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The time is 13:22:57 and the date is 19 November 2008

Homeschooling or homeschool (also called home education or home learning ) is the education of children at home, typically by parents or professional tutors, rather than in a public or private school.

Although prior to the introduction of compulsory school attendance laws, most childhood education occurred within the family or community, homeschooling in the modern sense is an alternative in developed countries to formal education.

In many places homeschooling is a legal option for parents who wish to provide their children with a different learning environment than exists in nearby schools. The motivations for homeschooling range from a dissatisfaction with the schools in their area to the dissatisfaction of modern schools in general. It is also an alternative for families living in isolated rural locations and those who choose, for practical or personal reasons, not to have their children attend school.

Homeschooling may also refer to instruction in the home under the supervision of correspondence schools or umbrella schools. In some places, an approved curriculum is legally required if children are to be home-schooled. A curriculum-free philosophy of homeschooling may be called unschooling , a term coined in 1977 by American educator John Holt in his magazine Growing Without Schooling .

In contrast, Lawrence Rudner's (University of Maryland) 1998 study shows that homeschool parents have a higher income than average (1.4 times by one estimate), and are more likely to have an advanced education. Rudner found that homeschooling parents tend to have more formal education than parents in the general population; that the median income for homeschooling families ($52,000) is significantly higher than that of all families with children in the United States ($36,000); that 98% of homeschooled children live in "married couple families"; that 77% of home school mothers do not participate in the labour force, whereas 98% of homeschooling fathers do participate in the labour force; and that median annual expenses for educational materials are approximately $400 per home school student.

By 2001, according to the Canadian based Fraser Institute, Muslim Americans were the fastest growing subgroup in the American homeschool movement, and were predicted to double in number every year for the following eight years after.

A 2001 study by Dr. Clive Belfield states that the average homeschooling parent is a woman with a college degree. Belfield estimates annual homeschooling costs to be approximately $2,500 per child

Supportive research

Test results

Numerous studies have found that homeschooled students on average outperform their peers on standardized tests. Home Schooling Achievement , a study conducted by National Home Education Research Institute (NHERI), supported the academic integrity of homeschooling. Among the homeschooled students who took the tests, the average homeschooled student outperformed his public school peers by 30 to 37 percentile points across all subjects. The study also indicates that public school performance gaps between minorities and genders were virtually non-existent among the homeschooled students who took the tests.

New evidence has been found that home schooled children are learning more and are getting higher scores on the ACT and SAT tests. A study at Wheaton College in Illinois showed that the freshmen that were home schooled for high school scored fifty-eight points higher on their SAT scores than those of kids that went to a normal school. Most colleges look at the ACT and SAT scores of home schooled children when considering them for acceptance to a college. On average, home schooled children scores eighty-one points higher than the national average on the SAT scores. Home schooled children also scored twenty-two point eight on the ACT which is higher than the national average of twenty-one.

Social research

In the 1970s Raymond S. and Dorothy N. Moore conducted four federally funded analyses of more than 8,000 early childhood studies, from which they published their original findings in Better Late Than Early , 1975. This was followed by School Can Wait , a repackaging of these same findings designed specifically for educational professionals. Their analysis concluded that, "where possible, children should be withheld from formal schooling until at least ages eight to ten."

Their reason was that children, "are not mature enough for formal school programs until their senses, coordination, neurological development and cognition are ready." They concluded that the outcome of forcing children into formal schooling is a sequence of "1) uncertainty as the child leaves the family nest early for a less secure environment, 2) puzzlement at the new pressures and restrictions of the classroom, 3) frustration because unready learning tools – senses, cognition, brain hemispheres, coordination – cannot handle the regimentation of formal lessons and the pressures they bring, 4) hyperactivity growing out of nerves and jitter, from frustration, 5) failure which quite naturally flows from the four experiences above, and 6) delinquency which is failure’s twin and apparently for the same reason." According to the Moores, "early formal schooling is burning out our children. Teachers who attempt to cope with these youngsters also are burning out." Aside from academic performance, they think early formal schooling also destroys "positive sociability", encourages peer dependence, and discourages self worth, optimism, respect for parents, and trust in peers. They believe this situation is particularly acute for boys because of their delay in maturity. The Moore's cited a Smithsonian Report on the development of genius, indicating a requirement for "1) much time spent with warm, responsive parents and other adults, 2) very little time spent with peers, and 3) a great deal of free exploration under parental guidance." Their analysis suggested that children need "more of home and less of formal school" "more free exploration with... parents, and fewer limits of classroom and books," and "more old fashioned chores – children working with parents – and less attention to rivalry sports and amusements."

John Taylor later found, using the Piers-Harris Children's Self-Concept Scale, "while half of the conventionally schooled children scored at or below the 50th percentile (in self-concept), only 10.3% of the home-schooling children did so." He further stated that "the self-concept of home-schooling children is significantly higher (and very much so statistically) than that of children attending the conventional school. This has implications in the areas of academic achievement and socialization, to mention only two. These areas have been found to parallel self-concept. Regarding socialization, Taylor's results would mean that very few home-schooling children are socially deprived. He claims that critics who speak out against home schooling on the basis of social deprivation are actually addressing an area which favors home schoolers.

In 2003, the National Home Education Research Institute conducted a survey of 7,300 U.S. adults who had been homeschooled (5,000 for more than seven years). Their findings included:

Notable homeschooled individuals

Numerous historical and current public figures were home-educated. Some examples include:

• Abraham Lincoln (1809–1865) the 16th President of the United States, received very little schooling, but was an avid reader and taught himself how to read, write, and do arithmetic.

• Andrew Wyeth (1917), an American realist painter, was taken out of school at young age because of illness, he then received education on art and other subjects from his parents.
• Bode Miller (1977), an American alpine skier, was homeschooled by his parents until he was ten.
• Che Guevara (1928), left-wing guerrilla leader in Cuba, Africa, and Bolivia, and prison commandant and national bank president in Cuba, born in Argentina, was educated at home, mainly by his mother, until the age of 13.
• Ernst Mach, Austria, Physicist. Homeschooled until highschool by his parents.
• Erwin Schrödinger, Austria, Nobel Prize-winning physicist. Homeschooled until age 10
• Elizabeth II (1926), the queen of the United Kingdom, received early education at home, later she attended lessons in constitutional history at Eton College.
• George Washington, United States, First United States President
• Rosa Parks, United States, civil rights activist, homeschooled until age 11
• Sho Yano, United States, child prodigy
• Susan La Flesche Picotte, United States, first American Indian woman physician
• Thomas Edison (1847–1931) an American inventor and businessman, was taught reading, writing and arithmetic by his mother. Before that he left school after only three months, as he had trouble following the lessons. Most of his other education he received from reading books on his own.
• Woodrow Wilson (1856–1924) the 28th President of the United States, was home educated by his father because of the Civil War. When he was nineteen he entered Princeton University.
• Tim Tebow (b. 1987), American football player for the University of Florida
• Francis S. Collins (b. 1950), American physician-geneticist, noted for his landmark disc 

   

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