Educational philosophies and approaches
John Holt – a former teacher who called for homeschooling as a radical alternative to the school environment of the 1960s, Holt promoted self-directed learning and rights of self-determination for children; he published the first homeschooling newsletter, Growing Without Schooling, from 1977 until his death in 1985
relaxed/eclectic homeschooling – a type of homeschoolingwhere parents (sometimes with the input of their children) obtain curricular materials from various sources; there may be some child-directed learning, generally combined with instruction from the parents or other individuals
school-in-a-box – a type of homeschooling where parents purchase an entire pre-packaged curriculum; there is little academic innovation or child-directed learning
unschooling – a type of homeschooling which is intended to be composed entirely of child-directed learning; parents are viewed as merely ‘facilitators’
worldschooling – a type of homeschooling where the world is intended to be the primary locus of learning; travel experiences typically play an integral role
Some homeschoolers follow a particular curricular philosophy such as:
Charlotte Mason – child learning takes place primarily through ‘real-life’ situations
Classical – intended to replicate a classical education in the liberal arts as practiced by intellectuals beginning in the Middle Ages
Montessori – allows children full access to learning materials with the expectation that they will learn at their own pace
Waldorf – approaches education holistically; primarily values imaginative self-expression
Administration
correspondence school – a school which distributes a complete curriculum to homeschooling families by mail; may refer to private school-in-a-box distributors or to public school programs which dispense state curricular materials to enrolled homebound students
cyber charter – a charter school—that is, a state-funded public school which is self-governed rather than bound to state curriculum—in which homeschooled children may enroll online, taking courses over the internet
educational neglect – legally, the inclusion of educational neglect in a state’s child abuse statute allows social services to become involved in cases of truancy; colloquially, any case where a child’s education does not adequately prepare him or her for a productive life
homeschooling co-op – an informal organization of several homeschooling families where households may meet regularly for group activities such as sports or courses taught by a member parent or other individual
truancy – failure to comply with the state’s compulsory school attendance statute, from which homeschooling under certain conditions is typically presented as an exception
umbrella school – a private or nonpublic school created with the intention of overseeing the individual homeschooling families which serve as its ‘satellite campuses’; umbrella schools are unlikely to exist as brick-and-mortar buildings and are primarily administrative entities, providing little to no supervision of their satellite homeschools
Religious movements
child training – a euphemistic term generally used to refer to a particular style of corporal punishment which involves striking children, often including infants, with an implement until they submit unquestioningly to their parents’ commands
Christian patriarchy – a belief that men should be the heads of households and that women should be submissive and obedient homemakers; gender roles are essentialized and viewed as complementary rather than egalitarian
courtship – an alternative to romantic relationships which are begun and led by the participants; courtship is initiated and supervised primarily by the participants’ parents
home-churching – the practice of holding parent-led religious services at home rather than attending services led by a minister; typically practiced by religious homeschoolers who have some objection to their local church or to church attendance in general
HSLDA – the Home School Legal Defense Association, an organization run by religious homeschoolers which has been primarily responsible for eliminating provisions for homeschooling oversight in many states; homeschooling families may purchase membership in exchange for the promise that HSLDA lawyers will defend them in cases of legal dispute over homeschooling
purity – a belief that experience with both the sexual and the emotional aspects of relationships should be limited to marriage; at ‘purity balls’ girls are urged to promise their fathers that they will not engage in romantic relationships before marriage
Quiverfull – a belief that children are always a blessing and that therefore one should have as many as possible; any attempt to control fertility is seen as a rejection of God’s gifts
stay-at-home daughter – an adult woman who remains under her father’s roof and his authority until she is married; stay-at-home daughters are unlikely to attend college or work outside the home
Last Updated: 25 April, 2022 by CRHE
Virginia School Boards and the State’s Religious Exemption
Recent events in Goochland County, Virginia, have pitted religious homeschooling parents against the right of their children to have their religious beliefs heard. In Virginia, parents can homeschool through their local school district, with annual notification and testing or portfolio review, or they can obtain a religious exemption from school attendance. During the 2013-2014 school year, school boards across the state granted 6,381 religious exemptions. Obtaining a religious exemption requires both the student and the parents to have a “bona fide” religious objection to school attendance. Over the past several decades, many school boards have failed to ascertain the religious beliefs of the child when granting religious exemptions, instead considering only those of the parents. But when the school board in Goochland County moved to hear the religious beliefs of the students before granting religious exemptions, the students’ parents objected, and the school board has since backed down.
