoolers
who avoid responding to traditional inquiries. Citing legal disputes and harassment, some
parents have chosen not to provide information in reference to school-age children to local
boards ofeducation (Ray, 1992; F. & T. Edwards, personal communication, April 8,
1996). Homeschoolers, both the "orthodox" with their formal curricula, and "unschoolers"
with their unstructured learning environment, join a distinguished group ofpeople who
were homeschooled for a portion or all oftheir years: George Washington, Abraham
Lincoln, Woodrow Wilson, Theodore Roosevelt, Thomas Edison, Margaret Mead,
Andrew Carnegie, Mark Twain, Charlie Chaplin, Andrew Wyeth, Pearl Buck, George
Washington Carver, Albert Einstein, Benjamin Franklin, Claude Monet, Florence
Nightingale, Agatha Christi, and the Wright Brothers (Farenga, 1991; Guterson, 1992).
This movement cannot be ignored. Although it represents a small percentage ofthe students
Parents' Rationale 2
(1992) described a homeschooler as "one who did not go to school" (p. 5). The method of
education for the homeschooled varied. Holt (1970), Colfax and Colfax (1988) pointed out
that the spectrum ranged from the "orthodox" who used formal curricula and essentially
had miniature schools at home to the "unschoolers" who advocated an unstructured
learning environment with the child initiating and dictating the learning experience. The
majority ofhomeschoolers fell somewhere between the two extremes (Guterson). Within
the orthodox structure the parent(s) acted as teacher or supervisor with one or more ofthe
children participating in grade K-12 work, and in an unschooling setting the child was the
"teacher" with the parent as guide or facilitator (VanGalen & Pitman, 1991).
In 1978, the recorded number ofhomeschoolers was 12,500 (Ray, 1992).
Homeschooling is on the increase with an estimated number ranging from 500,000 to
1,000,000 (Dunleavey, 1995; Robertson, 1994). Although this is a dramatic increase from
the 1991 figures of350,000 to 375,000 (Lines, 1991), homeschooled children comprise
only 1-2% (Knowles et aI., 1994) of the school-age population. It is difficult to obtain
accurate figures ofthe homeschooling population due to the segment ofhomeschoolers
who avoid responding to traditional inquiries. Citing legal disputes and harassment, some
parents have chosen not to provide information in reference to school-age children to local
boards ofeducation (Ray, 1992; F. & T. Edwards, personal communication, April 8,
1996). Homeschoolers, both the "orthodox" with their formal curricula, and "unschoolers"
with their unstructured learning environment, join a distinguished group ofpeople who
were homeschooled for a portion or all oftheir years: George Washington, Abraham
Lincoln, Woodrow Wilson, Theodore Roosevelt, Thomas Edison, Margaret Mead,
Andrew Carnegie, Mark Twain, Charlie Chaplin, Andrew Wyeth, Pearl Buck, George
Washington Carver, Albert Einstein, Benjamin Franklin, Claude Monet, Florence
Nightingale, Agatha Christi, and the Wright Brothers (Farenga, 1991; Guterson, 1992).
This movement cannot be ignored. Although it represents a small percentage ofthe students
Parents' Rationale 3
nationwide, teachers, administrators, and the government can no longer avoid the publicity
horneschooling has been given.
Parents who homeschool are very diverse. This group included every religion and
non-religion; a wide range ofpolitical views; families with children of all ages and
numbers; lower, middle, and upper classes; married, single, divorced, blended families,
and a representation of all races (Ray,1992). Some parents had Ph.D.'s, while others had a
high school diploma. Demographics described the horneschooling family as white and
middle class with the male providing the major source ofincome (Kuznik, 1994). Both
parents were involved in schooling the child(ren), with the mother as primary educator.
Parents homeschooling were often college graduates or had attended college. Formal
instruction ofthe homeschooled child began at age 5-112, and the children studied at horne
for at least four years (Kuznik). Despite their diversity, homeschoolers shared one cornmon
belief-the education ofchildren was the primary right and responsibility ofparents (Hahn
& Hasson, 1996; Moore & Moore, 1990; Ray, 1992).
VanGalen distinguished two groups ofhomeschoolers (VanGalen & Pitman,
1991). One group was categorized as the "ideologues" who horneschooled for religious
reasons and to strengthen their relationships with their children. They tended to transfer the
activities ofthe public school to the horne with the focal point enhanced by a
fundamentalist, religious doctrine. The second group, the "pedagogues," believed that the
schools were teaching ineptly, and the teaching/learning environment took on a less
structured appearance. Itis believed this method ofteaching/learning fostered independence
and encouraged critical thinking. Specifically, this paper will address and investigate the
reasons parents chose to educate their children at horne.
Research has demonstrated a direct correlation between parental involvement and
academic achievement ofthe student (Bums, 1993; Riley, 1994). Considering the number
ofstudents within a classroom in both public and private schools, teachers are only able to
devote about three minutes per day in one-on-one involvement with students (R. Hamann,
Parents' Rationale 3
nationwide, teachers, administrators, and the government can no longer avoid the publicity
horneschooling has been given.
Parents who homeschool are very diverse. This group included every religion and
non-religion; a wide range ofpolitical views; families with children of all ages and
numbers; lower, middle, and upper classes; married, single, divorced, blended families,
and a representation of all races (Ray,1992). Some parents had Ph.D.'s, while others had a
high school diploma. Demographics described the horneschooling family as white and
middle class with the male providing the major source ofincome (Kuznik, 1994). Both
parents were involved in schooling the child(ren), with the mother as primary educator.
Parents homeschooling were often college graduates or had attended college. Formal
instruction ofthe homeschooled child began at age 5-112, and the children studied at horne
for at least four years (Kuznik). Despite their diversity, homeschoolers shared one cornmon
belief-the education ofchildren was the primary right and responsibility ofparents (Hahn
& Hasson, 1996; Moore & Moore, 1990; Ray, 1992).
VanGalen distinguished two groups ofhomeschoolers (VanGalen & Pitman,
1991). One group was categorized as the "ideologues" who horneschooled for religious
reasons and to strengthen their relationships with their children. They tended to transfer the
activities ofthe public school to the horne with the focal point enhanced by a
fundamentalist, religious doctrine. The second group, the "pedagogues," believed that the
schools were teaching ineptly, and the teaching/learning environment took on a less
structured appearance. Itis believed this method ofteaching/learning fostered independence
and encouraged critical thinking. Specifically, this paper will address and investigate the
reasons parents chose to educate their children at horne.
Research has demonstrated a direct correlation between parental involvement and
academic achievement ofthe student (Bums, 1993; Riley, 1994). Considering the number
ofstudents within a classroom in both public and private schools, teachers are only able to
devote about three minutes per day in one-on-one involvement with students (R. Hamann,
Parents' Rationale 3
nationwide, teachers, administrators, and the government can no longer avoid the publicity
horneschooling has been given.
Parents who homeschool are very diverse. This group included every religion and
non-religion; a wide range ofpolitical views; families with children of all ages and
numbers; lower, middle, and upper classes; married, single, divorced, blended families,
and a representation of all races (Ray,1992). Some parents had Ph.D.'s, while others had a
high school diploma. Demographics described the horneschooling family as white and
middle class with the male providing the major source ofincome (Kuznik, 1994). Both
parents were involved in schooling the child(ren), with the mother as primary educator.
Parents homeschooling were often college graduates or had attended college. Formal
instruction ofthe homeschooled child began at age 5-112, and the children studied at horne
for at least four years (Kuznik). Despite their diversity, homeschoolers shared one cornmon
belief-the education ofchildren was the primary right and responsibility ofparents (Hahn
& Hasson, 1996; Moore & Moore, 1990; Ray, 1992).
VanGalen distinguished two groups ofhomeschoolers (VanGalen & Pitman,
1991). One group was categorized as the "ideologues" who horneschooled for religious
reasons and to strengthen their relationships with their children. They tended to transfer the
activities ofthe public school to the horne with the focal point enhanced by a
fundamentalist, religious doctrine. The second group, the "pedagogues," believed that the
schools were teaching ineptly, and the teaching/learning environment took on a less
structured appearance. Itis believed this method ofteaching/learning fostered independence
and encouraged critical thinking. Specifically, this paper will address and investigate the
reasons parents chose to educate their children at horne.
Research has demonstrated a direct correlation between parental involvement and
academic achievement ofthe student (Bums, 1993; Riley, 1994). Considering the number
ofstudents within a classroom in both public and private schools, teachers are only able to
devote about three minutes per day in one-on-one involvement with students (R. Hamann,
Parents'Rationale 4
personal communication, April 8, 1996). This observation is significant to parents,
teachers, administrators, and the government since they all are concerned with educating
the child. Homeschooling offers the benefit ofone-on-one involvement with the child.
Through studying the reasons for homeschooling, valuable information can be added to the
educational field in terms ofefficacy, achievement, styles oflearning, and socialization.
Purpose of the Study
The purpose ofthis research was to investigate why parents chose to homeschool
their children. Throughout history children have been offered a wide variety ofeducational
settings. One ofthese settings has been public schooling. Public schooling is the choice of
the majority ofparents with private, parochial, boarding, military, trade, and technical
schools as alternatives. However, a small percentage have elected to school their children at
home with varying degrees ofparental, extended family, and community involvement in
the teaching process. Homeschooling is an alternative method ofeducation as compared to
traditional schools.
Value ofthe Study
Through this qualitative research into parental rationale for homeschooling and
parental involvement in homeschooling, valuable information can be added to the growing
body ofliterature on homeschooling and the education ofthe child. Itis ofvalue to know
that traditional teaching methods and forms ofevaluation are not the only avenue of
education for students meeting with success. By examining parental perspectives ofwhy
they elect to homeschool, the American education system may be encouraged to recognize
further reforms within the present process that could be beneficial to its students. Educators
would benefit from this research since one ofthe objectives ofpublic school education is to
meet the needs of all ofits students. In addition, through the emerging technology of
accessing information and gathering data via the computer, a distinct approach to research
has been proposed.
Parents'Rationale 4
personal communication, April 8, 1996). This observation is significant to parents,
teachers, administrators, and the government since they all are concerned with educating
the child. Homeschooling offers the benefit ofone-on-one involvement with the child.
Through studying the reasons for homeschooling, valuable information can be added to the
educational field in terms ofefficacy, achievement, styles oflearning, and socialization.
Purpose of the Study
The purpose ofthis research was to investigate why parents chose to homeschool
their children. Throughout history children have been offered a wide variety ofeducational
settings. One ofthese settings has been public schooling. Public schooling is the choice of
the majority ofparents with private, parochial, boarding, military, trade, and technical
schools as alternatives. However, a small percentage have elected to school their children at
home with varying degrees ofparental, extended family, and community involvement in
the teaching process. Homeschooling is an alternative method ofeducation as compared to
traditional schools.
Value ofthe Study
Through this qualitative research into parental rationale for homeschooling and
parental involvement in homeschooling, valuable information can be added to the growing
body ofliterature on homeschooling and the education ofthe child. Itis ofvalue to know
that traditional teaching methods and forms ofevaluation are not the only avenue of
education for students meeting with success. By examining parental perspectives ofwhy
they elect to homeschool, the American education system may be encouraged to recognize
further reforms within the present process that could be beneficial to its students. Educators
would benefit from this research since one ofthe objectives ofpublic school education is to
meet the needs of all ofits students. In addition, through the emerging technology of
accessing information and gathering data via the computer, a distinct approach to research
has been proposed.
Parents'Rationale 4
personal communication, April 8, 1996). This observation is significant to parents,
teachers, administrators, and the government since they all are concerned with educating
the child. Homeschooling offers the benefit ofone-on-one involvement with the child.
Through studying the reasons for homeschooling, valuable information can be added to the
educational field in terms ofefficacy, achievement, styles oflearning, and socialization.
Purpose of the Study
The purpose ofthis research was to investigate why parents chose to homeschool
their children. Throughout history children have been offered a wide variety ofeducational
settings. One ofthese settings has been public schooling. Public schooling is the choice of
the majority ofparents with private, parochial, boarding, military, trade, and technical
schools as alternatives. However, a small percentage have elected to school their children at
home with varying degrees ofparental, extended family, and community involvement in
the teaching process. Homeschooling is an alternative method ofeducation as compared to
traditional schools.
Value ofthe Study
Through this qualitative research into parental rationale for homeschooling and
parental involvement in homeschooling, valuable information can be added to the growing
body ofliterature on homeschooling and the education ofthe child. Itis ofvalue to know
that traditional teaching methods and forms ofevaluation are not the only avenue of
education for students meeting with success. By examining parental perspectives ofwhy
they elect to homeschool, the American education system may be encouraged to recognize
further reforms within the present process that could be beneficial to its students. Educators
would benefit from this research since one ofthe objectives ofpublic school education is to
meet the needs of all ofits students. In addition, through the emerging technology of
accessing information and gathering data via the computer, a distinct approach to research
has been proposed.
Parents' Rationale 5
Chapter 2
Review ofthe Literature
Parents are their children's first teachers. When men were taken from the home to
work in factories, women were left to accept the full responsibilities ofhousekeeping and
child rearing. This was not only exhausting, but left them doubting their abilities to teach
their children the necessary skills for living in an industrial nation. Thus, by accepting the
common school as the primary educator oftheir children, parents no longer had control
over the content and manner of their child's learning environment (Guterson, 1992).
Traditionally, public schools taught the majority of students vocational and life skills,
which by current standards represent an eighth-grade academic education (Toch, 1996). By
the 20th century, public schooling became an institution. World Wars I and II, the
Depression, and McCarthyism strengthened public schools into being a vital component of
a strong democracy (Gorder, 1990).
The social movements ofthe 1960s and 1970s brought about an awareness of the
problems within the public school system. As advocates ofeducational reform, Illich,
Kozol, and Kohl proposed a variety ofeducational alternatives for those who were
displeased with the current educational process. Their concepts ofcommunity control, free
schools, and deschooling demonstrated to parents that they were better equipped to teach
their children than the conventional public schools (Knowles et aI., 1994). Other authorities
in the field ofeducation, psychology, and early childhood determined that conventional
schooling was failing in its primary goals ofeducating and nurturing the child. Urie
Bronfenbrenner, William Rohwer, Sheldon White, Robert Hess, and Raymond Moore, all
scholars in their fields, agreed that caution should be used in institutionalizing children
early and subjecting unready minds and nervous systems to the rigors ofmandatory
schooling (Holt, 1981; Moore & Moore, 1990). According to Moore and Moore's
research (1990), children should not be subjected to a form offormal schooling until the
age oftwelve. In conjunction with this line of thought, Bronfenbrenner (Moore & Moore,
Parents' Rationale 5
Chapter 2
Review ofthe Literature
Parents are their children's first teachers. When men were taken from the home to
work in factories, women were left to accept the full responsibilities ofhousekeeping and
child rearing. This was not only exhausting, but left them doubting their abilities to teach
their children the necessary skills for living in an industrial nation. Thus, by accepting the
common school as the primary educator oftheir children, parents no longer had control
over the content and manner of their child's learning environment (Guterson, 1992).
Traditionally, public schools taught the majority of students vocational and life skills,
which by current standards represent an eighth-grade academic education (Toch, 1996). By
the 20th century, public schooling became an institution. World Wars I and II, the
Depression, and McCarthyism strengthened public schools into being a vital component of
a strong democracy (Gorder, 1990).
The social movements ofthe 1960s and 1970s brought about an awareness of the
problems within the public school system. As advocates ofeducational reform, Illich,
Kozol, and Kohl proposed a variety ofeducational alternatives for those who were
displeased with the current educational process. Their concepts ofcommunity control, free
schools, and deschooling demonstrated to parents that they were better equipped to teach
their children than the conventional public schools (Knowles et aI., 1994). Other authorities
in the field ofeducation, psychology, and early childhood determined that conventional
schooling was failing in its primary goals ofeducating and nurturing the child. Urie
Bronfenbrenner, William Rohwer, Sheldon White, Robert Hess, and Raymond Moore, all
scholars in their fields, agreed that caution should be used in institutionalizing children
early and subjecting unready minds and nervous systems to the rigors ofmandatory
schooling (Holt, 1981; Moore & Moore, 1990). According to Moore and Moore's
research (1990), children should not be subjected to a form offormal schooling until the
age oftwelve. In conjunction with this line of thought, Bronfenbrenner (Moore & Moore,
Parents' Rationale 5
Chapter 2
Review ofthe Literature
Parents are their children's first teachers. When men were taken from the home to
work in factories, women were left to accept the full responsibilities ofhousekeeping and
child rearing. This was not only exhausting, but left them doubting their abilities to teach
their children the necessary skills for living in an industrial nation. Thus, by accepting the
common school as the primary educator oftheir children, parents no longer had control
over the content and manner of their child's learning environment (Guterson, 1992).
Traditionally, public schools taught the majority of students vocational and life skills,
which by current standards represent an eighth-grade academic education (Toch, 1996). By
the 20th century, public schooling became an institution. World Wars I and II, the
Depression, and McCarthyism strengthened public schools into being a vital component of
a strong democracy (Gorder, 1990).
The social movements ofthe 1960s and 1970s brought about an awareness of the
problems within the public school system. As advocates ofeducational reform, Illich,
Kozol, and Kohl proposed a variety ofeducational alternatives for those who were
displeased with the current educational process. Their concepts ofcommunity control, free
schools, and deschooling demonstrated to parents that they were better equipped to teach
their children than the conventional public schools (Knowles et aI., 1994). Other authorities
in the field ofeducation, psychology, and early childhood determined that conventional
schooling was failing in its primary goals ofeducating and nurturing the child. Urie
Bronfenbrenner, William Rohwer, Sheldon White, Robert Hess, and Raymond Moore, all
scholars in their fields, agreed that caution should be used in institutionalizing children
early and subjecting unready minds and nervous systems to the rigors ofmandatory
schooling (Holt, 1981; Moore & Moore, 1990). According to Moore and Moore's
research (1990), children should not be subjected to a form offormal schooling until the
age oftwelve. In conjunction with this line of thought, Bronfenbrenner (Moore & Moore,
Parents' Rationale 6
1990) warned ofthe dangers ofpeer association prior to the fifth or sixth grade.
Furthermore, Merrick found that children having the advantage offamily life during their
early years reached cognitive maturity between eight and ten years of age (Moore & Moore,
1990). In Sweden, seven is the beginning age for children to enter school, and their entire
schooling sequence is nine years (F. & T. Edwards, personal communication, April 8,
1996). Moore and Moore's research pointed to the the fact that early academics or out-of 
home care led to academic failures and discipline problems. This is often due to the fact that
the child's integrated maturity levels have not reached an appropriate thoughtful learning
level (Moore & Moore, 1989). Itis generally believed that boys trail girls in general
maturity in the early years, but they enter school at the same age. This may explain why
there are three to thirteen boys to every girl in learning disabled classes. Children entering
school at these early ages normally cannot handle cause-and-effect reasoning. Citing these
findings and observations, the researchers concluded that the natural curiosity ofchildren to
learn was suppressed by teachers and institutions.
Further, Holt, a humanist and promoter of homeschooling, "contended that much
ofwhat occurs in school was boring, frightening, humiliating, confusing, and therefore
oppressive for children" frequently leading them to be poor students (Moritz, 1981,
p. 212). Holt pointed out that, children often "play the game" ofgiving the answer that the
teacher wants in order for the student to win rewards or avoid punishment (Moritz). Holt
also found the natural process of learning which involved inquisitiveness and challenged
established views was crushed in this type ofteacher/student "game playing" environment.
This reversal ofthe learning process from a self-directed to teacher-directed, from the
student questioning to the teacher questioning, resulted in an unnatural atmosphere for
learning (Kohn, 1988). According to Gardner (1991), true learning did not involve a
repetition ofinformation learned or performance ofpractices mastered, but the application
ofconcepts and principles to questions or problems newly posed. Brunner's studies
suggested that it is not the job ofthe school to present information systematically,
Parents' Rationale 6
1990) warned ofthe dangers ofpeer association prior to the fifth or sixth grade.
Furthermore, Merrick found that children having the advantage offamily life during their
early years reached cognitive maturity between eight and ten years of age (Moore & Moore,
1990). In Sweden, seven is the beginning age for children to enter school, and their entire
schooling sequence is nine years (F. & T. Edwards, personal communication, April 8,
1996). Moore and Moore's research pointed to the the fact that early academics or out-of 
home care led to academic failures and discipline problems. This is often due to the fact that
the child's integrated maturity levels have not reached an appropriate thoughtful learning
level (Moore & Moore, 1989). Itis generally believed that boys trail girls in general
maturity in the early years, but they enter school at the same age. This may explain why
there are three to thirteen boys to every girl in learning disabled classes. Children entering
school at these early ages normally cannot handle cause-and-effect reasoning. Citing these
findings and observations, the researchers concluded that the natural curiosity ofchildren to
learn was suppressed by teachers and institutions.
Further, Holt, a humanist and promoter of homeschooling, "contended that much
ofwhat occurs in school was boring, frightening, humiliating, confusing, and therefore
oppressive for children" frequently leading them to be poor students (Moritz, 1981,
p. 212). Holt pointed out that, children often "play the game" ofgiving the answer that the
teacher wants in order for the student to win rewards or avoid punishment (Moritz). Holt
also found the natural process of learning which involved inquisitiveness and challenged
established views was crushed in this type ofteacher/student "game playing" environment.
This reversal ofthe learning process from a self-directed to teacher-directed, from the
student questioning to the teacher questioning, resulted in an unnatural atmosphere for
learning (Kohn, 1988). According to Gardner (1991), true learning did not involve a
repetition ofinformation learned or performance ofpractices mastered, but the application
ofconcepts and principles to questions or problems newly posed. Brunner's studies
suggested that it is not the job ofthe school to present information systematically,
Parents' Rationale 6
1990) warned ofthe dangers ofpeer association prior to the fifth or sixth grade.
Furthermore, Merrick found that children having the advantage offamily life during their
early years reached cognitive maturity between eight and ten years of age (Moore & Moore,
1990). In Sweden, seven is the beginning age for children to enter school, and their entire
schooling sequence is nine years (F. & T. Edwards, personal communication, April 8,
1996). Moore and Moore's research pointed to the the fact that early academics or out-of 
home care led to academic failures and discipline problems. This is often due to the fact that
the child's integrated maturity levels have not reached an appropriate thoughtful learning
level (Moore & Moore, 1989). Itis generally believed that boys trail girls in general
maturity in the early years, but they enter school at the same age. This may explain why
there are three to thirteen boys to every girl in learning disabled classes. Children entering
school at these early ages normally cannot handle cause-and-effect reasoning. Citing these
findings and observations, the researchers concluded that the natural curiosity ofchildren to
learn was suppressed by teachers and institutions.
Further, Holt, a humanist and promoter of homeschooling, "contended that much
ofwhat occurs in school was boring, frightening, humiliating, confusing, and therefore
oppressive for children" frequently leading them to be poor students (Moritz, 1981,
p. 212). Holt pointed out that, children often "play the game" ofgiving the answer that the
teacher wants in order for the student to win rewards or avoid punishment (Moritz). Holt
also found the natural process of learning which involved inquisitiveness and challenged
established views was crushed in this type ofteacher/student "game playing" environment.
This reversal ofthe learning process from a self-directed to teacher-directed, from the
student questioning to the teacher questioning, resulted in an unnatural atmosphere for
learning (Kohn, 1988). According to Gardner (1991), true learning did not involve a
repetition ofinformation learned or performance ofpractices mastered, but the application
ofconcepts and principles to questions or problems newly posed. Brunner's studies
suggested that it is not the job ofthe school to present information systematically,
Parents' Rationale 7
prepackaged, but to have students organize it themselves and to nurture their efforts to
organize it (Guterson, 1992). Ford further suggested that parents were disillusioned with a
system that rewarded conformity, penalized innovation, and had a foundation that did little
to inspire confidence and respect for one's self and others (F. & T. Edwards, personal
communication, April 8, 1996). These same parents expressed feeling that the public
school classroom was an unnatural learning environment for children. Wanagel (1995)
described this unnatural learning environment in the following manner:
Taxpayers spend between six and seven thousand dollars per year per pupil on
public schools. For that amount twenty or thirty students are crammed into a room
that would be considered inadequate living space for four. There is no access to
good food or fresh air, no chance to get normal exercise, and each bathroom is
shared by hundreds. There's one adult for every twenty or thirty students (and we
worry about single mothers with one or two?) There are fewer than thirty books for
each student, access to them is difficult, and time to read them is nonexistent.
There's one computer for hundreds, one piano for thousands. (p. 65).
Parents believed that they could provide a better education and a more productive
learning environment for their children than the public schools in existence. (Churbuck,
1993; Gorder, 1990; Hahn & Hasson, 1996). Homeschooling parents cited this belief as
one ofthe primary reasons they have chosen to return schooling to the home.
Homeschooling parents wanted a level ofinvolvement in their children's lives and
education that would be relinquished ifthey were to enroll their children in any type of
traditional school-public or private (Guterson, 1992; Hahn & Hasson, 1996; Holt, 1981;
Moore & Moore, 1990). Guterson emphasized that homeschoolers "pay attention to the
child's unique intelligence as it evolves and changes and adapt instruction and curriculum
to it" (p.180). In supporting the findings ofthe Coleman Report of 1966 which stated that a
student's academic success correlated with family background, Guterson (1992) and
homeschoolers recognized that education began at home. Although parents agreed on the
Parents' Rationale 7
prepackaged, but to have students organize it themselves and to nurture their efforts to
organize it (Guterson, 1992). Ford further suggested that parents were disillusioned with a
system that rewarded conformity, penalized innovation, and had a foundation that did little
to inspire confidence and respect for one's self and others (F. & T. Edwards, personal
communication, April 8, 1996). These same parents expressed feeling that the public
school classroom was an unnatural learning environment for children. Wanagel (1995)
described this unnatural learning environment in the following manner:
Taxpayers spend between six and seven thousand dollars per year per pupil on
public schools. For that amount twenty or thirty students are crammed into a room
that would be considered inadequate living space for four. There is no access to
good food or fresh air, no chance to get normal exercise, and each bathroom is
shared by hundreds. There's one adult for every twenty or thirty students (and we
worry about single mothers with one or two?) There are fewer than thirty books for
each student, access to them is difficult, and time to read them is nonexistent.
There's one computer for hundreds, one piano for thousands. (p. 65).
Parents believed that they could provide a better education and a more productive
learning environment for their children than the public schools in existence. (Churbuck,
1993; Gorder, 1990; Hahn & Hasson, 1996). Homeschooling parents cited this belief as
one ofthe primary reasons they have chosen to return schooling to the home.
Homeschooling parents wanted a level ofinvolvement in their children's lives and
education that would be relinquished ifthey were to enroll their children in any type of
traditional school-public or private (Guterson, 1992; Hahn & Hasson, 1996; Holt, 1981;
Moore & Moore, 1990). Guterson emphasized that homeschoolers "pay attention to the
child's unique intelligence as it evolves and changes and adapt instruction and curriculum
to it" (p.180). In supporting the findings ofthe Coleman Report of 1966 which stated that a
student's academic success correlated with family background, Guterson (1992) and
homeschoolers recognized that education began at home. Although parents agreed on the
Parents' Rationale 7
prepackaged, but to have students organize it themselves and to nurture their efforts to
organize it (Guterson, 1992). Ford further suggested that parents were disillusioned with a
system that rewarded conformity, penalized innovation, and had a foundation that did little
to inspire confidence and respect for one's self and others (F. & T. Edwards, personal
communication, April 8, 1996). These same parents expressed feeling that the public
school classroom was an unnatural learning environment for children. Wanagel (1995)
described this unnatural learning environment in the following manner:
Taxpayers spend between six and seven thousand dollars per year per pupil on
public schools. For that amount twenty or thirty students are crammed into a room
that would be considered inadequate living space for four. There is no access to
good food or fresh air, no chance to get normal exercise, and each bathroom is
shared by hundreds. There's one adult for every twenty or thirty students (and we
worry about single mothers with one or two?) There are fewer than thirty books for
each student, access to them is difficult, and time to read them is nonexistent.
There's one computer for hundreds, one piano for thousands. (p. 65).
Parents believed that they could provide a better education and a more productive
learning environment for their children than the public schools in existence. (Churbuck,
1993; Gorder, 1990; Hahn & Hasson, 1996). Homeschooling parents cited this belief as
one ofthe primary reasons they have chosen to return schooling to the home.
Homeschooling parents wanted a level ofinvolvement in their children's lives and
education that would be relinquished ifthey were to enroll their children in any type of
traditional school-public or private (Guterson, 1992; Hahn & Hasson, 1996; Holt, 1981;
Moore & Moore, 1990). Guterson emphasized that homeschoolers "pay attention to the
child's unique intelligence as it evolves and changes and adapt instruction and curriculum
to it" (p.180). In supporting the findings ofthe Coleman Report of 1966 which stated that a
student's academic success correlated with family background, Guterson (1992) and
homeschoolers recognized that education began at home. Although parents agreed on the
Parents' Rationale 8
importance ofschooling in the home, they sometimes differed in their motives to
homeschool.
Included among homeschoolers were many professional educators who taught in
the public schools but chose to homeschool their own children (Guterson, 1992).
Guterson explained that by learning alone or in small groups, real academic success was
possible. This was one ofthe goals ofthe educator/parent. There has been a resurgence of
interest in homeschooling with reports ofhomeschooled children's outstanding
achievement on standardized tests (Calvery, Bell, & Vaupel, 1992; Koklanaris, 1994).
While national averages were in the 50th percentile, the average homeschooled student
registered between the 65th and 80th percentile (Gibbs, 1994). The National Institute of
Salem Oregon's survey on standardized tests showed that homeschoolers ranked as high as
the 84th percentile in reading and 81st percentile in math (Churbuck, 1993). The
demographics ofhomeschoolers may be indicative oftest results. Itis worth noting that
standardized tests are geared toward the middle class and have been reportedly culturally
biased (Guterson). As previously cited, homeschoolers were predominately middle class
and white, with parents who were committed to the education oftheir children. As
Guterson explained, parental commitment to education was the most essential factor in
academic performance, and homeschooling parents had this commitment. Prestigious
universities have accepted and graduated homeschooled students, some with honors
(Colfax & Colfax, 1988; Ray, 1990).
Categories ofHomeschoolers
Mayberry (1989) categorized homeschooling parents into four groups based upon
their purpose for homeschooling. The first group was parents who integrated religion and
content with the goal ofinstilling religious beliefs and values into their children. The
second group comprised those who homeschool for academic success by individualizing
instruction to meet their child's particular needs. Parents who were concerned about the
negative social aspect ofthe public schools upon their children comprised the third group.
Parents' Rationale 8
importance ofschooling in the home, they sometimes differed in their motives to
homeschool.
Included among homeschoolers were many professional educators who taught in
the public schools but chose to homeschool their own children (Guterson, 1992).
Guterson explained that by learning alone or in small groups, real academic success was
possible. This was one ofthe goals ofthe educator/parent. There has been a resurgence of
interest in homeschooling with reports ofhomeschooled children's outstanding
achievement on standardized tests (Calvery, Bell, & Vaupel, 1992; Koklanaris, 1994).
While national averages were in the 50th percentile, the average homeschooled student
registered between the 65th and 80th percentile (Gibbs, 1994). The National Institute of
Salem Oregon's survey on standardized tests showed that homeschoolers ranked as high as
the 84th percentile in reading and 81st percentile in math (Churbuck, 1993). The
demographics ofhomeschoolers may be indicative oftest results. Itis worth noting that
standardized tests are geared toward the middle class and have been reportedly culturally
biased (Guterson). As previously cited, homeschoolers were predominately middle class
and white, with parents who were committed to the education oftheir children. As
Guterson explained, parental commitment to education was the most essential factor in
academic performance, and homeschooling parents had this commitment. Prestigious
universities have accepted and graduated homeschooled students, some with honors
(Colfax & Colfax, 1988; Ray, 1990).
Categories ofHomeschoolers
Mayberry (1989) categorized homeschooling parents into four groups based upon
their purpose for homeschooling. The first group was parents who integrated religion and
content with the goal ofinstilling religious beliefs and values into their children. The
second group comprised those who homeschool for academic success by individualizing
instruction to meet their child's particular needs. Parents who were concerned about the
negative social aspect ofthe public schools upon their children comprised the third group.
Parents' Rationale 8
importance ofschooling in the home, they sometimes differed in their motives to
homeschool.
Included among homeschoolers were many professional educators who taught in
the public schools but chose to homeschool their own children (Guterson, 1992).
Guterson explained that by learning alone or in small groups, real academic success was
possible. This was one ofthe goals ofthe educator/parent. There has been a resurgence of
interest in homeschooling with reports ofhomeschooled children's outstanding
achievement on standardized tests (Calvery, Bell, & Vaupel, 1992; Koklanaris, 1994).
