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
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