Why are growing numbers of Minnesota youngsters being home-schooled?

By JOE NATHAN – ECM Columnist

Why are some families doing home schooling, how many are doing it and is it a good idea? Several readers responded to a recent column on district and charter enrollment by asking these questions.

First, the why? Professor Milton Gaither of Messiah College in Pennsylvania responded, "The most recent (2007) National Center for Education Statistics data (http://nces.ed.gov/pubs2009/2009030.pdf) has the top three reasons for home schooling being first, a concern about school environment (bullying, lack of morals, etc), second, a parental desire to provide religious or moral instruction, and third, dissatisfaction with the academic instruction at the public school."

Beth Balmanno, President of Minnesota Homeschoolers’ Alliance said, "Although each situation is unique, most parents turn to home schooling because, ultimately, they want what is best for their kids. Perhaps their special needs students aren’t getting their needs met; maybe their gifted child isn’t being challenged; or maybe they want to provide their child with the ability to follow their passions and interests, free of an institutionalized schedule."

Minnesota Department of Education officials Cindy Jackson and Carol Hokenson supplied state statistics. Here’s a brief, partial summary of their records, including school years and numbers of Minnesota students being "home schooled."

1987-882,322

1997-9813,081

2006-200717,621

2011-1216,081

These figures showed an increase of more than 15,000 from 1987-88 to 2006-2007, and then a modest decline.

Balmanno wrote, "The increase in home schooling from the 1980s to the 2000s is a reflection of two things: legislation made it easier for families to home school and home schooling became more "mainstream."

The reduction in recent years is directly related to the increase of online schools. Although an alternative to brick and mortar education, students enrolled in online schools do not count as home schooled students. "

Professor Gaither agrees with Balmanno. He wrote, "Some states have seen declines since the mid 2000s and yes indeed, those declines frequently correlate with the expansion of online public schools (cyber charters being the most conspicuous example)."

Though students being educated via a "public "cyber-school" or via "on-line learning" are not counted in the home schooling figures, they clearly are doing some of their learning at home.

The southeastern Minnesota school district of Houston has adapted to the opportunity that home schooling provides. They’ve created "on-line" learning opportunities for students throughout Minnesota. Justin Treptow, head of Houston’s on-line program, told me that the district enrolled more than 1,600 full time on-line students last year, and 185 part-time.

This is not an argument that home schooling or "on-line learning" is the best option for everyone. Not every family does a great job with this, and some on-line learning programs have promised more than they delivered.

Balmanno wrote, "It would be hard to quantify achievements of home schoolers because families perceptions of "achievement" are wide and varied. Do home school graduates go on to attend college? Absolutely. Do home schoolers achieve perfect SAT scores and win academic contests and excel at sports? Certainly. However, there is no clearinghouse for this type of information."

Professor Gaither has concluded, that it is "impossible to summarize or generalize the impact of homeschooling on students."

Over the last few years, I’ve read deeply moving essays by suburban and rural students who are learning "on-line" Some describe bullying that they experienced in large secondary schools, and the far more comfortable environment they experience by learning at home, via on-line learning. Others describe a medical issue, either for themselves for a close family member, which made it difficult or impossible to leave the home for many months. They praise the home school or on line option, as one youngster wrote, "just right for me."

Joe Nathan, formerly a Minnesota PTA president, public school teacher and administrator, directs the Center for School Change. Reactions are welcome at joe@centerforschoolchange.org.

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