While national averages were in the 50th percentile, the average homeschooled student
registered between the 65th and 80th percentile (Gibbs, 1994). The National Institute of
Salem Oregon's survey on standardized tests showed that homeschoolers ranked as high as
the 84th percentile in reading and 81st percentile in math (Churbuck, 1993). The
demographics ofhomeschoolers may be indicative oftest results. Itis worth noting that
standardized tests are geared toward the middle class and have been reportedly culturally
biased (Guterson). As previously cited, homeschoolers were predominately middle class
and white, with parents who were committed to the education oftheir children. As
Guterson explained, parental commitment to education was the most essential factor in
academic performance, and homeschooling parents had this commitment. Prestigious
universities have accepted and graduated homeschooled students, some with honors
(Colfax & Colfax, 1988; Ray, 1990).
Categories ofHomeschoolers
Mayberry (1989) categorized homeschooling parents into four groups based upon
their purpose for homeschooling. The first group was parents who integrated religion and
content with the goal ofinstilling religious beliefs and values into their children. The
second group comprised those who homeschool for academic success by individualizing
instruction to meet their child's particular needs. Parents who were concerned about the
negative social aspect ofthe public schools upon their children comprised the third group.
Parents' Rationale 9
Mayberry's fourth group was the "New Age" parents who homeschooled toward the
changing American culture.
Religious Motivation
Some parents who chose to homeschool were prompted by religious motivation.
Those parents who homeschooled for religious reasons appeared to be the largest
documented group comprising about 65% ofthe homeschoolers (Wade, 1995). However,
a percentage ofhomeschoolers were not "counted" since they chose to remain underground
or silent when it came to documentation. Further, it should be noted that since not all states
require homeschoolers to register, it was difficult for all states to provide an accurate count
ofhomeschoolers and reasons for homeschooling (Questions and Answers, 1995).
Therefore, the actual numbers may vary. Promoting a balance ofstudy, work, and service
with a child's developmental needs began with a fundamentalist Christian following, but
since has spread widely to encompass other non-Christian groups (Lyman, 1993).
Conservative, traditionally orthodox, religious beliefs dictated parents to homeschool,
keeping their children from the influence ofsecular humanism, Darwin's theory, and
consumerism (Gorder, 1990; Hahn & Hasson, 1996; Mayberry, 1991). Certain parents
firmly believed that they were divinely dictated by God to be their children's first and
foremost teachers. They further believed that it is also their Christian duty to educate their
children and raise them to be mature, responsible Christian adults (Hahn & Hasson;
McCulley, 1994). This group ofhomeschoolers built their curricula on the ethical and
moral values ofthe Christian Bible, incorporating scripture and Christian teachings in
many, if not all, subject areas. A growing segment ofreligious homeschoolers is the
Catholic community. Only 6% of Catholic parents in the United States enroll their children
in Catholic schools, and the other 94% are looking for other schooling options
(Homeschooling Discussed, 1996). Families seeing the substitution oftime-bound, current
ideologies for traditional Catholic values viewed current Catholic education as a watered 
down representation oftheir faith (Hahn & Hasson). Homeschooling incorporated the
Parents' Rationale 9
Mayberry's fourth group was the "New Age" parents who homeschooled toward the
changing American culture.
Religious Motivation
Some parents who chose to homeschool were prompted by religious motivation.
Those parents who homeschooled for religious reasons appeared to be the largest
documented group comprising about 65% ofthe homeschoolers (Wade, 1995). However,
a percentage ofhomeschoolers were not "counted" since they chose to remain underground
or silent when it came to documentation. Further, it should be noted that since not all states
require homeschoolers to register, it was difficult for all states to provide an accurate count
ofhomeschoolers and reasons for homeschooling (Questions and Answers, 1995).
Therefore, the actual numbers may vary. Promoting a balance ofstudy, work, and service
with a child's developmental needs began with a fundamentalist Christian following, but
since has spread widely to encompass other non-Christian groups (Lyman, 1993).
Conservative, traditionally orthodox, religious beliefs dictated parents to homeschool,
keeping their children from the influence ofsecular humanism, Darwin's theory, and
consumerism (Gorder, 1990; Hahn & Hasson, 1996; Mayberry, 1991). Certain parents
firmly believed that they were divinely dictated by God to be their children's first and
foremost teachers. They further believed that it is also their Christian duty to educate their
children and raise them to be mature, responsible Christian adults (Hahn & Hasson;
McCulley, 1994). This group ofhomeschoolers built their curricula on the ethical and
moral values ofthe Christian Bible, incorporating scripture and Christian teachings in
many, if not all, subject areas. A growing segment ofreligious homeschoolers is the
Catholic community. Only 6% of Catholic parents in the United States enroll their children
in Catholic schools, and the other 94% are looking for other schooling options
(Homeschooling Discussed, 1996). Families seeing the substitution oftime-bound, current
ideologies for traditional Catholic values viewed current Catholic education as a watered 
down representation oftheir faith (Hahn & Hasson). Homeschooling incorporated the
Parents' Rationale 9
Mayberry's fourth group was the "New Age" parents who homeschooled toward the
changing American culture.
Religious Motivation
Some parents who chose to homeschool were prompted by religious motivation.
Those parents who homeschooled for religious reasons appeared to be the largest
documented group comprising about 65% ofthe homeschoolers (Wade, 1995). However,
a percentage ofhomeschoolers were not "counted" since they chose to remain underground
or silent when it came to documentation. Further, it should be noted that since not all states
require homeschoolers to register, it was difficult for all states to provide an accurate count
ofhomeschoolers and reasons for homeschooling (Questions and Answers, 1995).
Therefore, the actual numbers may vary. Promoting a balance ofstudy, work, and service
with a child's developmental needs began with a fundamentalist Christian following, but
since has spread widely to encompass other non-Christian groups (Lyman, 1993).
Conservative, traditionally orthodox, religious beliefs dictated parents to homeschool,
keeping their children from the influence ofsecular humanism, Darwin's theory, and
consumerism (Gorder, 1990; Hahn & Hasson, 1996; Mayberry, 1991). Certain parents
firmly believed that they were divinely dictated by God to be their children's first and
foremost teachers. They further believed that it is also their Christian duty to educate their
children and raise them to be mature, responsible Christian adults (Hahn & Hasson;
McCulley, 1994). This group ofhomeschoolers built their curricula on the ethical and
moral values ofthe Christian Bible, incorporating scripture and Christian teachings in
many, if not all, subject areas. A growing segment ofreligious homeschoolers is the
Catholic community. Only 6% of Catholic parents in the United States enroll their children
in Catholic schools, and the other 94% are looking for other schooling options
(Homeschooling Discussed, 1996). Families seeing the substitution oftime-bound, current
ideologies for traditional Catholic values viewed current Catholic education as a watered 
down representation oftheir faith (Hahn & Hasson). Homeschooling incorporated the
Parents'Rationale 10
fullness oftheir Catholic faith with care given to spiritual, moral, and intellectual growth
within the confines ofthe Catholic Church (Aquilina, 1996; Hahn & Hasson). Christians,
groups ofnon-Christians, and atheists had a desire to teach their children their own ideals
and values. They opposed state imposition ofa regulated value system upon their offspring
(Gorder, 1990). This group ofhomeschoolers strongly believed that it was their right and
responsibility to teach their children, not that ofthe government.
Academic Motivation
Growing discontent and criticism ofAmerican public education was being fueled by
our diminishing international status. Due to the focus on education, a further complication
was the achievements ofthe Asian boat children in the American school systems. These
non-English speaking children were learning and succeeding in the American schools
(Caplan, Choy & Whitmore, 1992) while numbers of American students encountered
difficulties, experienced failure, and displayed apathy (Belck & Jinks, 1993). Family
values concerning education played a significant role in the varied achievement levels of
children (Belck & Jinks).
Schools not only filled students' days with busy work, but nearly 70% ofthe day
was devoted to teachers lecturing or "talking" to students (Armstrong, 1987). Goodlad's
survey of 1,000 classrooms showed that "children weren't given the opportunity to
exercise the vast proportion oftheir brain devoted to new learning" (Armstrong, p. 13).
Children have different, personal learning styles and abilities. By individualizing
instruction in homeschooling, a child's particular needs can be met. In a traditional setting,
children are tested and labeled as average, gifted, or learning disabled. Gardner's (1983)
theory ofmultiple intelligences identifies seven different kinds ofintelligence: (a) logical 
mathematical, (b) musical, (c) bodily-kinesthetic, (d) linguistic, (e) spatial,
(f) interpersonal, and (g) intrapersonal. According to Gardner's theories, the conventional
school system did not respond to individual differences and was biased toward linguistic
and logical mathematical abilities (Guterson, 1992). Students with poor verbal or logical
Parents'Rationale 10
fullness oftheir Catholic faith with care given to spiritual, moral, and intellectual growth
within the confines ofthe Catholic Church (Aquilina, 1996; Hahn & Hasson). Christians,
groups ofnon-Christians, and atheists had a desire to teach their children their own ideals
and values. They opposed state imposition ofa regulated value system upon their offspring
(Gorder, 1990). This group ofhomeschoolers strongly believed that it was their right and
responsibility to teach their children, not that ofthe government.
Academic Motivation
Growing discontent and criticism ofAmerican public education was being fueled by
our diminishing international status. Due to the focus on education, a further complication
was the achievements ofthe Asian boat children in the American school systems. These
non-English speaking children were learning and succeeding in the American schools
(Caplan, Choy & Whitmore, 1992) while numbers of American students encountered
difficulties, experienced failure, and displayed apathy (Belck & Jinks, 1993). Family
values concerning education played a significant role in the varied achievement levels of
children (Belck & Jinks).
Schools not only filled students' days with busy work, but nearly 70% ofthe day
was devoted to teachers lecturing or "talking" to students (Armstrong, 1987). Goodlad's
survey of 1,000 classrooms showed that "children weren't given the opportunity to
exercise the vast proportion oftheir brain devoted to new learning" (Armstrong, p. 13).
Children have different, personal learning styles and abilities. By individualizing
instruction in homeschooling, a child's particular needs can be met. In a traditional setting,
children are tested and labeled as average, gifted, or learning disabled. Gardner's (1983)
theory ofmultiple intelligences identifies seven different kinds ofintelligence: (a) logical 
mathematical, (b) musical, (c) bodily-kinesthetic, (d) linguistic, (e) spatial,
(f) interpersonal, and (g) intrapersonal. According to Gardner's theories, the conventional
school system did not respond to individual differences and was biased toward linguistic
and logical mathematical abilities (Guterson, 1992). Students with poor verbal or logical
Parents'Rationale 10
fullness oftheir Catholic faith with care given to spiritual, moral, and intellectual growth
within the confines ofthe Catholic Church (Aquilina, 1996; Hahn & Hasson). Christians,
groups ofnon-Christians, and atheists had a desire to teach their children their own ideals
and values. They opposed state imposition ofa regulated value system upon their offspring
(Gorder, 1990). This group ofhomeschoolers strongly believed that it was their right and
responsibility to teach their children, not that ofthe government.
Academic Motivation
Growing discontent and criticism ofAmerican public education was being fueled by
our diminishing international status. Due to the focus on education, a further complication
was the achievements ofthe Asian boat children in the American school systems. These
non-English speaking children were learning and succeeding in the American schools
(Caplan, Choy & Whitmore, 1992) while numbers of American students encountered
difficulties, experienced failure, and displayed apathy (Belck & Jinks, 1993). Family
values concerning education played a significant role in the varied achievement levels of
children (Belck & Jinks).
Schools not only filled students' days with busy work, but nearly 70% ofthe day
was devoted to teachers lecturing or "talking" to students (Armstrong, 1987). Goodlad's
survey of 1,000 classrooms showed that "children weren't given the opportunity to
exercise the vast proportion oftheir brain devoted to new learning" (Armstrong, p. 13).
Children have different, personal learning styles and abilities. By individualizing
instruction in homeschooling, a child's particular needs can be met. In a traditional setting,
children are tested and labeled as average, gifted, or learning disabled. Gardner's (1983)
theory ofmultiple intelligences identifies seven different kinds ofintelligence: (a) logical 
mathematical, (b) musical, (c) bodily-kinesthetic, (d) linguistic, (e) spatial,
(f) interpersonal, and (g) intrapersonal. According to Gardner's theories, the conventional
school system did not respond to individual differences and was biased toward linguistic
and logical mathematical abilities (Guterson, 1992). Students with poor verbal or logical
Parents' Rationale 11
skills were often retained or labeled with a diagnosis oflearning disabled, attention deficit
disorder, hyperactivity, or as an underachiever (Armstrong). These students may be very
talented in other intelligence areas, but schools required them to answer questions orally,
by way offill in the blanks or with other paper-and-pencil tasks. Assessments ofthis sort
limited the observer's perception of a child's capability. These same students were expected
to sit quietly at a desk for designated periods oftime, speak only when spoken to, were
told what to learn, when to learn, how to learn, with what materials, and when learning
would begin and end (Holt, 1970). Since competition through test taking and grades was
encouraged, one student's success would be another student's ill fate. Real learning varied
from community to community, culture to culture, and within class distinctions. This fact
rendered a standardized curricula meaningless and irrelevant to the lives ofmany children
(Colfax & Colfax, 1988). Students categorized as gifted or learning disabled with abilities
differing from the standard classroom curricula frequently encountered difficulties or
challenges.
Gifted students have a natural ability, talent or aptitude that is superior to that of
their peers, and they need work geared to their own skills, talents and aptitudes
(Guralnik,1986; Krantrowitz, 1994). The gifted often have difficulty in the traditional
classroom because they are self-motivators, and class work is not adapted to their abilities.
Frequently they were not academically challenged and became bored or often labeled as
"troublemakers" when they sought additional learning experiences. The size ofthe classes
and the teacher's commitment to meet the needs ofso many forced the gifted students to
adapt to a classroom setting of "feedback with correction" (Guterson, 1992, p. 12). Much
ofthe work was busywork with little connection to the core of subject matter
(Krantrowitz, 1994; Llewellyn, 1991). Their creativity was limited to art class. The gifted
were frequently disciplined for their demonstrations ofindependence and were often
compelled to conform to a prescribed curriculum that was often inconsistent and caused
confusion and/or frustration (Wieder, 1992). Schools tend to cater to mediocrity without
Parents' Rationale 11
skills were often retained or labeled with a diagnosis oflearning disabled, attention deficit
disorder, hyperactivity, or as an underachiever (Armstrong). These students may be very
talented in other intelligence areas, but schools required them to answer questions orally,
by way offill in the blanks or with other paper-and-pencil tasks. Assessments ofthis sort
limited the observer's perception of a child's capability. These same students were expected
to sit quietly at a desk for designated periods oftime, speak only when spoken to, were
told what to learn, when to learn, how to learn, with what materials, and when learning
would begin and end (Holt, 1970). Since competition through test taking and grades was
encouraged, one student's success would be another student's ill fate. Real learning varied
from community to community, culture to culture, and within class distinctions. This fact
rendered a standardized curricula meaningless and irrelevant to the lives ofmany children
(Colfax & Colfax, 1988). Students categorized as gifted or learning disabled with abilities
differing from the standard classroom curricula frequently encountered difficulties or
challenges.
Gifted students have a natural ability, talent or aptitude that is superior to that of
their peers, and they need work geared to their own skills, talents and aptitudes
(Guralnik,1986; Krantrowitz, 1994). The gifted often have difficulty in the traditional
classroom because they are self-motivators, and class work is not adapted to their abilities.
Frequently they were not academically challenged and became bored or often labeled as
"troublemakers" when they sought additional learning experiences. The size ofthe classes
and the teacher's commitment to meet the needs ofso many forced the gifted students to
adapt to a classroom setting of "feedback with correction" (Guterson, 1992, p. 12). Much
ofthe work was busywork with little connection to the core of subject matter
(Krantrowitz, 1994; Llewellyn, 1991). Their creativity was limited to art class. The gifted
were frequently disciplined for their demonstrations ofindependence and were often
compelled to conform to a prescribed curriculum that was often inconsistent and caused
confusion and/or frustration (Wieder, 1992). Schools tend to cater to mediocrity without
Parents' Rationale 11
skills were often retained or labeled with a diagnosis oflearning disabled, attention deficit
disorder, hyperactivity, or as an underachiever (Armstrong). These students may be very
talented in other intelligence areas, but schools required them to answer questions orally,
by way offill in the blanks or with other paper-and-pencil tasks. Assessments ofthis sort
limited the observer's perception of a child's capability. These same students were expected
to sit quietly at a desk for designated periods oftime, speak only when spoken to, were
told what to learn, when to learn, how to learn, with what materials, and when learning
would begin and end (Holt, 1970). Since competition through test taking and grades was
encouraged, one student's success would be another student's ill fate. Real learning varied
from community to community, culture to culture, and within class distinctions. This fact
rendered a standardized curricula meaningless and irrelevant to the lives ofmany children
(Colfax & Colfax, 1988). Students categorized as gifted or learning disabled with abilities
differing from the standard classroom curricula frequently encountered difficulties or
challenges.
Gifted students have a natural ability, talent or aptitude that is superior to that of
their peers, and they need work geared to their own skills, talents and aptitudes
(Guralnik,1986; Krantrowitz, 1994). The gifted often have difficulty in the traditional
classroom because they are self-motivators, and class work is not adapted to their abilities.
Frequently they were not academically challenged and became bored or often labeled as
"troublemakers" when they sought additional learning experiences. The size ofthe classes
and the teacher's commitment to meet the needs ofso many forced the gifted students to
adapt to a classroom setting of "feedback with correction" (Guterson, 1992, p. 12). Much
ofthe work was busywork with little connection to the core of subject matter
(Krantrowitz, 1994; Llewellyn, 1991). Their creativity was limited to art class. The gifted
were frequently disciplined for their demonstrations ofindependence and were often
compelled to conform to a prescribed curriculum that was often inconsistent and caused
confusion and/or frustration (Wieder, 1992). Schools tend to cater to mediocrity without
Parents' Rationale 12
meeting the needs ofthese students who wish to exceed the norm (Knowles et al., 1994).
According to Knowles et al. (1994), the home is the least stressful environment with a
superior climate for the development ofthe "gifted and educationally handicapped" child,
addressing special needs, learning styles and abilities ofthe individual student. Often a
learning handicap disappeared or was minimized when a child was placed in a
homeschooled setting with the "one-on-one and work-at-your-own-pace" atmosphere
(Farenga, 1994). The curricula-imposed schooling limits a teacher's freedom to deal with
individual differences. Some children were late readers, according to Farenga (1994), not
learning to read until age 10 or later and were treated as having a learning disability. They
were often held back from other learning opportunities until they catch up with their reading
level (Farenga 1994). According to LePage (Pederson & O'Mara, 1990, p. 3) adults are led
to believe that only they can teach children and that the more "knowledge they put across,
the better teachers they will be." However, children learn in different styles by immersing
themselves in their world and experiencing life, not through someone "talking" to them in
front ofa classroom (Pederson & O'Mara).
Negative Socialization
A well-represented group ofparents were concerned with the negative social aspect
ofthe public schools and chose to homeschool. According to a poll ofthe public's attitudes
toward America's public schools, the two most serious problems facing schools today are
the growth ofviolence and poor discipline (Elam, Rose, & Gallup, 1994). A government
study reported that hundreds ofstudents were attacked within a month, millions had
something stolen, and one in four students were afraid that another student might harm
them (Gorder, 1990). Given these conditions it was difficult, if not impossible, for a child
to learn (F. & T. Edwards, personal communication, April 8, 1996). Combine these
situations with a child who was labeled "gifted or learning handicapped," place them in a
classroom of 24 or more students, and it was understandable why learning is at a minimum
or occurred at all (R. Hamann, personal communication, April 8,1996). Peer pressure,
Parents' Rationale 12
meeting the needs ofthese students who wish to exceed the norm (Knowles et al., 1994).
According to Knowles et al. (1994), the home is the least stressful environment with a
superior climate for the development ofthe "gifted and educationally handicapped" child,
addressing special needs, learning styles and abilities ofthe individual student. Often a
learning handicap disappeared or was minimized when a child was placed in a
homeschooled setting with the "one-on-one and work-at-your-own-pace" atmosphere
(Farenga, 1994). The curricula-imposed schooling limits a teacher's freedom to deal with
individual differences. Some children were late readers, according to Farenga (1994), not
learning to read until age 10 or later and were treated as having a learning disability. They
were often held back from other learning opportunities until they catch up with their reading
level (Farenga 1994). According to LePage (Pederson & O'Mara, 1990, p. 3) adults are led
to believe that only they can teach children and that the more "knowledge they put across,
the better teachers they will be." However, children learn in different styles by immersing
themselves in their world and experiencing life, not through someone "talking" to them in
front ofa classroom (Pederson & O'Mara).
Negative Socialization
A well-represented group ofparents were concerned with the negative social aspect
ofthe public schools and chose to homeschool. According to a poll ofthe public's attitudes
toward America's public schools, the two most serious problems facing schools today are
the growth ofviolence and poor discipline (Elam, Rose, & Gallup, 1994). A government
study reported that hundreds ofstudents were attacked within a month, millions had
something stolen, and one in four students were afraid that another student might harm
them (Gorder, 1990). Given these conditions it was difficult, if not impossible, for a child
to learn (F. & T. Edwards, personal communication, April 8, 1996). Combine these
situations with a child who was labeled "gifted or learning handicapped," place them in a
classroom of 24 or more students, and it was understandable why learning is at a minimum
or occurred at all (R. Hamann, personal communication, April 8,1996). Peer pressure,
Parents' Rationale 12
meeting the needs ofthese students who wish to exceed the norm (Knowles et al., 1994).
According to Knowles et al. (1994), the home is the least stressful environment with a
superior climate for the development ofthe "gifted and educationally handicapped" child,
addressing special needs, learning styles and abilities ofthe individual student. Often a
learning handicap disappeared or was minimized when a child was placed in a
homeschooled setting with the "one-on-one and work-at-your-own-pace" atmosphere
(Farenga, 1994). The curricula-imposed schooling limits a teacher's freedom to deal with
individual differences. Some children were late readers, according to Farenga (1994), not
learning to read until age 10 or later and were treated as having a learning disability. They
were often held back from other learning opportunities until they catch up with their reading
level (Farenga 1994). According to LePage (Pederson & O'Mara, 1990, p. 3) adults are led
to believe that only they can teach children and that the more "knowledge they put across,
the better teachers they will be." However, children learn in different styles by immersing
themselves in their world and experiencing life, not through someone "talking" to them in
front ofa classroom (Pederson & O'Mara).
Negative Socialization
A well-represented group ofparents were concerned with the negative social aspect
ofthe public schools and chose to homeschool. According to a poll ofthe public's attitudes
toward America's public schools, the two most serious problems facing schools today are
the growth ofviolence and poor discipline (Elam, Rose, & Gallup, 1994). A government
study reported that hundreds ofstudents were attacked within a month, millions had
something stolen, and one in four students were afraid that another student might harm
them (Gorder, 1990). Given these conditions it was difficult, if not impossible, for a child
to learn (F. & T. Edwards, personal communication, April 8, 1996). Combine these
situations with a child who was labeled "gifted or learning handicapped," place them in a
classroom of 24 or more students, and it was understandable why learning is at a minimum
or occurred at all (R. Hamann, personal communication, April 8,1996). Peer pressure,
Parents' Rationale 13
drugs, vulgar language, humiliation by peers and teachers, bullying, rape, crime, alcohol,
guns, competive behavior, and sexually transmitted diseases represented a portion ofthe
negative socialization that parents preferred their children be spared (Jeub, 1994; Knowles
et aI., 1994; Kohn, 1988). Aggressive behavior in schools rarely have consequences, and
discipline is infrequent or ineffective leaving the victim in a submissive state (R. Hamann,
personal communication, April 8, 1996). Parents feared that the hours spent with peers in
such a negative atmosphere would erode the values and work ethic they had attempted to
instill within their children. Families viewed this negative social behavior as a form of
abuse, and some parents elected to remove their children from this type ofenvironment.
Wade (1995) pointed out that the most important elements for social development were:
love, security, discipline, interdependence, and responsibility. These were all provided
through the family unit, and although friends outside the family are important they do not
have to be present on a daily basis to form a socially well-developed individual.
Homeschooling helped children avoid the negative social life by promoting a strong family
bond (Lyman, 1993).
Changing American Culture
According to Mayberry (1989), a new breed ofhomeschoolers became frustrated
with public schools that were underfunded, overburdened and overcrowded. They found
academic standards were too low and peer pressure too high (Jetter, 1996). They objected
to a system that rewarded conformity and penalized innovation (F. & T. Edwards, personal
communication, April 8, 1996). For some ofthese parents schools represented coercion,
repression ofindividuality, and conformity to the whims ofthe majority. They often based
their contentions on their own devastating school experiences and desired better for their
children (Knowles, 1988; 1991).
New Age parents viewed public school students as lacking the imaginative
individualism and inventiveness that should be the thread ofAmerican economic life and
substituted a brand ofsocial competition that is a potential danger to communities and the
Parents' Rationale 13
drugs, vulgar language, humiliation by peers and teachers, bullying, rape, crime, alcohol,
guns, competive behavior, and sexually transmitted diseases represented a portion ofthe
negative socialization that parents preferred their children be spared (Jeub, 1994; Knowles
et aI., 1994; Kohn, 1988). Aggressive behavior in schools rarely have consequences, and
discipline is infrequent or ineffective leaving the victim in a submissive state (R. Hamann,
personal communication, April 8, 1996). Parents feared that the hours spent with peers in
such a negative atmosphere would erode the values and work ethic they had attempted to
instill within their children. Families viewed this negative social behavior as a form of
abuse, and some parents elected to remove their children from this type ofenvironment.
Wade (1995) pointed out that the most important elements for social development were:
love, security, discipline, interdependence, and responsibility. These were all provided
through the family unit, and although friends outside the family are important they do not
have to be present on a daily basis to form a socially well-developed individual.
Homeschooling helped children avoid the negative social life by promoting a strong family
bond (Lyman, 1993).
Changing American Culture
According to Mayberry (1989), a new breed ofhomeschoolers became frustrated
with public schools that were underfunded, overburdened and overcrowded. They found
academic standards were too low and peer pressure too high (Jetter, 1996). They objected
to a system that rewarded conformity and penalized innovation (F. & T. Edwards, personal
communication, April 8, 1996). For some ofthese parents schools represented coercion,
repression ofindividuality, and conformity to the whims ofthe majority. They often based
their contentions on their own devastating school experiences and desired better for their
children (Knowles, 1988; 1991).
New Age parents viewed public school students as lacking the imaginative
individualism and inventiveness that should be the thread ofAmerican economic life and
substituted a brand ofsocial competition that is a potential danger to communities and the
Parents' Rationale 13
drugs, vulgar language, humiliation by peers and teachers, bullying, rape, crime, alcohol,
guns, competive behavior, and sexually transmitted diseases represented a portion ofthe
negative socialization that parents preferred their children be spared (Jeub, 1994; Knowles
et aI., 1994; Kohn, 1988). Aggressive behavior in schools rarely have consequences, and
discipline is infrequent or ineffective leaving the victim in a submissive state (R. Hamann,
personal communication, April 8, 1996). Parents feared that the hours spent with peers in
such a negative atmosphere would erode the values and work ethic they had attempted to
instill within their children. Families viewed this negative social behavior as a form of
abuse, and some parents elected to remove their children from this type ofenvironment.
Wade (1995) pointed out that the most important elements for social development were:
love, security, discipline, interdependence, and responsibility. These were all provided
through the family unit, and although friends outside the family are important they do not
have to be present on a daily basis to form a socially well-developed individual.
Homeschooling helped children avoid the negative social life by promoting a strong family
bond (Lyman, 1993).
Changing American Culture
According to Mayberry (1989), a new breed ofhomeschoolers became frustrated
with public schools that were underfunded, overburdened and overcrowded. They found
academic standards were too low and peer pressure too high (Jetter, 1996). They objected
to a system that rewarded conformity and penalized innovation (F. & T. Edwards, personal
communication, April 8, 1996). For some ofthese parents schools represented coercion,
repression ofindividuality, and conformity to the whims ofthe majority. They often based
their contentions on their own devastating school experiences and desired better for their
children (Knowles, 1988; 1991).
New Age parents viewed public school students as lacking the imaginative
individualism and inventiveness that should be the thread ofAmerican economic life and
substituted a brand ofsocial competition that is a potential danger to communities and the
Parents' Rationale 14
economy. According to Guterson (1992), the failure of state-controlled, compulsory
schooling resulted from two facts: parents are natural educators, and family life is crucial to
educational success. Many New Age parents homeschooled because they enjoyed being
with their children. They were delighted watching and helping their children learn
(Farenga, 1996). One ofthe primary goals ofthe New Age homeschoolers was to restore
family unity, a goal shared by homeschooling parents (Mirochnik & McIntire, 1991).
The common goal of all homeschooling parents, whatever category they fell into,
was to provide the best education possible for their children. Futhermore, this education
was offered in a loving, nurturing environment which catered to each child's needs.
Issues Related to Homeschooling
There is a growing body ofliterature and research that reports on the following five
issues related to homeschooling.
Academic success
There is an increasing number ofinferences that indicate homeschooled students are
experiencing success in the job market and on university campuses, while conventional
school dropout numbers continue to rise (Gibbs, 1994; Jetter, 1996).
Studies showed that homeschoolers perform as well or better than their peers
academically. Eighty-four percent ofhigh school seniors could not meet the suggested
standards in mathematics (Schrof, 1996). In contrast, homeschooled children nationwide
scored at or above the 80th percentile in eight basic categories ofthe top three standard
achievement tests: California Achievement Test, Iowa Test ofBasic Skills, and Stanford
Achievement Test (Gibbs, 1994; McCulley, 1994; Ray, 1992). The national average in
conventional schools is the 50th percentile. A study of several hundred homeschooled
students taking the Stanford Achievement Test in the state ofWashington found that these
students consistently scored above the national average in reading, language, math, and
science with the median score at about the 67th percentile on national norms
(Wartes,1990). Similarly, students in a state-managed form ofhomeschooling in Alaska
Parents' Rationale 14
economy. According to Guterson (1992), the failure of state-controlled, compulsory
schooling resulted from two facts: parents are natural educators, and family life is crucial to
educational success. Many New Age parents homeschooled because they enjoyed being
with their children. They were delighted watching and helping their children learn
(Farenga, 1996). One ofthe primary goals ofthe New Age homeschoolers was to restore
family unity, a goal shared by homeschooling parents (Mirochnik & McIntire, 1991).
The common goal of all homeschooling parents, whatever category they fell into,
was to provide the best education possible for their children. Futhermore, this education
was offered in a loving, nurturing environment which catered to each child's needs.
Issues Related to Homeschooling
There is a growing body ofliterature and research that reports on the following five
issues related to homeschooling.
Academic success
There is an increasing number ofinferences that indicate homeschooled students are
experiencing success in the job market and on university campuses, while conventional
school dropout numbers continue to rise (Gibbs, 1994; Jetter, 1996).
Studies showed that homeschoolers perform as well or better than their peers
academically. Eighty-four percent ofhigh school seniors could not meet the suggested
standards in mathematics (Schrof, 1996). In contrast, homeschooled children nationwide
scored at or above the 80th percentile in eight basic categories ofthe top three standard
achievement tests: California Achievement Test, Iowa Test ofBasic Skills, and Stanford
Achievement Test (Gibbs, 1994; McCulley, 1994; Ray, 1992). The national average in
conventional schools is the 50th percentile. A study of several hundred homeschooled
students taking the Stanford Achievement Test in the state ofWashington found that these
students consistently scored above the national average in reading, language, math, and
science with the median score at about the 67th percentile on national norms
(Wartes,1990). Similarly, students in a state-managed form ofhomeschooling in Alaska
Parents' Rationale 14
economy. According to Guterson (1992), the failure of state-controlled, compulsory
schooling resulted from two facts: parents are natural educators, and family life is crucial to
educational success. Many New Age parents homeschooled because they enjoyed being
with their children. They were delighted watching and helping their children learn
(Farenga, 1996). One ofthe primary goals ofthe New Age homeschoolers was to restore
family unity, a goal shared by homeschooling parents (Mirochnik & McIntire, 1991).
The common goal of all homeschooling parents, whatever category they fell into,
was to provide the best education possible for their children. Futhermore, this education
was offered in a loving, nurturing environment which catered to each child's needs.
Issues Related to Homeschooling
There is a growing body ofliterature and research that reports on the following five
issues related to homeschooling.
Academic success
There is an increasing number ofinferences that indicate homeschooled students are
experiencing success in the job market and on university campuses, while conventional
school dropout numbers continue to rise (Gibbs, 1994; Jetter, 1996).
