DOCSLIB.ORG

Home Schooling: Are Partnerships Possible?

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Home Schooling: Are Partnerships Possible? ABSTRACT Title of dissertation: HOME SCHOOLING: ARE PARTNERSHIPS POSSIBLE? Kristine L. Angelis, Doctor of Philosophy, 2008 Dissertation directed by: Professor Robert Croninger Department of Education Home schooling has been described as both the oldest and newest form of education, and as the number of home school students continues to grow, a partnership is beginning to evolve with their local school systems. Some states are offering a variety of educational resources to these students which may include participation in extracurricular activities, classroom instruction, or virtual learning opportunities. This exploratory case study is designed to better understand a parent’s choice to home school within the social and institutional framework available to them in Maryland. Maryland offers home schooling families a choice of monitoring options, through their local public school system or a bona fide church exempt organization. The state does not offer home schooling families any additional educational resources except the opportunity to participate in standardized testing. Home schooling parents monitored through a local public school system located in the Baltimore-Washington-Northern Virginia Combined Statistical Area were asked to complete a questionnaire designed to ascertain family characteristics and reasons to home school. Respondents were categorized according to their reason to home school – religious/moral, academic, or other. Eight families were randomly chosen from the three categories to participate in a personal interview to discuss their choice to home school, experiences and challenges of home schooling, and if they would be interested in having services made available to them through their local public school system. Analysis of questionnaire findings and interviews indicated some similarities between the target population and results of the 2003 National Center for Education Statistics survey with the majority in both surveys indicating religion as a main reason to home school. Choosing to be monitored by the local public school runs counter to the literature as did target families’ interest in receiving additional services from their local public school such as student participation in extracurricular activities, an ability to take specific classes, and curricula support. HOME SCHOOLING: ARE PARTNERSHIPS POSSIBLE? by Kristine L. Angelis Dissertation submitted to the Faculty of the Graduate School of the University of Maryland, College Park in partial fulfillment Of the requirements for the degree of Doctor of Philosophy 2008 Advisory Committee: Dr. Robert Croninger, Chair Dr. Hanne Mawhinney Dr. Carol Parham Professor Tom Weible Professor Linda Valli ©Copyright Kristine L. Angelis 2008 DEDICATION This process could not have been completed without the continuous help and patience of my family and especially my husband, Tom. He was my editor, proofreader, and sounding board, and he spent many hours reviewing and reading draft after draft of this dissertation. A special thank also goes to my advisor, Dr. Croninger, for all his support. ii TABLE OF CONTENTS CHAPTER ONE ............................................................................................................... 1 Home Schooling Population......................................................................................... 1 Estimating Population ............................................................................................... 1 Home Schooling Abroad............................................................................................ 4 What is Home Schooling? ......................................................................................... 4 Who Home Schools?.................................................................................................. 5 Alternative Choice of Education ............................................................................... 6 Overview of Home Schooling....................................................................................... 7 Historical Background............................................................................................... 7 Compulsory attendance laws. ................................................................................ 8 Shifting responsibilities.............................................................................................. 9 Disillusionment. ................................................................................................... 11 Legal and Legislative Responses to Home Schooling .............................................. 13 National .................................................................................................................... 13 Right to home school. .......................................................................................... 14 Home Schooling Regulations. ............................................................................. 16 Home Schooling in Maryland ................................................................................. 17 Unresolved issues in Maryland............................................................................ 19 Purpose of Study ......................................................................................................... 20 Overall Purpose........................................................................................................ 20 Research Questions.................................................................................................. 21 Research Design....................................................................................................... 22 Qualitative. ........................................................................................................... 23 Research Site........................................................................................................ 24 Personal Interest. ................................................................................................. 25 Definitions. ........................................................................................................... 27 Conclusion ................................................................................................................... 27 CHAPTER TWO ............................................................................................................ 31 Legislative and Legal Decisions Affecting Home Schooling ................................... 31 U.S. Supreme Court Rulings ................................................................................... 31 Case Law and State Regulation............................................................................... 33 Who Home Schools and Why..................................................................................... 36 Parental Beliefs........................................................................................................ 36 Raymond and Dorothy Moore ................................................................................. 38 John Holt.................................................................................................................. 39 Conservative Christian Home Schooling Families................................................. 42 Mainstream Home Schoolers .................................................................................. 43 Friction Within the Home Schooling Population................................................... 47 Home Schooling Surveys ............................................................................................ 48 Oregon Home Schooling Study ............................................................................... 51 1988 Study ................................................................................................................ 52 Ohio State Legislature Survey ................................................................................. 52 1995 Survey .............................................................................................................. 52 1998 National Survey............................................................................................... 53 iii 1999 NCES Study..................................................................................................... 54 2003 NCES Study..................................................................................................... 54 Education Next......................................................................................................... 55 Home Schoolers, Public Schools, and College.......................................................... 55 Public School Boards............................................................................................... 55 National Association of State Board of Education................................................. 56 Public School Administrators.................................................................................. 57 Public School Districts Cooperation with Home Schoolers................................... 59 Unease about Family Participation in Public School Offerings. .......................... 62 Maryland and Home Schooling .............................................................................. 63 College Admission.................................................................................................... 64 Adult Home Schoolers ............................................................................................
