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ERIC Number: ED435709
Record Type: Non-Journal
Publication Date: 1999-Sep
Pages: 4
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
The Scholastic Achievement of Home School Students. ERIC/AE Digest.
Rudner, Lawrence M.
This digest highlights some of the findings of the largest study of home schooling conducted to date (L. Rudner, 1999). For this study, 20,760 students in 11,930 families provided useable questionnaires and corresponding achievement test data. Home schooling parents had more formal education than parents in the general population, and many had been formally trained as teachers. The median income for home school families was significantly higher than that of all families with children in the United States. Almost 25% of home school students were enrolled one or more grades above their age-level peers in public and private schools. The achievement test scores of home school students were exceptionally high, with the median scores for every subtest at every grade well above those of public and Catholic/private school students. Some limitations of the study are noted. Home school students and their families are not a cross-section of the U.S. population. The act of home schooling distinguishes this group in terms of exceptionally strong commitment to education and children. In addition, reported differences between groups do not control for background differences and cannot be attributed to the type of school a child attends. The study does not demonstrate that home schooling is superior to public or private schools, but it does show that a large group of parents choosing to make the commitment to home schooling have been able to provide a very successful academic environment. (SLD)
ERIC Clearinghouse on Assessment and Evaluation, 1129 Shriver, University of Maryland, College Park, MD 20742; Tel: 800-464-3742 (free).
Publication Type: ERIC Publications; ERIC Digests in Full Text
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: ERIC Clearinghouse on Assessment and Evaluation, Washington, DC.