Studies showed that homeschoolers perform as well or better than their peers
academically. Eighty-four percent ofhigh school seniors could not meet the suggested
standards in mathematics (Schrof, 1996). In contrast, homeschooled children nationwide
scored at or above the 80th percentile in eight basic categories ofthe top three standard
achievement tests: California Achievement Test, Iowa Test ofBasic Skills, and Stanford
Achievement Test (Gibbs, 1994; McCulley, 1994; Ray, 1992). The national average in
conventional schools is the 50th percentile. A study of several hundred homeschooled
students taking the Stanford Achievement Test in the state ofWashington found that these
students consistently scored above the national average in reading, language, math, and
science with the median score at about the 67th percentile on national norms
(Wartes,1990). Similarly, students in a state-managed form ofhomeschooling in Alaska
Parents' Rationale 15
scored higher than conventional school students nationwide, including Alaska, on the
California Achievement Test in math, reading, language and science (Greene, 1985). In the
Arkansas study ofthe difference in achievement between the homeschooled and public
schooled students, the homeschooled students scored higher in all areas in fourth and
seventh grades. In 10th-grade testing, the homeschoolers scored significantly higher than
the average public school students with the exception oflanguage where homeschoolers
scored lower (Calvery et aI., 1992). Reportedly, a 12-year-old girl tested college level in
most subject areas, and her 10-year-old brother tested 10th- and 11th-grade levels in all
subject areas (M. Williams, personal communication, January 7, 1996). In this same state,
the Lansing State Journal reported that 72% ofstudents in their public school district tested
below grade level (M. Williams, personal communication, January 7, 1996). In
comparison, private school test scores were higher than public school scores, but not as
high on average as homeschoolers. This was due in part to the fact that parents tended to
demonstrate a more active role in their child's education ifthey attended a private school
(Trevas, 1996). It appeared that the time parents spent with their children, regardless of
how tightly or loosely structured the homeschooling experience is, hae a direct correlation
with academic performance (Farenga, 1994).
Socialization
Another major issue surrounding homeschooling was the problem of socialization
ofthe homeschooled child. Critics ofhomeschooling stated that the children were not
learning to live in the real world because ofthe amount oftime spent in a home atmosphere
which they felt rendered the child isolated. Public schools classify and segregate students
by age and ability reinforcing class, gender and racial prejudice (c. Webb, personal
communication, July, 1996). This leaves little opportunity for children to be exposed to the
workplace, family, or community and to have enriching experiences outside ofthe
classroom. In this setting, individual expression is almost nonexistent, and major
interaction is limited to peers. However, according to Wanagel (1995), homeschooling
Parents' Rationale 15
scored higher than conventional school students nationwide, including Alaska, on the
California Achievement Test in math, reading, language and science (Greene, 1985). In the
Arkansas study ofthe difference in achievement between the homeschooled and public
schooled students, the homeschooled students scored higher in all areas in fourth and
seventh grades. In 10th-grade testing, the homeschoolers scored significantly higher than
the average public school students with the exception oflanguage where homeschoolers
scored lower (Calvery et aI., 1992). Reportedly, a 12-year-old girl tested college level in
most subject areas, and her 10-year-old brother tested 10th- and 11th-grade levels in all
subject areas (M. Williams, personal communication, January 7, 1996). In this same state,
the Lansing State Journal reported that 72% ofstudents in their public school district tested
below grade level (M. Williams, personal communication, January 7, 1996). In
comparison, private school test scores were higher than public school scores, but not as
high on average as homeschoolers. This was due in part to the fact that parents tended to
demonstrate a more active role in their child's education ifthey attended a private school
(Trevas, 1996). It appeared that the time parents spent with their children, regardless of
how tightly or loosely structured the homeschooling experience is, hae a direct correlation
with academic performance (Farenga, 1994).
Socialization
Another major issue surrounding homeschooling was the problem of socialization
ofthe homeschooled child. Critics ofhomeschooling stated that the children were not
learning to live in the real world because ofthe amount oftime spent in a home atmosphere
which they felt rendered the child isolated. Public schools classify and segregate students
by age and ability reinforcing class, gender and racial prejudice (c. Webb, personal
communication, July, 1996). This leaves little opportunity for children to be exposed to the
workplace, family, or community and to have enriching experiences outside ofthe
classroom. In this setting, individual expression is almost nonexistent, and major
interaction is limited to peers. However, according to Wanagel (1995), homeschooling
Parents' Rationale 15
scored higher than conventional school students nationwide, including Alaska, on the
California Achievement Test in math, reading, language and science (Greene, 1985). In the
Arkansas study ofthe difference in achievement between the homeschooled and public
schooled students, the homeschooled students scored higher in all areas in fourth and
seventh grades. In 10th-grade testing, the homeschoolers scored significantly higher than
the average public school students with the exception oflanguage where homeschoolers
scored lower (Calvery et aI., 1992). Reportedly, a 12-year-old girl tested college level in
most subject areas, and her 10-year-old brother tested 10th- and 11th-grade levels in all
subject areas (M. Williams, personal communication, January 7, 1996). In this same state,
the Lansing State Journal reported that 72% ofstudents in their public school district tested
below grade level (M. Williams, personal communication, January 7, 1996). In
comparison, private school test scores were higher than public school scores, but not as
high on average as homeschoolers. This was due in part to the fact that parents tended to
demonstrate a more active role in their child's education ifthey attended a private school
(Trevas, 1996). It appeared that the time parents spent with their children, regardless of
how tightly or loosely structured the homeschooling experience is, hae a direct correlation
with academic performance (Farenga, 1994).
Socialization
Another major issue surrounding homeschooling was the problem of socialization
ofthe homeschooled child. Critics ofhomeschooling stated that the children were not
learning to live in the real world because ofthe amount oftime spent in a home atmosphere
which they felt rendered the child isolated. Public schools classify and segregate students
by age and ability reinforcing class, gender and racial prejudice (c. Webb, personal
communication, July, 1996). This leaves little opportunity for children to be exposed to the
workplace, family, or community and to have enriching experiences outside ofthe
classroom. In this setting, individual expression is almost nonexistent, and major
interaction is limited to peers. However, according to Wanagel (1995), homeschooling
Parents' Rationale 16
parents believed that ifchildren were not put into schools at an early age and abandoned to
peer pressure, they would not become hostile and alienated adolescents. Homeschoolers
meet and socialize with people ofvarious ages and backgrounds through their
neighborhoods, churches, 4-H, scouts, libraries, community sports and theater; in karate,
dance, and music lessons. They visit nursing homes, volunteer at soup kitchens and
hospitals. Some children participate in school activities, and others socialize through
support groups (Farenga, 1996). Many parents tended to regard the socialization that takes
place in the conventional schools as a negative socialization, which often left the students
with a poor self-image and anti-social behavior (Wanagel).
In an attempt to delve into this issue, Shyer's study on social development of
homeschooled children as compared to their counterparts showed 8- to lO-year-olds at
play. Shyer concluded that there was no significant difference between the two groups in
self-confidence or assertiveness, but the homeschooled children had consistently fewer
behavioral problems (Farenga, 1996; Lyman, 1993). Using the Vineland Adaptive
Behavior Scale, homeschooled and public schooled students were tested forming a
composite ofbehavioral skills measuring maturity. Public school children scored in the
27th percentile; the homeschooled scored in the 84th percentile (Ray, 1996). These results
indicated that the homeschooled child's exposure to a variety ofage groups and settings
promoted advanced maturity.
Other studies have shown evidence that homeschooled children were more likely to
have friends ofvaried ages and be free ofcliquish, exclusive behavior common in schools
(Churbuck, 1993; Farenga, 1996). Some professionals believe that extensive peer contact
during childhood can be the cause ofpeer dependency rather than a cross-generational
socialized child (Welch & Short, 1995). Ithas been suggested that socialization has been
over-rated, and in order to thrive children should be given time alone in which to think and
dream (Carroll, 1996).
Parents' Rationale 16
parents believed that ifchildren were not put into schools at an early age and abandoned to
peer pressure, they would not become hostile and alienated adolescents. Homeschoolers
meet and socialize with people ofvarious ages and backgrounds through their
neighborhoods, churches, 4-H, scouts, libraries, community sports and theater; in karate,
dance, and music lessons. They visit nursing homes, volunteer at soup kitchens and
hospitals. Some children participate in school activities, and others socialize through
support groups (Farenga, 1996). Many parents tended to regard the socialization that takes
place in the conventional schools as a negative socialization, which often left the students
with a poor self-image and anti-social behavior (Wanagel).
In an attempt to delve into this issue, Shyer's study on social development of
homeschooled children as compared to their counterparts showed 8- to lO-year-olds at
play. Shyer concluded that there was no significant difference between the two groups in
self-confidence or assertiveness, but the homeschooled children had consistently fewer
behavioral problems (Farenga, 1996; Lyman, 1993). Using the Vineland Adaptive
Behavior Scale, homeschooled and public schooled students were tested forming a
composite ofbehavioral skills measuring maturity. Public school children scored in the
27th percentile; the homeschooled scored in the 84th percentile (Ray, 1996). These results
indicated that the homeschooled child's exposure to a variety ofage groups and settings
promoted advanced maturity.
Other studies have shown evidence that homeschooled children were more likely to
have friends ofvaried ages and be free ofcliquish, exclusive behavior common in schools
(Churbuck, 1993; Farenga, 1996). Some professionals believe that extensive peer contact
during childhood can be the cause ofpeer dependency rather than a cross-generational
socialized child (Welch & Short, 1995). Ithas been suggested that socialization has been
over-rated, and in order to thrive children should be given time alone in which to think and
dream (Carroll, 1996).
Parents' Rationale 16
parents believed that ifchildren were not put into schools at an early age and abandoned to
peer pressure, they would not become hostile and alienated adolescents. Homeschoolers
meet and socialize with people ofvarious ages and backgrounds through their
neighborhoods, churches, 4-H, scouts, libraries, community sports and theater; in karate,
dance, and music lessons. They visit nursing homes, volunteer at soup kitchens and
hospitals. Some children participate in school activities, and others socialize through
support groups (Farenga, 1996). Many parents tended to regard the socialization that takes
place in the conventional schools as a negative socialization, which often left the students
with a poor self-image and anti-social behavior (Wanagel).
In an attempt to delve into this issue, Shyer's study on social development of
homeschooled children as compared to their counterparts showed 8- to lO-year-olds at
play. Shyer concluded that there was no significant difference between the two groups in
self-confidence or assertiveness, but the homeschooled children had consistently fewer
behavioral problems (Farenga, 1996; Lyman, 1993). Using the Vineland Adaptive
Behavior Scale, homeschooled and public schooled students were tested forming a
composite ofbehavioral skills measuring maturity. Public school children scored in the
27th percentile; the homeschooled scored in the 84th percentile (Ray, 1996). These results
indicated that the homeschooled child's exposure to a variety ofage groups and settings
promoted advanced maturity.
Other studies have shown evidence that homeschooled children were more likely to
have friends ofvaried ages and be free ofcliquish, exclusive behavior common in schools
(Churbuck, 1993; Farenga, 1996). Some professionals believe that extensive peer contact
during childhood can be the cause ofpeer dependency rather than a cross-generational
socialized child (Welch & Short, 1995). Ithas been suggested that socialization has been
over-rated, and in order to thrive children should be given time alone in which to think and
dream (Carroll, 1996).
Parents'Rationale 17
Teacher Qualifications
A third issue ofconcern related to homeschooling was the qualification ofparents
as teachers. Parents do not need to be certified teachers in order to homeschool. In Ohio a
"home teacher" must have a high school diploma or GED or test scores that show
equivalence. Ifnone ofthese are satisfied, the parent must work under a person holding a
baccalaureate degree until the homeschooled child's test results demonstrate reasonable
proficiency (Ohio Compulsory Attendance, 1996). Nine other states have similar
requirements, while the remaining states have no specific qualifications for parents teaching
their children (R. Hamann, personal communication, April 8, 1996). Although parents in a
homeschooling situation tend to be more educated than the average American parent, the
homeschooled children ofparents who have a diploma or GED continue to score higher
than the national norms as compared to their public schooled peers (Hahn & Hasson, 1996;
Kuznik, 1994; Ray, 1992). In the findings of the 1990 study ofHome Education Family
Characteristics, Legal Matters, and Student Achievement, it was found that there was no
relationship between student achievement and teacher certification ofparents (Ray, 1990).
Once the basic skills ofreading, writing, and math are acquired, homeschoolers can
learn anything they want to learn (Llewellyn, 1991). Parents' educational background has
little to do with the student's learning agenda. Computer usage is a prime example ofchild 
led learning. Few parents are as adept with computers as their self-taught children
(Llewellyn, 1991). Children are naturally inquisitive and are born achievers. Their
motivation and interest are instinctive. When homeschooling parents face an educational
weakness, they turn to support groups and others who have expertise in that area or learn
along with their children (Guterson, 1992; Hahn & Hasson, 1996). The availability of
computers for interactive distance learning, computer-based education, and on-line
interactions have expanded resource possibilities. Students can access educational
resources produced and distributed anywhere in the world. Homeschoolers are motivated
enough to be the leading users ofeducational technology in the country (Now You Can
Parents'Rationale 17
Teacher Qualifications
A third issue ofconcern related to homeschooling was the qualification ofparents
as teachers. Parents do not need to be certified teachers in order to homeschool. In Ohio a
"home teacher" must have a high school diploma or GED or test scores that show
equivalence. Ifnone ofthese are satisfied, the parent must work under a person holding a
baccalaureate degree until the homeschooled child's test results demonstrate reasonable
proficiency (Ohio Compulsory Attendance, 1996). Nine other states have similar
requirements, while the remaining states have no specific qualifications for parents teaching
their children (R. Hamann, personal communication, April 8, 1996). Although parents in a
homeschooling situation tend to be more educated than the average American parent, the
homeschooled children ofparents who have a diploma or GED continue to score higher
than the national norms as compared to their public schooled peers (Hahn & Hasson, 1996;
Kuznik, 1994; Ray, 1992). In the findings of the 1990 study ofHome Education Family
Characteristics, Legal Matters, and Student Achievement, it was found that there was no
relationship between student achievement and teacher certification ofparents (Ray, 1990).
Once the basic skills ofreading, writing, and math are acquired, homeschoolers can
learn anything they want to learn (Llewellyn, 1991). Parents' educational background has
little to do with the student's learning agenda. Computer usage is a prime example ofchild 
led learning. Few parents are as adept with computers as their self-taught children
(Llewellyn, 1991). Children are naturally inquisitive and are born achievers. Their
motivation and interest are instinctive. When homeschooling parents face an educational
weakness, they turn to support groups and others who have expertise in that area or learn
along with their children (Guterson, 1992; Hahn & Hasson, 1996). The availability of
computers for interactive distance learning, computer-based education, and on-line
interactions have expanded resource possibilities. Students can access educational
resources produced and distributed anywhere in the world. Homeschoolers are motivated
enough to be the leading users ofeducational technology in the country (Now You Can
Parents'Rationale 17
Teacher Qualifications
A third issue ofconcern related to homeschooling was the qualification ofparents
as teachers. Parents do not need to be certified teachers in order to homeschool. In Ohio a
"home teacher" must have a high school diploma or GED or test scores that show
equivalence. Ifnone ofthese are satisfied, the parent must work under a person holding a
baccalaureate degree until the homeschooled child's test results demonstrate reasonable
proficiency (Ohio Compulsory Attendance, 1996). Nine other states have similar
requirements, while the remaining states have no specific qualifications for parents teaching
their children (R. Hamann, personal communication, April 8, 1996). Although parents in a
homeschooling situation tend to be more educated than the average American parent, the
homeschooled children ofparents who have a diploma or GED continue to score higher
than the national norms as compared to their public schooled peers (Hahn & Hasson, 1996;
Kuznik, 1994; Ray, 1992). In the findings of the 1990 study ofHome Education Family
Characteristics, Legal Matters, and Student Achievement, it was found that there was no
relationship between student achievement and teacher certification ofparents (Ray, 1990).
Once the basic skills ofreading, writing, and math are acquired, homeschoolers can
learn anything they want to learn (Llewellyn, 1991). Parents' educational background has
little to do with the student's learning agenda. Computer usage is a prime example ofchild 
led learning. Few parents are as adept with computers as their self-taught children
(Llewellyn, 1991). Children are naturally inquisitive and are born achievers. Their
motivation and interest are instinctive. When homeschooling parents face an educational
weakness, they turn to support groups and others who have expertise in that area or learn
along with their children (Guterson, 1992; Hahn & Hasson, 1996). The availability of
computers for interactive distance learning, computer-based education, and on-line
interactions have expanded resource possibilities. Students can access educational
resources produced and distributed anywhere in the world. Homeschoolers are motivated
enough to be the leading users ofeducational technology in the country (Now You Can
Parents' Rationale 18
Stay, 1996; Snider, 1996). Although some homeschoolers feel that technology is critical to
their children's future, others continue to utilize libraries, art galleries, museums, or
knowledgeable people to teach their children.
University Acceptance
A fourth area ofconcern was that ofuniversity acceptance and compliance to
application procedures. Children who have been homeschooled have no special difficulty in
being accepted into colleges and universities. There are over 250 colleges and universities
that have accepted homeschoolers (Ray, 1995). As of 1996, Ray cited that 369 colleges or
universities will accept applications for admission from homeschoolers (Ray, 1996).
Meeting admissions requirements varies according to the style ofhomeschooling used.
Three methods ofhomeschooling are common within the homeschooling community: the
fixed curriculum, unit approach, and "unschooling" (Farenga, 1994). The fixed
curriculum closely follows the public school's curricula, but is done at home. The unit
approach takes the basic concepts ofthe fixed curriculum but breaks it into smaller groups
or units for study. Farenga (1994) explained that the student did not advance to the next
unit until the preceding unit was mastered. The unschooling approach leaves the child free
to access the "real" world; learning through doing. There is no structured curricula, time
tables, subjects to be studied, or testing. Students pursue their interests while expanding a
base ofknowledge through a variety of academic skills and levels. The "unschooled" child
determines what and how an area will be learned with the parent as a guide. The world is
their classroom (Farenga, 1994; Guterson, 1992; Holt, 1970; Llewellyn, 1991).
Traditionally, colleges want their incoming students to have a broad, varied
educational background. Homeschooled students may need to provide a GED, standardized
test scores, recommendations from adults, an application essay, lists ofinterests,
extracurricular activities and achievements (Murphy, 1994). The students who are
homeschooled using a fixed curricula or the unit approach are able to provide
documentation of courses studied and in some cases even grades. The unschooler is
Parents' Rationale 18
Stay, 1996; Snider, 1996). Although some homeschoolers feel that technology is critical to
their children's future, others continue to utilize libraries, art galleries, museums, or
knowledgeable people to teach their children.
University Acceptance
A fourth area ofconcern was that ofuniversity acceptance and compliance to
application procedures. Children who have been homeschooled have no special difficulty in
being accepted into colleges and universities. There are over 250 colleges and universities
that have accepted homeschoolers (Ray, 1995). As of 1996, Ray cited that 369 colleges or
universities will accept applications for admission from homeschoolers (Ray, 1996).
Meeting admissions requirements varies according to the style ofhomeschooling used.
Three methods ofhomeschooling are common within the homeschooling community: the
fixed curriculum, unit approach, and "unschooling" (Farenga, 1994). The fixed
curriculum closely follows the public school's curricula, but is done at home. The unit
approach takes the basic concepts ofthe fixed curriculum but breaks it into smaller groups
or units for study. Farenga (1994) explained that the student did not advance to the next
unit until the preceding unit was mastered. The unschooling approach leaves the child free
to access the "real" world; learning through doing. There is no structured curricula, time
tables, subjects to be studied, or testing. Students pursue their interests while expanding a
base ofknowledge through a variety of academic skills and levels. The "unschooled" child
determines what and how an area will be learned with the parent as a guide. The world is
their classroom (Farenga, 1994; Guterson, 1992; Holt, 1970; Llewellyn, 1991).
Traditionally, colleges want their incoming students to have a broad, varied
educational background. Homeschooled students may need to provide a GED, standardized
test scores, recommendations from adults, an application essay, lists ofinterests,
extracurricular activities and achievements (Murphy, 1994). The students who are
homeschooled using a fixed curricula or the unit approach are able to provide
documentation of courses studied and in some cases even grades. The unschooler is
Parents' Rationale 18
Stay, 1996; Snider, 1996). Although some homeschoolers feel that technology is critical to
their children's future, others continue to utilize libraries, art galleries, museums, or
knowledgeable people to teach their children.
University Acceptance
A fourth area ofconcern was that ofuniversity acceptance and compliance to
application procedures. Children who have been homeschooled have no special difficulty in
being accepted into colleges and universities. There are over 250 colleges and universities
that have accepted homeschoolers (Ray, 1995). As of 1996, Ray cited that 369 colleges or
universities will accept applications for admission from homeschoolers (Ray, 1996).
Meeting admissions requirements varies according to the style ofhomeschooling used.
Three methods ofhomeschooling are common within the homeschooling community: the
fixed curriculum, unit approach, and "unschooling" (Farenga, 1994). The fixed
curriculum closely follows the public school's curricula, but is done at home. The unit
approach takes the basic concepts ofthe fixed curriculum but breaks it into smaller groups
or units for study. Farenga (1994) explained that the student did not advance to the next
unit until the preceding unit was mastered. The unschooling approach leaves the child free
to access the "real" world; learning through doing. There is no structured curricula, time
tables, subjects to be studied, or testing. Students pursue their interests while expanding a
base ofknowledge through a variety of academic skills and levels. The "unschooled" child
determines what and how an area will be learned with the parent as a guide. The world is
their classroom (Farenga, 1994; Guterson, 1992; Holt, 1970; Llewellyn, 1991).
Traditionally, colleges want their incoming students to have a broad, varied
educational background. Homeschooled students may need to provide a GED, standardized
test scores, recommendations from adults, an application essay, lists ofinterests,
extracurricular activities and achievements (Murphy, 1994). The students who are
homeschooled using a fixed curricula or the unit approach are able to provide
documentation of courses studied and in some cases even grades. The unschooler is
Parents'Rationale 19
challenged with furnishing evidence ofknowledge mastered in specific areas. College
credits take precedent over high school transcripts; therefore, it is common for
homeschoolers and unschoolers to attend a local university or community college, receiving
credit for classes. Course credit illustrates success at the college level, as well as a form of
structured course work (Farenga, 1994; Guterson, 1992; Llewellyn, 1991). The lack of
traditional schooling does not show a lack ofeducation, and many universities are willing
to make exceptions (Colfax & Colfax, 1988). Since homeschoolers have demonstrated
success at the university level, applicants are having less difficulty in being admitted to
colleges oftheir choice than in the past. Several students were willing to be accepted
conditionally, and once having proven their academic talents were admitted without the
traditional admission requirements. College officials have stated that they enjoy the
maturity, enthusiasm, and diversification that the homeschooled student brings into the
classroom (Farenga, 1994; Wanagel, 1995).
Employment
Lastly, whether or not homeschooled students chose to continue with formal
schooling, they experienced little difficulty in finding employment outside the home.
According to Wanagel (1995), 80% ofthe working adults in America have a high school
diploma, with only 20% ofthe workforce having a college degree. Ofthis 20%, only one 
fifth have a job or profession in the field oftheir degree. For some homeschoolers, college
would be a step backwards. A homeschooler's resume contains actual skills and
accomplishments rather than a course listing. They need little supervision and instruction
on the job since many ofthem have been teaching themselves during their homeschooling
years (Wanagel). Through their own initiative, pre-teens have inaugurated their own
businesses. They assumed the responsibilities ofbanking, accounting, advertising,
production, and distribution oftheir products and services (Kavanaugh, 1996). Their
accomplishments ranged from making and selling muffins to tutoring, construction, and
dog walking. They had undertaken apprenticeships and internships on farms, veterinary
Parents'Rationale 19
challenged with furnishing evidence ofknowledge mastered in specific areas. College
credits take precedent over high school transcripts; therefore, it is common for
homeschoolers and unschoolers to attend a local university or community college, receiving
credit for classes. Course credit illustrates success at the college level, as well as a form of
structured course work (Farenga, 1994; Guterson, 1992; Llewellyn, 1991). The lack of
traditional schooling does not show a lack ofeducation, and many universities are willing
to make exceptions (Colfax & Colfax, 1988). Since homeschoolers have demonstrated
success at the university level, applicants are having less difficulty in being admitted to
colleges oftheir choice than in the past. Several students were willing to be accepted
conditionally, and once having proven their academic talents were admitted without the
traditional admission requirements. College officials have stated that they enjoy the
maturity, enthusiasm, and diversification that the homeschooled student brings into the
classroom (Farenga, 1994; Wanagel, 1995).
Employment
Lastly, whether or not homeschooled students chose to continue with formal
schooling, they experienced little difficulty in finding employment outside the home.
According to Wanagel (1995), 80% ofthe working adults in America have a high school
diploma, with only 20% ofthe workforce having a college degree. Ofthis 20%, only one 
fifth have a job or profession in the field oftheir degree. For some homeschoolers, college
would be a step backwards. A homeschooler's resume contains actual skills and
accomplishments rather than a course listing. They need little supervision and instruction
on the job since many ofthem have been teaching themselves during their homeschooling
years (Wanagel). Through their own initiative, pre-teens have inaugurated their own
businesses. They assumed the responsibilities ofbanking, accounting, advertising,
production, and distribution oftheir products and services (Kavanaugh, 1996). Their
accomplishments ranged from making and selling muffins to tutoring, construction, and
dog walking. They had undertaken apprenticeships and internships on farms, veterinary
Parents'Rationale 19
challenged with furnishing evidence ofknowledge mastered in specific areas. College
credits take precedent over high school transcripts; therefore, it is common for
homeschoolers and unschoolers to attend a local university or community college, receiving
credit for classes. Course credit illustrates success at the college level, as well as a form of
structured course work (Farenga, 1994; Guterson, 1992; Llewellyn, 1991). The lack of
traditional schooling does not show a lack ofeducation, and many universities are willing
to make exceptions (Colfax & Colfax, 1988). Since homeschoolers have demonstrated
success at the university level, applicants are having less difficulty in being admitted to
colleges oftheir choice than in the past. Several students were willing to be accepted
conditionally, and once having proven their academic talents were admitted without the
traditional admission requirements. College officials have stated that they enjoy the
maturity, enthusiasm, and diversification that the homeschooled student brings into the
classroom (Farenga, 1994; Wanagel, 1995).
Employment
Lastly, whether or not homeschooled students chose to continue with formal
schooling, they experienced little difficulty in finding employment outside the home.
According to Wanagel (1995), 80% ofthe working adults in America have a high school
diploma, with only 20% ofthe workforce having a college degree. Ofthis 20%, only one 
fifth have a job or profession in the field oftheir degree. For some homeschoolers, college
would be a step backwards. A homeschooler's resume contains actual skills and
accomplishments rather than a course listing. They need little supervision and instruction
on the job since many ofthem have been teaching themselves during their homeschooling
years (Wanagel). Through their own initiative, pre-teens have inaugurated their own
businesses. They assumed the responsibilities ofbanking, accounting, advertising,
production, and distribution oftheir products and services (Kavanaugh, 1996). Their
accomplishments ranged from making and selling muffins to tutoring, construction, and
dog walking. They had undertaken apprenticeships and internships on farms, veterinary
Parents' Rationale 20
hospitals, automotive shops; learned through travel, volunteered in positions that led to
full-time paying positions. Because oftheir flexible schedules, they acquired jobs that
required year-round employment in parks, hatcheries, and resorts (Kavanaugh, 1996;
Llewellyn,1991). Because the homeschooling atmosphere is not longitudinal, their growth
and development is significant to employers who are looking for employees who are self 
confident, self-motivated, inventive, and creative in the work place (Sheffler, 1995;
Wanagel, 1995). Itis not the exception in the homeschooling community to find a 19-year 
old as an office manager in a technical company; a 17-year-old in an established computer
career; or a 20-year-old who has developed a plastics division at a testing lab (Wanagel).
Parents' Rationale 20
hospitals, automotive shops; learned through travel, volunteered in positions that led to
full-time paying positions. Because oftheir flexible schedules, they acquired jobs that
required year-round employment in parks, hatcheries, and resorts (Kavanaugh, 1996;
Llewellyn,1991). Because the homeschooling atmosphere is not longitudinal, their growth
and development is significant to employers who are looking for employees who are self 
confident, self-motivated, inventive, and creative in the work place (Sheffler, 1995;
Wanagel, 1995). Itis not the exception in the homeschooling community to find a 19-year 
old as an office manager in a technical company; a 17-year-old in an established computer
career; or a 20-year-old who has developed a plastics division at a testing lab (Wanagel).
Parents' Rationale 20
hospitals, automotive shops; learned through travel, volunteered in positions that led to
full-time paying positions. Because oftheir flexible schedules, they acquired jobs that
required year-round employment in parks, hatcheries, and resorts (Kavanaugh, 1996;
Llewellyn,1991). Because the homeschooling atmosphere is not longitudinal, their growth
and development is significant to employers who are looking for employees who are self 
confident, self-motivated, inventive, and creative in the work place (Sheffler, 1995;
Wanagel, 1995). Itis not the exception in the homeschooling community to find a 19-year 
old as an office manager in a technical company; a 17-year-old in an established computer
career; or a 20-year-old who has developed a plastics division at a testing lab (Wanagel).
Parents'Rationale 21
Chapter 3
Methodology
The purpose ofthis research was to report on variables within the homeschooling
community, to discover possible reasons for homeschooling, and the role parental
involvement played in homeschooling. The responses that were quantifiable consisted of
demographic information supplied by the respondents relating to themselves and their
spouse or significant other. The purpose ofthis data documentation was to provide current
demographic information on homeschoolers. The qualitative data from the open-ended
questions were compiled and presented in a comparative manner. All data were down 
loaded on a disc for storage and for further reference.
Participants
The target population for this study was people who are presently homeschooling
or have homeschooled in the past. Homeschooling was defined as one or more children
being educated by a parent(s) or other significant person and who reside within that
household. This was the sole criteria for questionnaire response eligibility. There were no
geographic or demographic limitations or restrictions placed upon subject participants.
Participation was purely voluntary, and return ofthe questionnaire gave automatic consent
ofthe participant to take part in the study. The questionnaire was distributed through three
mediums: e-mail, homeschooling support group meetings, and as an addendum to a mailed
newsletter. A cover letter also accompanied the questionnaire introducing the study and its
rationale (Appendix A).
The questionnaire used for the study consisted of a one-page, self-administered
survey instrument (Appendix B). The questions assumed two forms. The first group of
questions required the respondent to check the appropriate response most closely pertaining
to their individual demographics. These responses were utilized to establish a profile of
characteristics ofthe homeschoolers surveyed. The second part ofthe questionnaire
consisted of two open-ended questions that asked the respondent to supply reasons and/or
Parents'Rationale 21
Chapter 3
Methodology
The purpose ofthis research was to report on variables within the homeschooling
community, to discover possible reasons for homeschooling, and the role parental
involvement played in homeschooling. The responses that were quantifiable consisted of
demographic information supplied by the respondents relating to themselves and their
spouse or significant other. The purpose ofthis data documentation was to provide current
demographic information on homeschoolers. The qualitative data from the open-ended
questions were compiled and presented in a comparative manner. All data were down 
loaded on a disc for storage and for further reference.
Participants
The target population for this study was people who are presently homeschooling
or have homeschooled in the past. Homeschooling was defined as one or more children
being educated by a parent(s) or other significant person and who reside within that
household. This was the sole criteria for questionnaire response eligibility. There were no
geographic or demographic limitations or restrictions placed upon subject participants.
Participation was purely voluntary, and return ofthe questionnaire gave automatic consent
ofthe participant to take part in the study. The questionnaire was distributed through three
mediums: e-mail, homeschooling support group meetings, and as an addendum to a mailed
newsletter. A cover letter also accompanied the questionnaire introducing the study and its
rationale (Appendix A).
The questionnaire used for the study consisted of a one-page, self-administered
survey instrument (Appendix B). The questions assumed two forms. The first group of
questions required the respondent to check the appropriate response most closely pertaining
to their individual demographics. These responses were utilized to establish a profile of
characteristics ofthe homeschoolers surveyed. The second part ofthe questionnaire
consisted of two open-ended questions that asked the respondent to supply reasons and/or
Parents'Rationale 21
Chapter 3
Methodology
The purpose ofthis research was to report on variables within the homeschooling
community, to discover possible reasons for homeschooling, and the role parental
involvement played in homeschooling. The responses that were quantifiable consisted of
demographic information supplied by the respondents relating to themselves and their
spouse or significant other. The purpose ofthis data documentation was to provide current
demographic information on homeschoolers. The qualitative data from the open-ended
questions were compiled and presented in a comparative manner. All data were down 
loaded on a disc for storage and for further reference.
Participants
The target population for this study was people who are presently homeschooling
or have homeschooled in the past. Homeschooling was defined as one or more children
being educated by a parent(s) or other significant person and who reside within that
household. This was the sole criteria for questionnaire response eligibility. There were no
geographic or demographic limitations or restrictions placed upon subject participants.
Participation was purely voluntary, and return ofthe questionnaire gave automatic consent
ofthe participant to take part in the study. The questionnaire was distributed through three
mediums: e-mail, homeschooling support group meetings, and as an addendum to a mailed
newsletter. A cover letter also accompanied the questionnaire introducing the study and its
rationale (Appendix A).
