Emotional, social and academic adjustment to college: A comparison between Christian home schooled and traditionally schooled college freshmen
Scott White, Elizabeth Williford, John Brower, Terance Collins, Roman Merry, and Maryam Washington; Home School Researcher, 2007, Volume 17, Number 4, p. 1-7.
Home schooled students’ ability to successfully adjust to college life is one important criterion to demonstrate a positive outcome of home schooling. The present study compared . . . on the College Adjustment Scale. The mean scores of the two groups were compared across the nine CAS scales designed to measure emotional, behavioral, social and academic problems typically presenting to university counseling centers. The home schooled students scored significantly . . .
Keywords, descriptors, key terms: college, college adjustment, adults, socialization, academics, home schooling, homeschooling, home education, home-based education
ARE HOME AND private schools a “cost” to traditional public schools? This argument has often been used by local school districts, and others, to push for legislation that would restrict the establishment of these alternative schools. By focusing on home and private schools, and using Nevada as an example, this paper analyzes the impact of these alternative schools in depth. What is found is that aside from their superior effectiveness (Duvall, Delquadri, & Ward, 2004; National Center for Education Statistics [NCES], 2002; Rudner, 1999), the reduced public school enrollment caused by the presence of alternative schooling results in lower educational costs for the affected school district.
John T. Wenders, Ph.D. & Andrea D. Clements, Ph.D., Volume 17, No. 2, 2007, p. 13-35
The social skills scores of the homeschooled were consistently higher than those of public school students. “Differences were most marked for girls and for older children, and encompassed all four of the specific skills tested: cooperation, assertiveness, empathy, and self-control.” Gender differences were considered and found.
Richard G. Medlin, Ph.D., 2006, Volume 17, Number 1, p. 1-8
Reviews Kelly, Barr, and Weatherby’s 2006 report entitled Educational Neglect & Compulsory Schooling: A Status Report in which they claimed that school-age children who are privately home educated and not registered with state agencies – even if the law does not require such registration – are “missing” and “educationally neglected.” Explains significant philosphical and methodological weaknesses and errors in the report.
Brian D. Ray, Ph.D., Volume 17, Number 1, p. 9-12
In general, younger and older homeschooled students are educated at home for the same reasons: parents believe they can provide them a better education (47%) and for religious reasons (41%). However, there are some differences in reasons according to the grade levels of the students.
Guillermo Montes, Ph.D., Volume 16, Number 4, 2006, p. 11-17
Homschooling parents were more concerned with teaching their children their values and religious beliefs, and more convinced that their children’s education reinforced this endeavor, than public school parents. They were also more confident that their children had embraced the values encompassed in their education. The two groups of parents did not differ, however, concerning whether they wanted their children to decide for themselves what values to believe in. Compared to public school parents, home schooling parents reported slightly more prosocial behavior in their children. In general, the attitudes toward religion and values expressed by home schooling parents were positively related to children’s prosocial behavior.
Skylar T. Kingston and Richard G. Medlin, Ph.D., Volume 16, No. 4, 2006, p. 1-10
The Liberal State Thesis Regarding Parental Authority, Children’s Rights, and Homeschooling: How Far
Critiques the “liberal state thesis” that, among other things, promotes “the continued development and encroachment of the liberal state upon parental authority to homeschool children without undue interference and regulation of the government.” Offers a more positive view of homeschooling, and defends the responsibility of parental authority in determining their children’s educational delivery system.
Stephen M. King, Ph.D., Volume 16, No. 3, 2005, p. 15-24
Charles Howell, Ph.D., Volume 16, No. 3, 2005, p. 1-14
T. Wayne McEntire, Ph.D., Volume 16, No. 2, 2005, p. 13-18