Load more

Recommended publications
  • An ERIC Paper
    An ERIC Paper ALTERNATIVE EDUCATION: THE FREE SCHOOL MOVEMENT IN THE UNITED STATES By Allen Graubard September 1972 /ssued by the ER/C Clearinghouse on Media and Technolool Stanford University, Stanford, California 94305 U.S. DEPARTMLNT DF HEALTH. EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRO- DUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIG- INATING IT. POINTS OF VIEW OR OPIN- IONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDU- CATION POSITION OR POLICY. ALTERNATIVE EDUCATION: THE FREE SCHOOL MOVEMENT IN THE UNITED STATES By Allen Graubard September 1972 Issued by the ERIC Clearinghouse on Media and Technology Stanford University, Stanford, California 94305 ABOUT THE AUTHOR Experience both within andoutside thc system makes Allen Graubard a knowledgeable author for such a paper as this. A Harvard man, Dr. Graubard was director of The Community School, a free elementary and high school in Santa Barbara, California. He served as director of the New Schools Directory Project, funded by the U.S. Department of Health, Education and Welfare, and has been an editor for New Schools Exchange Newsletter. Most recently, Dr. Graubard was on assignment as Special Assistant to the President for Community-Based Educational Programs at Goddard College, Plainfield, Vermont. TABLE OF CONTENTS About the Author Introduction 1 The Free School Movement: Theory and Practice 2 Pedagogical Source 2 Political Source 3 The Current State of Free Schools 4 Kinds of Free Schools 6 Summerhillian 6 Parent-Teacher Cooperative Elementary 6 Free High Schools 6 Community Elementary 7 Political and Social Issues 9 Wain the System: Some Predictions 11 Resources 13 Journals 13 Books and Articles 13 Useful Centers, Clearinghouses, and People Involved with Free Schools 15 4 INTRODUCTION Approximately nine out of every ten children in the United States attend the public schools.
    [Show full text]
  • An Analysis of Selected Cases and Controversies in American Education
    Portland State University PDXScholar Dissertations and Theses Dissertations and Theses 5-1974 The politics of education -- An analysis of selected cases and controversies in American education Lawrence Robert Stoffel Portland State University Follow this and additional works at: https://pdxscholar.library.pdx.edu/open_access_etds Part of the Education Commons, and the Political Science Commons Let us know how access to this document benefits ou.y Recommended Citation Stoffel, Lawrence Robert, "The politics of education -- An analysis of selected cases and controversies in American education" (1974). Dissertations and Theses. Paper 1964. https://doi.org/10.15760/etd.1963 This Thesis is brought to you for free and open access. It has been accepted for inclusion in Dissertations and Theses by an authorized administrator of PDXScholar. Please contact us if we can make this document more accessible: [email protected]. AN ABSTRACT OF THE THESIS OF Lawrence Robert Stoffel for the Master of Science in Political Science presented May 13, 1974. Title: The Politics of Education-- An Analysis of Selected Cases and Controversies in American Education. APPROVED BY MEMBERS OF THE THESIS COMMITTEE: Burton W. Onstine, Chairman This study compiles a series of cases and controversies in American education, from the popularization of public education in the mid-1800's to the present, and then reviews them to determine scholarly political aspects, common themes, and trends. It then applies the idet:ltified themes to a model of "the school as a responsive political system" fashioned after David Easton's "Dynamic Respons~ Model of a Political Systemll to demonstrate the operative nature of the 't'~mes., The paper reviews the plight of Negro education in Alabama after the Civil War until 1901.