The questionnaire used for the study consisted of a one-page, self-administered
survey instrument (Appendix B). The questions assumed two forms. The first group of
questions required the respondent to check the appropriate response most closely pertaining
to their individual demographics. These responses were utilized to establish a profile of
characteristics ofthe homeschoolers surveyed. The second part ofthe questionnaire
consisted of two open-ended questions that asked the respondent to supply reasons and/or
Parents' Rationale 22
opinions related to their homeschooling experiences (Appendix B). Participants were given
the opportunity to provide as much information as they felt was necessary to fully answer
these questions to their satisfaction.
E-mail Respondents
On-line postings were made by way ofthe Internet through various files on the
homeschooling and unschooling network by way ofThe Family Education Member
Connection on America Online. Requests for participants were placed on the message
boards of: Homeschooling Forum, Talk about Homeschooling, and the Home Education
Magazine message center. Anyone with questions concerning the study or those wishing to
participate was asked to reply to the message sender bye-mail. Itwas impossible to
estimate the number of subjects receiving the initial request for participation in the survey.
Worldwide Internet users remained anonymous until they chose to reply by way of
revealing their e-mail address. Through the suggestion of a participant, further requests for
participation in the study were placed on three informal "chat" loops ofhomeschoolers.
These loops were accessed by mothers who discussed various areas and topics of
homeschooling/unschooling.
A cover letter introducing the rationale for the research and a questionnaire were
sent to those responding to e-mail requests to participate in the survey. The subjects were
asked to respond to the questionnaire through on-line capabilities and forward their
responses to the sender by way ofe-mail. If a participant's response was not received
within ten days ofthe e-mailed questionnaire, a reminder was e-mailed to them at that time.
The purpose ofthe research was then restated, and another questionnaire was forwarded
asking the subject to e-mail their responses as soon as possible. Only one reminder was
e-mailed. Ifthere was no response to the reminder, it was assumed that the subject had
voluntarily withdrawn from the research. Through the use ofe-mail, snowballing occurred
resulting in an undetermined number of subjects becoming involved in the survey online;
however, 63 returned completed questionnaires. Conversations with homeschooling
Parents' Rationale 22
opinions related to their homeschooling experiences (Appendix B). Participants were given
the opportunity to provide as much information as they felt was necessary to fully answer
these questions to their satisfaction.
E-mail Respondents
On-line postings were made by way ofthe Internet through various files on the
homeschooling and unschooling network by way ofThe Family Education Member
Connection on America Online. Requests for participants were placed on the message
boards of: Homeschooling Forum, Talk about Homeschooling, and the Home Education
Magazine message center. Anyone with questions concerning the study or those wishing to
participate was asked to reply to the message sender bye-mail. Itwas impossible to
estimate the number of subjects receiving the initial request for participation in the survey.
Worldwide Internet users remained anonymous until they chose to reply by way of
revealing their e-mail address. Through the suggestion of a participant, further requests for
participation in the study were placed on three informal "chat" loops ofhomeschoolers.
These loops were accessed by mothers who discussed various areas and topics of
homeschooling/unschooling.
A cover letter introducing the rationale for the research and a questionnaire were
sent to those responding to e-mail requests to participate in the survey. The subjects were
asked to respond to the questionnaire through on-line capabilities and forward their
responses to the sender by way ofe-mail. If a participant's response was not received
within ten days ofthe e-mailed questionnaire, a reminder was e-mailed to them at that time.
The purpose ofthe research was then restated, and another questionnaire was forwarded
asking the subject to e-mail their responses as soon as possible. Only one reminder was
e-mailed. Ifthere was no response to the reminder, it was assumed that the subject had
voluntarily withdrawn from the research. Through the use ofe-mail, snowballing occurred
resulting in an undetermined number of subjects becoming involved in the survey online;
however, 63 returned completed questionnaires. Conversations with homeschooling
Parents' Rationale 22
opinions related to their homeschooling experiences (Appendix B). Participants were given
the opportunity to provide as much information as they felt was necessary to fully answer
these questions to their satisfaction.
E-mail Respondents
On-line postings were made by way ofthe Internet through various files on the
homeschooling and unschooling network by way ofThe Family Education Member
Connection on America Online. Requests for participants were placed on the message
boards of: Homeschooling Forum, Talk about Homeschooling, and the Home Education
Magazine message center. Anyone with questions concerning the study or those wishing to
participate was asked to reply to the message sender bye-mail. Itwas impossible to
estimate the number of subjects receiving the initial request for participation in the survey.
Worldwide Internet users remained anonymous until they chose to reply by way of
revealing their e-mail address. Through the suggestion of a participant, further requests for
participation in the study were placed on three informal "chat" loops ofhomeschoolers.
These loops were accessed by mothers who discussed various areas and topics of
homeschooling/unschooling.
A cover letter introducing the rationale for the research and a questionnaire were
sent to those responding to e-mail requests to participate in the survey. The subjects were
asked to respond to the questionnaire through on-line capabilities and forward their
responses to the sender by way ofe-mail. If a participant's response was not received
within ten days ofthe e-mailed questionnaire, a reminder was e-mailed to them at that time.
The purpose ofthe research was then restated, and another questionnaire was forwarded
asking the subject to e-mail their responses as soon as possible. Only one reminder was
e-mailed. Ifthere was no response to the reminder, it was assumed that the subject had
voluntarily withdrawn from the research. Through the use ofe-mail, snowballing occurred
resulting in an undetermined number of subjects becoming involved in the survey online;
however, 63 returned completed questionnaires. Conversations with homeschooling
Parents' Rationale 23
participants continued by way ofthe network for as long as the subjects wished to
contribute information concerning their alternative method ofeducation. Confidentiality
was assured by using e-mail address only. Returning the survey automatically gave consent
ofthe participant to take part in the study.
Support Group Respondents
Support group contacts were made by the researcher at a variety ofsocial, church,
school, and community functions by way ofinquiries and statements directed toward
alternative methods ofeducation. This was done in casual conversation and not as the
primary reason for attendance at any ofthe functions. When a participant was identified, a
request was made to distribute questionnaires to support group members at a regularly
scheduled meeting. Four support groups agreed to participate in the study: two in Ohio,
one in Illinois, and one in Georgia. One Ohio support group was identified through an
article appearing in a local newspaper. The writer ofthe article was contacted and agreed to
distribute the questionnaire during a homeschooling support group meeting. The second
Ohio support group contact was made via a mutual friend at a church-related gathering. An
e-mail respondent offered to distribute the questionnaire to her Illinois support group. A
homeschooling couple in Georgia suggested their support group's participation in
answering the questionnaire since it was located in a different region ofthe country. The
contact person for each support group was mailed the requested number ofcover letters,
questionnaires, and self-addressed, stamped envelopes to be distributed to participants
during their support meeting. A university address was provided for all written
correspondence. Support groups were comprised ofboth homeschoolers and unschoolers.
The support groups were ofvaried religious and socio-economic backgrounds and ranged
in sizes from 12 to 85 members.
A total of 98 cover letters, questionnaires, and self-addressed, stamped envelopes
were sent to the support groups. Eight unused questionnaires were returned reducing the
total number to 90. Questionnaires were distributed to members of the groups. Ifmembers
Parents' Rationale 23
participants continued by way ofthe network for as long as the subjects wished to
contribute information concerning their alternative method ofeducation. Confidentiality
was assured by using e-mail address only. Returning the survey automatically gave consent
ofthe participant to take part in the study.
Support Group Respondents
Support group contacts were made by the researcher at a variety ofsocial, church,
school, and community functions by way ofinquiries and statements directed toward
alternative methods ofeducation. This was done in casual conversation and not as the
primary reason for attendance at any ofthe functions. When a participant was identified, a
request was made to distribute questionnaires to support group members at a regularly
scheduled meeting. Four support groups agreed to participate in the study: two in Ohio,
one in Illinois, and one in Georgia. One Ohio support group was identified through an
article appearing in a local newspaper. The writer ofthe article was contacted and agreed to
distribute the questionnaire during a homeschooling support group meeting. The second
Ohio support group contact was made via a mutual friend at a church-related gathering. An
e-mail respondent offered to distribute the questionnaire to her Illinois support group. A
homeschooling couple in Georgia suggested their support group's participation in
answering the questionnaire since it was located in a different region ofthe country. The
contact person for each support group was mailed the requested number ofcover letters,
questionnaires, and self-addressed, stamped envelopes to be distributed to participants
during their support meeting. A university address was provided for all written
correspondence. Support groups were comprised ofboth homeschoolers and unschoolers.
The support groups were ofvaried religious and socio-economic backgrounds and ranged
in sizes from 12 to 85 members.
A total of 98 cover letters, questionnaires, and self-addressed, stamped envelopes
were sent to the support groups. Eight unused questionnaires were returned reducing the
total number to 90. Questionnaires were distributed to members of the groups. Ifmembers
Parents' Rationale 23
participants continued by way ofthe network for as long as the subjects wished to
contribute information concerning their alternative method ofeducation. Confidentiality
was assured by using e-mail address only. Returning the survey automatically gave consent
ofthe participant to take part in the study.
Support Group Respondents
Support group contacts were made by the researcher at a variety ofsocial, church,
school, and community functions by way ofinquiries and statements directed toward
alternative methods ofeducation. This was done in casual conversation and not as the
primary reason for attendance at any ofthe functions. When a participant was identified, a
request was made to distribute questionnaires to support group members at a regularly
scheduled meeting. Four support groups agreed to participate in the study: two in Ohio,
one in Illinois, and one in Georgia. One Ohio support group was identified through an
article appearing in a local newspaper. The writer ofthe article was contacted and agreed to
distribute the questionnaire during a homeschooling support group meeting. The second
Ohio support group contact was made via a mutual friend at a church-related gathering. An
e-mail respondent offered to distribute the questionnaire to her Illinois support group. A
homeschooling couple in Georgia suggested their support group's participation in
answering the questionnaire since it was located in a different region ofthe country. The
contact person for each support group was mailed the requested number ofcover letters,
questionnaires, and self-addressed, stamped envelopes to be distributed to participants
during their support meeting. A university address was provided for all written
correspondence. Support groups were comprised ofboth homeschoolers and unschoolers.
The support groups were ofvaried religious and socio-economic backgrounds and ranged
in sizes from 12 to 85 members.
A total of 98 cover letters, questionnaires, and self-addressed, stamped envelopes
were sent to the support groups. Eight unused questionnaires were returned reducing the
total number to 90. Questionnaires were distributed to members of the groups. Ifmembers
Parents' Rationale 24
wished to participate, they took a copy ofthe cover letter and questionnaire, filled it out and
returned it in the self-addressed, stamped envelope that was provided. It was understood
by the members that only one questionnaire was to be filled out per family. The anonymity
ofthe respondents in no way diminished the quality and validity ofthe survey results.
Forty-two completed questionnaires were returned. By returning the questionnaire, consent
was given to participate in the study.
Newsletter Respondents
Newsletter unschoolers were contacted through the instigation of an editor of a
newsletter. The cover letter and questionnaire were included as an addendum to a
newsletter mailing. Subscribers ofthe newsletter were unschoolers ofvaried religious and
socio-economic backgrounds. Eighty cover letters and questionnaires were mailed. The
university return address was added to the questionnaire. Anyone wishing to participate
returned the survey at their own postage expense. The membership subscribing to the
newsletter encompassed areas throughout Ohio. Out ofthe 80 questionnaires included in
the mailing, 13 were completed and returned. Returning the survey automatically gave
consent ofthe participant to take part in the study.
Data Collection Techniques
Upon receipt ofthe questionnaires, by mail and via e-mail, the responses were
tabulated by hand using a color-coded system. Traditional homeschooling responses were
recorded in black, and unschooler responses were recorded in red. The questionnaires were
marked on the top indicating an unschooler or traditional homeschooler's response.
Demographic information was documented upon receipt on a roll ofoversized paper. This
paper was divided into three columns. Each demographic survey question was cut apart
from an unused questionnaire and affixed individually in the far left-hand column.
Adequate spacing was given in the left-hand column between each question to allow for
recording replies. The middle column contained response information pertaining to the
individual filling out the questionnaire, and the third column on the far right ofthe paper
Parents' Rationale 24
wished to participate, they took a copy ofthe cover letter and questionnaire, filled it out and
returned it in the self-addressed, stamped envelope that was provided. It was understood
by the members that only one questionnaire was to be filled out per family. The anonymity
ofthe respondents in no way diminished the quality and validity ofthe survey results.
Forty-two completed questionnaires were returned. By returning the questionnaire, consent
was given to participate in the study.
Newsletter Respondents
Newsletter unschoolers were contacted through the instigation of an editor of a
newsletter. The cover letter and questionnaire were included as an addendum to a
newsletter mailing. Subscribers ofthe newsletter were unschoolers ofvaried religious and
socio-economic backgrounds. Eighty cover letters and questionnaires were mailed. The
university return address was added to the questionnaire. Anyone wishing to participate
returned the survey at their own postage expense. The membership subscribing to the
newsletter encompassed areas throughout Ohio. Out ofthe 80 questionnaires included in
the mailing, 13 were completed and returned. Returning the survey automatically gave
consent ofthe participant to take part in the study.
Data Collection Techniques
Upon receipt ofthe questionnaires, by mail and via e-mail, the responses were
tabulated by hand using a color-coded system. Traditional homeschooling responses were
recorded in black, and unschooler responses were recorded in red. The questionnaires were
marked on the top indicating an unschooler or traditional homeschooler's response.
Demographic information was documented upon receipt on a roll ofoversized paper. This
paper was divided into three columns. Each demographic survey question was cut apart
from an unused questionnaire and affixed individually in the far left-hand column.
Adequate spacing was given in the left-hand column between each question to allow for
recording replies. The middle column contained response information pertaining to the
individual filling out the questionnaire, and the third column on the far right ofthe paper
Parents' Rationale 24
wished to participate, they took a copy ofthe cover letter and questionnaire, filled it out and
returned it in the self-addressed, stamped envelope that was provided. It was understood
by the members that only one questionnaire was to be filled out per family. The anonymity
ofthe respondents in no way diminished the quality and validity ofthe survey results.
Forty-two completed questionnaires were returned. By returning the questionnaire, consent
was given to participate in the study.
Newsletter Respondents
Newsletter unschoolers were contacted through the instigation of an editor of a
newsletter. The cover letter and questionnaire were included as an addendum to a
newsletter mailing. Subscribers ofthe newsletter were unschoolers ofvaried religious and
socio-economic backgrounds. Eighty cover letters and questionnaires were mailed. The
university return address was added to the questionnaire. Anyone wishing to participate
returned the survey at their own postage expense. The membership subscribing to the
newsletter encompassed areas throughout Ohio. Out ofthe 80 questionnaires included in
the mailing, 13 were completed and returned. Returning the survey automatically gave
consent ofthe participant to take part in the study.
Data Collection Techniques
Upon receipt ofthe questionnaires, by mail and via e-mail, the responses were
tabulated by hand using a color-coded system. Traditional homeschooling responses were
recorded in black, and unschooler responses were recorded in red. The questionnaires were
marked on the top indicating an unschooler or traditional homeschooler's response.
Demographic information was documented upon receipt on a roll ofoversized paper. This
paper was divided into three columns. Each demographic survey question was cut apart
from an unused questionnaire and affixed individually in the far left-hand column.
Adequate spacing was given in the left-hand column between each question to allow for
recording replies. The middle column contained response information pertaining to the
individual filling out the questionnaire, and the third column on the far right ofthe paper
Parents' Rationale 25
contained information concerning spouse or significant other supplied by the respondent.
Using the designated color assigned to traditional homeschoolers and unschoolers, each
question's response was systematically tabulated by means of a tally mark. These tallies
were placed next to the inquiry under consideration and totaled upon completion of data
collection. This method yielded an instant overview ofdemographic information.
After re-reading the responses, it became evident that words and phrases in the
open-ended responses were frequently repeated by respondents. These words and phrases
formulated themes representing reasons relating to why parents choose to homeschool and
what parents wanted to tell the general public about homeschooling. The phrases and
words were typed by way ofthe computer using a category code. Words/phrases were
coded in the following manner: at the beginning ofeach word/phrase two letters and one
number appeared. A computer e-mail response was coded with a "c," and a mail-in return
with an "m." A traditional homeschooler or unschooler was coded "h" or "u," and the
number 11 or 12 was entered to identify which qualitative question the words/phrases
referred to. Adequate spacing was given to permit separation upon printing ofthe key
words/phrases. The specific words/phrases were sorted and utilized by placing them into
piles containing similar responses. These similar responses were combined with other
correlated response piles and grouped according to themes. The combined piles were
placed in an envelope and labeled with a theme heading pertinent to homeschooling
rationale. The contents ofeach envelope were re-read and resorted ifnecessary.
Analysis ofData
This section provides an analysis ofdata relating to the demographic questions and
the question ofwhy parents choose to homeschool their children. The data from this study
were generated from two sources. The first source was tally marks totaled for each
question ofthe questionnaire. The totals for each demographic question were entered into a
computer spreadsheet program, and a topic/text label was assigned to each ofthe questions.
The data series from the spreadsheet were converted to bar graphs and pie charts. Bar
Parents' Rationale 25
contained information concerning spouse or significant other supplied by the respondent.
Using the designated color assigned to traditional homeschoolers and unschoolers, each
question's response was systematically tabulated by means of a tally mark. These tallies
were placed next to the inquiry under consideration and totaled upon completion of data
collection. This method yielded an instant overview ofdemographic information.
After re-reading the responses, it became evident that words and phrases in the
open-ended responses were frequently repeated by respondents. These words and phrases
formulated themes representing reasons relating to why parents choose to homeschool and
what parents wanted to tell the general public about homeschooling. The phrases and
words were typed by way ofthe computer using a category code. Words/phrases were
coded in the following manner: at the beginning ofeach word/phrase two letters and one
number appeared. A computer e-mail response was coded with a "c," and a mail-in return
with an "m." A traditional homeschooler or unschooler was coded "h" or "u," and the
number 11 or 12 was entered to identify which qualitative question the words/phrases
referred to. Adequate spacing was given to permit separation upon printing ofthe key
words/phrases. The specific words/phrases were sorted and utilized by placing them into
piles containing similar responses. These similar responses were combined with other
correlated response piles and grouped according to themes. The combined piles were
placed in an envelope and labeled with a theme heading pertinent to homeschooling
rationale. The contents ofeach envelope were re-read and resorted ifnecessary.
Analysis ofData
This section provides an analysis ofdata relating to the demographic questions and
the question ofwhy parents choose to homeschool their children. The data from this study
were generated from two sources. The first source was tally marks totaled for each
question ofthe questionnaire. The totals for each demographic question were entered into a
computer spreadsheet program, and a topic/text label was assigned to each ofthe questions.
The data series from the spreadsheet were converted to bar graphs and pie charts. Bar
Parents' Rationale 25
contained information concerning spouse or significant other supplied by the respondent.
Using the designated color assigned to traditional homeschoolers and unschoolers, each
question's response was systematically tabulated by means of a tally mark. These tallies
were placed next to the inquiry under consideration and totaled upon completion of data
collection. This method yielded an instant overview ofdemographic information.
After re-reading the responses, it became evident that words and phrases in the
open-ended responses were frequently repeated by respondents. These words and phrases
formulated themes representing reasons relating to why parents choose to homeschool and
what parents wanted to tell the general public about homeschooling. The phrases and
words were typed by way ofthe computer using a category code. Words/phrases were
coded in the following manner: at the beginning ofeach word/phrase two letters and one
number appeared. A computer e-mail response was coded with a "c," and a mail-in return
with an "m." A traditional homeschooler or unschooler was coded "h" or "u," and the
number 11 or 12 was entered to identify which qualitative question the words/phrases
referred to. Adequate spacing was given to permit separation upon printing ofthe key
words/phrases. The specific words/phrases were sorted and utilized by placing them into
piles containing similar responses. These similar responses were combined with other
correlated response piles and grouped according to themes. The combined piles were
placed in an envelope and labeled with a theme heading pertinent to homeschooling
rationale. The contents ofeach envelope were re-read and resorted ifnecessary.
Analysis ofData
This section provides an analysis ofdata relating to the demographic questions and
the question ofwhy parents choose to homeschool their children. The data from this study
were generated from two sources. The first source was tally marks totaled for each
question ofthe questionnaire. The totals for each demographic question were entered into a
computer spreadsheet program, and a topic/text label was assigned to each ofthe questions.
The data series from the spreadsheet were converted to bar graphs and pie charts. Bar
Parents' Rationale 26
graphs depicted relationships between spreadsheet data and a general overview of
questionnaire responses. The pie charts compared portions of data to a whole. Compiled
data were compared to formerly documented demographic data on homeschoolers.
The open-ended responses to the question ofwhy parents chose to homeschool
were unitized, that is, units ofinformation were acquired through scanning the
words/phrases gathered from the participants' replies. Through examination of these units,
common themes emerged which evolved into categories related to homeschooling rationale.
Themes were generated from patterned regularities within each category. When
examination of all data units, categories, and themes were completed, notations were made,
compiled, and documented. A structure ofdata emerged that generated the findings ofthe
qualitative study.
Parents' Rationale 26
graphs depicted relationships between spreadsheet data and a general overview of
questionnaire responses. The pie charts compared portions of data to a whole. Compiled
data were compared to formerly documented demographic data on homeschoolers.
The open-ended responses to the question ofwhy parents chose to homeschool
were unitized, that is, units ofinformation were acquired through scanning the
words/phrases gathered from the participants' replies. Through examination of these units,
common themes emerged which evolved into categories related to homeschooling rationale.
Themes were generated from patterned regularities within each category. When
examination of all data units, categories, and themes were completed, notations were made,
compiled, and documented. A structure ofdata emerged that generated the findings ofthe
qualitative study.
Parents' Rationale 26
graphs depicted relationships between spreadsheet data and a general overview of
questionnaire responses. The pie charts compared portions of data to a whole. Compiled
data were compared to formerly documented demographic data on homeschoolers.
The open-ended responses to the question ofwhy parents chose to homeschool
were unitized, that is, units ofinformation were acquired through scanning the
words/phrases gathered from the participants' replies. Through examination of these units,
common themes emerged which evolved into categories related to homeschooling rationale.
Themes were generated from patterned regularities within each category. When
examination of all data units, categories, and themes were completed, notations were made,
compiled, and documented. A structure ofdata emerged that generated the findings ofthe
qualitative study.
Parents' Rationale 27
Chapter 4
Findings
Homeschooling parents have selected a unique educational path for their children.
This chapter will reveal the demographic findings ofthe homeschoolers surveyed and
present the reasons participants supplied for homeschooling their children. The reasons
parents choose to homeschool their children are as diverse as the parents who have chosen
to homeschool.
Demographics ofHomeschoolers
A total of 118 surveys represented the sum returned, with females completing 114
of the returned surveys. Ninety-seven percent ofthe homeschooling population were
married with the vast majority (94%) being Caucasian. The ages of 60% ofthe
homeschooling parents in the study were between 31 to 40 years of age as illustrated in
Figure 1. A comparison ofthe educational levels ofhomeschooling parents (Figure 2)
revealed that 60% ofthose surveyed either graduated from college or had attended college
one or more years. Over half ofthe survey respondents earned a four year degree. One
hundred and eleven homeschoolers responded to the question concerning annual, combined
income. Forty-two percent ofthe respondents documented income levels between $35,000
and $54,999 (Figure 3). Males in the households surveyed continued to provide the major
source offinancial support in 95% ofthe homeschooling families. Thirty-seven percent of
the mothers surveyed supplemented family income with part-time jobs in the home as well
as outside ofthe home. The average number ofchildren in the surveyed families was 2.5
children with typically two children being homeschooled in 40% ofthe families. One-third
ofthe respondents' children being homeschooled were between the ages of six and eight
years in age, and 68% were 11 years old and younger. The religious affiliations ofthe
homeschoolers surveyed can be seen in Figure 4. Catholic and mainstream Protestants
encompassed 53% ofthe respondents, while 25% represented the fundamentalist doctrine,
and 20% professed no organized religion. Ofthe surveyed homeschoolers, mothers
Parents' Rationale 27
Chapter 4
Findings
Homeschooling parents have selected a unique educational path for their children.
This chapter will reveal the demographic findings ofthe homeschoolers surveyed and
present the reasons participants supplied for homeschooling their children. The reasons
parents choose to homeschool their children are as diverse as the parents who have chosen
to homeschool.
Demographics ofHomeschoolers
A total of 118 surveys represented the sum returned, with females completing 114
of the returned surveys. Ninety-seven percent ofthe homeschooling population were
married with the vast majority (94%) being Caucasian. The ages of 60% ofthe
homeschooling parents in the study were between 31 to 40 years of age as illustrated in
Figure 1. A comparison ofthe educational levels ofhomeschooling parents (Figure 2)
revealed that 60% ofthose surveyed either graduated from college or had attended college
one or more years. Over half ofthe survey respondents earned a four year degree. One
hundred and eleven homeschoolers responded to the question concerning annual, combined
income. Forty-two percent ofthe respondents documented income levels between $35,000
and $54,999 (Figure 3). Males in the households surveyed continued to provide the major
source offinancial support in 95% ofthe homeschooling families. Thirty-seven percent of
the mothers surveyed supplemented family income with part-time jobs in the home as well
as outside ofthe home. The average number ofchildren in the surveyed families was 2.5
children with typically two children being homeschooled in 40% ofthe families. One-third
ofthe respondents' children being homeschooled were between the ages of six and eight
years in age, and 68% were 11 years old and younger. The religious affiliations ofthe
homeschoolers surveyed can be seen in Figure 4. Catholic and mainstream Protestants
encompassed 53% ofthe respondents, while 25% represented the fundamentalist doctrine,
and 20% professed no organized religion. Ofthe surveyed homeschoolers, mothers
Parents' Rationale 27
Chapter 4
Findings
Homeschooling parents have selected a unique educational path for their children.
This chapter will reveal the demographic findings ofthe homeschoolers surveyed and
present the reasons participants supplied for homeschooling their children. The reasons
parents choose to homeschool their children are as diverse as the parents who have chosen
to homeschool.
Demographics ofHomeschoolers
A total of 118 surveys represented the sum returned, with females completing 114
of the returned surveys. Ninety-seven percent ofthe homeschooling population were
married with the vast majority (94%) being Caucasian. The ages of 60% ofthe
homeschooling parents in the study were between 31 to 40 years of age as illustrated in
Figure 1. A comparison ofthe educational levels ofhomeschooling parents (Figure 2)
revealed that 60% ofthose surveyed either graduated from college or had attended college
one or more years. Over half ofthe survey respondents earned a four year degree. One
hundred and eleven homeschoolers responded to the question concerning annual, combined
income. Forty-two percent ofthe respondents documented income levels between $35,000
and $54,999 (Figure 3). Males in the households surveyed continued to provide the major
source offinancial support in 95% ofthe homeschooling families. Thirty-seven percent of
the mothers surveyed supplemented family income with part-time jobs in the home as well
as outside ofthe home. The average number ofchildren in the surveyed families was 2.5
children with typically two children being homeschooled in 40% ofthe families. One-third
ofthe respondents' children being homeschooled were between the ages of six and eight
years in age, and 68% were 11 years old and younger. The religious affiliations ofthe
homeschoolers surveyed can be seen in Figure 4. Catholic and mainstream Protestants
encompassed 53% ofthe respondents, while 25% represented the fundamentalist doctrine,
and 20% professed no organized religion. Ofthe surveyed homeschoolers, mothers
Parents' Rationale 28
continued to be the primary teacher ofthe children with both parents actively participating
in the child's overall education.
Rationale for homeschooling
Parents chose to educate their children at home for a variety ofreasons. The
following data emerged from responses to question lIon the survey concerning parental
rationale for homeschooling as seen in Appendix B. Itis to be noted that through data
findings, traditional homeschoolers and unschoolers displayed similarities in their rationale
for schooling at home. A dominant underlying theme provided by the respondents to the
open-ended questions on the questionnaire was love and concern for the well-being oftheir
children. Moreover, respondents indicated anxiety for their children's physical, mental,
social, and spiritual well-being. The surveyed homeschoolers believed "it was their right as
a parent, an American citizen and/or God-given right to educate their children at home."
A total of232 units concerning homeschooling rationale were extracted from the
data. Each unit corresponded to a significant statement which provided the reasons why
parents homeschooled. The significant statements that emerged were: aspects offamily 
related issues, parental rights, school environment, curricula, leamer-led education, and
socialization. These statements were further subcategorized to further define
homeschooling rationale.
Family-related Issues
Issues associated with family were reasons most frequently given by the
respondents to homeschool. The more definitive factors in their decision to homechool
included family togetherness, homeschooling as a natural progression in a life style, love of
children, and stability.
Family Togetherness. Issues related to family togetherness were the most
important to the respondents. Homeschooling was seen by many ofthe participants in the
study as one way ofbringing the family closer together as a cohesive, functioning unit of
society. Homeschoolers surveyed stated they believed that "it was important for the growth
Parents' Rationale 28
continued to be the primary teacher ofthe children with both parents actively participating
in the child's overall education.
Rationale for homeschooling
Parents chose to educate their children at home for a variety ofreasons. The
following data emerged from responses to question lIon the survey concerning parental
rationale for homeschooling as seen in Appendix B. Itis to be noted that through data
findings, traditional homeschoolers and unschoolers displayed similarities in their rationale
for schooling at home. A dominant underlying theme provided by the respondents to the
open-ended questions on the questionnaire was love and concern for the well-being oftheir
children. Moreover, respondents indicated anxiety for their children's physical, mental,
social, and spiritual well-being. The surveyed homeschoolers believed "it was their right as
a parent, an American citizen and/or God-given right to educate their children at home."
A total of232 units concerning homeschooling rationale were extracted from the
data. Each unit corresponded to a significant statement which provided the reasons why
parents homeschooled. The significant statements that emerged were: aspects offamily 
related issues, parental rights, school environment, curricula, leamer-led education, and
socialization. These statements were further subcategorized to further define
homeschooling rationale.
Family-related Issues
Issues associated with family were reasons most frequently given by the
respondents to homeschool. The more definitive factors in their decision to homechool
included family togetherness, homeschooling as a natural progression in a life style, love of
children, and stability.
Family Togetherness. Issues related to family togetherness were the most
important to the respondents. Homeschooling was seen by many ofthe participants in the
study as one way ofbringing the family closer together as a cohesive, functioning unit of
society. Homeschoolers surveyed stated they believed that "it was important for the growth
Parents' Rationale 28
continued to be the primary teacher ofthe children with both parents actively participating
in the child's overall education.
Rationale for homeschooling
Parents chose to educate their children at home for a variety ofreasons. The
following data emerged from responses to question lIon the survey concerning parental
rationale for homeschooling as seen in Appendix B. Itis to be noted that through data
findings, traditional homeschoolers and unschoolers displayed similarities in their rationale
for schooling at home. A dominant underlying theme provided by the respondents to the
open-ended questions on the questionnaire was love and concern for the well-being oftheir
children. Moreover, respondents indicated anxiety for their children's physical, mental,
social, and spiritual well-being. The surveyed homeschoolers believed "it was their right as
a parent, an American citizen and/or God-given right to educate their children at home."
A total of232 units concerning homeschooling rationale were extracted from the
data. Each unit corresponded to a significant statement which provided the reasons why
parents homeschooled. The significant statements that emerged were: aspects offamily 
related issues, parental rights, school environment, curricula, leamer-led education, and
socialization. These statements were further subcategorized to further define
homeschooling rationale.
Family-related Issues
Issues associated with family were reasons most frequently given by the
respondents to homeschool. The more definitive factors in their decision to homechool
included family togetherness, homeschooling as a natural progression in a life style, love of
children, and stability.
Family Togetherness. Issues related to family togetherness were the most
important to the respondents. Homeschooling was seen by many ofthe participants in the
study as one way ofbringing the family closer together as a cohesive, functioning unit of
society. Homeschoolers surveyed stated they believed that "it was important for the growth
Parents' Rationale 29
and development oftheir children to spend as much time together as a family as possible."
It was pointed out by those surveyed that children who attended traditional schools during
the day spent hours on homework, participated in extracurricular activities after school and
on week-ends, and had little time to spend with the family having fun and enjoying each
other's company.
Participants responded that the extra family time provided by homeschooling
created a bond between child and parents, siblings, and extended family that would not
have been possible ifthe child had been in an institutional setting. This bond brought the
family closer together. As a result, "children were not strangers to the parents," and it
created stronger relationships within the family and extended family. Family togetherness
created a closeness between siblings and extended family that developed a "normal
dependence on one another." "They can't afford to be snobbish with one another as they
are daily companions" recounted one parent ofpre-teens. Parents surveyed preferred to
have active participation in the education oftheir children while strengthening family ties
through spending time together. They stressed the whole family was able to participate in
family activities all day, everyday, or "whenever the spirit moved them," further
strengthening family closeness. Respondents made it quite evident that it was very
important to them to have a closely knit family unit and spend as much time as possible
together as a family. Homeschoolers stated they were able to spend a substantial quantity of
time with their children and also have quality time with them.