Goochland County’s new policy would have asked students over age 14 to affirm that they personally have a religious objection to school attendance before granting a religious exemption. A student would be allowed to affirm his or her religious objection to school attendance on paper, or, if necessary, in person. State law requires school boards to excuse from school attendance “any pupil who, together with his parents, by reason of bona fide religious training or belief is conscientiously opposed to attendance at school.” According to statistics on the Virginia Department of Education website, Goochland County has 41 students with religious exemptions, 9 of whom are in grades 9-12. The school board’s new policy would have allowed these children to voice their religious beliefs themselves.
However, many homeschooling parents in Goochland County opposed the new policy, arguing that their children shouldn’t have to voice their views in order to obtain the exemption. “I don’t believe the school board has the authority nor should they to interfere with families schooling their children this way,” stated homeschooling parent Doug Pruitt. State and national organizations of homeschooling parents organized opposition to Goochland County’s new religious exemption policy and hundreds of homeschooling parents attended the school board meeting on Tuesday, January 13, where Goochland County voted to repeal its new policy and return to only considering the religious beliefs of the parents when granting religious objections. In this way, the homeschooling lobby prevented homeschooled children from having their voices heard.
Goochland County is not alone. In early January 2014, the school board in Pittsylvania County, Virginia, took steps toward changing its religious exemption policy, which had for years considered only the religious views of parents, but a month later it reversed course in the face of opposition from the homeschooling lobby. Other counties, including Botetourt County and Buckingham County, have reviewed their policies in the last year as well, and they too have faced opposition.
Why the interest in changing policies now, specifically? A 2013 Washington Post article followed the story of Josh Powell, a student exempted from school attendance under Virginia’s religious exemption statute and educationally neglected by his parents. Josh recounted begging officials at Buckingham County Public High School to enroll him, but to no avail. While the University of Virginia School of Law’s Child Advocacy Clinic had concluded in a 2012 report on the religious exemption, “7,000 and Counting,” that it was “rare” for school boards to have any contact at all with the students they granted religious exemptions, Josh’s story put a personal face on this failure and highlighted the negative impact inadequate implementation of the statute can have on children.
In December 2013, the Virginia School Board Association released a policy page recommending “that a school board granting a religious exemption should contact the student and parents annually.” Furthermore, in January 2014 we wrote in support of HJ 92, a resolution which would have called for a study of the implementation of the religious exemption to ensure that children’s voices are heard. While the resolution failed to pass, largely as a result of lobbying from homeschooling parents, some school boards have taken independent action to reevaluate their implementation—only to find themselves opposed by homeschooling parents and the homeschooling lobby.
The Home School Legal Defense Association has maintained that the policy was a violation of state law. In fact, the opposite is true. In footnote 5 of Johnson v. Prince William County School Board (1991), the Virginia Supreme Court stated that “the emphasis [of the statute] is as much on the religious belief of the ‘pupil’ as it is on the beliefs of the parents.” The following year, the Fairfax Circuit Court applied the Johnson ruling to hold that “when children have had sufficient time and experience to develop religious beliefs of their own, their views should be heard.” The court also mentioned that in 1976 the legislature changed the wording of the religious exemption clause from exempting any child “whose parents conscientiously object [to school]” to exempting any child “who, together with his parents” is conscientiously opposed to school attendance. “Under the present statute the parents’ objection appears to be necessary but by no means sufficient,” the court concluded.
The Virginia courts’ decisions are consistent with the Supreme Court’s opinion in Yoder v. Wisconsin, which held that a state could not punish Amish parents for truancy violations after the 8th grade when the Amish had a bona fide religious objection to secondary education. Several factors were key to the Court’s decision: first, Amish children would still be able to fully function in the Amish community with only an 8th grade education; and second, this was not a case of Amish children wanting to attend public school and being prevented from doing so by their parents. Justice Stewart wrote that the case “in no way involves any questions regarding the right of the children of Amish parents to attend public high schools, or any other institutions of learning, if they wish to do so.” At no point has the Virginia Supreme Court or the U.S. Supreme Court found that a parent could use their religious beliefs to prevent a mature minor from going to school against the minor’s wishes.