    [Show full text]
  • Educational System from a Socialist Perspective. Based on the Idea That
    DOCUMENT RESUME ED 120 051 SO 008 948 AUTHOR Peterson, Robert TITLE Unfair to Young People; How the Public Schools Got the Way They Are. PUB DATE Jun 75 VOTE 53p. AVAILABLE FROMYouth Liberation, 2007 Washtenaw, Ann Arbor, Michigan 48104 ($0.65, bulk rate available on request, softbound) EDRS PRICE NP-$0.83 Plus Postage. HC Not Available from EDRS. DESCRIPTORS *Capitalism; Educational Alternatives; *Educational Change; Educational Development; *Educational. History; Educational Philosophy; Educational Practice; Elementary Secondary Education; *Political Influences; Political Socialization; *Socialism; Socioeconomic Influences; United States. History ABSTRACT This booklet provides an analysis of the American educational system from a socialist perspective. Based on the idea that our past and present educational system has been largely determined by the needs and ideology of the capitalist economic system, the author proposes an alternative society and educational system that places human needs above private profit. The booklet is divided into three sections which analyze the paste present, and alternative future educational systems. The first section examines how the capitalist ideology influenced the development of our educational system through such concepts as tracking, political indoctrination in history courses, and the direct and indirect capitalistic control of school administration. Section two explains the school socialization process under capitalism and how the capitalist system benefits from this process. It focuses on how punctuality and attendance, obedience to authority, competition and individualism, sexism and racism, and acceptance of boredom contribute to the capitalist ideology. Section three outlines the Chinese and Cuban educational systems as examples of socialist countries that have made great strides in the development of their educational systems.
    [Show full text]
  • Inspiring Student Empowerment, Patti Drapeau Focuses the Spotlight on Meeting the Social, Emotional, and Instructional Needs of Students in the Classroom
    INCLUDES DIGITAL Patti Drapeau CONTENT LINK Drapeau Inspiring EM MENT Moving Beyond Engagement, Refining Differentiation © 2020 Free Spirit Publishing Inc. All rights reserved. Praise for Inspiring EM MENT “In her latest work, Inspiring Student Empowerment, Patti Drapeau focuses the spotlight on meeting the social, emotional, and instructional needs of students in the classroom. This book brings student voice and empowerment center stage, which is exactly as it should be. The many, varied strategies that she includes to support effective student learning and engagement are both realistic and user-friendly. Kudos to Drapeau for continuing to highlight the importance of the connection between the teacher and the learner as they create an effective learning environment for all students. Well done!” —Dr. Anita M. Campbell, University of Maine at Farmington “This powerful, insightful, and thought-provoking book adds a new dimension to teaching and learning. The four main areas of emphasis are differentiation, personalized learning, engagement, and empowerment. How these concepts differ and how they interact with and build on one another is the focus of this book. Throughout her practical book, author Patti Drapeau shows teachers and administrators ways to empower students to be self-directed, responsible, and confident learners. This book contains a plethora of excellent ideas—such as using games and competitions to develop student empowerment and giving students choices in designing their own learning concepts and activities. Finally, Drapeau
    [Show full text]
  • Free Schools in America, 1850-1870: Who Voted for Them, Who Got Them, and Who Paid*
    Free Schools in America, 1850-1870: Who Voted for Them, Who Got Them, and Who Paid* Sun Go† ABSTRACT Mass public schooling is indispensible to modern economic growth. This paper explores the emergence and consequences of free schooling in the USA in the nineteenth century, focusing on voters' self interests rather than ideology or the role of great men, as emphasized in popular views. Though literature on the political economy of policy decisions does not offer clear consensus on inequality and educational spending, a political economy model suggests that increases in both average property values and inequality in property holding are key to the emergence of free public education financed by local property taxes in the mid-19th century U.S. Empirical tests using data from various nineteenth century records support this view. The consequences of universal free public schooling were immediate. Children's education became less dependent on parents' wealth, and geographical inequality in enrollment rates declined. JEL Classification: H75, I22, N31 Keywords: American public education, free school, rate bill, property tax, school finance * I am deeply indebted to Peter H. Lindert for his invaluable advice and encouragement. I also thank Samuel Allen, Leticia Arroyo Abad, Gregory Clark, Claudia Goldin, Christopher Knittel, Jean-Laurent Rosenthal, Ann Stevens, Gavin Wright, and workshop participants at the All-UC Groups in Economic History, UC Davis, the Fifth Meeting of the Working Group on Wealth and Power in the Post-industrial Era, the Sixth World Congress of Cliometrics, the EHA annual meetings, Korea University, and Chung-Ang University for their helpful comments. The Institute of Government Affairs and Center for History, Society, and Culture at UC Davis generously provided funding for this research.