Natural ProgressionlLifestyle. One theme ofhomeschooling rationale and its
relationship to the family was the "natural progression" and "way oflife" philosophy
described by some ofthe surveyed parents.
Our family has developed a natural rhythm since both children were born.
From walking, eating, learning-playing-laughing-exploring, to sleeping.
Through these daily experiences, this rhythm has grown and evolved.
Parents' Rationale 29
and development oftheir children to spend as much time together as a family as possible."
It was pointed out by those surveyed that children who attended traditional schools during
the day spent hours on homework, participated in extracurricular activities after school and
on week-ends, and had little time to spend with the family having fun and enjoying each
other's company.
Participants responded that the extra family time provided by homeschooling
created a bond between child and parents, siblings, and extended family that would not
have been possible ifthe child had been in an institutional setting. This bond brought the
family closer together. As a result, "children were not strangers to the parents," and it
created stronger relationships within the family and extended family. Family togetherness
created a closeness between siblings and extended family that developed a "normal
dependence on one another." "They can't afford to be snobbish with one another as they
are daily companions" recounted one parent ofpre-teens. Parents surveyed preferred to
have active participation in the education oftheir children while strengthening family ties
through spending time together. They stressed the whole family was able to participate in
family activities all day, everyday, or "whenever the spirit moved them," further
strengthening family closeness. Respondents made it quite evident that it was very
important to them to have a closely knit family unit and spend as much time as possible
together as a family. Homeschoolers stated they were able to spend a substantial quantity of
time with their children and also have quality time with them.
Natural ProgressionlLifestyle. One theme ofhomeschooling rationale and its
relationship to the family was the "natural progression" and "way oflife" philosophy
described by some ofthe surveyed parents.
Our family has developed a natural rhythm since both children were born.
From walking, eating, learning-playing-laughing-exploring, to sleeping.
Through these daily experiences, this rhythm has grown and evolved.
Parents' Rationale 29
and development oftheir children to spend as much time together as a family as possible."
It was pointed out by those surveyed that children who attended traditional schools during
the day spent hours on homework, participated in extracurricular activities after school and
on week-ends, and had little time to spend with the family having fun and enjoying each
other's company.
Participants responded that the extra family time provided by homeschooling
created a bond between child and parents, siblings, and extended family that would not
have been possible ifthe child had been in an institutional setting. This bond brought the
family closer together. As a result, "children were not strangers to the parents," and it
created stronger relationships within the family and extended family. Family togetherness
created a closeness between siblings and extended family that developed a "normal
dependence on one another." "They can't afford to be snobbish with one another as they
are daily companions" recounted one parent ofpre-teens. Parents surveyed preferred to
have active participation in the education oftheir children while strengthening family ties
through spending time together. They stressed the whole family was able to participate in
family activities all day, everyday, or "whenever the spirit moved them," further
strengthening family closeness. Respondents made it quite evident that it was very
important to them to have a closely knit family unit and spend as much time as possible
together as a family. Homeschoolers stated they were able to spend a substantial quantity of
time with their children and also have quality time with them.
Natural ProgressionlLifestyle. One theme ofhomeschooling rationale and its
relationship to the family was the "natural progression" and "way oflife" philosophy
described by some ofthe surveyed parents.
Our family has developed a natural rhythm since both children were born.
From walking, eating, learning-playing-laughing-exploring, to sleeping.
Through these daily experiences, this rhythm has grown and evolved.
Parents' Rationale 30
School interrupts this rhythm-and so, in an "unschooling, following-the 
child's-interests manner, we've opted to homeschool.
Homeschooling has become a life-style choice-an extension ofparenting according to the
respondents. Watching children grow and learn in the family setting was viewed as a
continuum ofnatural childbirth, breastfeeding, and the "family bed." "Itjust seemed like
the natural thing to do while I was home with babies and other pre-schoolers," related one
teacher/mother. Others surveyed contended that it is a way oflife that promoted family
unity and mutual respect. For some homeschooling parents who responded, their faith
commitment was a way oflife, and by educating their children at home they were able to
"pass on the Faith in a full time manner." The family was a natural place to learn, and it
gave the parents an opportunity to get to know their children on a very personal level. In
return, the children got to know their parents. Repeatedly, parents responded that
homeschooling was such a "natural thing," and to them it was a natural progression of life.
They had already been teaching their children since birth and "why not keep doing what
comes naturally."
Love ofChildren. Homeschoolers surveyed contended that it is impossible for
teachers to love a classroom full ofchildren or provide the individual attention in the same
manner as the child's parent. Participants in this study stated they not only "love their
children, they like their children, and love being with their children." They enjoyed their
children throughout the day while working and learning together and did not want to
separate daily living and learning. In addition, they got to know each other better. These
parents responded they did not want to miss any oftheir children's developmental stages
by placing them in traditional schools. Respondents explained that although homeschooling
was not a prerequisite for loving your children, in some parents' eyes, having the children
around encouraged a more loving, caring relationship between family members. One of
several heartfelt, in-depth explanations of why parents homeschool was captured in the
following:
Parents' Rationale 30
School interrupts this rhythm-and so, in an "unschooling, following-the 
child's-interests manner, we've opted to homeschool.
Homeschooling has become a life-style choice-an extension ofparenting according to the
respondents. Watching children grow and learn in the family setting was viewed as a
continuum ofnatural childbirth, breastfeeding, and the "family bed." "Itjust seemed like
the natural thing to do while I was home with babies and other pre-schoolers," related one
teacher/mother. Others surveyed contended that it is a way oflife that promoted family
unity and mutual respect. For some homeschooling parents who responded, their faith
commitment was a way oflife, and by educating their children at home they were able to
"pass on the Faith in a full time manner." The family was a natural place to learn, and it
gave the parents an opportunity to get to know their children on a very personal level. In
return, the children got to know their parents. Repeatedly, parents responded that
homeschooling was such a "natural thing," and to them it was a natural progression of life.
They had already been teaching their children since birth and "why not keep doing what
comes naturally."
Love ofChildren. Homeschoolers surveyed contended that it is impossible for
teachers to love a classroom full ofchildren or provide the individual attention in the same
manner as the child's parent. Participants in this study stated they not only "love their
children, they like their children, and love being with their children." They enjoyed their
children throughout the day while working and learning together and did not want to
separate daily living and learning. In addition, they got to know each other better. These
parents responded they did not want to miss any oftheir children's developmental stages
by placing them in traditional schools. Respondents explained that although homeschooling
was not a prerequisite for loving your children, in some parents' eyes, having the children
around encouraged a more loving, caring relationship between family members. One of
several heartfelt, in-depth explanations of why parents homeschool was captured in the
following:
Parents' Rationale 30
School interrupts this rhythm-and so, in an "unschooling, following-the 
child's-interests manner, we've opted to homeschool.
Homeschooling has become a life-style choice-an extension ofparenting according to the
respondents. Watching children grow and learn in the family setting was viewed as a
continuum ofnatural childbirth, breastfeeding, and the "family bed." "Itjust seemed like
the natural thing to do while I was home with babies and other pre-schoolers," related one
teacher/mother. Others surveyed contended that it is a way oflife that promoted family
unity and mutual respect. For some homeschooling parents who responded, their faith
commitment was a way oflife, and by educating their children at home they were able to
"pass on the Faith in a full time manner." The family was a natural place to learn, and it
gave the parents an opportunity to get to know their children on a very personal level. In
return, the children got to know their parents. Repeatedly, parents responded that
homeschooling was such a "natural thing," and to them it was a natural progression of life.
They had already been teaching their children since birth and "why not keep doing what
comes naturally."
Love ofChildren. Homeschoolers surveyed contended that it is impossible for
teachers to love a classroom full ofchildren or provide the individual attention in the same
manner as the child's parent. Participants in this study stated they not only "love their
children, they like their children, and love being with their children." They enjoyed their
children throughout the day while working and learning together and did not want to
separate daily living and learning. In addition, they got to know each other better. These
parents responded they did not want to miss any oftheir children's developmental stages
by placing them in traditional schools. Respondents explained that although homeschooling
was not a prerequisite for loving your children, in some parents' eyes, having the children
around encouraged a more loving, caring relationship between family members. One of
several heartfelt, in-depth explanations of why parents homeschool was captured in the
following:
Parents' Rationale 31
We love our children very much and we want to be with them.
We don't view our children as interfering with our lives, but
enhancing them. We're not really happy unless we're all together 
working and playing as a family.
Stability. One rationale presented for homeschooling by a number ofresponding
parents was family stability. Parents stated that due to certain circumstances, family
stability was occasionally threatened. Relocation was one ofthese situations. Family
relocation was often due to employment opportunities and/or job descriptions. A segment
ofthe respondents who cited stability as a rationale for homeschooling were military
families. They indicated that their family life was somewhat complicated because ofmilitary
life styles. Frequent moves meant changes in base schools, different teachers, different
friends and a different home-possibly in a foreign country. In addition, the academic
standards ofbase schools deviated greatly from place to place and country to country. They
were not afforded the privilege ofschool choice. Time allotted to institutional schooling on
base diminished the time spent with the military parent. "Homeschooling offered a form of
stability to our mobile military life along with added family togetherness." Parents surveyed
generally stated that homeschooling offered stability to the family unit in an "often unstable
world."
Parental Rights
Participants in the survey believed they were bestowed with certain rights by way
ofparenthood. A group ofsurveyed parents homeschooled for religious reasons while
others surveyed wanted to have control over their children's education. Some surveyed
parents cited both categories as reasons to homeschool.
Religious Reasons. Religious reasons to homeschool were stated in several ofthe
survey results. These parents viewed the institutional schools as failing the students
morally and spiritually as well as academically. Those homeschooling for religious reasons
agreed that they wanted to be the main moral influence in their child's life. They did not
Parents' Rationale 31
We love our children very much and we want to be with them.
We don't view our children as interfering with our lives, but
enhancing them. We're not really happy unless we're all together 
working and playing as a family.
Stability. One rationale presented for homeschooling by a number ofresponding
parents was family stability. Parents stated that due to certain circumstances, family
stability was occasionally threatened. Relocation was one ofthese situations. Family
relocation was often due to employment opportunities and/or job descriptions. A segment
ofthe respondents who cited stability as a rationale for homeschooling were military
families. They indicated that their family life was somewhat complicated because ofmilitary
life styles. Frequent moves meant changes in base schools, different teachers, different
friends and a different home-possibly in a foreign country. In addition, the academic
standards ofbase schools deviated greatly from place to place and country to country. They
were not afforded the privilege ofschool choice. Time allotted to institutional schooling on
base diminished the time spent with the military parent. "Homeschooling offered a form of
stability to our mobile military life along with added family togetherness." Parents surveyed
generally stated that homeschooling offered stability to the family unit in an "often unstable
world."
Parental Rights
Participants in the survey believed they were bestowed with certain rights by way
ofparenthood. A group ofsurveyed parents homeschooled for religious reasons while
others surveyed wanted to have control over their children's education. Some surveyed
parents cited both categories as reasons to homeschool.
Religious Reasons. Religious reasons to homeschool were stated in several ofthe
survey results. These parents viewed the institutional schools as failing the students
morally and spiritually as well as academically. Those homeschooling for religious reasons
agreed that they wanted to be the main moral influence in their child's life. They did not
Parents' Rationale 31
We love our children very much and we want to be with them.
We don't view our children as interfering with our lives, but
enhancing them. We're not really happy unless we're all together 
working and playing as a family.
Stability. One rationale presented for homeschooling by a number ofresponding
parents was family stability. Parents stated that due to certain circumstances, family
stability was occasionally threatened. Relocation was one ofthese situations. Family
relocation was often due to employment opportunities and/or job descriptions. A segment
ofthe respondents who cited stability as a rationale for homeschooling were military
families. They indicated that their family life was somewhat complicated because ofmilitary
life styles. Frequent moves meant changes in base schools, different teachers, different
friends and a different home-possibly in a foreign country. In addition, the academic
standards ofbase schools deviated greatly from place to place and country to country. They
were not afforded the privilege ofschool choice. Time allotted to institutional schooling on
base diminished the time spent with the military parent. "Homeschooling offered a form of
stability to our mobile military life along with added family togetherness." Parents surveyed
generally stated that homeschooling offered stability to the family unit in an "often unstable
world."
Parental Rights
Participants in the survey believed they were bestowed with certain rights by way
ofparenthood. A group ofsurveyed parents homeschooled for religious reasons while
others surveyed wanted to have control over their children's education. Some surveyed
parents cited both categories as reasons to homeschool.
Religious Reasons. Religious reasons to homeschool were stated in several ofthe
survey results. These parents viewed the institutional schools as failing the students
morally and spiritually as well as academically. Those homeschooling for religious reasons
agreed that they wanted to be the main moral influence in their child's life. They did not
Parents' Rationale 32
want someone else imposing a value system on their children that was contrary to parental
beliefs. By teaching their own children at home, parents were able to promote a
Christ-centered education while passing on their own beliefs and values. Many ofthe
parents who stated they homeschooled for religious reasons acknowledged that it was their
"God-given right and responsibility to educate their children." Some indicated that they
were "directed by God" to teach their children, and others simply believed they could do a
better job. One mother responded that she was "tired ofthe constant battle to instill values
in her children" who were continually being "thwarted by the schools by forcing the
children to participate in activities that were anathema to their philosophies."
Fundamentalist Christians frequently viewed the institutional schools as being immoral in
teachings and refused to have their children subjected to curricula emersed in worldly
interpretations. One respondent stated, "The government schools are entrenched in a
secular human-based world view and as such this is what is taught to our children. Secular
humanism and Christianity are totally at odds ideologically." Often public school attempts
at "social engineering and philosophies are diametrically opposed, for the most part, to
Biblical standards," and a Christian world view doesn't exist.
A few parents responding to the survey indicated a desire for their children to be
"firmly grounded in their faith commitment and have a strong sense ofmoral and ethical
issues before the child was thrust into the world." By having a strong intellectual
foundation oftheir religious beliefs, surveyed parents believed that the child was better able
to make mature judgments and choices while away from the home environment.
Private religious schools did not always meet the religious expectations of
homeschooling respondents. They were also expensive and many times not a financial
option. Some parents in the study found the schools did not teach the "basic fundamental
truths" oftheir religion while others stated they were "too scholastic." Some Catholic
schools tended to advocate an ecumenical course ofreligious study in order to embrace the
growing numbers ofnon-Catholic students. A portion of Catholics found this offensive
Parents' Rationale 32
want someone else imposing a value system on their children that was contrary to parental
beliefs. By teaching their own children at home, parents were able to promote a
Christ-centered education while passing on their own beliefs and values. Many ofthe
parents who stated they homeschooled for religious reasons acknowledged that it was their
"God-given right and responsibility to educate their children." Some indicated that they
were "directed by God" to teach their children, and others simply believed they could do a
better job. One mother responded that she was "tired ofthe constant battle to instill values
in her children" who were continually being "thwarted by the schools by forcing the
children to participate in activities that were anathema to their philosophies."
Fundamentalist Christians frequently viewed the institutional schools as being immoral in
teachings and refused to have their children subjected to curricula emersed in worldly
interpretations. One respondent stated, "The government schools are entrenched in a
secular human-based world view and as such this is what is taught to our children. Secular
humanism and Christianity are totally at odds ideologically." Often public school attempts
at "social engineering and philosophies are diametrically opposed, for the most part, to
Biblical standards," and a Christian world view doesn't exist.
A few parents responding to the survey indicated a desire for their children to be
"firmly grounded in their faith commitment and have a strong sense ofmoral and ethical
issues before the child was thrust into the world." By having a strong intellectual
foundation oftheir religious beliefs, surveyed parents believed that the child was better able
to make mature judgments and choices while away from the home environment.
Private religious schools did not always meet the religious expectations of
homeschooling respondents. They were also expensive and many times not a financial
option. Some parents in the study found the schools did not teach the "basic fundamental
truths" oftheir religion while others stated they were "too scholastic." Some Catholic
schools tended to advocate an ecumenical course ofreligious study in order to embrace the
growing numbers ofnon-Catholic students. A portion of Catholics found this offensive
Parents' Rationale 32
want someone else imposing a value system on their children that was contrary to parental
beliefs. By teaching their own children at home, parents were able to promote a
Christ-centered education while passing on their own beliefs and values. Many ofthe
parents who stated they homeschooled for religious reasons acknowledged that it was their
"God-given right and responsibility to educate their children." Some indicated that they
were "directed by God" to teach their children, and others simply believed they could do a
better job. One mother responded that she was "tired ofthe constant battle to instill values
in her children" who were continually being "thwarted by the schools by forcing the
children to participate in activities that were anathema to their philosophies."
Fundamentalist Christians frequently viewed the institutional schools as being immoral in
teachings and refused to have their children subjected to curricula emersed in worldly
interpretations. One respondent stated, "The government schools are entrenched in a
secular human-based world view and as such this is what is taught to our children. Secular
humanism and Christianity are totally at odds ideologically." Often public school attempts
at "social engineering and philosophies are diametrically opposed, for the most part, to
Biblical standards," and a Christian world view doesn't exist.
A few parents responding to the survey indicated a desire for their children to be
"firmly grounded in their faith commitment and have a strong sense ofmoral and ethical
issues before the child was thrust into the world." By having a strong intellectual
foundation oftheir religious beliefs, surveyed parents believed that the child was better able
to make mature judgments and choices while away from the home environment.
Private religious schools did not always meet the religious expectations of
homeschooling respondents. They were also expensive and many times not a financial
option. Some parents in the study found the schools did not teach the "basic fundamental
truths" oftheir religion while others stated they were "too scholastic." Some Catholic
schools tended to advocate an ecumenical course ofreligious study in order to embrace the
growing numbers ofnon-Catholic students. A portion of Catholics found this offensive
Parents' Rationale 33
and chose to school at home. They were able to provide in-depth study oftheology,
dogma, and church tradition, which was not a viable option in public school settings.
Homeschooling was viewed as allowing time for prayer, "ministering to others and
spreading the good news."
Religious and moral training was incorporated into all subject areas by some
homeschooling participants, while others chose to limit the religious and moral education to
a "religion class."
Parental Control. A number ofparents surveyed wanted to be the major influence
in their child's life and believed it was their right to teach their child. This belief was
illustrated by statements from the respondents declaring that they did not "believe strangers
should raise their children" and that "institutions did not have the same vested interest in
their child that the parent had." Parents surveyed believed they were their children's first
teachers; consequently, they took their parental duties seriously. Parents responding
wanted more control over their children's education. Being in control ofwhat was being
taught, the respondents could "expose the child to a more diverse set ofthoughts than the
public schools can." As the primary educator, homeschooling respondents assumed an
active role in academics by directing the intellectual formation oftheir child. They viewed
this not only as fulfilling a responsibility toward the child but their right. The surveyed
parents took their parenting role very seriously and looked upon it as a vocation. They did
not believe it was the job or right ofday care centers or schools to raise their children. One
mother said:
We are responsible for bringing up intelligent, law-abiding, productive
members ofsociety. I don't think that the schools should be held
accountable for what is the parents' responsibility. Parents need to take
a more active role in the upbringing oftheir child.
Parents' Rationale 33
and chose to school at home. They were able to provide in-depth study oftheology,
dogma, and church tradition, which was not a viable option in public school settings.
Homeschooling was viewed as allowing time for prayer, "ministering to others and
spreading the good news."
Religious and moral training was incorporated into all subject areas by some
homeschooling participants, while others chose to limit the religious and moral education to
a "religion class."
Parental Control. A number ofparents surveyed wanted to be the major influence
in their child's life and believed it was their right to teach their child. This belief was
illustrated by statements from the respondents declaring that they did not "believe strangers
should raise their children" and that "institutions did not have the same vested interest in
their child that the parent had." Parents surveyed believed they were their children's first
teachers; consequently, they took their parental duties seriously. Parents responding
wanted more control over their children's education. Being in control ofwhat was being
taught, the respondents could "expose the child to a more diverse set ofthoughts than the
public schools can." As the primary educator, homeschooling respondents assumed an
active role in academics by directing the intellectual formation oftheir child. They viewed
this not only as fulfilling a responsibility toward the child but their right. The surveyed
parents took their parenting role very seriously and looked upon it as a vocation. They did
not believe it was the job or right ofday care centers or schools to raise their children. One
mother said:
We are responsible for bringing up intelligent, law-abiding, productive
members ofsociety. I don't think that the schools should be held
accountable for what is the parents' responsibility. Parents need to take
a more active role in the upbringing oftheir child.
Parents' Rationale 33
and chose to school at home. They were able to provide in-depth study oftheology,
dogma, and church tradition, which was not a viable option in public school settings.
Homeschooling was viewed as allowing time for prayer, "ministering to others and
spreading the good news."
Religious and moral training was incorporated into all subject areas by some
homeschooling participants, while others chose to limit the religious and moral education to
a "religion class."
Parental Control. A number ofparents surveyed wanted to be the major influence
in their child's life and believed it was their right to teach their child. This belief was
illustrated by statements from the respondents declaring that they did not "believe strangers
should raise their children" and that "institutions did not have the same vested interest in
their child that the parent had." Parents surveyed believed they were their children's first
teachers; consequently, they took their parental duties seriously. Parents responding
wanted more control over their children's education. Being in control ofwhat was being
taught, the respondents could "expose the child to a more diverse set ofthoughts than the
public schools can." As the primary educator, homeschooling respondents assumed an
active role in academics by directing the intellectual formation oftheir child. They viewed
this not only as fulfilling a responsibility toward the child but their right. The surveyed
parents took their parenting role very seriously and looked upon it as a vocation. They did
not believe it was the job or right ofday care centers or schools to raise their children. One
mother said:
We are responsible for bringing up intelligent, law-abiding, productive
members ofsociety. I don't think that the schools should be held
accountable for what is the parents' responsibility. Parents need to take
a more active role in the upbringing oftheir child.
Parents' Rationale 34
School Environment
The following issues related to school environment emerged frequently during
examination ofdata supplied by surveyed homeschoolers: adaptable schedule, paternal
involvement, student-teacher ratio, the issue ofage-appropriate schooling, process of
schooling, the quality of schools, competition in the classroom, safety issues, and peer
interaction.
Adaptable Schedule. The school year for homeschooled children has no bells that
signal the start or dismissal of a learning session. "Students find it very frustrating to be in
the middle of a project and have the bell ring, signaling the end ofthe class session,"
shared a respondent. Homeschoolers surveyed stated they could devote all day or week or
month to a project seeing it to completion without interruption. Since schooling occurred
year round with no beginning or ending, one surveyed unschooler's child "devoted a year
to the study of astronomy." Within the institutional school setting, "learning is dictated by
the bell and season," and this learning experience would not have been possible.
Adaptable schedules afforded the surveyed families numerous benefits. One
advantage was flexibility; these families were able to travel at will. An example ofthis
flexibility was noted by one mother: "My husband is a pilot. We get excellent flight
benefits and can travel anywhere in the world. Would you rather read about the Sistine
Chapel in a history book, or go see it?" With the availability ofoff season travel,
respondents were provided with an opportunity to vacation when it may not have been
otherwise financially feasible. Other families surveyed found that it was enjoyable to be
able to interact spontaneously, engaging in such things such as a "day of skiing, visiting
the zoo, helping out at the soup kitchen, or just walking in the park and enjoying nature."
This flexibility offered families freedom to do as they liked, adapting activities to
correspond with their time frame and life style. The families surveyed viewed "everyday
living as a learning experience" and perceived "a walk in the park is ( as) a teachable
moment;" therefore, to the home educator, it's school. To quote one mother: "Any day can
Parents' Rationale 34
School Environment
The following issues related to school environment emerged frequently during
examination ofdata supplied by surveyed homeschoolers: adaptable schedule, paternal
involvement, student-teacher ratio, the issue ofage-appropriate schooling, process of
schooling, the quality of schools, competition in the classroom, safety issues, and peer
interaction.
Adaptable Schedule. The school year for homeschooled children has no bells that
signal the start or dismissal of a learning session. "Students find it very frustrating to be in
the middle of a project and have the bell ring, signaling the end ofthe class session,"
shared a respondent. Homeschoolers surveyed stated they could devote all day or week or
month to a project seeing it to completion without interruption. Since schooling occurred
year round with no beginning or ending, one surveyed unschooler's child "devoted a year
to the study of astronomy." Within the institutional school setting, "learning is dictated by
the bell and season," and this learning experience would not have been possible.
Adaptable schedules afforded the surveyed families numerous benefits. One
advantage was flexibility; these families were able to travel at will. An example ofthis
flexibility was noted by one mother: "My husband is a pilot. We get excellent flight
benefits and can travel anywhere in the world. Would you rather read about the Sistine
Chapel in a history book, or go see it?" With the availability ofoff season travel,
respondents were provided with an opportunity to vacation when it may not have been
otherwise financially feasible. Other families surveyed found that it was enjoyable to be
able to interact spontaneously, engaging in such things such as a "day of skiing, visiting
the zoo, helping out at the soup kitchen, or just walking in the park and enjoying nature."
This flexibility offered families freedom to do as they liked, adapting activities to
correspond with their time frame and life style. The families surveyed viewed "everyday
living as a learning experience" and perceived "a walk in the park is ( as) a teachable
moment;" therefore, to the home educator, it's school. To quote one mother: "Any day can
Parents' Rationale 34
School Environment
The following issues related to school environment emerged frequently during
examination ofdata supplied by surveyed homeschoolers: adaptable schedule, paternal
involvement, student-teacher ratio, the issue ofage-appropriate schooling, process of
schooling, the quality of schools, competition in the classroom, safety issues, and peer
interaction.
Adaptable Schedule. The school year for homeschooled children has no bells that
signal the start or dismissal of a learning session. "Students find it very frustrating to be in
the middle of a project and have the bell ring, signaling the end ofthe class session,"
shared a respondent. Homeschoolers surveyed stated they could devote all day or week or
month to a project seeing it to completion without interruption. Since schooling occurred
year round with no beginning or ending, one surveyed unschooler's child "devoted a year
to the study of astronomy." Within the institutional school setting, "learning is dictated by
the bell and season," and this learning experience would not have been possible.
Adaptable schedules afforded the surveyed families numerous benefits. One
advantage was flexibility; these families were able to travel at will. An example ofthis
flexibility was noted by one mother: "My husband is a pilot. We get excellent flight
benefits and can travel anywhere in the world. Would you rather read about the Sistine
Chapel in a history book, or go see it?" With the availability ofoff season travel,
respondents were provided with an opportunity to vacation when it may not have been
otherwise financially feasible. Other families surveyed found that it was enjoyable to be
able to interact spontaneously, engaging in such things such as a "day of skiing, visiting
the zoo, helping out at the soup kitchen, or just walking in the park and enjoying nature."
This flexibility offered families freedom to do as they liked, adapting activities to
correspond with their time frame and life style. The families surveyed viewed "everyday
living as a learning experience" and perceived "a walk in the park is ( as) a teachable
moment;" therefore, to the home educator, it's school. To quote one mother: "Any day can
Parents' Rationale 35
be a snow day for us, and we can do what we want when we want." Parents surveyed
often viewed adaptability ofschedules as one ofthe primary reasons to homeschool.
Paternal Involvement. One theme that emerged from the study centered around
paternal involvement. Participants stated that in a homeschooling setting, paternal
involvement was not dictated by employment or by a traditional school schedule. Parents
responding to the survey stated that children attending traditional schools did not always
have the opportunity to spend as much time with their fathers as they would have liked.
"Fathers often miss out on many oftheir children's life experiences because oftheir work
schedules," declared a respondent. Through the homeschooling experience, both parents
had the opportunity to share in the nurturing and educating oftheir children.
Homeschoolers surveyed perceived that children needed to see more oftheir fathers, and
fathers needed to be more active participants in the lives oftheir children. A mother offour
witnessed:
Originally it (homeschooling) was to keep us together as a family. My
husband works odd hours. Sending my daughter to school would have
basically cut this wonderful father out ofher life (this was when my oldest
was only 5). Our family life was rich and fun. It felt like she was being
ripped away.
Respondents viewed parenting as a dual responsibility with both parents actively
participating in the education and rearing ofthe child. Homeschooling provided that
opportunity.
Student-Teacher Ratio. Most homeschoolers and educators believed that the one 
on-one or tutorial method ofteaching was the most effective means ofproviding a quality
education. "It is impossible for a teacher to give the kind ofpersonal attention needed to 20
or more students in a day," noted one parent. Another added, "One-on-one teaching is the
most effective. Each student's learning style can be indulged. One uses ear plugs, the other
listens to tapes." Individualized instruction met the needs ofeach child while providing
Parents' Rationale 35
be a snow day for us, and we can do what we want when we want." Parents surveyed
often viewed adaptability ofschedules as one ofthe primary reasons to homeschool.
Paternal Involvement. One theme that emerged from the study centered around
paternal involvement. Participants stated that in a homeschooling setting, paternal
involvement was not dictated by employment or by a traditional school schedule. Parents
responding to the survey stated that children attending traditional schools did not always
have the opportunity to spend as much time with their fathers as they would have liked.
"Fathers often miss out on many oftheir children's life experiences because oftheir work
schedules," declared a respondent. Through the homeschooling experience, both parents
had the opportunity to share in the nurturing and educating oftheir children.
Homeschoolers surveyed perceived that children needed to see more oftheir fathers, and
fathers needed to be more active participants in the lives oftheir children. A mother offour
witnessed:
Originally it (homeschooling) was to keep us together as a family. My
husband works odd hours. Sending my daughter to school would have
basically cut this wonderful father out ofher life (this was when my oldest
was only 5). Our family life was rich and fun. It felt like she was being
ripped away.
Respondents viewed parenting as a dual responsibility with both parents actively
participating in the education and rearing ofthe child. Homeschooling provided that
opportunity.
Student-Teacher Ratio. Most homeschoolers and educators believed that the one 
on-one or tutorial method ofteaching was the most effective means ofproviding a quality
education. "It is impossible for a teacher to give the kind ofpersonal attention needed to 20
or more students in a day," noted one parent. Another added, "One-on-one teaching is the
most effective. Each student's learning style can be indulged. One uses ear plugs, the other
listens to tapes." Individualized instruction met the needs ofeach child while providing
Parents' Rationale 35
be a snow day for us, and we can do what we want when we want." Parents surveyed
often viewed adaptability ofschedules as one ofthe primary reasons to homeschool.
Paternal Involvement. One theme that emerged from the study centered around
paternal involvement. Participants stated that in a homeschooling setting, paternal
involvement was not dictated by employment or by a traditional school schedule. Parents
responding to the survey stated that children attending traditional schools did not always
have the opportunity to spend as much time with their fathers as they would have liked.
"Fathers often miss out on many oftheir children's life experiences because oftheir work
schedules," declared a respondent. Through the homeschooling experience, both parents
had the opportunity to share in the nurturing and educating oftheir children.
Homeschoolers surveyed perceived that children needed to see more oftheir fathers, and
fathers needed to be more active participants in the lives oftheir children. A mother offour
witnessed:
Originally it (homeschooling) was to keep us together as a family. My
husband works odd hours. Sending my daughter to school would have
basically cut this wonderful father out ofher life (this was when my oldest
was only 5). Our family life was rich and fun. It felt like she was being
ripped away.
Respondents viewed parenting as a dual responsibility with both parents actively
participating in the education and rearing ofthe child. Homeschooling provided that
opportunity.
Student-Teacher Ratio. Most homeschoolers and educators believed that the one 
on-one or tutorial method ofteaching was the most effective means ofproviding a quality
education. "It is impossible for a teacher to give the kind ofpersonal attention needed to 20
or more students in a day," noted one parent. Another added, "One-on-one teaching is the
most effective. Each student's learning style can be indulged. One uses ear plugs, the other
listens to tapes." Individualized instruction met the needs ofeach child while providing
Parents' Rationale 36
personal attention. Homeschoolers surveyed agreed that one-on-one or at most even one 
on-three or four was much more effective than even the best ofinstitutional schools. One
homeschooler claimed that "one hour of private tutoring a day gave as much as a full day at
school," which left the rest of the day for the child to pursue hislher own interests. Private
tutoring as a form ofeducation used to meet the needs ofthe individual child and as a
teaching/learning technique is undisputed in its success.
Grouping by Age. The following questions were asked by a representative number
ofrespondents: "Why must children begin school at the age of five? Why must children
learn to read at age six? What ifthey are not ready?" According to participants, "because
children and the sexes mature at different ages, placing them in a gradation scenario was
unnatural." A concerned mother recounted that her daughter "was not ready to go to school
all day at age five." This mother felt that "she just wasn't ready to be away from home and
the family." Some parents surveyed declared classrooms to be an artificial setting which
segregated children by age from the real world. "Itis abnormal to be confined to a
classroom in cramped desks for long periods oftime," stated one respondent. Many
homeschoolers surveyed replied that children should not be "cooped up in the unnatural
setting ofa classroom with a large group ofpeople all the same age." This interrupted the
natural rhythm to explore, play, and daydream. Participants believed that children
performed much better academically and socially in multi-age settings. According to a
respondent, parents have been conditioned to think "children should be taken from the
home at an early age, sent to school, given text books, and they soon will be able to read."