At CRHE, we believe that children should have input on the method of education they receive, especially children homeschooled under religious exemptions that allow parents to bypass regular homeschooling requirements. Indeed, parents homeschooling under Virginia’s religious exemption are not legally required to educate their children. We were pleased to see the school board in Goochland County take steps to bring its religious exemption clause in step with the law, but were saddened to see the board cave to the efforts of homeschooling parents to keep their children from being heard.
Last Updated: 24 January, 2020 by CRHE
Executive Director Rachel Coleman on Radio Times with Marty Moss-Coane
This morning Executive Director Rachel Coleman appeared on Radio Times with Marty Moss-Coane. Other guests included Motoko Rich of the New York Times and Michael Farris of HSLDA. We are pleased to see this issue gaining more attention.
You can listen to the episode below. Rachel Coleman starts at 14:16.
For other media coverage of the Coalition for Responsible Home Education, click here.
Last Updated: 14 January, 2019 by CRHE
A Homeschool Glossary
Educational philosophies and approaches
John Holt – a former teacher who called for homeschooling as a radical alternative to the school environment of the 1960s, Holt promoted self-directed learning and rights of self-determination for children; he published the first homeschooling newsletter, Growing Without Schooling, from 1977 until his death in 1985
relaxed/eclectic homeschooling – a type of homeschoolingwhere parents (sometimes with the input of their children) obtain curricular materials from various sources; there may be some child-directed learning, generally combined with instruction from the parents or other individuals
school-in-a-box – a type of homeschooling where parents purchase an entire pre-packaged curriculum; there is little academic innovation or child-directed learning
unschooling – a type of homeschooling which is intended to be composed entirely of child-directed learning; parents are viewed as merely ‘facilitators’
worldschooling – a type of homeschooling where the world is intended to be the primary locus of learning; travel experiences typically play an integral role
Some homeschoolers follow a particular curricular philosophy such as:
Charlotte Mason – child learning takes place primarily through ‘real-life’ situations
Classical – intended to replicate a classical education in the liberal arts as practiced by intellectuals beginning in the Middle Ages
Montessori – allows children full access to learning materials with the expectation that they will learn at their own pace
Waldorf – approaches education holistically; primarily values imaginative self-expression
Administration
correspondence school – a school which distributes a complete curriculum to homeschooling families by mail; may refer to private school-in-a-box distributors or to public school programs which dispense state curricular materials to enrolled homebound students
cyber charter – a charter school—that is, a state-funded public school which is self-governed rather than bound to state curriculum—in which homeschooled children may enroll online, taking courses over the internet
educational neglect – legally, the inclusion of educational neglect in a state’s child abuse statute allows social services to become involved in cases of truancy; colloquially, any case where a child’s education does not adequately prepare him or her for a productive life
homeschooling co-op – an informal organization of several homeschooling families where households may meet regularly for group activities such as sports or courses taught by a member parent or other individual
truancy – failure to comply with the state’s compulsory school attendance statute, from which homeschooling under certain conditions is typically presented as an exception
umbrella school – a private or nonpublic school created with the intention of overseeing the individual homeschooling families which serve as its ‘satellite campuses’; umbrella schools are unlikely to exist as brick-and-mortar buildings and are primarily administrative entities, providing little to no supervision of their satellite homeschools
Religious movements
child training – a euphemistic term generally used to refer to a particular style of corporal punishment which involves striking children, often including infants, with an implement until they submit unquestioningly to their parents’ commands
Christian patriarchy – a belief that men should be the heads of households and that women should be submissive and obedient homemakers; gender roles are essentialized and viewed as complementary rather than egalitarian
courtship – an alternative to romantic relationships which are begun and led by the participants; courtship is initiated and supervised primarily by the participants’ parents
home-churching – the practice of holding parent-led religious services at home rather than attending services led by a minister; typically practiced by religious homeschoolers who have some objection to their local church or to church attendance in general