    [Show full text]
  • The Sudbury School and Influences of Psychoanalytic Theory on Student-Controlled Education
    Essays in Education Volume 19 Article 10 Winter 1-1-2007 The Sudbury School and Influences of Psychoanalytic Theory on Student-Controlled Education Mary Peramas University of Virginia CALL FOR SUBMISSIONS! Essays in Education (EIE) is a professional, peer-reviewed journal intended to promote practitioner and academic dialogue on current and relevant issues across human services professions. The editors of EIE encourage both novice and experienced educators to submit manuscripts that share their thoughts and insights. Visit https://openriver.winona.edu/eie for more information on submitting your manuscript for possible publication. Follow this and additional works at: https://openriver.winona.edu/eie Part of the Education Commons Recommended Citation Peramas, Mary (2007) "The Sudbury School and Influences of Psychoanalytic Theory on Student-Controlled Education," Essays in Education: Vol. 19 , Article 10. Available at: https://openriver.winona.edu/eie/vol19/iss1/10 This Article is brought to you for free and open access by OpenRiver. It has been accepted for inclusion in Essays in Education by an authorized editor of OpenRiver. For more information, please contact [email protected]. Peramas: The Sudbury School and Influences of Psychoanalytic Theory The Sudbury School and Influences of Psychoanalytic Theory on Student-Controlled Education Mary Peramas University of Virginia Abstract We have come to expect high degrees of authority from administrators, teachers, parents, school boards, even government, yet only a few schools have embraced the notion of total and absolute freedom of choice for the students themselves. The history of educational reforms suggests that there are three factors within the course of traditional forms of education that have served to create a model for a school on the fringe of society which has quietly endured for nearly a century.
    [Show full text]
  • Alicia Richard Master's Thesis
    What Happened to the Free Schools?: The Free Schools Movement in the United States 1967-1972 Alicia Richard A thesis submitted in partial fulfillment of the requirements for the degree of Master of Education University of Washington 2021 Committee: Nancy Beadie Tomas de Rezende Rocha Program Authorized to Offer Degree: Education ©Copyright 2021 Alicia Richard University of Washington Abstract What Happened to the Free Schools?: The Free Schools Movement in the United States 1967-1972 Alicia Richard Chair of the Supervisory Committee: Nancy Beadie College of Education: Educational Foundations, Leadership & Policy What happened to the Free Schools movement in the United States, and why has it been so little examined by historians of education? What legacies were left by these bold experiments in education? The Free Schools movement was a grassroots educational movement involving hundreds of small schools throughout the United States and Canada during the late 1960s and early 1970s. The key inspirational educational figures of the movement were A.S. Neill, George Dennison, John Holt and Jonathan Kozol, all of whom promoted more freedom for students and more humane practices in education. The primary newsletter of the movement, The New Schools Exchange, provides a first-hand glimpse into what was happening on the ground. This thesis shows that the free schools encountered a wide variety of practical obstacles to success which the majority could not overcome. Philosophical differences also splintered the movement and prohibited them from developing a united front to promote their educational alternatives. Only a small handful of free schools were able to become sustainable over the long haul, including two schools that are still active— Albany Free School and Sudbury Valley School.