Parents surveyed did not believe this to be the case. An overwhelming number of
homeschoolers surveyed agreed that it was important for children to "work at their own
pace, moving on to another stage oflearning only when the child was ready" and not be
dictated by age. This readiness was determined by the parent or child depending upon the
method ofhomeschooling experienced, with the focus on the individual child. Respondents
reasoned that people matured at different ages, learned at different ages, and socially
Parents' Rationale 36
personal attention. Homeschoolers surveyed agreed that one-on-one or at most even one 
on-three or four was much more effective than even the best ofinstitutional schools. One
homeschooler claimed that "one hour of private tutoring a day gave as much as a full day at
school," which left the rest of the day for the child to pursue hislher own interests. Private
tutoring as a form ofeducation used to meet the needs ofthe individual child and as a
teaching/learning technique is undisputed in its success.
Grouping by Age. The following questions were asked by a representative number
ofrespondents: "Why must children begin school at the age of five? Why must children
learn to read at age six? What ifthey are not ready?" According to participants, "because
children and the sexes mature at different ages, placing them in a gradation scenario was
unnatural." A concerned mother recounted that her daughter "was not ready to go to school
all day at age five." This mother felt that "she just wasn't ready to be away from home and
the family." Some parents surveyed declared classrooms to be an artificial setting which
segregated children by age from the real world. "Itis abnormal to be confined to a
classroom in cramped desks for long periods oftime," stated one respondent. Many
homeschoolers surveyed replied that children should not be "cooped up in the unnatural
setting ofa classroom with a large group ofpeople all the same age." This interrupted the
natural rhythm to explore, play, and daydream. Participants believed that children
performed much better academically and socially in multi-age settings. According to a
respondent, parents have been conditioned to think "children should be taken from the
home at an early age, sent to school, given text books, and they soon will be able to read."
Parents surveyed did not believe this to be the case. An overwhelming number of
homeschoolers surveyed agreed that it was important for children to "work at their own
pace, moving on to another stage oflearning only when the child was ready" and not be
dictated by age. This readiness was determined by the parent or child depending upon the
method ofhomeschooling experienced, with the focus on the individual child. Respondents
reasoned that people matured at different ages, learned at different ages, and socially
Parents' Rationale 36
personal attention. Homeschoolers surveyed agreed that one-on-one or at most even one 
on-three or four was much more effective than even the best ofinstitutional schools. One
homeschooler claimed that "one hour of private tutoring a day gave as much as a full day at
school," which left the rest of the day for the child to pursue hislher own interests. Private
tutoring as a form ofeducation used to meet the needs ofthe individual child and as a
teaching/learning technique is undisputed in its success.
Grouping by Age. The following questions were asked by a representative number
ofrespondents: "Why must children begin school at the age of five? Why must children
learn to read at age six? What ifthey are not ready?" According to participants, "because
children and the sexes mature at different ages, placing them in a gradation scenario was
unnatural." A concerned mother recounted that her daughter "was not ready to go to school
all day at age five." This mother felt that "she just wasn't ready to be away from home and
the family." Some parents surveyed declared classrooms to be an artificial setting which
segregated children by age from the real world. "Itis abnormal to be confined to a
classroom in cramped desks for long periods oftime," stated one respondent. Many
homeschoolers surveyed replied that children should not be "cooped up in the unnatural
setting ofa classroom with a large group ofpeople all the same age." This interrupted the
natural rhythm to explore, play, and daydream. Participants believed that children
performed much better academically and socially in multi-age settings. According to a
respondent, parents have been conditioned to think "children should be taken from the
home at an early age, sent to school, given text books, and they soon will be able to read."
Parents surveyed did not believe this to be the case. An overwhelming number of
homeschoolers surveyed agreed that it was important for children to "work at their own
pace, moving on to another stage oflearning only when the child was ready" and not be
dictated by age. This readiness was determined by the parent or child depending upon the
method ofhomeschooling experienced, with the focus on the individual child. Respondents
reasoned that people matured at different ages, learned at different ages, and socially
Parents'Rationale 37
adapted at different ages; therefore, children should not be placed in a room with other
children to learn just because they are the same age. "It makes no sense," declared
participants. A mother ofthree summed up the feelings of several homeschoolers on
grouping by age: "Ifone child learns to read at 3 years of age and another at 10, that's OK
with me. I see nothing magical about the age of6 for learning to read."
Schooling Process. Homeschooling parents surveyed were quite vocal on the
matter ofthe classroom process and structure. Many stated that schooling at home required
one to three hours as compared to six hours in traditional schools. They attributed this fact
to several reasons, most ofwhich supported their conviction to homeschool. Valuable time
is devoted to establishing "order in the classroom, collecting lunch money, listening to
announcements, getting in line for lunch, recess, changing classes, going to the bathroom,
listening to instructions, attending pep rallies/assemblies, study halls, and lunch periods."
They explained this time "wasted" was an attempt to have students "conform to a factory
model ofsocial engineering, which has proven to be a failed experiment." Respondents
questioned why there was a need to continue "industrial" methods ofeducation when we
are in an age oftechnology. A college graduate, mother of four responded:
I do not believe the current factory model ofeducation to be the best
way for children to become educated. I do not believe institutions to be
nurturing places, and for young people to spend the better part oftheir
lives cooped up in one seems ludicrous.
Discipline. According to a number ofrespondents, discipline problems in both
public and private school systems encouraged them to seek an alternative method of
education for their children. Surveyed parents claimed that a great amount oftime in the
classroom was devoted to disciplining students, subtracting valuable learning and
instruction time from the day. "The public schools are struggling with even teaching the
basics because ofthe lack ofdiscipline and order," reported a metropolitan mother. Poor
supervision, inadequate discipline techniques, and lack ofparental involvement were issues
Parents'Rationale 37
adapted at different ages; therefore, children should not be placed in a room with other
children to learn just because they are the same age. "It makes no sense," declared
participants. A mother ofthree summed up the feelings of several homeschoolers on
grouping by age: "Ifone child learns to read at 3 years of age and another at 10, that's OK
with me. I see nothing magical about the age of6 for learning to read."
Schooling Process. Homeschooling parents surveyed were quite vocal on the
matter ofthe classroom process and structure. Many stated that schooling at home required
one to three hours as compared to six hours in traditional schools. They attributed this fact
to several reasons, most ofwhich supported their conviction to homeschool. Valuable time
is devoted to establishing "order in the classroom, collecting lunch money, listening to
announcements, getting in line for lunch, recess, changing classes, going to the bathroom,
listening to instructions, attending pep rallies/assemblies, study halls, and lunch periods."
They explained this time "wasted" was an attempt to have students "conform to a factory
model ofsocial engineering, which has proven to be a failed experiment." Respondents
questioned why there was a need to continue "industrial" methods ofeducation when we
are in an age oftechnology. A college graduate, mother of four responded:
I do not believe the current factory model ofeducation to be the best
way for children to become educated. I do not believe institutions to be
nurturing places, and for young people to spend the better part oftheir
lives cooped up in one seems ludicrous.
Discipline. According to a number ofrespondents, discipline problems in both
public and private school systems encouraged them to seek an alternative method of
education for their children. Surveyed parents claimed that a great amount oftime in the
classroom was devoted to disciplining students, subtracting valuable learning and
instruction time from the day. "The public schools are struggling with even teaching the
basics because ofthe lack ofdiscipline and order," reported a metropolitan mother. Poor
supervision, inadequate discipline techniques, and lack ofparental involvement were issues
Parents'Rationale 37
adapted at different ages; therefore, children should not be placed in a room with other
children to learn just because they are the same age. "It makes no sense," declared
participants. A mother ofthree summed up the feelings of several homeschoolers on
grouping by age: "Ifone child learns to read at 3 years of age and another at 10, that's OK
with me. I see nothing magical about the age of6 for learning to read."
Schooling Process. Homeschooling parents surveyed were quite vocal on the
matter ofthe classroom process and structure. Many stated that schooling at home required
one to three hours as compared to six hours in traditional schools. They attributed this fact
to several reasons, most ofwhich supported their conviction to homeschool. Valuable time
is devoted to establishing "order in the classroom, collecting lunch money, listening to
announcements, getting in line for lunch, recess, changing classes, going to the bathroom,
listening to instructions, attending pep rallies/assemblies, study halls, and lunch periods."
They explained this time "wasted" was an attempt to have students "conform to a factory
model ofsocial engineering, which has proven to be a failed experiment." Respondents
questioned why there was a need to continue "industrial" methods ofeducation when we
are in an age oftechnology. A college graduate, mother of four responded:
I do not believe the current factory model ofeducation to be the best
way for children to become educated. I do not believe institutions to be
nurturing places, and for young people to spend the better part oftheir
lives cooped up in one seems ludicrous.
Discipline. According to a number ofrespondents, discipline problems in both
public and private school systems encouraged them to seek an alternative method of
education for their children. Surveyed parents claimed that a great amount oftime in the
classroom was devoted to disciplining students, subtracting valuable learning and
instruction time from the day. "The public schools are struggling with even teaching the
basics because ofthe lack ofdiscipline and order," reported a metropolitan mother. Poor
supervision, inadequate discipline techniques, and lack ofparental involvement were issues
Parents' Rationale 38
ofconcern for parent-educators as well as homeschoolers. Respondents felt that it was the
responsibility ofthe parents to discipline and saw the discipline problem in the classroom
as a lack ofparental control, not a deficit in teachers. The home is a nurturing, relaxed
atmosphere free from the tensions ofthe classroom. Some parents surveyed saw the
classroom with its discipline problems and wasted time as an "unwholesome environment"
which was "coercive and disrespectful towards students." These homeschoolers saw their
children as being the victim of a situation. The children were made to suffer by having
valuable teachingllearning time used to discipline other students. Respondents viewed this
as penalization oftheir children. Some parents surveyed expressed that they did not desire
their children to be in such a negative environment because "negative behavior breeds
negative behavior."
School Quality. Repeatedly, parents surveyed focused on the poor academic and
environmental quality ofthe public and private schools, indicating these as reasons to
homeschool. Respondents were explicit in their concerns about the quality ofeducation:
"When I began to homeschool, it was for the purpose ofremoving our children from the
terrible conditions in the school district-overcrowding, inadequate funding, poor school
facilities."
We decided to homeschool for a variety ofreasons. Number one is
because the school systems are rapidly going downhill. The classrooms
are overcrowded, there isn't enough funding, and no matter how hard
the teachers try, kids are slipping through the cracks.
"We live in a county (in a southern state) that ranks 90th of91 in indicators ofpublic
school quality (classroom teacher, student ratio, expenditures per student). Ithas decaying
physical facilities..." "Public schools were not an option to us due to their poor educational
achievement record." Homeschoolers surveyed repeated numerous times that the public
and private schools were not doing their job ofeducating children. "Ifthey were, there
would be no need to homeschool," stated a parent. Given the conditions ofthe present
Parents' Rationale 38
ofconcern for parent-educators as well as homeschoolers. Respondents felt that it was the
responsibility ofthe parents to discipline and saw the discipline problem in the classroom
as a lack ofparental control, not a deficit in teachers. The home is a nurturing, relaxed
atmosphere free from the tensions ofthe classroom. Some parents surveyed saw the
classroom with its discipline problems and wasted time as an "unwholesome environment"
which was "coercive and disrespectful towards students." These homeschoolers saw their
children as being the victim of a situation. The children were made to suffer by having
valuable teachingllearning time used to discipline other students. Respondents viewed this
as penalization oftheir children. Some parents surveyed expressed that they did not desire
their children to be in such a negative environment because "negative behavior breeds
negative behavior."
School Quality. Repeatedly, parents surveyed focused on the poor academic and
environmental quality ofthe public and private schools, indicating these as reasons to
homeschool. Respondents were explicit in their concerns about the quality ofeducation:
"When I began to homeschool, it was for the purpose ofremoving our children from the
terrible conditions in the school district-overcrowding, inadequate funding, poor school
facilities."
We decided to homeschool for a variety ofreasons. Number one is
because the school systems are rapidly going downhill. The classrooms
are overcrowded, there isn't enough funding, and no matter how hard
the teachers try, kids are slipping through the cracks.
"We live in a county (in a southern state) that ranks 90th of91 in indicators ofpublic
school quality (classroom teacher, student ratio, expenditures per student). Ithas decaying
physical facilities..." "Public schools were not an option to us due to their poor educational
achievement record." Homeschoolers surveyed repeated numerous times that the public
and private schools were not doing their job ofeducating children. "Ifthey were, there
would be no need to homeschool," stated a parent. Given the conditions ofthe present
Parents' Rationale 38
ofconcern for parent-educators as well as homeschoolers. Respondents felt that it was the
responsibility ofthe parents to discipline and saw the discipline problem in the classroom
as a lack ofparental control, not a deficit in teachers. The home is a nurturing, relaxed
atmosphere free from the tensions ofthe classroom. Some parents surveyed saw the
classroom with its discipline problems and wasted time as an "unwholesome environment"
which was "coercive and disrespectful towards students." These homeschoolers saw their
children as being the victim of a situation. The children were made to suffer by having
valuable teachingllearning time used to discipline other students. Respondents viewed this
as penalization oftheir children. Some parents surveyed expressed that they did not desire
their children to be in such a negative environment because "negative behavior breeds
negative behavior."
School Quality. Repeatedly, parents surveyed focused on the poor academic and
environmental quality ofthe public and private schools, indicating these as reasons to
homeschool. Respondents were explicit in their concerns about the quality ofeducation:
"When I began to homeschool, it was for the purpose ofremoving our children from the
terrible conditions in the school district-overcrowding, inadequate funding, poor school
facilities."
We decided to homeschool for a variety ofreasons. Number one is
because the school systems are rapidly going downhill. The classrooms
are overcrowded, there isn't enough funding, and no matter how hard
the teachers try, kids are slipping through the cracks.
"We live in a county (in a southern state) that ranks 90th of91 in indicators ofpublic
school quality (classroom teacher, student ratio, expenditures per student). Ithas decaying
physical facilities..." "Public schools were not an option to us due to their poor educational
achievement record." Homeschoolers surveyed repeated numerous times that the public
and private schools were not doing their job ofeducating children. "Ifthey were, there
would be no need to homeschool," stated a parent. Given the conditions ofthe present
Parents' Rationale 39
classroom situation, homeschoolers believed that they could do a better job ofeducating
their children. Lower national test scores, increased drop-out rates, increased illiteracy, and
the necessity to add basic math and writing courses for college students were reasons given
by respondents to homeschool.
Competition. Several responses to the survey concerning the classroom focused on
"unhealthy competition in the classroom." By expecting students to "perform well on tests
with little incentive to learn, the student's natural motivation is destroyed and replaced with
artificial motivation." This promotes a "learn-for-the-test, regurgitate-the-information,
forget-what-you-Iearned" mentality. According to one mother surveyed, "competition does
not necessarily motivate children to learn." Parents responding to the survey stated that too
much emphasis was placed on competition among students and not enough on "learning for
learning sake." Learning for grades or stickers should not be the focal point of a learning
environment. In this type ofcompetitive arena, someone loses. Respondents emphasized
that ifchildren are always given a sticker for their efforts, it diminishes the significance of
"ajob well done and decreases internal motivation."
Safety Issues. Drugs, violence, and gangs were cited by parents surveyed as valid
reasons to homeschool. These criminal conditions were found to exist in all types ofschool
environments. Respondents claimed that public, private, city, and suburban institutions
were faced with the same challenging situations. According to documentation, drugs and
violence are on the rise. Homechoolers surveyed were convinced that their children were in
"physical danger due to the lack ofproper supervision and discipline." Parents were
concerned for their children's safety. One parent declared, "I homeschool to protect my
children from the violence in our public school system." Parents provided examples of
school bombings, shootings and knifings, locker searches for drugs and weapons, as well
as police patrolling the hallways within their school systems. Another disclosed: "We want
to shelter our children from drugs and violence." Parents responding to the survey confided
that they were "frightened for their child's safety and well-being because shootings and
Parents' Rationale 39
classroom situation, homeschoolers believed that they could do a better job ofeducating
their children. Lower national test scores, increased drop-out rates, increased illiteracy, and
the necessity to add basic math and writing courses for college students were reasons given
by respondents to homeschool.
Competition. Several responses to the survey concerning the classroom focused on
"unhealthy competition in the classroom." By expecting students to "perform well on tests
with little incentive to learn, the student's natural motivation is destroyed and replaced with
artificial motivation." This promotes a "learn-for-the-test, regurgitate-the-information,
forget-what-you-Iearned" mentality. According to one mother surveyed, "competition does
not necessarily motivate children to learn." Parents responding to the survey stated that too
much emphasis was placed on competition among students and not enough on "learning for
learning sake." Learning for grades or stickers should not be the focal point of a learning
environment. In this type ofcompetitive arena, someone loses. Respondents emphasized
that ifchildren are always given a sticker for their efforts, it diminishes the significance of
"ajob well done and decreases internal motivation."
Safety Issues. Drugs, violence, and gangs were cited by parents surveyed as valid
reasons to homeschool. These criminal conditions were found to exist in all types ofschool
environments. Respondents claimed that public, private, city, and suburban institutions
were faced with the same challenging situations. According to documentation, drugs and
violence are on the rise. Homechoolers surveyed were convinced that their children were in
"physical danger due to the lack ofproper supervision and discipline." Parents were
concerned for their children's safety. One parent declared, "I homeschool to protect my
children from the violence in our public school system." Parents provided examples of
school bombings, shootings and knifings, locker searches for drugs and weapons, as well
as police patrolling the hallways within their school systems. Another disclosed: "We want
to shelter our children from drugs and violence." Parents responding to the survey confided
that they were "frightened for their child's safety and well-being because shootings and
Parents' Rationale 39
classroom situation, homeschoolers believed that they could do a better job ofeducating
their children. Lower national test scores, increased drop-out rates, increased illiteracy, and
the necessity to add basic math and writing courses for college students were reasons given
by respondents to homeschool.
Competition. Several responses to the survey concerning the classroom focused on
"unhealthy competition in the classroom." By expecting students to "perform well on tests
with little incentive to learn, the student's natural motivation is destroyed and replaced with
artificial motivation." This promotes a "learn-for-the-test, regurgitate-the-information,
forget-what-you-Iearned" mentality. According to one mother surveyed, "competition does
not necessarily motivate children to learn." Parents responding to the survey stated that too
much emphasis was placed on competition among students and not enough on "learning for
learning sake." Learning for grades or stickers should not be the focal point of a learning
environment. In this type ofcompetitive arena, someone loses. Respondents emphasized
that ifchildren are always given a sticker for their efforts, it diminishes the significance of
"ajob well done and decreases internal motivation."
Safety Issues. Drugs, violence, and gangs were cited by parents surveyed as valid
reasons to homeschool. These criminal conditions were found to exist in all types ofschool
environments. Respondents claimed that public, private, city, and suburban institutions
were faced with the same challenging situations. According to documentation, drugs and
violence are on the rise. Homechoolers surveyed were convinced that their children were in
"physical danger due to the lack ofproper supervision and discipline." Parents were
concerned for their children's safety. One parent declared, "I homeschool to protect my
children from the violence in our public school system." Parents provided examples of
school bombings, shootings and knifings, locker searches for drugs and weapons, as well
as police patrolling the hallways within their school systems. Another disclosed: "We want
to shelter our children from drugs and violence." Parents responding to the survey confided
that they were "frightened for their child's safety and well-being because shootings and
Parents' Rationale 40
physical attacks on the teachers as well as the students are on the rise." It was not the
intention ofhomeschooling parents surveyed to isolate their children, but to protect them,
physically, mentally, and emotionally until they were sufficiently mature enough to make
rational, responsible choices. A responding parent explained that this issue should be of
"concern for all parents not just those who homeschool."
Peer Interaction. Although parents surveyed agreed that not all peer interaction was
negative, there were not enough positive influences to consider institutional schooling. It is
to be noted that several respondents stated their children had friends from the institutional
schools who were not negative influences on their lives, but this was not a significant
enough reason to permit their child to remain in school. Friendships could be maintained
outside of school in more neutral, nonevasive surroundings. Parents surveyed agreed that
negative peer interaction was not the sole criteria for electing to homeschool; however, this
appeared as a contributing factor in a great number ofresponses.
In most instances, respondents viewed peer interaction as having a possible
negative influence on their children. They cited such things as: "harassment, ridicule,
belittling, demeaning attitudes, physical abuse, and peer pressure." This type ofinteraction
was viewed by the respondents as having a negative affect on their child's self-image while
attacking their child's self-worth. Parents responding stated that institutional schools were
not a suitable "place to learn appropriate behavior." These parents did not want their
children to be dependent upon peer approval which they believed would override parental
affirmation. Since the greater portion of a day was spent with peers in school,
homeschooling parents surveyed saw "even the best ofkids being hurt by other kids," and
they wanted to protect their children from those cruelties. Respondents stated that in many
instances, young children and teens did not have the skills required to combat peer attacks.
A mother offive summarized the feelings of several homeschoolers when she said: "Peer
pressure is sometimes the biggest risk children are subject to-you can't escape it in a school
system, and children just aren't strong enough to stand up under all that pressure."
Parents' Rationale 40
physical attacks on the teachers as well as the students are on the rise." It was not the
intention ofhomeschooling parents surveyed to isolate their children, but to protect them,
physically, mentally, and emotionally until they were sufficiently mature enough to make
rational, responsible choices. A responding parent explained that this issue should be of
"concern for all parents not just those who homeschool."
Peer Interaction. Although parents surveyed agreed that not all peer interaction was
negative, there were not enough positive influences to consider institutional schooling. It is
to be noted that several respondents stated their children had friends from the institutional
schools who were not negative influences on their lives, but this was not a significant
enough reason to permit their child to remain in school. Friendships could be maintained
outside of school in more neutral, nonevasive surroundings. Parents surveyed agreed that
negative peer interaction was not the sole criteria for electing to homeschool; however, this
appeared as a contributing factor in a great number ofresponses.
In most instances, respondents viewed peer interaction as having a possible
negative influence on their children. They cited such things as: "harassment, ridicule,
belittling, demeaning attitudes, physical abuse, and peer pressure." This type ofinteraction
was viewed by the respondents as having a negative affect on their child's self-image while
attacking their child's self-worth. Parents responding stated that institutional schools were
not a suitable "place to learn appropriate behavior." These parents did not want their
children to be dependent upon peer approval which they believed would override parental
affirmation. Since the greater portion of a day was spent with peers in school,
homeschooling parents surveyed saw "even the best ofkids being hurt by other kids," and
they wanted to protect their children from those cruelties. Respondents stated that in many
instances, young children and teens did not have the skills required to combat peer attacks.
A mother offive summarized the feelings of several homeschoolers when she said: "Peer
pressure is sometimes the biggest risk children are subject to-you can't escape it in a school
system, and children just aren't strong enough to stand up under all that pressure."
Parents' Rationale 40
physical attacks on the teachers as well as the students are on the rise." It was not the
intention ofhomeschooling parents surveyed to isolate their children, but to protect them,
physically, mentally, and emotionally until they were sufficiently mature enough to make
rational, responsible choices. A responding parent explained that this issue should be of
"concern for all parents not just those who homeschool."
Peer Interaction. Although parents surveyed agreed that not all peer interaction was
negative, there were not enough positive influences to consider institutional schooling. It is
to be noted that several respondents stated their children had friends from the institutional
schools who were not negative influences on their lives, but this was not a significant
enough reason to permit their child to remain in school. Friendships could be maintained
outside of school in more neutral, nonevasive surroundings. Parents surveyed agreed that
negative peer interaction was not the sole criteria for electing to homeschool; however, this
appeared as a contributing factor in a great number ofresponses.
In most instances, respondents viewed peer interaction as having a possible
negative influence on their children. They cited such things as: "harassment, ridicule,
belittling, demeaning attitudes, physical abuse, and peer pressure." This type ofinteraction
was viewed by the respondents as having a negative affect on their child's self-image while
attacking their child's self-worth. Parents responding stated that institutional schools were
not a suitable "place to learn appropriate behavior." These parents did not want their
children to be dependent upon peer approval which they believed would override parental
affirmation. Since the greater portion of a day was spent with peers in school,
homeschooling parents surveyed saw "even the best ofkids being hurt by other kids," and
they wanted to protect their children from those cruelties. Respondents stated that in many
instances, young children and teens did not have the skills required to combat peer attacks.
A mother offive summarized the feelings of several homeschoolers when she said: "Peer
pressure is sometimes the biggest risk children are subject to-you can't escape it in a school
system, and children just aren't strong enough to stand up under all that pressure."
Parents'Rationale 41
Curricula
Public and private school curricula influenced a number ofparents in their decision
to school at home. The parents surveyed believed that the current curricula offered in the
school systems were not always in the "best interest oftheir children and did not always
meet with their expectations of schooling." The following quote encompassed several
parents' viewpoint on school curricula:
The reason we have decided to homeschool is because we are very dissatisfied
with the curricula in the...school district and although it is considered one
ofthe top school districts in the state, we feel that too much time is spent in
the school day with politically correct agendas and psychosocial activities...
We believe that this has no place in the curriculum, and we also feel that the
school administration has lost a sense of academic focus in catering to social
agendas.
Other parents surveyed did not see the value of a curricula focusing on "pop culture,
cartoons, family life issues, sex, and violence." Participants explained that sex education
and family value issues should be the teaching "responsibility ofthe parents and not that of
the schools." They countered, if sex education were a legitimate curriculum, "why are the
(Dnited States) single parent birth rates one ofthe highest in the world?" Still others
responded that generally the curricula in schools was geared to the "middle ofthe road
student, often 'dumbing students down' while supporting mediocrity and apathy in the
classroom."
A few respondents supported a more "classical education" concentrating on the
basics ofreading, writing, and arithmetic. By providing a firm foundation in the basics,
homeschoolers believed a student was better prepared for further academics. "Having
technologically advanced equipment and expensively outfitted labs were irrelevant to a
student unable to read or do basic math," a parent explained. "Poor and outdated text
books, watered down, or negative curricula," further encouraged parents to homeschool.
Parents'Rationale 41
Curricula
Public and private school curricula influenced a number ofparents in their decision
to school at home. The parents surveyed believed that the current curricula offered in the
school systems were not always in the "best interest oftheir children and did not always
meet with their expectations of schooling." The following quote encompassed several
parents' viewpoint on school curricula:
The reason we have decided to homeschool is because we are very dissatisfied
with the curricula in the...school district and although it is considered one
ofthe top school districts in the state, we feel that too much time is spent in
the school day with politically correct agendas and psychosocial activities...
We believe that this has no place in the curriculum, and we also feel that the
school administration has lost a sense of academic focus in catering to social
agendas.
Other parents surveyed did not see the value of a curricula focusing on "pop culture,
cartoons, family life issues, sex, and violence." Participants explained that sex education
and family value issues should be the teaching "responsibility ofthe parents and not that of
the schools." They countered, if sex education were a legitimate curriculum, "why are the
(Dnited States) single parent birth rates one ofthe highest in the world?" Still others
responded that generally the curricula in schools was geared to the "middle ofthe road
student, often 'dumbing students down' while supporting mediocrity and apathy in the
classroom."
A few respondents supported a more "classical education" concentrating on the
basics ofreading, writing, and arithmetic. By providing a firm foundation in the basics,
homeschoolers believed a student was better prepared for further academics. "Having
technologically advanced equipment and expensively outfitted labs were irrelevant to a
student unable to read or do basic math," a parent explained. "Poor and outdated text
books, watered down, or negative curricula," further encouraged parents to homeschool.
Parents'Rationale 41
Curricula
Public and private school curricula influenced a number ofparents in their decision
to school at home. The parents surveyed believed that the current curricula offered in the
school systems were not always in the "best interest oftheir children and did not always
meet with their expectations of schooling." The following quote encompassed several
parents' viewpoint on school curricula:
The reason we have decided to homeschool is because we are very dissatisfied
with the curricula in the...school district and although it is considered one
ofthe top school districts in the state, we feel that too much time is spent in
the school day with politically correct agendas and psychosocial activities...
We believe that this has no place in the curriculum, and we also feel that the
school administration has lost a sense of academic focus in catering to social
agendas.
Other parents surveyed did not see the value of a curricula focusing on "pop culture,
cartoons, family life issues, sex, and violence." Participants explained that sex education
and family value issues should be the teaching "responsibility ofthe parents and not that of
the schools." They countered, if sex education were a legitimate curriculum, "why are the
(Dnited States) single parent birth rates one ofthe highest in the world?" Still others
responded that generally the curricula in schools was geared to the "middle ofthe road
student, often 'dumbing students down' while supporting mediocrity and apathy in the
classroom."
A few respondents supported a more "classical education" concentrating on the
basics ofreading, writing, and arithmetic. By providing a firm foundation in the basics,
homeschoolers believed a student was better prepared for further academics. "Having
technologically advanced equipment and expensively outfitted labs were irrelevant to a
student unable to read or do basic math," a parent explained. "Poor and outdated text
books, watered down, or negative curricula," further encouraged parents to homeschool.
Parents' Rationale 42
Drills and worksheets were viewed as "busy work, time fillers, crowd control methods, or
even punishment." Other respondents favored a more holistic approach to curricula. By
focusing on one topic, the child was able to incorporate all subject areas into one study
while working at his/her own pace, not as dictated by lesson plans.
Another reason we homeschool is for the integration of subjects...
We don't have math time or reading time or art time on a daily basis.
Over the weeks and months things balance out. Art becomes reading
and math as we read about Escher. Reading is history and geography
and math as we read about the Oregon Trail.
Some homeschooling families in this study, were outraged by outcome-based
education, whole language, and educational experimentation. They stated they did not
"want their children being used as guinea pigs in the name ofeducation." These parents
further recounted that whole language used within their school systems was "found to be a
disaster... Middle school children's writing and spelling skills are so poor-it's terrible."
A few respondents questioned the value of a standardized curricula as proposed by
some states. Itperplexed some ofthese participants as to "why a number of states required
a proficiency test ofstandardized curricula in order to be awarded a diploma, yet the same
schools provided courses that taught the child how to pass the proficiency test!"
Learner-led Education
According to participants, in an attempt to serve the common good, schools have
neglected the needs ofthe individual child. Parents surveyed believed child-centered
education addressed the diversity oflearning styles oftheir children. Respondents further
declared the importance ofplayas being developmentally and educationally significant to
children in the learning process. An additional theme involved categorizing children by
labeling them.
Parents' Rationale 42
Drills and worksheets were viewed as "busy work, time fillers, crowd control methods, or
even punishment." Other respondents favored a more holistic approach to curricula. By
focusing on one topic, the child was able to incorporate all subject areas into one study
while working at his/her own pace, not as dictated by lesson plans.
Another reason we homeschool is for the integration of subjects...
We don't have math time or reading time or art time on a daily basis.
Over the weeks and months things balance out. Art becomes reading
and math as we read about Escher. Reading is history and geography
and math as we read about the Oregon Trail.
Some homeschooling families in this study, were outraged by outcome-based
education, whole language, and educational experimentation. They stated they did not
"want their children being used as guinea pigs in the name ofeducation." These parents
further recounted that whole language used within their school systems was "found to be a
disaster... Middle school children's writing and spelling skills are so poor-it's terrible."
A few respondents questioned the value of a standardized curricula as proposed by
some states. Itperplexed some ofthese participants as to "why a number of states required
a proficiency test ofstandardized curricula in order to be awarded a diploma, yet the same
schools provided courses that taught the child how to pass the proficiency test!"
Learner-led Education
According to participants, in an attempt to serve the common good, schools have
neglected the needs ofthe individual child. Parents surveyed believed child-centered
education addressed the diversity oflearning styles oftheir children. Respondents further
declared the importance ofplayas being developmentally and educationally significant to
children in the learning process. An additional theme involved categorizing children by
labeling them.
Parents' Rationale 42
Drills and worksheets were viewed as "busy work, time fillers, crowd control methods, or
even punishment." Other respondents favored a more holistic approach to curricula. By
focusing on one topic, the child was able to incorporate all subject areas into one study
while working at his/her own pace, not as dictated by lesson plans.
Another reason we homeschool is for the integration of subjects...
We don't have math time or reading time or art time on a daily basis.
Over the weeks and months things balance out. Art becomes reading
and math as we read about Escher. Reading is history and geography
and math as we read about the Oregon Trail.
Some homeschooling families in this study, were outraged by outcome-based
education, whole language, and educational experimentation. They stated they did not
"want their children being used as guinea pigs in the name ofeducation." These parents
further recounted that whole language used within their school systems was "found to be a
disaster... Middle school children's writing and spelling skills are so poor-it's terrible."
A few respondents questioned the value of a standardized curricula as proposed by
some states. Itperplexed some ofthese participants as to "why a number of states required
a proficiency test ofstandardized curricula in order to be awarded a diploma, yet the same
schools provided courses that taught the child how to pass the proficiency test!"