HSLDA – the Home School Legal Defense Association, an organization run by religious homeschoolers which has been primarily responsible for eliminating provisions for homeschooling oversight in many states; homeschooling families may purchase membership in exchange for the promise that HSLDA lawyers will defend them in cases of legal dispute over homeschooling
purity – a belief that experience with both the sexual and the emotional aspects of relationships should be limited to marriage; at ‘purity balls’ girls are urged to promise their fathers that they will not engage in romantic relationships before marriage
Quiverfull – a belief that children are always a blessing and that therefore one should have as many as possible; any attempt to control fertility is seen as a rejection of God’s gifts
stay-at-home daughter – an adult woman who remains under her father’s roof and his authority until she is married; stay-at-home daughters are unlikely to attend college or work outside the home
Last Updated: 25 April, 2022 by CRHE
CRHE Statement on Leelah Alcorn
January 5, 2015
As advocates for homeschooled children, we were deeply shocked and saddened to learn of the death of Leelah Alcorn, a 17-year-old transgender teen who was homeschooled. In a note she left on her tumblr, Leelah explained that her parents removed her from public school as a way to isolate and control her. In this case, it seems that Leelah’s parents used homeschooling as a form of punishment and a way to remove a young woman from her support system, her friends, and access to counseling.
We deplore the use of homeschooling to harm and punish at-risk children. Homeschooling should be a child-centered educational option, used only to lovingly prepare young people for an open future. It should not be a weapon to isolate and control them. Leelah’s death is a tragic reminder: at-risk homeschooled children need support. Children like Leelah need people who can advocate for them, connect them with resources, and let them know about options.
As we have seen in the high-profile cases of Marcel Neergaard, Coy Mathis, and Cee Cee Ott, homeschooling can actually be used as a safe haven for children at risk of bullying in other academic situations. This is as it should be. To use homeschooling to make vulnerable children more unsafe is unacceptable.
We recognize that homeschooling is only one facet of Leelah’s tragic story. Before she died, Leelah said, “My death needs to mean something.” No one should believe that they have to die for their life to matter, so her words should renew our resolve to fight against stigma, eradicate prejudice, and to advocate for all LGBTQ teens, no matter where they get their education. We work toward greater recognition of the rights and needs of homeschooled children, and a world in which all teens have the support they need and hope for a bright future.
Signed,
The board of the Coalition for Responsible Home Education
Kathryn Brightbill
Rachel Coleman
Alisa Harris
Kierstyn King
Giselle Palmer
Ryan Stollar
The Coalition for Responsible Home Education is a national organization founded by homeschool alumni and dedicated to raising awareness of the need for homeschooling reform, providing public policy guidance, and advocating for responsible home education practices.
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Last Updated: 26 October, 2023 by CRHE
Samantha Field: “It was far too easy to outright lie”
“I believe that requiring my parents to have more than a high school education would have made a significant difference, as well as requiring a state-certified or licensed professional to evaluate an annual portfolio. It was far too easy to outright lie in the portfolios we submitted to our umbrella school. Simply being asked to take a standardized test is not enough.”
My education was inadequate in the following ways:
My parents did not know how to teach me any form of math beyond basic arithmetic, and once I reached algebra in high school I was forced to try to teach it to myself. I was unsuccessful, but attributed my inability to being a woman, as I’d been taught that women were innately incapable of understanding higher math.
My science education is nonexistent. Because I did not understand algebra, I also didn’t understand physics. I had grown up wanting to be an astrophysicist, but I knew that with no math or science background in high school I wouldn’t be able to survive college courses, and I didn’t have the money to “waste time” on taking remedial courses. My year studying “biology” was mostly a waste as the textbook focused on ridiculing straw men they’d built of Evolutionary theory. The rest of it was an argument for literal 6-day young earth Creationism. I didn’t even attempt any other science courses in high school.
I read many “classic” books in high school, but I read them without any form of guidance and graduated without any understanding about themes, motifs, poetic imagery, or how literature can function as social criticism. I also did not read anything written by a non-white person who lived after 1910.
