Understanding Homeschooling Requires a New Generation of Studies

• In Event: Homeschooling: Legal Considerations, Outcomes, and Future Research Directions

Abstract

The goal of this presentation is to outline future directions that have the potential to yield important advancements in the study of homeschooling. Developing a better scientific understanding of homeschooling is necessary given the increasing number of homeschoolers (Wang et al., 2019), their apparent success (Murphy, 2014; Ray, 2017), controversy surrounding homeschooling (Bartholet, 2019; Kunzman & Gaither, 2013), and a dearth of relevant data to guide parents and policy makers (Kunzman & Gaither, 2013; Murphy, 2014).

The first generation of homeschooling studies generally involved comparing the academic achievement of homeschoolers and conventionally schooled students. These studies are important and generally indicate that homeschoolers do as well, or better, than children in more traditional forms of school. Firm conclusions, however, cannot be drawn from this generation of studies because selection effects are undoubtedly present. There is evidence, for example, that homeschoolers are more likely than conventionally schooled children to live with both of their parents and to experience high levels of parental involvement (Murphy, 2012; Ray, 2017).

In this talk, after summarizing previous findings, we will outline strategies, such as the use of propensity scores, for overcoming this serious limitation. Propensity scores are valuable because they reduce problems associated with selection bias, which allows for a clearer understanding of the similarities or differences between homeschoolers and those in conventional schools.

Another major limitation in the homeschooling literature involves the dearth of information on how the homeschooling experience relates to students’ academic achievement. Next to nothing is known, for example, about if the home environment (e.g., income, emotional climate) homeschooling parents’ characteristics (e.g., temperament, stress, parenting approach), or instructional practices relate to homeschoolers’ academic engagement and achievement. In addition, there is virtually no peer-reviewed work on whether or not child characteristics (e.g., temperament, social skills, problem behaviors) are related to their academic functioning. The lack of research is problematic because without scientific data parents, educators, and policy makers will be ill equipped to make important educational decisions. Although many homeschoolers are likely to excel, some may be unlikely to benefit from this educational approach, or they may need a more tailored approach.

To address this limitation, and based on theoretical models team members have been testing with conventionally schooled children for over 20 years, we outline a heuristic model to guide studies designed to understand homeschoolers’ academic functioning. During our presentation, and as shown in the heuristic model presented in Figure 1, we will discuss why, based on prior research with the relevant constructs, we expect homeschoolers’ academic functioning to be shaped by the home environment, instructional practices, and parent characteristics. In addition, we will identify child characteristics we believe are likely to either moderate and mediate some of these effects. Last, we will discuss reasons we believe these constructs are likely transactionally related across time.

Authors

• Carlos Valiente, Arizona State University
  Presenting Author

• Tracy L Spinrad, Arizona State University
  Non-Presenting Author

• Nancy Eisenberg, Arizona State University
  Non-Presenting Author