    [Show full text]
  • AUTHOR TITLE Education, Boulder, Colo
    DOCUMENT RESUME ED 081 650 SO 005 850 AUTHOR Helburn, Nicholas TITLE Free/open Schools. INSTITUTION ERIC Clearinghouse for Social Studies /Social Science Education, Boulder, Colo.; Social Science Education Consortium, Inc., Boulder, Colo. SPONS AGENCY National Inst. of Education (DHEW), Washington, D.C. PUB DATE May 73 NOTE 32p. AVAILABLE FROMSocial Science Education Consortium, Inc., 855 Broadway, Boulder, Colorado 80302 ($1.15, order number 154) EDRS PRICE MF-$0.65 HC-$3.29 DESCRIPTORS *Alternative Schools; Annotated Bibliographies; Comparative Analysis; *Educational Change; *Educational Development; *Educational Problems; Experimental Schools; *Open Education; Resource Guides; Traditional Schools ABSTRACT This paper describes the educational movement toward alternative schools and suggests further sources of information concerning this change in American education. Following an analytical comparison of open and traditional schools, the author discusses some of the most important perceived problems related to open schools. Problems noted are financing, staffing, difficult students and parents, noise levels in open areas, personal space, attendance and advising, and reentry into traditional schools. An annotated bibliography includes not only related printed material but also a list of organizations that the reader may find helpful in further explorations related to free and open schools., . Information is provided to the user concerning the avialability of some of the documents from the ERIC microfiche collection..(.SHM) FILMED FROM BEST AVAILABLE COPY SOCIAL SCIENCE EDUCATION CONSORTIUM, INC. .4 pa Putweectoug ..-=,,........ R VSAOeaMISMIN %4A4A, MilIMMO YVN, I tiIV! NAIOSO ChESS Education ERIC Clearinghouse forSsocociiaallScience Boulder, Colorado U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFAIlE NATIONAL INSTITUTE OF EDUCATION THIS DOCUMENT HAS .BEENREPRO DUCE° EXACTLY AS RECEIVEDFROM THE PERSON OR DRGANIZAliDNORIGIN ATING IT.
    [Show full text]
  • Building Capacity and Connectivity for Alternative Education
    Kochhar-Bryant, C. A. and White, D. L. (2007). Building capacity and connectivity for alternative education. National Council of Professors of Educational Administration (NCPEA) 2007 Yearbook. (In press). Building Capacity and Connectivity for Alternative Education: The Evolving Role of the Educational Administrator Carol A. Kochhar-Bryant and Dennis L. White INTRODUCTION Despite a plethora of youth intervention policies, school dropout rates have remained sta- ble for the past two decades, with more than a million students leaving school each year. Re- searchers examining school dropout are concerned that high stakes testing and the resulting retention will cause the dropout problem to increase by 50 percent over the next five years (Schargel, 2003). Furthermore, a rising number of youth are suspended, expelled, or placed into alternative settings due to behaviors resulting from emotional/behavioral disabilities, school code violations, and general school alienation. One third of this country’s young peo- ple ages 18-24, therefore, may enter adult society without adequate preparation. At the same time, alternative education programs and schools are proliferating across the U.S. with approximately 10,000 alternative education schools now in place that provide edu- cational and developmental support for children and youth who are at risk of failing in school and in life (White & Kochhar-Bryant, 2005, p. 29). As high school graduation rates have de- clined, the rate at which American children have been turning to alternative education has more than doubled. State education leaders report that they are now more likely to rely on al- ternative placements for students with learning and behavioral challenges, particularly in re- sponse to new student achievement accountability requirements (GAO, 2003; Lehr, 2004).