Learner-led Education
According to participants, in an attempt to serve the common good, schools have
neglected the needs ofthe individual child. Parents surveyed believed child-centered
education addressed the diversity oflearning styles oftheir children. Respondents further
declared the importance ofplayas being developmentally and educationally significant to
children in the learning process. An additional theme involved categorizing children by
labeling them.
Parents'Rationale 43
Child-Centered Education. According to parents surveyed, the child and their
individual learning style should dictate the educational setting. An unschooling mother
recounts:
The main reason we have chosen to homeschool is that we believe
children need the freedom to learn in their own way and time. We
don't believe that being told what to do, how to do it, and when to
do it is the best way for anyone to learn. I know without hesitation
that it works, because I've been through it myself.
The method ofeducating was determined by the parent or child depending upon the method
ofhomeschooling experienced, with the focus remaining on the individual child.
Respondents acknowledged that children learn differently, and in homeschooling parents
are able to address each child's learning style. In most situations, child-led education
occurred in the unschooled home which stressed self-direction and independent learning.
According to the unschoolers' responses, "children learn better by teaching themselves."
"Itencouraged curiosity and a love oflearning." In the homeschooling environment,
where the parent determined the readiness ofthe child to move on, the child still remained
the center ofthe learning experience. Homeschoolers surveyed declared that the child
always remained the focal point ofthe teaching/learning experience by way oftheir
individualized learning agenda.
Respondents specified that through the child-centered experience of a "hands-on
learning approach to education, children have the freedom to know the world first-hand
rather than from the confines ofschool walls orjust from books." Children learn best when
they are interested in something, are able to pursue their interests, and can utilize a variety
ofresources. In this study, homeschoolers subscribed to the idea that hands-on learning
was learning about real life by "doing it." Reading about baking a cake or building a house
is only one facet ofeducation; the doing it completes the learning experience. One mother
writes: "We believe in hands-on learning. We take lots offield trips which include
Parents'Rationale 43
Child-Centered Education. According to parents surveyed, the child and their
individual learning style should dictate the educational setting. An unschooling mother
recounts:
The main reason we have chosen to homeschool is that we believe
children need the freedom to learn in their own way and time. We
don't believe that being told what to do, how to do it, and when to
do it is the best way for anyone to learn. I know without hesitation
that it works, because I've been through it myself.
The method ofeducating was determined by the parent or child depending upon the method
ofhomeschooling experienced, with the focus remaining on the individual child.
Respondents acknowledged that children learn differently, and in homeschooling parents
are able to address each child's learning style. In most situations, child-led education
occurred in the unschooled home which stressed self-direction and independent learning.
According to the unschoolers' responses, "children learn better by teaching themselves."
"Itencouraged curiosity and a love oflearning." In the homeschooling environment,
where the parent determined the readiness ofthe child to move on, the child still remained
the center ofthe learning experience. Homeschoolers surveyed declared that the child
always remained the focal point ofthe teaching/learning experience by way oftheir
individualized learning agenda.
Respondents specified that through the child-centered experience of a "hands-on
learning approach to education, children have the freedom to know the world first-hand
rather than from the confines ofschool walls orjust from books." Children learn best when
they are interested in something, are able to pursue their interests, and can utilize a variety
ofresources. In this study, homeschoolers subscribed to the idea that hands-on learning
was learning about real life by "doing it." Reading about baking a cake or building a house
is only one facet ofeducation; the doing it completes the learning experience. One mother
writes: "We believe in hands-on learning. We take lots offield trips which include
Parents'Rationale 43
Child-Centered Education. According to parents surveyed, the child and their
individual learning style should dictate the educational setting. An unschooling mother
recounts:
The main reason we have chosen to homeschool is that we believe
children need the freedom to learn in their own way and time. We
don't believe that being told what to do, how to do it, and when to
do it is the best way for anyone to learn. I know without hesitation
that it works, because I've been through it myself.
The method ofeducating was determined by the parent or child depending upon the method
ofhomeschooling experienced, with the focus remaining on the individual child.
Respondents acknowledged that children learn differently, and in homeschooling parents
are able to address each child's learning style. In most situations, child-led education
occurred in the unschooled home which stressed self-direction and independent learning.
According to the unschoolers' responses, "children learn better by teaching themselves."
"Itencouraged curiosity and a love oflearning." In the homeschooling environment,
where the parent determined the readiness ofthe child to move on, the child still remained
the center ofthe learning experience. Homeschoolers surveyed declared that the child
always remained the focal point ofthe teaching/learning experience by way oftheir
individualized learning agenda.
Respondents specified that through the child-centered experience of a "hands-on
learning approach to education, children have the freedom to know the world first-hand
rather than from the confines ofschool walls orjust from books." Children learn best when
they are interested in something, are able to pursue their interests, and can utilize a variety
ofresources. In this study, homeschoolers subscribed to the idea that hands-on learning
was learning about real life by "doing it." Reading about baking a cake or building a house
is only one facet ofeducation; the doing it completes the learning experience. One mother
writes: "We believe in hands-on learning. We take lots offield trips which include
Parents' Rationale 44
watching repairmen fix things..." This type oflearner has an inner desire to learn and know
things, not to be "spoon fed facts to memorize and then forget." Hands-on learners view
"being a traditional folk guitarist, earning a brown belt, producing hand crafts, raising and
working with animals, employment and reading voraciously" as educational/learning
experIences.
Importance ofPlay. The importance ofplay in a child's educational and social
development was cited by many homeschoolers surveyed. Children's curiosity often leads
to creative play. Respondents consider games and play to be real learning. Children need
"freedom to daydream, play, use their imaginations, pretend, and be children." "Kids have
to have time to be kids," recalled one parent. It was important for the respondents to have
their children enjoy their childhood and not be forced to grow up too quickly. By filling the
days ofa child with numerous organized activities outside ofthe home, it leaves little time
for the child to be creative and to develop critical thinking skills. Parents responded that
they viewed the importance ofplayas a "natural progression in learning-just as a child
crawls before walking."
Categorization ofchildren. A group ofparents participating in the survey believed
categorizing children by assigning labels to them created a negative learning environment
for the child. In the relaxed homeschooling atmosphere, children did not demonstrate
characteristics associated with labels such as oflearning disabled, hyperactive, attention
deficit disorder, attention deficit hyperactivity disfunction, or special needs. According to
the respondents, children who were labeled in the institutional setting, once home educated,
"diagnosed symptoms significantly diminished or disappeared." A portion ofthese parents
indicated medication used in behavioral modification ofchildren with these labeled
conditions were often decreased or discontinued. They further contended that once their
child was categorized and "pigeon-holed, the label was never discontinued, even ifthe
child displayed signs ofimprovement." A few respondents explained that what may be
"normal behavior for a particular child might be misinterpreted as a behavioral disorder."
Parents' Rationale 44
watching repairmen fix things..." This type oflearner has an inner desire to learn and know
things, not to be "spoon fed facts to memorize and then forget." Hands-on learners view
"being a traditional folk guitarist, earning a brown belt, producing hand crafts, raising and
working with animals, employment and reading voraciously" as educational/learning
experIences.
Importance ofPlay. The importance ofplay in a child's educational and social
development was cited by many homeschoolers surveyed. Children's curiosity often leads
to creative play. Respondents consider games and play to be real learning. Children need
"freedom to daydream, play, use their imaginations, pretend, and be children." "Kids have
to have time to be kids," recalled one parent. It was important for the respondents to have
their children enjoy their childhood and not be forced to grow up too quickly. By filling the
days ofa child with numerous organized activities outside ofthe home, it leaves little time
for the child to be creative and to develop critical thinking skills. Parents responded that
they viewed the importance ofplayas a "natural progression in learning-just as a child
crawls before walking."
Categorization ofchildren. A group ofparents participating in the survey believed
categorizing children by assigning labels to them created a negative learning environment
for the child. In the relaxed homeschooling atmosphere, children did not demonstrate
characteristics associated with labels such as oflearning disabled, hyperactive, attention
deficit disorder, attention deficit hyperactivity disfunction, or special needs. According to
the respondents, children who were labeled in the institutional setting, once home educated,
"diagnosed symptoms significantly diminished or disappeared." A portion ofthese parents
indicated medication used in behavioral modification ofchildren with these labeled
conditions were often decreased or discontinued. They further contended that once their
child was categorized and "pigeon-holed, the label was never discontinued, even ifthe
child displayed signs ofimprovement." A few respondents explained that what may be
"normal behavior for a particular child might be misinterpreted as a behavioral disorder."
Parents' Rationale 44
watching repairmen fix things..." This type oflearner has an inner desire to learn and know
things, not to be "spoon fed facts to memorize and then forget." Hands-on learners view
"being a traditional folk guitarist, earning a brown belt, producing hand crafts, raising and
working with animals, employment and reading voraciously" as educational/learning
experIences.
Importance ofPlay. The importance ofplay in a child's educational and social
development was cited by many homeschoolers surveyed. Children's curiosity often leads
to creative play. Respondents consider games and play to be real learning. Children need
"freedom to daydream, play, use their imaginations, pretend, and be children." "Kids have
to have time to be kids," recalled one parent. It was important for the respondents to have
their children enjoy their childhood and not be forced to grow up too quickly. By filling the
days ofa child with numerous organized activities outside ofthe home, it leaves little time
for the child to be creative and to develop critical thinking skills. Parents responded that
they viewed the importance ofplayas a "natural progression in learning-just as a child
crawls before walking."
Categorization ofchildren. A group ofparents participating in the survey believed
categorizing children by assigning labels to them created a negative learning environment
for the child. In the relaxed homeschooling atmosphere, children did not demonstrate
characteristics associated with labels such as oflearning disabled, hyperactive, attention
deficit disorder, attention deficit hyperactivity disfunction, or special needs. According to
the respondents, children who were labeled in the institutional setting, once home educated,
"diagnosed symptoms significantly diminished or disappeared." A portion ofthese parents
indicated medication used in behavioral modification ofchildren with these labeled
conditions were often decreased or discontinued. They further contended that once their
child was categorized and "pigeon-holed, the label was never discontinued, even ifthe
child displayed signs ofimprovement." A few respondents explained that what may be
"normal behavior for a particular child might be misinterpreted as a behavioral disorder."
Parents' Rationale 45
Parents repeatedly stated that "sitting still at a desk in a classroom is not normal behavior
for a child."
Although the "gifted" student did not have the negative connotation ofthe
previously mentioned categorized student, some participants' gifted children encountered
challenges within the institutional setting. A responding mother spoke about her young son:
I cannot place my child in a classroom 20 hours a week to learn the
alphabet when he is reading at the fourth-grade level and doing second 
grade math. I cannot expect him to succeed socially in a group of
8-year-olds when he is still a little kid.
Frequently, according to the surveyed parents, schools were not academically meeting the
needs ofthese students. Even in the schools offering gifted programs, the student was not
always given the freedom to move at his/her own pace or interests. Many school districts
did not offer gifted programs, and that was why responding parents and children turned to
homeschooling. Complaints ofboredom in the classroom were most often cited by the
parents ofthe gifted children. In some schools, the gifted were "given additional work or
drill sheets while the teacher worked with other students." In the home setting, the gifted
were challenged to move as quickly as they wanted or to spend as much time as they chose
on an area of interest.
Socialization
Homeschoolers in this study were least concerned about socialization. Parents in
the study relayed that they "could hardly keep up with their children's social calendars,"
while emphasizing family togetherness continued to be a central theme in their lives.
Homeschoolers surveyed agreed that it was important for children to be exposed to people
of all ages and backgrounds in the "real" world, not solely with peers in a classroom.
Through cross-socialization, children experienced interaction with diverse age groups in a
variety ofsettings. The homeschoolers surveyed explained that children learned best by
being in the world. "Grouping by age and doing the same things is not natural nor does it
Parents' Rationale 45
Parents repeatedly stated that "sitting still at a desk in a classroom is not normal behavior
for a child."
Although the "gifted" student did not have the negative connotation ofthe
previously mentioned categorized student, some participants' gifted children encountered
challenges within the institutional setting. A responding mother spoke about her young son:
I cannot place my child in a classroom 20 hours a week to learn the
alphabet when he is reading at the fourth-grade level and doing second 
grade math. I cannot expect him to succeed socially in a group of
8-year-olds when he is still a little kid.
Frequently, according to the surveyed parents, schools were not academically meeting the
needs ofthese students. Even in the schools offering gifted programs, the student was not
always given the freedom to move at hislher own pace or interests. Many school districts
did not offer gifted programs, and that was why responding parents and children turned to
homeschooling. Complaints ofboredom in the classroom were most often cited by the
parents ofthe gifted children. In some schools, the gifted were "given additional work or
drill sheets while the teacher worked with other students." In the home setting, the gifted
were challenged to move as quickly as they wanted or to spend as much time as they chose
on an area of interest.
Socialization
Homeschoolers in this study were least concerned about socialization. Parents in
the study relayed that they "could hardly keep up with their children's social calendars,"
while emphasizing family togetherness continued to be a central theme in their lives.
Homeschoolers surveyed agreed that it was important for children to be exposed to people
of all ages and backgrounds in the "real" world, not solely with peers in a classroom.
Through cross-socialization, children experienced interaction with diverse age groups in a
variety ofsettings. The homeschoolers surveyed explained that children learned best by
being in the world. "Grouping by age and doing the same things is not natural nor does it
Parents' Rationale 45
Parents repeatedly stated that "sitting still at a desk in a classroom is not normal behavior
for a child."
Although the "gifted" student did not have the negative connotation ofthe
previously mentioned categorized student, some participants' gifted children encountered
challenges within the institutional setting. A responding mother spoke about her young son:
I cannot place my child in a classroom 20 hours a week to learn the
alphabet when he is reading at the fourth-grade level and doing second 
grade math. I cannot expect him to succeed socially in a group of
8-year-olds when he is still a little kid.
Frequently, according to the surveyed parents, schools were not academically meeting the
needs ofthese students. Even in the schools offering gifted programs, the student was not
always given the freedom to move at hislher own pace or interests. Many school districts
did not offer gifted programs, and that was why responding parents and children turned to
homeschooling. Complaints ofboredom in the classroom were most often cited by the
parents ofthe gifted children. In some schools, the gifted were "given additional work or
drill sheets while the teacher worked with other students." In the home setting, the gifted
were challenged to move as quickly as they wanted or to spend as much time as they chose
on an area of interest.
Socialization
Homeschoolers in this study were least concerned about socialization. Parents in
the study relayed that they "could hardly keep up with their children's social calendars,"
while emphasizing family togetherness continued to be a central theme in their lives.
Homeschoolers surveyed agreed that it was important for children to be exposed to people
of all ages and backgrounds in the "real" world, not solely with peers in a classroom.
Through cross-socialization, children experienced interaction with diverse age groups in a
variety ofsettings. The homeschoolers surveyed explained that children learned best by
being in the world. "Grouping by age and doing the same things is not natural nor does it
Parents'Rationale 46
prepare children for society," stated a participant. Interaction between homeschooled
children with a variety ofpeople in diverse settings created young people who were able to
communicate and socialize effectively with all age groups. Participants pointed out that
"communities and places ofemployment are populated with varied age groups, and it is
important to be able to relate to each ofthem." Homeschooled children's opportunities for
socialization included the typical scouts, baseball, 4-H, dance and music lessons, church
and community groups. Respondents reinforced the fact that their children are not "isolated
from the world" but are comfortable in a variety ofcross-socialization settings. Participants
firmly stated that "homeschooled children's socialization was a misunderstood issue by
those outside ofthe homeschooling community."
In conclusion, homeschoolers surveyed believed they best met the individual
academic, social, and moral needs oftheir children through their choice ofhomeschooling.
The survey findings represented numerous factors that influenced parents' decisions to
homeschool. Respondents openly stated they homeschooled for a variety ofreasons
including, issues related to the family, environmental issues pertaining to the institutional
school, and curricula. Family togetherness was the most prominent rationale for
homeschooling. Parents surveyed believed that all ofthe reasons given to remove a child
from the institutional school could be counteracted within the family setting. They strongly
declared that they were exercising their right to educate their child. Parents surveyed further
stated their decision to school at home may have been influenced by the desire to
accommodate their child's learning style by way ofencouraging the learner to dictate the
educational path. Additionally, respondents desired to provide their children with a cross 
socialization experience in the belief that it would create a diverse, well-adjusted individual,
who would be better prepared to function successfully in the adult world. All surveyed
parents agreed meeting this criteria would be "a difficult, ifnot impossible task to
accomplish in the institutional setting." One ofthe strongest messages the parents surveyed
gave was that they "knew their child the best and knew what was best for their child."
Parents'Rationale 46
prepare children for society," stated a participant. Interaction between homeschooled
children with a variety ofpeople in diverse settings created young people who were able to
communicate and socialize effectively with all age groups. Participants pointed out that
"communities and places ofemployment are populated with varied age groups, and it is
important to be able to relate to each ofthem." Homeschooled children's opportunities for
socialization included the typical scouts, baseball, 4-H, dance and music lessons, church
and community groups. Respondents reinforced the fact that their children are not "isolated
from the world" but are comfortable in a variety ofcross-socialization settings. Participants
firmly stated that "homeschooled children's socialization was a misunderstood issue by
those outside ofthe homeschooling community."
In conclusion, homeschoolers surveyed believed they best met the individual
academic, social, and moral needs oftheir children through their choice ofhomeschooling.
The survey findings represented numerous factors that influenced parents' decisions to
homeschool. Respondents openly stated they homeschooled for a variety ofreasons
including, issues related to the family, environmental issues pertaining to the institutional
school, and curricula. Family togetherness was the most prominent rationale for
homeschooling. Parents surveyed believed that all ofthe reasons given to remove a child
from the institutional school could be counteracted within the family setting. They strongly
declared that they were exercising their right to educate their child. Parents surveyed further
stated their decision to school at home may have been influenced by the desire to
accommodate their child's learning style by way ofencouraging the learner to dictate the
educational path. Additionally, respondents desired to provide their children with a cross 
socialization experience in the belief that it would create a diverse, well-adjusted individual,
who would be better prepared to function successfully in the adult world. All surveyed
parents agreed meeting this criteria would be "a difficult, ifnot impossible task to
accomplish in the institutional setting." One ofthe strongest messages the parents surveyed
gave was that they "knew their child the best and knew what was best for their child."
Parents'Rationale 46
prepare children for society," stated a participant. Interaction between homeschooled
children with a variety ofpeople in diverse settings created young people who were able to
communicate and socialize effectively with all age groups. Participants pointed out that
"communities and places ofemployment are populated with varied age groups, and it is
important to be able to relate to each ofthem." Homeschooled children's opportunities for
socialization included the typical scouts, baseball, 4-H, dance and music lessons, church
and community groups. Respondents reinforced the fact that their children are not "isolated
from the world" but are comfortable in a variety ofcross-socialization settings. Participants
firmly stated that "homeschooled children's socialization was a misunderstood issue by
those outside ofthe homeschooling community."
In conclusion, homeschoolers surveyed believed they best met the individual
academic, social, and moral needs oftheir children through their choice ofhomeschooling.
The survey findings represented numerous factors that influenced parents' decisions to
homeschool. Respondents openly stated they homeschooled for a variety ofreasons
including, issues related to the family, environmental issues pertaining to the institutional
school, and curricula. Family togetherness was the most prominent rationale for
homeschooling. Parents surveyed believed that all ofthe reasons given to remove a child
from the institutional school could be counteracted within the family setting. They strongly
declared that they were exercising their right to educate their child. Parents surveyed further
stated their decision to school at home may have been influenced by the desire to
accommodate their child's learning style by way ofencouraging the learner to dictate the
educational path. Additionally, respondents desired to provide their children with a cross 
socialization experience in the belief that it would create a diverse, well-adjusted individual,
who would be better prepared to function successfully in the adult world. All surveyed
parents agreed meeting this criteria would be "a difficult, ifnot impossible task to
accomplish in the institutional setting." One ofthe strongest messages the parents surveyed
gave was that they "knew their child the best and knew what was best for their child."
Parents' Rationale 47
Chapter 5
Discussion and Implications
The purpose ofthis qualitative study was to explore the rationale of homeschooling
as an alternative form ofeducation. This study revealed some unexpected findings about
why parents homeschool and about the parents themselves. For example, former data
suggested that parents homeschooled for religious or "pedagogical" reasons. The results
from this study indicated the primary reason to homeschool, as supplied by both traditional
homeschoolers and unschoolers, was for family-related reasons. They wanted to
experience "family togetherness." Although participants explained homeschooling was a
way oflife for them, they emphasized they were not "commune, back woods people" but
average parents doing what they believed was best for their children. They further believed
homeschooling was not wrong, but merely an alternative method ofeducation.
Demographic findings ofthis study closely resembled those previously documented
by Knowles (1988), Mayberry (1991), and Ray (1992). Demographics that have fluctuated
are indicative ofcontemporary economic and cultural deviations. The findings revealed
smaller families with larger incomes, and an increase in non-religious affiliation.
Formerly, a major percentage ofthe homeschoolers were fundamentalists. Although a
portion ofparticipants in the survey homeschool for religious reasons, a number of
respondents were eager to point out that homeschoolers were not religious extremists or
fanatics, but merely parents who sought an alternative form ofeducation for their children.
Acquiring demographic information from the questionnaire in this qualitative study
provided up-to-date information for educators and researchers as to the variety and
diversity ofhomeschooling parents. Italso served to characterize some ofthe similarities
and differences between homeschoolers and mainstream Americana. Overall, the
demographic findings ofhomeschoolers who participated in the survey appeared to
resemble those oftypical American families.
Parents' Rationale 47
Chapter 5
Discussion and Implications
The purpose ofthis qualitative study was to explore the rationale of homeschooling
as an alternative form ofeducation. This study revealed some unexpected findings about
why parents homeschool and about the parents themselves. For example, former data
suggested that parents homeschooled for religious or "pedagogical" reasons. The results
from this study indicated the primary reason to homeschool, as supplied by both traditional
homeschoolers and unschoolers, was for family-related reasons. They wanted to
experience "family togetherness." Although participants explained homeschooling was a
way oflife for them, they emphasized they were not "commune, back woods people" but
average parents doing what they believed was best for their children. They further believed
homeschooling was not wrong, but merely an alternative method ofeducation.
Demographic findings ofthis study closely resembled those previously documented
by Knowles (1988), Mayberry (1991), and Ray (1992). Demographics that have fluctuated
are indicative ofcontemporary economic and cultural deviations. The findings revealed
smaller families with larger incomes, and an increase in non-religious affiliation.
Formerly, a major percentage ofthe homeschoolers were fundamentalists. Although a
portion ofparticipants in the survey homeschool for religious reasons, a number of
respondents were eager to point out that homeschoolers were not religious extremists or
fanatics, but merely parents who sought an alternative form ofeducation for their children.
Acquiring demographic information from the questionnaire in this qualitative study
provided up-to-date information for educators and researchers as to the variety and
diversity ofhomeschooling parents. Italso served to characterize some ofthe similarities
and differences between homeschoolers and mainstream Americana. Overall, the
demographic findings ofhomeschoolers who participated in the survey appeared to
resemble those oftypical American families.
Parents' Rationale 47
Chapter 5
Discussion and Implications
The purpose ofthis qualitative study was to explore the rationale of homeschooling
as an alternative form ofeducation. This study revealed some unexpected findings about
why parents homeschool and about the parents themselves. For example, former data
suggested that parents homeschooled for religious or "pedagogical" reasons. The results
from this study indicated the primary reason to homeschool, as supplied by both traditional
homeschoolers and unschoolers, was for family-related reasons. They wanted to
experience "family togetherness." Although participants explained homeschooling was a
way oflife for them, they emphasized they were not "commune, back woods people" but
average parents doing what they believed was best for their children. They further believed
homeschooling was not wrong, but merely an alternative method ofeducation.
Demographic findings ofthis study closely resembled those previously documented
by Knowles (1988), Mayberry (1991), and Ray (1992). Demographics that have fluctuated
are indicative ofcontemporary economic and cultural deviations. The findings revealed
smaller families with larger incomes, and an increase in non-religious affiliation.
Formerly, a major percentage ofthe homeschoolers were fundamentalists. Although a
portion ofparticipants in the survey homeschool for religious reasons, a number of
respondents were eager to point out that homeschoolers were not religious extremists or
fanatics, but merely parents who sought an alternative form ofeducation for their children.
Acquiring demographic information from the questionnaire in this qualitative study
provided up-to-date information for educators and researchers as to the variety and
diversity ofhomeschooling parents. Italso served to characterize some ofthe similarities
and differences between homeschoolers and mainstream Americana. Overall, the
demographic findings ofhomeschoolers who participated in the survey appeared to
resemble those oftypical American families.
Parents' Rationale 48
This research may be beneficial to present homeschoolers by way ofvalidating and
supporting their decision to homeschool. Since many ofthe issues revealed in the survey
results are consequential to most parents and educators, findings in this study may be
useful to educators outside ofthe homeschooling community. Student-teacher ratio,
readiness, discipline in the classroom, and safety of the students are areas deserving future
examination by those committed to children and/or their education. What works in
homeschooling might be transferable to the conventional classroom. By addressing
diversity of students and focusing education on a child-centered curricula, innovative policy
makers and administrators may be encouraged to consider alternative approaches to
education. Creative computer utilization, self-directed study programs, independent study,
and research applications were techniques employed by homeschoolers and worthy of
exploration by those in the field ofeducation. Since homeschooled students are growing in
number, meeting with success in universities and on the job, and are generally scoring
above average on national, standardized tests, future analysis ofthis form of alternative
education may be beneficial to traditional schoolers. Homeschoolers believed that their
children's achievements were due to parental involvement, judicious use oftime, and
dedication to their children and their child's education. Parental involvement was a key
rationale for homeschooling. Parents believed their involvement with their child's education
resulted in improved achievement, motivation, and self-esteem.
One ofthe values ofthis study was the technology used to collect a segment ofthe
survey data. Use ofthe Internet and e-mail capabilities afforded the possibility ofworld 
wide participation in the study. A minimal amount oftime and effort were involved in the
distribution of the survey to participants. There were no geographic, racial, ethnic, or
educational boundaries. Anyone requesting a survey via e-mail was considered a potential
participant. Response to survey requests was virtually instantaneous, and ifneeded
clarification ofdata information could be accomplished with a minimum amount oftime.
Furthermore, with unlimited on-line capabilities, the cost was negligent as compared to
Parents' Rationale 48
This research may be beneficial to present homeschoolers by way ofvalidating and
supporting their decision to homeschool. Since many ofthe issues revealed in the survey
results are consequential to most parents and educators, findings in this study may be
useful to educators outside ofthe homeschooling community. Student-teacher ratio,
readiness, discipline in the classroom, and safety of the students are areas deserving future
examination by those committed to children and/or their education. What works in
homeschooling might be transferable to the conventional classroom. By addressing
diversity of students and focusing education on a child-centered curricula, innovative policy
makers and administrators may be encouraged to consider alternative approaches to
education. Creative computer utilization, self-directed study programs, independent study,
and research applications were techniques employed by homeschoolers and worthy of
exploration by those in the field ofeducation. Since homeschooled students are growing in
number, meeting with success in universities and on the job, and are generally scoring
above average on national, standardized tests, future analysis ofthis form of alternative
education may be beneficial to traditional schoolers. Homeschoolers believed that their
children's achievements were due to parental involvement, judicious use oftime, and
dedication to their children and their child's education. Parental involvement was a key
rationale for homeschooling. Parents believed their involvement with their child's education
resulted in improved achievement, motivation, and self-esteem.
One ofthe values ofthis study was the technology used to collect a segment ofthe
survey data. Use ofthe Internet and e-mail capabilities afforded the possibility ofworld 
wide participation in the study. A minimal amount oftime and effort were involved in the
distribution of the survey to participants. There were no geographic, racial, ethnic, or
educational boundaries. Anyone requesting a survey via e-mail was considered a potential
participant. Response to survey requests was virtually instantaneous, and ifneeded
clarification ofdata information could be accomplished with a minimum amount oftime.
Furthermore, with unlimited on-line capabilities, the cost was negligent as compared to
Parents' Rationale 48
This research may be beneficial to present homeschoolers by way ofvalidating and
supporting their decision to homeschool. Since many ofthe issues revealed in the survey
results are consequential to most parents and educators, findings in this study may be
useful to educators outside ofthe homeschooling community. Student-teacher ratio,
readiness, discipline in the classroom, and safety of the students are areas deserving future
examination by those committed to children and/or their education. What works in
homeschooling might be transferable to the conventional classroom. By addressing
diversity of students and focusing education on a child-centered curricula, innovative policy
makers and administrators may be encouraged to consider alternative approaches to
education. Creative computer utilization, self-directed study programs, independent study,
and research applications were techniques employed by homeschoolers and worthy of
exploration by those in the field ofeducation. Since homeschooled students are growing in
number, meeting with success in universities and on the job, and are generally scoring
above average on national, standardized tests, future analysis ofthis form of alternative
education may be beneficial to traditional schoolers. Homeschoolers believed that their
children's achievements were due to parental involvement, judicious use oftime, and
dedication to their children and their child's education. Parental involvement was a key
rationale for homeschooling. Parents believed their involvement with their child's education
resulted in improved achievement, motivation, and self-esteem.
One ofthe values ofthis study was the technology used to collect a segment ofthe
survey data. Use ofthe Internet and e-mail capabilities afforded the possibility ofworld 
wide participation in the study. A minimal amount oftime and effort were involved in the
distribution of the survey to participants. There were no geographic, racial, ethnic, or
educational boundaries. Anyone requesting a survey via e-mail was considered a potential
participant. Response to survey requests was virtually instantaneous, and ifneeded
clarification ofdata information could be accomplished with a minimum amount oftime.
Furthermore, with unlimited on-line capabilities, the cost was negligent as compared to
Parents' Rationale 49
mailed surveys. The convenience ofworking within the home was limitless. Not bound by
environmental constraints, data gathering was accomplished at any hour on any given day.
This method ofresearch could prove beneficial to both qualitative and quantitative
researchers. Use of on-line capabilities enables qualitative researchers to target participant
audiences by directing inquiries to specific Internet users world wide. Quantitative
researchers have the availability ofan endless number of global participants with a
minimum ofeffort. Conservation oftime proved to be the major contribution with this
method ofdata gathering. However, one limitation to be noted with application ofcomputer
technology for research and data gathering was the user constituency. The population is
frequently delineated by economic and financial boundaries thereby, conceivably
contributing somewhat skewed and/or biased findings. Compensation for this limitation
was accomplished in this study by utilization of additional mediums for survey distribution.
Itis to be noted that homeschoolers frequently viewed computer technology as one ofthe
primary tools utilized in educating their child.
Parents' Rationale 49
mailed surveys. The convenience ofworking within the home was limitless. Not bound by
environmental constraints, data gathering was accomplished at any hour on any given day.
This method ofresearch could prove beneficial to both qualitative and quantitative
researchers. Use of on-line capabilities enables qualitative researchers to target participant
audiences by directing inquiries to specific Internet users world wide. Quantitative
researchers have the availability ofan endless number of global participants with a
minimum ofeffort. Conservation oftime proved to be the major contribution with this
method ofdata gathering. However, one limitation to be noted with application ofcomputer
technology for research and data gathering was the user constituency. The population is
frequently delineated by economic and financial boundaries thereby, conceivably
contributing somewhat skewed and/or biased findings. Compensation for this limitation
was accomplished in this study by utilization of additional mediums for survey distribution.
Itis to be noted that homeschoolers frequently viewed computer technology as one ofthe
primary tools utilized in educating their child.
Parents' Rationale 49
mailed surveys. The convenience ofworking within the home was limitless. Not bound by
environmental constraints, data gathering was accomplished at any hour on any given day.
This method ofresearch could prove beneficial to both qualitative and quantitative
researchers. Use of on-line capabilities enables qualitative researchers to target participant
audiences by directing inquiries to specific Internet users world wide. Quantitative
researchers have the availability ofan endless number of global participants with a
minimum ofeffort. Conservation oftime proved to be the major contribution with this
method ofdata gathering. However, one limitation to be noted with application ofcomputer
technology for research and data gathering was the user constituency. The population is
frequently delineated by economic and financial boundaries thereby, conceivably
contributing somewhat skewed and/or biased findings. Compensation for this limitation
was accomplished in this study by utilization of additional mediums for survey distribution.
Itis to be noted that homeschoolers frequently viewed computer technology as one ofthe
primary tools utilized in educating their child.
Parents' Rationale 50
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Sunday Visitor, pp. 12-13.
Armstrong, T. (1987). In their own way. New York: G. P. Putnam's Sons.
Belck, N., & Jinks, 1. (1993). Will schools become families ofthe future?
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Burns, R. (1993). Parents and schools. Washington, D. c.: National Education
Association.
Calvery, R., Bell, D., & Vaupel, C. (1992). The difference in achievement
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TM 019-461). Knoxville, TN: Mid-South Research Association. (ERIC Document
Reproduction Service No. ED 354 258).