My high school education took place in Florida, and we took advantage of the “umbrella school” option, which meant that we faced no requirements on our education whatsoever. Technically we were supposed to maintain a “portfolio” but no one asked to look at it the entire 10 years my parents were homeschooling me and my sister in the state of Florida.
My parents were not qualified to teach me any of the high school subjects, as my mother had only a high school diploma and my father had a GED. They could barely remember their own high school educations, so any request for their help resulted in them trying to re-teach themselves the concept before attempting to explain it to me; however, because they didn’t understand these concepts well enough, they couldn’t explain it in a way I could understand.
I believe that requiring my parents to have more than a high school education would have made a significant difference, as well as requiring a state-certified or licensed professional to evaluate an annual portfolio. It was far too easy to outright lie in the portfolios we submitted to our umbrella school. Simply being asked to take a standardized test is not enough, as I took them every year and got better-than-average scores in every subject; I knew enough about spelling and grammar and arithmetic to get by.
Samantha Field was homeschooled from 1993 through 2005 in Iceland, New Mexico, and Florida. For additional thoughts and experiences from other homeschool alumni, see our Testimonials page.
Last Updated: 26 October, 2023 by CRHE
Sarah Jones: “I’ve been lucky”
“Standardized testing isn’t enough. I performed well on those tests, but still received a substandard education. Parents should be required to submit curriculum plans to the local district every year, and they should also be required to adhere to certain basic academic standards. School district officials should also be trained to recognize signs of abuse in homeschool families.”
My parents are classical musicians. When it came to literature and the arts, they (my mother, really, my father had nothing to do with the teaching process) excelled. Math, science and history? That’s another story altogether. This is partially due to the fact my parents are also Christian fundamentalists and insisted on using textbooks from Bob Jones University Press and A Beka, the publishing arm of Pensacola Christian College.
I know nothing about evolutionary theory. I had to completely re-educate myself about American and European history. I learned very little—nothing, really—about Africa, or Asia, or South America.
I learned that God literally spoke the world into being in six days. My science tests asked me to remember what got created on what day. I learned that the Book of Job provides verifiable evidence that humans co-existed with dinosaurs, and that the sky was probably a deep magenta color before the Flood.
I learned that the Founding Fathers were born-again Christians, and that God inspired them to create the United States and establish it as a Christian country. I learned that our laws were based on the Ten Commandments and that separation of church and state is a fiction. As for Europe: Ask me anything about the Protestant reformation and the missions movement. My curriculum focused on nothing else. I learned nothing about other religions and cultures, and that’s exactly what the creators of my textbooks intended.
There’s little structure in the homeschool environment, too, and that’s a problem. I didn’t learn to organize myself, or my tasks, or adhere to a schedule. That became a major impediment when I entered mainstream education—and the professional world. That same lack of structure contributed, I believe, to the fact that my brother’s learning disability didn’t get detected until he entered a real classroom.
The worst bit, though, is the fact that my parents had the legal authority to keep me almost totally isolated from the outside world. I attended no activities that were not at our fundamentalist church. And that means I never had the chance to tell anyone safe that my father had a habit of screaming abuse, spanking us with household objects, shoving us, and throwing chairs in our direction when he was angry. The day after he shoved me face first into our couch, and left me with a permanent scar on my knee and a black and blue face, they simply kept me home from church so that nobody could see.
I was nine. I was nineteen before anyone told me the abuse wasn’t my fault.
The solution isn’t one that most homeschool advocates want to hear: Oversight. I spent most of my homeschooling years in Virginia, where my parents taught me under an academic exemption. There are two ways to homeschool in the state; families with an academic exemption are required to submit students for standardized testing, and families with a religious exemption were allowed to go totally off the grid.
Standardized testing isn’t enough. I performed well on those tests, but still received a substandard education. Parents should be required to submit curriculum plans to the local district every year, and they should also be required to adhere to certain basic academic standards. School district officials should also be trained to recognize signs of abuse in homeschool families.
A sound education shouldn’t depend on luck. The simple truth is that most parents, no matter what level of education they possess, simply aren’t equipped to teach all subjects for all grades—and to all learning styles. No one is, and that’s why schools hire teachers. This argument that a parent should have an inalienable right to educate their own children is a nonsensical one; nobody has the inalienable right to educate anyone. Either you’re qualified to do so or you’re not. If you’re not, why on earth should you be allowed to try it anyway?
