Structured homeschooling gets an A+

Home, public education compared by Concordia and Mount Allison University study

Montreal, September 8, 2011 — "There's no place like home," an iconic line uttered by Dorothy in The Wizard of Oz, might apply to learning the ABC's, math and other core subjects. A new study from Concordia University and Mount Allison University has found that homeschooling — as long as it's structured or follows a curriculum — can provide kids with an academic edge.

"Structured homeschooling may offer opportunities for academic performance beyond those typically experienced in public schools," says first author Sandra Martin-Chang, a professor in the Concordia Department of Education, noting this is among the first nonpartisan studies to investigate home education versus public schooling.

Published in the Canadian Journal of Behavioural Science, the investigation compared 74 children living in Nova Scotia and New Brunswick: 37 who were homeschooled versus 37 who attended public schools. Participants were between 5 and 10 years old and each child was asked to complete standardized tests, under supervision of the research team, to assess their reading, writing, arithmetic skills, etc.

"Although public school children we assessed were performing at or above expected levels for their ages, children who received structured homeschooling had superior test results compared to their peers: From a half-grade advantage in math to 2.2 grade levels in reading," says Martin-Chang. "This advantage may be explained by several factors including smaller class sizes, more individualized instruction, or more academic time spent on core subjects such as reading and writing."

The research team also questioned mothers in both samples about their marital status, number of children, employment, education and household income. The findings suggest that the benefits associated with structured homeschooling could not be explained by differences in yearly family income or maternal education.

The study included a subgroup of 12 homeschooled children taught in an unstructured manner. Otherwise known as unschooling, such education is free of teachers, textbooks and formal assessment.

"Compared with structured homeschooled group, children in the unstructured group had lower scores on all seven academic measures," says Martin-Chang. "Differences between the two groups were pronounced, ranging from one to four grade levels in certain tests."

Children taught in a structured home environment scored significantly higher than children receiving unstructured homeschooling. "While children in public school also had a higher average grade level in all seven tests compared with unstructured homeschoolers," says Martin-Chang.

Public schools play an important role in the socialization of children, says Martin-Chang, "Yet compared to public education, homeschooling can present advantages such as accelerating a child's learning process."

In Canada, it is estimated that about one per cent of children are homeschooled. According to 2008 estimates from the National Center for Education Statistics, about 1.5 million children in the United States are homeschooled.

Partners in research: This study was supported by the McCain Fellowship Foundation and the Natural Sciences and Engineering Research Council of Canada.

About the study: The paper, "The Impact of Schooling on Academic Achievement: Evidence From Homeschooled and Traditionally Schooled Students," published in the Canadian Journal of Behavioural Science, was coauthored by Sandra Martin-Chang of Concordia University and Odette N. Gould and Reanne E. Meuse of Mount Allison University.

Source: Sylvain-Jacques Desjardins Senior advisor, external communications Concordia University Phone: 514-848-2424, ext. 5068 Email: s-j.desjardins@concordia.ca Twitter: http://twitter.com/concordia Concordia news: www.concordia.ca/now

Inadequate sample sizes. Moreover, the testing needs to be done at older ages because all existing studies show that the longer a student stays in government schools the worse he does in relation to homeschoolers. This is almost certainly because as time goes on the influence of the home wanes in government school students.

Finally, there is very little unschooling, and it is mainly restricted to the hippy dippy left. Nevertheless, by the teen years, those kids are probably doing no worse than public school students.

We do not unschool, but to compare the results of structured vs. unschooling at an early stage demonstrates that the researchers were either dishonest or completely uninformed as how the method called “unschooling” works. With the unschooling method I am most familiar with, it is only typically at the age of ten or so that unschoolers start significantly absorbing data—but they do it at a massive rate. Compare the two groups’ SAT scores when they are finished homeschooling and then you might be able to discover some useful data.

"Public schools play an important role in the socialization of children, says Martin-Chang"

No evidence cited of course, but they had to throw that old canard out there.

“Public schools play an important role in the socialization of children, says Martin-Chang”

Important could be BAD important as well as GOOD important.

Avoiding “Socialization” is one of the big reasons to home school (at least for us!).

No - I didn’t want my kids to learn how to socialize with immature adolescents; I would rather have them deal with adults (respectfully, etc.) No need to learn the latest songs, TV shows, computer games, etc.

And - home schoolers can emphasize “rote memorization” to get the FOUNDATION of future learning. I have yet to find a student who will do well in mathematics if they don’t have basic math functions down pat, or students who can do proper reasoning if they haven’t really learned facts from history, etc.

Home schooling WORKS.

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