Caplan, N., Choy, M. H., & Whitmore, 1. K. (1992). Indochinese refugee
families and academic achievement. Scientific American, 2, 36-4.
Carroll, D. (1996). Is socialization over-rated? Home education, 13, 6-7.
Churbuck, D. (1993). The ultimate school choice: No school at all. Forbes, 152,
145-150.
Colfax, D., & Colfax, M. (1988). Homeschooling for excellence. New York:
Warner Books.
Dunleavey, M. P. (1995). Staying close to home. Publisher's Weekly, 242, 142.
Elam, S., Rose, L., & Gallup, A. (1994). The 26th annual Phi Delta
Kappan/Gallup poll ofthe public's attitudes toward the public schools. Phi Delta Kappan,
176,43.
Farenga, P. (1991). Reuniting living & learning: The appeal ofhomeschooling.
In J. Mintz, (Ed.), The handbook of alternative education, (pp. 18-22). New York:
Macmillan.
Parents' Rationale 50
REFERENCES
Aquilina, M. (1996, June 2). Should schooling be homeward bound? Our
Sunday Visitor, pp. 12-13.
Armstrong, T. (1987). In their own way. New York: G. P. Putnam's Sons.
Belck, N., & Jinks, 1. (1993). Will schools become families ofthe future?
Clearinghouse, 66.
Burns, R. (1993). Parents and schools. Washington, D. c.: National Education
Association.
Calvery, R., Bell, D., & Vaupel, C. (1992). The difference in achievement
between homeschooled students for grades four. seven, and ten in Arkansas. (Report No.
TM 019-461). Knoxville, TN: Mid-South Research Association. (ERIC Document
Reproduction Service No. ED 354 258).
Caplan, N., Choy, M. H., & Whitmore, 1. K. (1992). Indochinese refugee
families and academic achievement. Scientific American, 2, 36-4.
Carroll, D. (1996). Is socialization over-rated? Home education, 13, 6-7.
Churbuck, D. (1993). The ultimate school choice: No school at all. Forbes, 152,
145-150.
Colfax, D., & Colfax, M. (1988). Homeschooling for excellence. New York:
Warner Books.
Dunleavey, M. P. (1995). Staying close to home. Publisher's Weekly, 242, 142.
Elam, S., Rose, L., & Gallup, A. (1994). The 26th annual Phi Delta
Kappan/Gallup poll ofthe public's attitudes toward the public schools. Phi Delta Kappan,
176,43.
Farenga, P. (1991). Reuniting living & learning: The appeal ofhomeschooling.
In J. Mintz, (Ed.), The handbook of alternative education, (pp. 18-22). New York:
Macmillan.
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(Ed.), Challenging the Giant: Vol. 2. The Best of SKOLE, The Journal ofAlternative
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Holt, J. (1970). What do I do on Monday? New York: Dutton & Co., Inc.
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p. B2.
Parents' Rationale 51
Farenga, P. (1994, January). How to get an education at home. In M. M. Leue
(Ed.), Challenging the Giant: Vol. 2. The Best of SKOLE, The Journal ofAlternative
Education. (Report No. RC 019-514). Albany, NY: Down to Earth Books. (ERIC
Document Reproduction Service No. ED 367 519).
Farenga, P. (1996). Homeschooling in the 90's. Mothering, 80,57-60.
Gardner, H. (1983). Frames of mind. New York: Basic Books.
Gardner, H. (1991). The unschooled mind: How children think and how schools
should teach. United States: Basic Books.
Gatto, J. (1992). Dumbing us down: The hidden curriculum ofcompulsory
schooling. Philadelphia: New Society Publishers.
Gibbs, N. (1994). Home sweet school. Time, 144,62.
Gorder, C. (1990). Home schools: An alternative. Tempe, AZ.: Blue Bird
Publishimg.
Greene, S. (1985). Home study in Alaska: A profile of K-12 students enrolled in
Alaska centralized correspondence study. (Report No. SP 025-926). Anchorage, AK.
(ERIC Document Reproduction Service No. ED 255 494).
Guralnik, D., (Ed.). (1986). Webster's new world dictionary ofthe American
language. New Yark: Prentice Hall Press.
Guterson, D. (1992). Family matters: Why homeschooling makes sense. New
York: Harcourt Brace & Company.
Hahn, K., & Hasson, M. (1996). Catholic education: Homeward bound. San
Francisco: Ignatius Press.
Holt, J. (1970). What do I do on Monday? New York: Dutton & Co., Inc.
Holt, J. (1981). Teach your own. New York: Delacorte Press/Seymour Lawrence.
Homeschooling discussed in Rome. (1996, January 21). Youngstown Vindicator,
p. B2.
Parents' Rationale 51
Farenga, P. (1994, January). How to get an education at home. In M. M. Leue
(Ed.), Challenging the Giant: Vol. 2. The Best of SKOLE, The Journal ofAlternative
Education. (Report No. RC 019-514). Albany, NY: Down to Earth Books. (ERIC
Document Reproduction Service No. ED 367 519).
Farenga, P. (1996). Homeschooling in the 90's. Mothering, 80,57-60.
Gardner, H. (1983). Frames of mind. New York: Basic Books.
Gardner, H. (1991). The unschooled mind: How children think and how schools
should teach. United States: Basic Books.
Gatto, J. (1992). Dumbing us down: The hidden curriculum ofcompulsory
schooling. Philadelphia: New Society Publishers.
Gibbs, N. (1994). Home sweet school. Time, 144,62.
Gorder, C. (1990). Home schools: An alternative. Tempe, AZ.: Blue Bird
Publishimg.
Greene, S. (1985). Home study in Alaska: A profile of K-12 students enrolled in
Alaska centralized correspondence study. (Report No. SP 025-926). Anchorage, AK.
(ERIC Document Reproduction Service No. ED 255 494).
Guralnik, D., (Ed.). (1986). Webster's new world dictionary ofthe American
language. New Yark: Prentice Hall Press.
Guterson, D. (1992). Family matters: Why homeschooling makes sense. New
York: Harcourt Brace & Company.
Hahn, K., & Hasson, M. (1996). Catholic education: Homeward bound. San
Francisco: Ignatius Press.
Holt, J. (1970). What do I do on Monday? New York: Dutton & Co., Inc.
Holt, J. (1981). Teach your own. New York: Delacorte Press/Seymour Lawrence.
Homeschooling discussed in Rome. (1996, January 21). Youngstown Vindicator,
p. B2.
Parents' Rationale 52
Jetter, D. (1996, January 7). School dropout numbers continue to rise.
Youngstown Vindicator. p. B1.
Jeub, C. (1994). Why parents choose home schooling. Educational Leadership,
.5.2.... 50-52.
Kavanaugh, M. (1996, January 28). Miss Muffin. Plain Dealer. p. B3.
Knowles, J. G. (1988). Understanding home schools: Emerging research and
reaction. Education & Urban Society, 21, 3-113.
Knowles, J. G. (1991). Parent's rationales for operating home schools. Journal
ofEthnography, 20(2), 203-230.
Knowles, J. G., Muchmore, J. A., & Spaulding, H. W. (1994). Home education
as an alternative to institutionalized education. Education Forum, 58, 238-253.
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pp. C4-5.
Krantrowitz, B. (1994). In a class of their own. Newsweek, 123,58.
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by the National Center for Home Education.
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171-180.
Parents' Rationale 52
Jetter, D. (1996, January 7). School dropout numbers continue to rise.
Youngstown Vindicator. p. B1.
Jeub, C. (1994). Why parents choose home schooling. Educational Leadership,
.5.2.... 50-52.
Kavanaugh, M. (1996, January 28). Miss Muffin. Plain Dealer. p. B3.
Knowles, J. G. (1988). Understanding home schools: Emerging research and
reaction. Education & Urban Society, 21, 3-113.
Knowles, J. G. (1991). Parent's rationales for operating home schools. Journal
ofEthnography, 20(2), 203-230.
Knowles, J. G., Muchmore, J. A., & Spaulding, H. W. (1994). Home education
as an alternative to institutionalized education. Education Forum, 58, 238-253.
Kohn, A. (1988, April). Home schooling. Atlantic Monthly, 20-25.
Koklanaris, M. (1994, April 21). Small world oflearning. Washington Times,
pp. C4-5.
Krantrowitz, B. (1994). In a class of their own. Newsweek, 123,58.
Kuznik, F. (1994. Fall). Grading home schooling. USA Weekend, 8. Provided
by the National Center for Home Education.
Lines, P. (1991). Estimating the home schooled population. (Report No. EA
023-430). Washington D.C.: Office ofEducational Research. (ERIC Document
Reproduction Service No. 337903).
Llewellyn, G. (1991). The teen-age liberation handbook. Eugene Oregon:
Lowery House.
Lyman, I. (1993). Better off at home? National Review, 45,60-62.
Mayberry, M. (1989). Home-based education in the United States:
Demographics, motivations, and educational implications. Educational Review, 41(2),
171-180.
Parents' Rationale 52
Jetter, D. (1996, January 7). School dropout numbers continue to rise.
Youngstown Vindicator. p. B1.
Jeub, C. (1994). Why parents choose home schooling. Educational Leadership,
.5.2.... 50-52.
Kavanaugh, M. (1996, January 28). Miss Muffin. Plain Dealer. p. B3.
Knowles, J. G. (1988). Understanding home schools: Emerging research and
reaction. Education & Urban Society, 21, 3-113.
Knowles, J. G. (1991). Parent's rationales for operating home schools. Journal
ofEthnography, 20(2), 203-230.
Knowles, J. G., Muchmore, J. A., & Spaulding, H. W. (1994). Home education
as an alternative to institutionalized education. Education Forum, 58, 238-253.
Kohn, A. (1988, April). Home schooling. Atlantic Monthly, 20-25.
Koklanaris, M. (1994, April 21). Small world oflearning. Washington Times,
pp. C4-5.
Krantrowitz, B. (1994). In a class of their own. Newsweek, 123,58.
Kuznik, F. (1994. Fall). Grading home schooling. USA Weekend, 8. Provided
by the National Center for Home Education.
Lines, P. (1991). Estimating the home schooled population. (Report No. EA
023-430). Washington D.C.: Office ofEducational Research. (ERIC Document
Reproduction Service No. 337903).
Llewellyn, G. (1991). The teen-age liberation handbook. Eugene Oregon:
Lowery House.
Lyman, I. (1993). Better off at home? National Review, 45,60-62.
Mayberry, M. (1989). Home-based education in the United States:
Demographics, motivations, and educational implications. Educational Review, 41(2),
171-180.
Parents' Rationale 53
Mayberry, M. (1991). Political and religious characteristics of home school
parents: Results of an ongoing study in four western states. Paper. (Report No. PS 019 
30). Las Vegas, NV: Department of Sociology, University ofNevada. (ERIC Document
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McCulley, C. (1994, Fall). Home is where the school is. Provded by the
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Mirochnik, D., & McIntire, W. (1991). Homeschooling: Issues for
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Moore, R., & Moore, D. (1989). Better late than early. Camas, WA: Moore
Foundation.
Moore, R. S., & Moore, D. (1990). Home grown kids. New York: John Muir
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Now you can stay close to home, State Farm Times, 1, 2-3.
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Pederson, A., & O'Mara, P. (1990). Schooling at home. Sante, Fe: John Muir
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Questions and answers about homeschooling. (1995). Cambridge, MA: Holt
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Ray, B. (1992). Marching to the beat oftheir own drum: A profile ofhome
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Parents' Rationale 53
Mayberry, M. (1991). Political and religious characteristics of home school
parents: Results of an ongoing study in four western states. Paper. (Report No. PS 019 
30). Las Vegas, NV: Department of Sociology, University ofNevada. (ERIC Document
Reproduction Service No. (ED 330471).
McCulley, C. (1994, Fall). Home is where the school is. Provded by the
National Center for Home Education, 35-38.
Mirochnik, D., & McIntire, W. (1991). Homeschooling: Issues for
administrators. (Report No. EA 023-334). University ofMaine. (ERIC Document
Reproduction Service No. ED 336 853.
Moore, R., & Moore, D. (1989). Better late than early. Camas, WA: Moore
Foundation.
Moore, R. S., & Moore, D. (1990). Home grown kids. New York: John Muir
Publications.
Moritz, E. C. (Ed.). (1981). Current biography. United States: H. W. Wilson.
Murphy, C. (1994). Choosing Williams College. Growing without schooling,
100, 17-18.
Now you can stay close to home, State Farm Times, 1, 2-3.
Ohio compulsory attendance. (1996, August). Ohio Department ofEducation,
Revised Code 3321.03, p. 39.
Pederson, A., & O'Mara, P. (1990). Schooling at home. Sante, Fe: John Muir
Publications.
Questions and answers about homeschooling. (1995). Cambridge, MA: Holt
Associates.
Ray, B. (1990). A nationwide study of home education. Paeonian Springs, VA:
Home School Legal Defense Association.
Ray, B. (1992). Marching to the beat oftheir own drum: A profile ofhome
education research. Paeonian Springs, VA: Home School Legal Defense Association.
Parents' Rationale 53
Mayberry, M. (1991). Political and religious characteristics of home school
parents: Results of an ongoing study in four western states. Paper. (Report No. PS 019 
30). Las Vegas, NV: Department of Sociology, University ofNevada. (ERIC Document
Reproduction Service No. (ED 330471).
McCulley, C. (1994, Fall). Home is where the school is. Provded by the
National Center for Home Education, 35-38.
Mirochnik, D., & McIntire, W. (1991). Homeschooling: Issues for
administrators. (Report No. EA 023-334). University ofMaine. (ERIC Document
Reproduction Service No. ED 336 853.
Moore, R., & Moore, D. (1989). Better late than early. Camas, WA: Moore
Foundation.
Moore, R. S., & Moore, D. (1990). Home grown kids. New York: John Muir
Publications.
Moritz, E. C. (Ed.). (1981). Current biography. United States: H. W. Wilson.
Murphy, C. (1994). Choosing Williams College. Growing without schooling,
100, 17-18.
Now you can stay close to home, State Farm Times, 1, 2-3.
Ohio compulsory attendance. (1996, August). Ohio Department ofEducation,
Revised Code 3321.03, p. 39.
Pederson, A., & O'Mara, P. (1990). Schooling at home. Sante, Fe: John Muir
Publications.
Questions and answers about homeschooling. (1995). Cambridge, MA: Holt
Associates.
Ray, B. (1990). A nationwide study of home education. Paeonian Springs, VA:
Home School Legal Defense Association.
Ray, B. (1992). Marching to the beat oftheir own drum: A profile ofhome
education research. Paeonian Springs, VA: Home School Legal Defense Association.
Parents' Rationale 54
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achievement among Washington's homeschoolers. Project. 21. 42-51.
Welch, S., & Short, C. (1995). Questions & answers concerning home
schooling. The Teaching Home, 13, 11-15.
Parents' Rationale 54
Ray, B. (1995). Colleges that have accepted homeschoolers. Paeonian Springs,
VA: Home School Legal Defense Association.
Ray, B. (1996). Colleges that have accepted homeschoolers. Paeonian Springs,
VA: Home School Legal Defense Association.
Riley, R. (1994). Ingredients for Success: Family Involvement. Teaching PreK 
8, 25, 12.
Robertson, B. (1994). Is home schooling in a class of its own? National World
Affairs, 10, 6.
Schrof, J. (1996). What kids will have to know. U.S. News & World Report,
120, 57.
Sheffler, S. (1995). A sense of self. Portsmouth, NH: Boynton/Cook
Publishers, Inc.
Snider, J. (1996). The Battle over information-age technology. The Futurist. 30,
24-28.
Toch, T. ( 1996). The case for tough standards. U.S. News & World Report.
120, 52-56.
Trevas, D. (1996, January 27). Parental involvement boosts test scores, official
says. Youngstown Vindicator, p. B1.
VanGalen, J., & Pitman, M. (1991). Home schooling: PoliticaL historicaL and
pedagogical perspectives. Norwood, NJ: Ablex Publishing Corporation.
Wade, T. (1995). The home school manual. Niles, MI: Gazelle Publications.
Wanagel, C. (1995). Revelations of a homeschooling mom. Home education
magazine, 12, p.34-65.
Wartes, 1. (1990). The relationship ofselected input variables to academic
achievement among Washington's homeschoolers. Project. 21. 42-51.
Welch, S., & Short, C. (1995). Questions & answers concerning home
schooling. The Teaching Home, 13, 11-15.
Parents' Rationale 54
Ray, B. (1995). Colleges that have accepted homeschoolers. Paeonian Springs,
VA: Home School Legal Defense Association.
Ray, B. (1996). Colleges that have accepted homeschoolers. Paeonian Springs,
VA: Home School Legal Defense Association.
Riley, R. (1994). Ingredients for Success: Family Involvement. Teaching PreK 
8, 25, 12.
Robertson, B. (1994). Is home schooling in a class of its own? National World
Affairs, 10, 6.
Schrof, J. (1996). What kids will have to know. U.S. News & World Report,
120, 57.
Sheffler, S. (1995). A sense of self. Portsmouth, NH: Boynton/Cook
Publishers, Inc.
Snider, J. (1996). The Battle over information-age technology. The Futurist. 30,
24-28.
Toch, T. ( 1996). The case for tough standards. U.S. News & World Report.
120, 52-56.
Trevas, D. (1996, January 27). Parental involvement boosts test scores, official
says. Youngstown Vindicator, p. B1.
VanGalen, J., & Pitman, M. (1991). Home schooling: PoliticaL historicaL and
pedagogical perspectives. Norwood, NJ: Ablex Publishing Corporation.
Wade, T. (1995). The home school manual. Niles, MI: Gazelle Publications.
Wanagel, C. (1995). Revelations of a homeschooling mom. Home education
magazine, 12, p.34-65.
Wartes, 1. (1990). The relationship ofselected input variables to academic
achievement among Washington's homeschoolers. Project. 21. 42-51.
Welch, S., & Short, C. (1995). Questions & answers concerning home
schooling. The Teaching Home, 13, 11-15.
Parents' Rationale 55
Wieder, C. (1992, January). Fear & force verses education: A study ofthe effects
ofcoercion on learning. In M. M. Leue (Ed.), Challenging the Giant: Vol. 1, The Best of
SKOLE. The Journal ofAlternative Education.
Parents' Rationale 55
Wieder, C. (1992, January). Fear & force verses education: A study ofthe effects
ofcoercion on learning. In M. M. Leue (Ed.), Challenging the Giant: Vol. 1, The Best of
SKOLE. The Journal ofAlternative Education.
Parents' Rationale 55
Wieder, C. (1992, January). Fear & force verses education: A study ofthe effects
ofcoercion on learning. In M. M. Leue (Ed.), Challenging the Giant: Vol. 1, The Best of
SKOLE. The Journal ofAlternative Education.
APPENDICES
Parents' Rationale 56
APPENDICES
Parents' Rationale 56
APPENDICES
Parents' Rationale 56
Parents' Rationale 57
APPENDIX A
Letter to Respondents
Youngstown State University
Youngstown, OH 44555
Dear Homeschooler:
In an effort to understand the reasons parents choose to homeschool their children, I am
gathering information from parents who are currently homeschooling or have
homeschooled in the past. This study is in no way associated with any business or
commercial organization. This research has been reviewed by the Human Subjects
Research Committee at Youngstown State University. The questionnaire that follows
requests information regarding reasons for homeschooling. Itwill take about 10 to 15
minutes ofyour time to complete.
Your response to this survey is very important to me, and I am grateful that you are taking
the time to answer it. Please return the completed questionnaire as soon as possible.
Responses will be separated from your envelope upon receipt, further insuring
confidentiality ofyour responses to the questions. Be assured that there are no risks to you,
and no one will be able to identify you when the results are recorded.
Taking part in this research project is completely voluntary. Ifyou begin a questionnaire,
you may refuse to participate or withdraw from participation at any time without penalty. If
you would like more information on the purpose ofthis study or would like a copy ofthe
final report, please feel free to contact me through my research advisor, Dr. Louise Pavia,
at the Department of Human Ecology, Youngstown State University, (330) 742-3344.
When calling the Department, please leave your name, how you can be reached, and state
that your call relates to the homeschooling study.
Thank you for your time and consideration.
Sincerely,
Joanne Brown
Secondary Education Graduate Student
Youngstown State University
Parents' Rationale 57
APPENDIX A
Letter to Respondents
Youngstown State University
Youngstown, OH 44555
Dear Homeschooler:
In an effort to understand the reasons parents choose to homeschool their children, I am
gathering information from parents who are currently homeschooling or have
homeschooled in the past. This study is in no way associated with any business or
commercial organization. This research has been reviewed by the Human Subjects
Research Committee at Youngstown State University. The questionnaire that follows
requests information regarding reasons for homeschooling. Itwill take about 10 to 15
minutes ofyour time to complete.
Your response to this survey is very important to me, and I am grateful that you are taking
the time to answer it. Please return the completed questionnaire as soon as possible.
Responses will be separated from your envelope upon receipt, further insuring
confidentiality ofyour responses to the questions. Be assured that there are no risks to you,
and no one will be able to identify you when the results are recorded.
Taking part in this research project is completely voluntary. Ifyou begin a questionnaire,
you may refuse to participate or withdraw from participation at any time without penalty. If
you would like more information on the purpose ofthis study or would like a copy ofthe
final report, please feel free to contact me through my research advisor, Dr. Louise Pavia,
at the Department of Human Ecology, Youngstown State University, (330) 742-3344.
When calling the Department, please leave your name, how you can be reached, and state
that your call relates to the homeschooling study.
Thank you for your time and consideration.
Sincerely,
Joanne Brown
Secondary Education Graduate Student
Youngstown State University
Parents' Rationale 57
APPENDIX A
Letter to Respondents
Youngstown State University
Youngstown, OH 44555
Dear Homeschooler:
In an effort to understand the reasons parents choose to homeschool their children, I am
gathering information from parents who are currently homeschooling or have
homeschooled in the past. This study is in no way associated with any business or
commercial organization. This research has been reviewed by the Human Subjects
Research Committee at Youngstown State University. The questionnaire that follows
requests information regarding reasons for homeschooling. Itwill take about 10 to 15
minutes ofyour time to complete.
Your response to this survey is very important to me, and I am grateful that you are taking
the time to answer it. Please return the completed questionnaire as soon as possible.
Responses will be separated from your envelope upon receipt, further insuring
confidentiality ofyour responses to the questions. Be assured that there are no risks to you,
and no one will be able to identify you when the results are recorded.
Taking part in this research project is completely voluntary. Ifyou begin a questionnaire,
you may refuse to participate or withdraw from participation at any time without penalty. If
you would like more information on the purpose ofthis study or would like a copy ofthe
final report, please feel free to contact me through my research advisor, Dr. Louise Pavia,
at the Department of Human Ecology, Youngstown State University, (330) 742-3344.
When calling the Department, please leave your name, how you can be reached, and state
that your call relates to the homeschooling study.
Thank you for your time and consideration.
Sincerely,
Joanne Brown
Secondary Education Graduate Student
Youngstown State University
Parents' Rationale 58
AppendixB
Homeschooling Rationale
1. Marital Status:
Married:
You are:
Divorced:
Female
Single:
Male
Separated: __ Other: __
36-40:
Asian:
Other:
31-35:
46 & over:
Afro-American:
Native American:
2. Age:
Under 25 years:
41-45:
Spouse: Specify: _
3. Race:
Caucasian:
Hispanic: __
Spouse: Specify: _
4. Last grade completed:
You: Grade 8: High school: College: __ Graduate school: __
Post-graduate: __ Spouse: Specify: _
5. Total income:
Under $10,000: __
35,000-44,999:
65,000-74,999: _
10,000-19,999:
45,000-54,999:
75,000 & above: __
20,000-34,999:
55,000-64,999:
6. Employment:
Employed: You: Spouse: _ Unemployed: You: _ Spouse:_
Ifemployed: Full Time: You: _ Spouse: _ Part Time: You: _ Spouse: _
Ifemployed: Outside home: You: _ Spouse: _ In home: You: _ Spouse:
7. Number ofchildren in household:
1: 2: 3: 4: 5: 6: more than 6:
8. Number ofchildren in household being homeschooled:
1: 2: 3: 4: 5: 6: more than 6:
9. Ages ofchildren in household being homeschooled:
Under 5 years: _ 6-8: _ 9-11: 12-14: 15-17: Over 18:
10. Please state religious preference:
Mother: Father:
11. Why do you homeschool? Please be as specific as possible. Use the other side of
this paper to respond.
12. What would you like to tell the general public about homeschooling? Please be as
specific as possible. Use the other side ofthis paper to answer.
13. Who is the primary educator/teacher ofthe homeschooled child(ren)?
Specify:
Parents' Rationale 58
AppendixB
Homeschooling Rationale
1. Marital Status:
Married:
You are:
Divorced:
Female
Single:
Male
Separated: __ Other: __
36-40:
Asian:
Other:
31-35:
46 & over:
Afro-American:
Native American:
2. Age:
Under 25 years:
41-45:
Spouse: Specify: _
3. Race:
Caucasian:
Hispanic: __
Spouse: Specify: _
4. Last grade completed:
You: Grade 8: High school: College: __ Graduate school: __
Post-graduate: __ Spouse: Specify: _
5. Total income:
Under $10,000: __
35,000-44,999:
65,000-74,999: _
10,000-19,999:
45,000-54,999:
75,000 & above: __
20,000-34,999:
55,000-64,999:
6. Employment:
Employed: You: Spouse: _ Unemployed: You: _ Spouse:_
Ifemployed: Full Time: You: _ Spouse: _ Part Time: You: _ Spouse: _
Ifemployed: Outside home: You: _ Spouse: _ In home: You: _ Spouse:
7. Number ofchildren in household:
1: 2: 3: 4: 5: 6: more than 6:
8. Number ofchildren in household being homeschooled:
1: 2: 3: 4: 5: 6: more than 6:
9. Ages ofchildren in household being homeschooled:
Under 5 years: _ 6-8: _ 9-11: 12-14: 15-17: Over 18:
10. Please state religious preference:
Mother: Father:
11. Why do you homeschool? Please be as specific as possible. Use the other side of
this paper to respond.
12. What would you like to tell the general public about homeschooling? Please be as
specific as possible. Use the other side ofthis paper to answer.
13. Who is the primary educator/teacher ofthe homeschooled child(ren)?
Specify:
Parents' Rationale 58
AppendixB
Homeschooling Rationale
1. Marital Status:
Married:
You are:
Divorced:
Female
Single:
Male
Separated: __ Other: __
36-40:
Asian:
Other:
31-35:
46 & over:
Afro-American:
Native American:
2. Age:
Under 25 years:
41-45:
Spouse: Specify: _
3. Race:
Caucasian:
Hispanic: __
Spouse: Specify: _
4. Last grade completed:
You: Grade 8: High school: College: __ Graduate school: __
Post-graduate: __ Spouse: Specify: _
5. Total income:
Under $10,000: __
35,000-44,999:
65,000-74,999: _
10,000-19,999:
45,000-54,999:
75,000 & above: __
20,000-34,999:
55,000-64,999:
6. Employment:
Employed: You: Spouse: _ Unemployed: You: _ Spouse:_
Ifemployed: Full Time: You: _ Spouse: _ Part Time: You: _ Spouse: _
Ifemployed: Outside home: You: _ Spouse: _ In home: You: _ Spouse:
7. Number ofchildren in household:
1: 2: 3: 4: 5: 6: more than 6:
8. Number ofchildren in household being homeschooled:
1: 2: 3: 4: 5: 6: more than 6:
9. Ages ofchildren in household being homeschooled:
Under 5 years: _ 6-8: _ 9-11: 12-14: 15-17: Over 18:
10. Please state religious preference:
Mother: Father:
11. Why do you homeschool? Please be as specific as possible. Use the other side of
this paper to respond.
12. What would you like to tell the general public about homeschooling? Please be as
specific as possible. Use the other side ofthis paper to answer.
13. Who is the primary educator/teacher ofthe homeschooled child(ren)?
Specify:
Parents' Rationale 59
FIGURE CAPTIONS
Figure 1. Ages ofhomeschooler and unschooler respondents and spouses participating in
this study.
Figure 2. Education: last grade completed by respondents and spouses participating in this
study.
Figure 3. Total combined annual income reported by participating respondents in this
study.
Figure 4. Religious preference ofhomeschooler and unschooler respondents and spouses
participating in this study.
Parents' Rationale 59
FIGURE CAPTIONS
Figure 1. Ages ofhomeschooler and unschooler respondents and spouses participating in
this study.
Figure 2. Education: last grade completed by respondents and spouses participating in this
study.
Figure 3. Total combined annual income reported by participating respondents in this
study.
Figure 4. Religious preference ofhomeschooler and unschooler respondents and spouses
participating in this study.
Parents' Rationale 59
FIGURE CAPTIONS
Figure 1. Ages ofhomeschooler and unschooler respondents and spouses participating in
this study.
Figure 2. Education: last grade completed by respondents and spouses participating in this
study.
Figure 3. Total combined annual income reported by participating respondents in this
study.
Figure 4. Religious preference ofhomeschooler and unschooler respondents and spouses
participating in this study.
Parents' Rationale 60
Age of Respondents and Spouses
Figure 1
25---------------------------,
20
CJ)-
cCl>
"0 15c
00-
CJ)
Cl>a:-
0....
Cl> 10..c
E
:::JZ
5
o
26 to 30 31 to 35 36 to 40
Age
41 to 45 46 and over
I!lJ Unschooler Female ? Unschooler Male I!lJ Homeschooler
Female
Ei Homeschooler Male
Parents' Rationale 60
Age of Respondents and Spouses
Figure 1
25---------------------------,
20
CJ)-
cCl>
"0 15c
00-
CJ)
Cl>a:-
0....
Cl> 10..c
E
:::JZ
5
o
26 to 30 31 to 35 36 to 40
Age
41 to 45 46 and over
I!lJ Unschooler Female ? Unschooler Male I!lJ Homeschooler
Female
Ei Homeschooler Male
Parents' Rationale 60
Age of Respondents and Spouses
Figure 1
25---------------------------,
20
CJ)-
cCl>
"0 15c
00-
CJ)
Cl>a:-
0....
Cl> 10..c
E
:::JZ
5
o
26 to 30 31 to 35 36 to 40
Age
41 to 45 46 and over
I!lJ Unschooler Female ? Unschooler Male I!lJ Homeschooler
Female
Ei Homeschooler Male
Parents' Rationale 61
Education: Last Grade Completed
Figure 2
~13%
IlIIII Some Graduate ..Graduate
School Degree
Ell High School 13 Some College oCollege
Graduate
? Post Graduate
Degree
Parents' Rationale 61
Education: Last Grade Completed
Figure 2
~13%
IlIIII Some Graduate ..Graduate
School Degree
Ell High School 13 Some College oCollege
Graduate
? Post Graduate
Degree
Parents' Rationale 61
Education: Last Grade Completed
Figure 2
~13%
IlIIII Some Graduate ..Graduate
School Degree
Ell High School 13 Some College oCollege
Graduate
? Post Graduate
Degree
12%
Annual Income
Figure 3
21%
17%
Parents' Rationale 62
11III$10-19,000
.$20-34,999
8$35-44,999
~$45-54,999
8$55-64,000
1l!l$65-74,999
0$75,000+
12%
Annual Income
Figure 3
21%
17%
Parents' Rationale 62
11III$10-19,000
.$20-34,999
8$35-44,999
~$45-54,999
8$55-64,000
1l!l$65-74,999
0$75,000+
12%
Annual Income
Figure 3
21%
17%
Parents' Rationale 62
11III$10-19,000
.$20-34,999
8$35-44,999
~$45-54,999
8$55-64,000
1l!l$65-74,999
0$75,000+
Parents' Rationale 63
Religious Preference
Figure 4
35-r-------------------------
30
en 25-
c
Q)
"'0
C0
20c..en
Q)
0:..-
0.... 15
Q)..c
E
::JZ
10
5
o
Catholic Protestant Jewish Non- Funda- Quaker No Other
Christian mentalist organized
Religions
D Unschooler Female ? Unschooler Male oHomeschooler
Female
I2J Homeschooler Male
Parents' Rationale 63
Religious Preference
Figure 4
35-r-------------------------
30
en 25-
c
Q)
"'0
C0
20c..en
Q)
0:..-
0.... 15
Q)..c
E
::JZ
10
5
o
Catholic Protestant Jewish Non- Funda- Quaker No Other
Christian mentalist organized
Religions
D Unschooler Female ? Unschooler Male oHomeschooler
Female
I2J Homeschooler Male
Parents' Rationale 63
Religious Preference
Figure 4
35-r-------------------------
30
en 25-
c
Q)
"'0
C0
20c..en
Q)
0:..-
0.... 15
Q)..c
E
::JZ
10
5
o
Catholic Protestant Jewish Non- Funda- Quaker No Other
Christian mentalist organized
Religions
D Unschooler Female ? Unschooler Male oHomeschooler
Female
I2J Homeschooler Male