And finally, homeschool families: Abuse is happening in your world. You are no different and no better than any family anywhere else. If you object to oversight, I’m going to assume that doesn’t matter to you. I’m going to wonder what’s really going on in your home, where nobody else can see. And I’m going to keep fighting to make sure all children get the education they deserve.
Sarah Jones was homeschooled in North Carolina and Virginia K-8. She then attended a fundamentalist Christian high school grades 9-10 and a fundamentalist Christian college. For additional thoughts and experiences from other homeschool alumni, see our Testimonials page.
Last Updated: 16 May, 2016 by CRHE
Bethany Brittain: “It didn’t take long for me to lose my excitement”
“Oversight of my home education would have given me someone to see the severe authoritarian parenting happening in our home. The beatings that were handed to us daily as obedience to god. Maybe an agency of oversight would have missed the abuse. But I can tell you that not having anyone really paying attention to my education cost me years of having to make it up.”
I remember when the first box of school books came in the mail. Up until 6th grade, I had gone to school—normal school with desks, books, and a teacher. Now we were enrolled in correspondence school or home school. My mom would be my teacher. I was excited by the idea. I couldn’t wait to learn on my own terms. It didn’t take long for me to lose my excitement.
The books came from a Mennonite educational agency. They were to keep our tests, grades, and school records. The first problem I remember having was what to do when I didn’t understand something. We started somewhere around 1979 when the Internet wasn’t an option. If I couldn’t understand the book, I only had my parents to ask for help. Dad was pretty good at explaining what he knew. His explanations were long, but I usually walked away with the answer I needed. The downside of asking Dad was that he knew nothing about math, science, or history. I could ask my mom, but she couldn’t always help either. She knew more about math than my dad, but she often lost her temper. I remember long hours of trying to learn math from my mother while she screamed at me, “Why don’t you try?!” Tears ran down her beet red face. I learned to fake my work. It worked well to fake what I didn’t know because who looked over my homework?
Both of my parents were often busy with other “homesteading” activities. You see, we lived off the grid and isolated from outsiders. There was water to get from the creek, goats to milk, and property to manage. I spent a great deal of my childhood cooking, cleaning, and caring for younger siblings.
Our Mennonite overseers would never know the work I didn’t learn. Then there were the topics that even the Mennonites books didn’t teach me. Their science book was filled with religious doctrine. In a discussion on minerals, I learned that women often adorn themselves with gold which is a sin. I learned nothing about the scientific theory or any other helpful look into the world around me.
My parents constantly worried about outsiders coming in and meddling with there lives. Stories about fending off authorities with shot guns often came as dinner conversation. Yet if there was oversight, I would have had a well rounded education. Instead of excelling at writing and failing at math, I would have learned both. Instead of hating science and history, I would have been fascinated with these topics. How do I know this? Eventually I went to college.
My entrance exam scores were high in reading and writing and way below in everything else. Starting in beginning math, I worked hard. Eventually I aced college algebra and chemistry. You see, I loved to learn.
If my mother were reading this, she’d tell you how poorly the public schools were educating me. I agree public schools do have short-comings, but there is still oversight. No public school would allow me to milk goats, clean house, and mother a young sibling. Oversight of my home education would have given me someone to see the severe authoritarian parenting happening in our home. The beatings that were handed to us daily as obedience to god. Maybe an agency of oversight would have missed the abuse. But I can tell you that not having anyone really paying attention to my education cost me years of having to make it up.
I didn’t learn, really learn, until I went to college at 29 years old.
Bethany Brittain was homeschooled in California in the late 1970s and 1980s. For additional thoughts and experiences from other homeschool alumni, see our Testimonials page.
Last Updated: 26 October, 2023 by Sarah Henderson
Sarah Henderson: “We did not wish to be home schooled”
“If my parents were required to show some sort of portfolio, they would have needed to make sure that there were books, and show progression through grades (even if the progression was at an individual pace). They would have also needed to obtain and evaluate school work from us.”