    [Show full text]
  • The Secret History of School Choice: How Progressives Got There First
    The Secret History of School Choice: How Progressives Got There First JAMES FORMAN,JR.* INTRODUCTION Along with others who teach or write in constitutional or educational law, I spent much time during the fiftieth anniversary of Brown v. Board of Education1 at conferences or panel discussions commemorating that decision. In each, the discussion of school choice—both charter schools and school vouchers2—has figured prominently. Inevitably, one of the panelists—either a civil rights advo- cate or a left-identified academic—has said something to the effect of, “given that school choice began as a way for the South to avoid complying with Brown, I have the following concerns about today’s choice movement....”As somebody who is committed to racial and economic justice,3 yet who sees potential in some school choice proposals, these references to choice’s retro- grade historical past both troubled and intrigued me. So I decided to explore the history of school choice. I found that my conference co-participants were not alone. School choice—especially school * Associate Professor, Georgetown University Law Center. I presented a version of this paper at the Georgetown University Law Center’s Bolling v. Sharpe conference in April 2004, and I would like to thank the conference participants and its convener Alex Aleinikoff. I also received helpful comments from the participants at Georgetown’s Faculty Workshop, and from Sheryll Cashin, Arthur Evenchik, Jerry Kang, David Luban, Paul O’Neill, Ginger Patteson, Diane Ravitch, Jim Ryan, Mike Seidman, Gerry Spann, David Vladeck, Kathy Zeiler, and Todd Zywicki. Thanks also to Nicole Devero, Tanya Messado, Caroline Ngubene, and Margaret Rodgers for research assistance, and to E´ deanna Johnson- Chebbi and Anna Selden for help with the manuscript.
    [Show full text]
  • What Is Democratic Education?
    What is Democratic Education? Written in 2007 for a proposed book on democratic schools Nearly everyone in the Western world believes in democracy, right? So why would anyone question the need for schools to be “democratic”? Indeed, why are most schools in our culture manifestly nondemocratic? The alternative educators represented in this volume, who pointedly call their schools “democratic,” often portray their model as based on simple common sense, or at least as a simple extension of America’s founding principles—but in many ways their ideas are thoroughly radical, and run counter to certain beliefs and traditions in modern society. One reason for this confusion is that there are different ways to understand the meaning of democracy. The democratic schools considered here are based upon a notion of genuine participatory democracy, practiced everywhere throughout society, with all ages of people. The term “participatory democracy” was used by the New Left in the 1960s (e.g. the Port Huron Statement of 1962) as a way of reclaiming the essence of democratic idealism in a society they believed had grown over-organized, hierarchical and authoritarian. It is the antidote to technocracy (rule by experts, bureaucrats and administrators) and represents a renewed faith in the intelligence and moral judgment of common citizens pursuing their daily lives and interests. John Dewey, the premier philosopher of democracy and progressive education, argued that “all those who are affected by social institutions must have a share in producing and managing them.” 1 According to the proponents of democratic education, young people ought to have this same power (and responsibility) in the schools where they spend so much of their lives.
    [Show full text]
  • The Morning Meeting: Fostering a Participatory Democracy Begins with Youth in Public Education
    Old Dominion University ODU Digital Commons Teaching & Learning Faculty Publications Teaching & Learning 2020 The Morning Meeting: Fostering a Participatory Democracy Begins with Youth in Public Education Rebecca C. Tilhou Old Dominion University, [email protected] Follow this and additional works at: https://digitalcommons.odu.edu/teachinglearning_fac_pubs Part of the Curriculum and Social Inquiry Commons, Educational Leadership Commons, Educational Methods Commons, Political Theory Commons, and the Social and Philosophical Foundations of Education Commons Original Publication Citation Tilhou, R. C. (2020). The morning meeting: Fostering a participatory democracy begins with youth in public education. Democracy & Education, 28(2), 1-11. Retrieved from https://democracyeducationjournal.org/home/vol28/iss2/5/ This Article is brought to you for free and open access by the Teaching & Learning at ODU Digital Commons. It has been accepted for inclusion in Teaching & Learning Faculty Publications by an authorized administrator of ODU Digital Commons. For more information, please contact [email protected]. The Morning Meeting Fostering a Participatory Democracy Begins with Youth in Public Education Rebecca C. Tilhou (Old Dominion University) Abstract There is a faltering sense of democracy in America’s current political climate due to polarized opin- ions about leadership’s decisions and antagonistic political parties. John Dewey (1916) proposed that education is the place to foster democracy, as schools can provide a platform to actively engage stu- dents in authentic democratic experiences that will empower them to act democratically beyond the walls of the school. The democratic schools that emerged during the Free School Movement of the 1960s and 1970s embody Dewey’s philosophy, specifically with the shared governance occurring in their School Meetings.
    [Show full text]