I left and went to high school when I was 17, and earned a high school diploma, but I found this difficult due to the high number of significant gaps in my education, including not knowing how electricity works, not understanding the periodic table, and not understanding the relationship between decimals and fractions. I also did not know how to write essays, descriptive paragraphs, or persuasive paragraphs. I also had significant gaps in the knowledge of history; I did not know about the residential schools for Aboriginal people in North America, and I did not know how recently the abolition of slavery and women’s suffrage had occurred. I received no instruction in the arts or technology.
When I was 18, our circumstances resulted in all my younger siblings attending school. One close in age brother attempted high school, but dropped out after one year, because his education gaps and learning disability were too difficult to overcome. One other sister graduated high school. So far, three more siblings obtained some high school credits but dropped out due a combination of factors, including lack of support for education at home, the extreme lack of educational background to support a high school education, and difficulty stemming from having to learn how to learn, in addition to the remedial work that was required to catch up to their grade level. Out of 9 homeschooled children, only 2 have already received high school diplomas, 4 have dropped out, and one more sibling is expected to successfully complete high school (for a total of 3 high school graduates, and 6 drop outs).
I believe that having some form of oversight could have improved the educational outcomes in my family. Because we did not wish to be home schooled, being interviewed by an outside party may have allowed us to express our wishes to attend school; although a safe platform to say this would have been needed, since we would have been severely punished if we had expressed that wish to someone who was in a position to help provide that outcome. Perhaps having a superintendent oversee the homeschooling process would have motivated my parents to be more organized, and to create lesson plans and follow through on them.
If my parents were required to show some sort of portfolio, they would have needed to make sure that there were books, and show progression through grades (even if the progression was at an individual pace). They would have also needed to obtain and evaluate school work from us. Because there was no one to show the work too, and there was no measurement of failure as homeschoolers, my parents were not motivated enough on their own to provide a good education, and there was no one to step in and ensure that a good education was provided between when my oldest brother started being homeschooled in 1992 and 2006 when everyone was finally given the opportunity to go to school. That is 14 years of unsuccessful homeschooling, which could have been avoided with some form of homeschooling oversight.
To read more about my experiences, please go to my writings on the Coalition for Responsible Home Education or on Homeschoolers Anonymous, and my blog.
Sarah Henderson was homeschooled from 1994 to 2002 in Nova Scotia and Ontario. For additional thoughts and experiences from other homeschool alumni, see our Testimonials page.
Last Updated: 16 May, 2016 by CRHE
Jane Smith: “I am haunted by the question of what might have been different”
“Homeschooling students who, like me, are privileged to have the skills necessary to fill in the gaps in our education can often bounce back from sub-standard educations. But others, like my brothers, who lack these skills will forever pay the price. The costs of the lack of oversight are borne by the most vulnerable.”
My family’s experience with homeschooling and outside supervision demonstrates just how high the stakes can be. The first time my family homeschooled was in the mid-1980s, well before homeschooling was mainstream. My older sister, my younger brother, and I avoided contact with outsiders during school hours, gave our home school a name in case anyone ever asked where we attended, and were very conscious of the transgressive nature of what we were doing.
As I recall, my parents notified the superintendent of the neighboring school district since that was the location of the church school we had been attending prior to homeschooling. As a result, my mother kept records to ensure we completed the required number of school days and at the end of every year we were tested by the school psychologist in academic subject areas. There were few surprises—we often struggled to keep up with our grade levels in math, but all excelled in reading. The testing procedure was noninvasive and it was very reassuring to my mother to have evidence that she was not failing us academically. (She was far less enthusiastic about homeschooling than my father was.)
By the time I was approaching 7th grade, my parents were in the process of adopting two brothers. I was completely bored at home, begging to go back to our church school. I finished high school there, using the same curriculum we had been using at home. Because the curriculum was so utterly lacking in academic rigor, I was able to graduate before I turned 16. By this time, my younger brothers were showing substantial difficulty succeeding in school due to serious mental health issues, behavioral difficulties, and apparent learning disabilities. So in the early 1990s, my parents turned to homeschooling once again.
This time, homeschooling was more widely recognized as an educational alternative so my parents contacted the superintendent of our own school district. There was now a requirement that homeschooling parents should have a high school diploma. Since neither of my parents had one, they drove me and my church school diploma down to the superintendent’s office, hoping it would suffice. It did. This time around, however, there was no annual testing. No oversight at all, as I remember.
My younger brothers used the same curriculum we older children had used; however, where we had been very motivated readers, they were not. Where we were enjoyed relatively good emotional and mental health, they did not. But this time there was no oversight and no desire on the part of my parents to seek out outside help. They were convinced that they could “fix” my brothers’ emotional, behavioral, and educational difficulties through prayer and corporal punishment. My older sister and I begged them repeatedly to get professional help, but they always insisted they had just had a breakthrough or ignored our pleas altogether.
Today the contrast between the lives of my older siblings and me on one hand and the lives of my younger brothers on the other could not be greater. My sister is a homeschooling mom of four brilliant children who are not only academically successful but also have the opportunity to exercise their abilities in art, music, and drama in a way that my sister and I only dreamed of. My brother just younger than me has proven to be very upwardly mobile in his job. I earned a PhD and am now a tenure-track college professor. In contrast, my younger brothers have struggled to maintain stable, law-abiding lives and have done time in prison.
I am haunted by the question of what might have been different if there had been someone on hand to urge my parents to acknowledge the failure of their methods and get professional help. Homeschooling students who, like me, are privileged to have the skills necessary to fill in the gaps in our education can often bounce back from sub-standard educations. But others, like my brothers, who lack these skills will forever pay the price. The costs of the lack of oversight are borne by the most vulnerable.
Jane Smith was homeschooled in Pennsylvania in the mid-1980s and her brothers were homeschooled in Oklahoma in the early to mid-1990s. For additional thoughts and experiences from other homeschool alumni, see our Testimonials page.
Last Updated: 16 May, 2016 by CRHE
Cynthia Jeub: “I wasn’t really taught anything after I was ten years old”
“In the state of Colorado, homeschooled students are required to take placement tests every couple of years. There’s an exemption for parents who are certified teachers. My dad had a bachelor’s degree in English, and had taught it briefly, so we never took any tests.”
For most of my K-12 education, I studied three subjects: homemaking, business, and competitive forensics. I had more than a dozen younger brothers and sisters, who I was expected to babysit and care for whenever my parents were busy. I kept the house clean, bathed children, and I cooked and baked. I learned business because my dad gave me a microloan at age 9, and failure to pay him back was not an option. At age thirteen, I became the main administrative assistant for the family business. Every spring semester, speech and debate competition was my top priority, so I spent that time researching, practicing, traveling, and performing.
I learned only very basic math and science, and when I got to college, I couldn’t make it through a basic chemistry class because I couldn’t do the algebraic equations. At this point, I’m taking a break from college so I can teach myself middle-school level math, science, and history from Internet resources and books.
In the state of Colorado, homeschooled students are required to take placement tests every couple of years. There’s an exemption for parents who are certified teachers. My dad had a bachelor’s degree in English, and had taught it briefly, so we never took any tests. The first tests I ever took were my driver’s permit test and the SAT. As such, when I got to college, I struggled with scoring well on tests I’d studied for, because I’d never been trained for the pressure of the test layout and format. My homeschooled friends who did take the tests didn’t have such a difficult time with the organization of college when they graduated.
I’m not convinced that standardized testing reflects intelligence or learning. You know what would have helped? Prioritizing my education, instead of filling my time with so many other things. I was expected to put everything else before school—the family business, keeping the house in order and watching my siblings, staying competitive in speech and debate. I often got in trouble for trying to study while I was supposed to be doing something else. If someone had just told me it was okay to want to read all the time, instead of feeling like educating myself was a waste of time and a distraction, that would have been fantastic.
There was also the problem of religious stigma, and I was afraid to read about evolution, other religions, and atheistic philosophy. If someone had just told me, “You can read about science and philosophy without fear of betraying your family’s faith and reputation,” I would have done so much better.
Cynthia Jeub was homeschooled form 1996 to 2011 in Minnesota and Colorado. For additional thoughts and experiences from other homeschool alumni, see our Testimonials page.